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{ "count": 38491, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=16000", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=15800", "results": [ { "pk": 28543, "title": "Unconscious Number Discrimination in the Human Visual System", "subtitle": null, "abstract": "How do humans compute approximate number? According to one influential theory, approximate number representationsarise in the intraparietal sulcus and are amodal (independent of any sensory modality). Alternatively, approximate numbermay be computed initially within sensory systems. We tested for approximate number representations in the visual systemusing steady state visual evoked potentials (SSVEPs). We recorded EEG from human subjects while they viewed dotcloudspresented at 30 Hz. Alternating the dotcloud numerosity at 15 Hz evoked a 15 Hz SSVEP detectable over the occipital lobe(Oz). The SSVEP amplitude increased as the numerical difference between dotclouds increased, indicating that subjectsvisual systems were differentiating dotclouds on the basis of their numerical ratios. Critically, subjects were unable toconsciously discriminate dotcloud numerosity, indicating the rapid presentation disrupted reentrant feedback to visualcortex. Approximate number appears to be computed within the visual system, independently of higher-order areas suchas the intraparietal sulcus.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/59b0j708", "frozenauthors": [ { "first_name": "Che", "middle_name": "", "last_name": "Lucero", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Geoffrey", "middle_name": "", "last_name": "Brookshire", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Roberto", "middle_name": "", "last_name": "Bottini", "name_suffix": "", "institution": "University of Trento", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Goldin-Meadow", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Vogel", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Casasanto", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28543/galley/18414/download/" } ] }, { "pk": 28626, "title": "Under pressure: The influence of time limits on human exploration", "subtitle": null, "abstract": "How does time pressure influence attitudes towards uncer-tainty? When time is limited, do people engage in differentexploration strategies? We study human exploration in a rangeof four-armed bandit tasks with different reward distributionsand manipulate the available time for each decision (limitedvs. unlimited). Through multiple behavioral and model-basedanalyses, we show that reactions towards uncertainty are influ-enced by time pressure. Specifically, participants seek out un-certain options when time is unlimited, but avoid uncertaintyunder time pressure. Moreover, larger relative differences inuncertainty between options slowed down reaction times anddampened the drift rate of a linear ballistic accumulator model.These results shed new light on the differential effect of uncer-tainty and time pressure on human exploration.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Exploration-exploitation; Uncertainty; Time Pres-sure; Directed Exploration; Multi-armed Bandits" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2mc9b380", "frozenauthors": [ { "first_name": "Charley", "middle_name": "M.", "last_name": "Wu", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Eric", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Kimberly", "middle_name": "", "last_name": "Gerbaulet", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Timothy", "middle_name": "J.", "last_name": "Pleskac", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Maarten", "middle_name": "", "last_name": "Speekenbrink", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28626/galley/18497/download/" } ] }, { "pk": 29100, "title": "Understanding Human Memory for Where Using Experience Sampling Data", "subtitle": null, "abstract": "We examined how people remember ’where’ a certain event happened given the time and date of the event (i.e., memoryfor where). We especially focused on the kinds of information people use when trying to retrieve their memory for where.In order to increase ecological validity, we used experience sampling technology. In the task, participants watched a videothat depicted a 3rd person’s life for a month period, which was generated by using the 3rd person’s experience samplingdata. Then, participants were cued with a certain time and were asked where the person was at that time as well as howconfident they were with their response. Using a conditional logit model, we found that, temporal and spatial distanceswere the main predictors of participants’ choice. We also found that generic knowledge about one’s life and repeatingevents (or locations) also affect participants retrieval of memory for where.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4x16s1wk", "frozenauthors": [ { "first_name": "Hyungwook", "middle_name": "", "last_name": "Yim", "name_suffix": "", "institution": "The University of Melbourne", "department": "" }, { "first_name": "Bree", "middle_name": "Wan Rong", "last_name": "Ong", "name_suffix": "", "institution": "The University of Melbourne", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Stone", "name_suffix": "", "institution": "The University of Melbourne", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Dennis", "name_suffix": "", "institution": "The University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29100/galley/18971/download/" } ] }, { "pk": 28993, "title": "Understanding Individual Differences in Eye Movement Pattern During ScenePerception through Co-Clustering of Hidden Markov Models", "subtitle": null, "abstract": "Here we combined the Eye Movement analysis with Hidden Markov Models (EMHMM) method with the data miningtechnique co-clustering to discover participant groups with consistent eye movement patterns across stimuli during sceneperception. We discovered explorative (switching between foreground and background information) and focused (mainlyon foreground) eye movement strategy groups among Asian participants. In contrast to previous research suggesting acultural difference where Asians adopted explorative and Caucasians used focused eye movement strategies, we foundthat explorative patterns were associated with better foreground object recognition performance whereas focused patternswere associated with better feature integration in the flanker task and higher preference rating of the scenes. In addition,images with a salient foreground object relative to the background induced larger individual differences in eye movements.Thus, eye movements in scene perception not only contribute to scene recognition performance, but also reflects individualdifferences in cognitive ability and scene preference.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/09j446td", "frozenauthors": [ { "first_name": "Janet", "middle_name": "", "last_name": "Hsiao", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Kin", "middle_name": "Yan", "last_name": "Chan", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Yuefeng", "middle_name": "", "last_name": "Du", "name_suffix": "", "institution": "City University of Hong Kong", "department": "" }, { "first_name": "Antoni", "middle_name": "", "last_name": "Chan", "name_suffix": "", "institution": "City University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28993/galley/18864/download/" } ] }, { "pk": 28425, "title": "Understanding interactions amongst cognitive control, learning and representation", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1dk0g95w", "frozenauthors": [ { "first_name": "Sebastian", "middle_name": "", "last_name": "Musslick", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Abigail", "middle_name": "Hoskin", "last_name": "Novick", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Taylor", "middle_name": "", "last_name": "Webb", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Frankland", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Cohen", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Rebecca", "middle_name": "J.", "last_name": "Jackson", "name_suffix": "", "institution": "Cambridge University", "department": "" }, { "first_name": "Matthew", "middle_name": "A.", "last_name": "Lambon Ralph", "name_suffix": "", "institution": "Cambridge University", "department": "" }, { "first_name": "Lang", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Timothy", "middle_name": "T.", "last_name": "Rogers", "name_suffix": "", "institution": "UW-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28425/galley/18296/download/" } ] }, { "pk": 28727, "title": "Understanding language about other peoples actions.", "subtitle": null, "abstract": "When people understand language about their own actions they activate premotor regions they use to perform these actions.Do people understand language about other peoples actions by imagining how they perform these actions themselves, orhow they perceive others performing them? Here, we recorded BOLD fMRI while left- and right-handers read about andthen imagined their own unimanual actions (e.g. you write) or others actions (e.g. she writes). When imagining theirown manual actions, participants preferentially activated PMC circuits controlling their dominant hand. By contrast, whenimagining others actions, participants PMC activity reflected both how they perform actions themselves and how theytypically see actions performed by right-handers (about 90% of people they see). Language-induced motor imagery forour own actions reflects how we use our own bodies, whereas imagery for others actions also reflects how others use theirbodies, even if their bodies differ from our own.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4d75z20d", "frozenauthors": [ { "first_name": "Tom", "middle_name": "", "last_name": "Gijssels", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Marianna", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Che", "middle_name": "", "last_name": "Lucero", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Marc", "middle_name": "G.", "last_name": "Berman", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Casasanto", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28727/galley/18598/download/" } ] }, { "pk": 29088, "title": "Understanding the design neurocognition of industrial designers when designingand problem-solving.", "subtitle": null, "abstract": "This paper presents results from an experiment to determine brain activation differences between problem-solving anddesigning of industrial designers. The study adopted and extended the tasks described in a previous fMRI study of designcognition and measured brain activation using EEG. The experiment consists of 4 tasks: problem-solving, basic designand open design tasks using a tangible interface and sketching. By taking advantage of EEG’s temporal resolution wefocus on time-related neural responses during problem-solving compared to design tasks. Statistical analyses indicateincreased activation when designing compared to problem-solving. Results of time-related neural responses connected toBrodmann areas cognitive functions, contribute to a better understanding of industrial designers’ cognition. The study ispart of a research project whose goal is to correlate design cognition with brain behavior across design domains. Bring-ing neuroscience methods to design research is contributing to a better understanding of the emergent field of designneurocognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5g31c8zn", "frozenauthors": [ { "first_name": "Sonia", "middle_name": "", "last_name": "Vieira", "name_suffix": "", "institution": "Faculty of Engineering University of Porto", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Gero", "name_suffix": "", "institution": "University of North Carolina at Charlotte", "department": "" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Delmoral", "name_suffix": "", "institution": "University of Porto", "department": "" }, { "first_name": "Valentin", "middle_name": "", "last_name": "Gattol", "name_suffix": "", "institution": "Austrian Institute of Technology GmbH", "department": "" }, { "first_name": "Carlos", "middle_name": "", "last_name": "Fernandes", "name_suffix": "", "institution": "University of Porto", "department": "" }, { "first_name": "Marco", "middle_name": "", "last_name": "Parente", "name_suffix": "", "institution": "University of Porto", "department": "" }, { "first_name": "Antnio", "middle_name": "", "last_name": "Fernandes", "name_suffix": "", "institution": "University of Porto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29088/galley/18959/download/" } ] }, { "pk": 35940, "title": "Understanding US Undergraduate Students’ Perceptions of International Teaching Assistants", "subtitle": null, "abstract": "The purpose of this mixed-method study was to better understand undergraduate students’ perceptions of international teaching assistants (ITAs) at a major research institution. Data collected through surveying a sample of 436 undergraduate students from different colleges and at different class levels were analyzed both qualitatively and quantitatively. Undergraduate students’ perceptions of ITAs were derived through qualitative analysis of the open-ended survey data, which resulted in themes both established in previous research (e.g., language) and original ideas. For example, one perception identified was the connection of language to pedagogic difficulties, while another perception focused on the interactive construct of communication. Further, students who indicated that they did not have problems with ITAs were less likely to articulate perceptions that were relational, whereas students who did report having a problem with ITAs articulated perceptions that involved an interaction (communication and language as a barrier interfering with pedagogic performance of ITAs).", "language": "eng", "license": null, "keywords": [ { "word": "International Teaching Assistants" }, { "word": "undergraduate student perceptions" }, { "word": "mixed-methods research" } ], "section": "Theme Section - Teaching and Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3fr339sv", "frozenauthors": [ { "first_name": "Asma", "middle_name": "A.", "last_name": "Khan", "name_suffix": "", "institution": "California State University, Fullerton", "department": "" }, { "first_name": "Marla", "middle_name": "", "last_name": "Mallette", "name_suffix": "", "institution": "Binghamton University, State University of New York", "department": "Teaching, Learning and Educational Leadership" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35940/galley/26794/download/" } ] }, { "pk": 28527, "title": "Unexpectedness makes a sociolinguistic variant easier to learn: Analien-language-learning experiment", "subtitle": null, "abstract": "We report two artificial-language-learning experimentsinvestigating if the acquisition of sociolinguistic associations isfacilitated by two kinds of expectation violation: encounteringa variant (a) for the first time or (b) in an ungrammaticalcontext. Participants learned an artificial language with twodialects, each spoken by one of two alien species: Gulusand Norls. The two dialects differed with regard to a pluralsuffix: Gulus mostly used -dup, and Norls mostly used -nup.In the first learning phase, participants learned the languagewithout aliens; in the second learning phase, they wereexposed to it with alien interlocutors. In Experiment 1 wemanipulated whether -nup occurred in the first learning phase;in Experiment 2 we manipulated linguistic constraints on itsoccurrence. The acquisition of sociolinguistic association wasevaluated by asking participants to select suffixes given aliensand vice versa. We found that sociolinguistic acquisitionwas facilitated in Experiment 1, but not Experiment 2. InExperiment 2, however, a post hoc analysis revealed thatparticipants who had learned the grammatical context of thelinguistic conditioning did experience facilitation, while thosewho had not did not. Our results provide laboratory evidencethat unexpectedness facilitates the learning of sociolinguisticvariation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "artificial-language learning; social meaning;sociolinguistics; salience; surprisal" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1bc84104", "frozenauthors": [ { "first_name": "Wei", "middle_name": "", "last_name": "Lai", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "P ́eter", "middle_name": "", "last_name": "R ́acz", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Gareth", "middle_name": "", "last_name": "Roberts", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28527/galley/18398/download/" } ] }, { "pk": 28541, "title": "Unflinching Predictions: Anticipatory Crossmodal Interactions are Unaffected bythe Current Hand Posture", "subtitle": null, "abstract": "According to theories of anticipatory behavior control, actionplanning and control is realized by activating desired goalstates. From an event-predictive perspective, this activationshould focus sensorimotor processing on expected, upcomingevent boundaries. Previous studies have shown that periper-sonal hand space (PPHS) is remapped to the future hand lo-cation in a grasping task before the movement commences.Here, we investigated if the current hand posture interfereswith the anticipatory remapping of PPHS. Participants had tograsp virtual bottles from two differently oriented starting pos-tures. During the prehension, they received a vibrotactile stim-ulus on their right index finger or on their thumb, while a vi-sual stimulus appeared at the bottle, either matching the futurefinger position, or not. Participants had to name the stimu-lated finger. While the hand posture affected verbal responsetimes, the anticipatory remapping remained unchanged. Ap-parently, the predictive processes that realize the anticipatoryremapping, generalize over initial hand postures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Event Predictive Cognition; Anticipatory Behav-ioral Control; Peripersonal Space; Virtual Reality" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3bv9z4qh", "frozenauthors": [ { "first_name": "Johannes", "middle_name": "", "last_name": "Lohmann", "name_suffix": "", "institution": "University of Tubingen", "department": "" }, { "first_name": "Martin", "middle_name": "V.", "last_name": "Butz", "name_suffix": "", "institution": "University of Tubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28541/galley/18412/download/" } ] }, { "pk": 28860, "title": "Unknitting the Meshwork:Interactivity, Serendipity and Individual Differences in a Word Production Task", "subtitle": null, "abstract": "Creative ideas emerge from a meshwork of dynamic elements.Resources internal and external to the agent configure a cognitiveecosystem that scaffolds performance. In addition, capitalizing onfortuitous external cues may trigger new ideas. We examined theseelements to determine how they come into play during a simpleword production task. Participants were video recorded as theygenerated new words from 7 letter tiles in three differentenvironments (i) high interactivity where the titles could be movedat will (ii) low interactivity where they could not, and (iii) lowinteractivity where the order of the tiles could be shuffled but onceshuffled no additional actions were allowed. Overall, interactivityhad a marginally positive impact on performance, whileindependent measures of participants’ verbal fluency were strongpredictors of performance in all environments. Based on a detailedcoding of the video data, a finer-grained analysis of behaviour in thehigh interactivity condition revealed that the time participants spentmanipulating the tiles was a significant predictor of performance.The video data also allowed us to measure the average latency to theproduction of a new word after shuffling the letters in the lowinteractivity condition as an index of how ‘lucky’ the reset was:Shorter average latencies were a significant predictor of overallword production. These data indicate that interactivity, serendipity,and internal cognitive resources determine problem-solvingperformance in this task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Creativity; interactivity; serendipity; cognitive ecosystem." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/08x0068k", "frozenauthors": [ { "first_name": "Wendy", "middle_name": "", "last_name": "Ross", "name_suffix": "", "institution": "Kingston University", "department": "" }, { "first_name": "Frédéric", "middle_name": "", "last_name": "Vallée-Tourangeau", "name_suffix": "", "institution": "Kingston University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28860/galley/18731/download/" } ] }, { "pk": 29186, "title": "Untangling indices of emotion in music using neural networks", "subtitle": null, "abstract": "Emotion and music are intrinsically connected, and researchers have had limited success in employing computationalmodels to predict perceived emotion in music. Here, we use computational dimension reduction techniques to discovermeaningful representations of music. For static emotion prediction, i.e., predicting one valence/arousal value for each 45smusical excerpt, we explore the use of triplet neural networks for discovering a representation that differentiates emotionsmore effectively. This reduced representation is then used in a classification model, which outperforms the original modeltrained on raw audio. For dynamic emotion prediction, i.e., predicting one valence/arousal value every 500ms, we examinehow meaningful representations can be learned through a variational autoencoder (a state-of-the-art architecture effectivein untangling information-rich structures in noisy signals). Although vastly reduced in dimensionality, our model achievesstate-of-the-art performance for emotion prediction accuracy. This approach enables us to identify which features underlieemotion content in music.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5df0c70b", "frozenauthors": [ { "first_name": "Dorien", "middle_name": "", "last_name": "Herremans", "name_suffix": "", "institution": "Singapore University of Technology and Design", "department": "" }, { "first_name": "Kin", "middle_name": "Wai", "last_name": "Cheuk", "name_suffix": "", "institution": "Singapore University of Technology and Design", "department": "" }, { "first_name": "Yin-Jyun", "middle_name": "", "last_name": "Luo", "name_suffix": "", "institution": "Singapore University of Technology and Design", "department": "" }, { "first_name": "Kat", "middle_name": "", "last_name": "Agres", "name_suffix": "", "institution": "A*STAR, Singapore", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29186/galley/19057/download/" } ] }, { "pk": 28901, "title": "Using Big Data to Understand Memory and Future Thinking", "subtitle": null, "abstract": "Imagining the future and remembering the past both involve\nmental time travel. This commonality could indicate shared\nmental processes, as held by the Constructive Episodic\nSimulation Hypothesis (Schacter & Addis, 2008), or else\ninteractive processes that complement one another, a\npossibility we call the Complementarity Hypothesis.\nAccording to the Complementarity Hypothesis, future thoughts\nare constructed from schemas making them episodically poor,\nwhereas past thoughts are constructed from schemas and direct\nretrieval of memory traces, making them relatively\nepisodically rich. We tested these hypotheses using machine\nlearning to data mine mental operations in language, much as\na geologist can recover physical processes from the geological\nrecord. People’s natural, unprompted talk on web blogs was\nautomatically analyzed for past, present, and future references\nusing a temporal orientation classifier. In Study 1, we found\nthat perceptual details were mentioned more often in past than\nfuture talk, implying greater use of episodic processing in past\nthan future thinking. In Study 2, a neural network using\nschemas generated from Latent Dirichlet Allocation better\npredicted the content of references to the future than the past,\nimplying that constructive processes are more common in\nfuture than past thinking. In Study 3, we used the results from\nthe two prior studies to construct an episodic-by-constructive\nprocess space. We adapted techniques from fMRI analysis to\nanalyze this space for clusters of activity, as if the frequency of\npast and future thinking were BOLD responses in cortical\nspace. We found that past and future thinking occupy highly\nseparable regions of processing space, supporting the\nComplementarity Hypothesis.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Prospection; Memory; Future Thinking; Big\nData; Naturally Occurring Datasets" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7fq047v4", "frozenauthors": [ { "first_name": "Robert", "middle_name": "", "last_name": "Thorstad", "name_suffix": "", "institution": "Emory University", "department": "" }, { "first_name": "Phillip", "middle_name": "", "last_name": "Wolff", "name_suffix": "", "institution": "Emory University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28901/galley/18772/download/" } ] }, { "pk": 28890, "title": "Using eye gaze data to examine the flexibility of resource allocation in visual\nworking memory", "subtitle": null, "abstract": "Computational models of visual working memory (VWM)\ngenerally fall into two categories: slots-based models and\nresources-based models. Slots-based models theorise that the\ncapacity of memory is defined by a finite number of items.\nEach slot can only contain one item and once an item is in\nmemory it is remembered accurately. If an item is not in\nmemory, however, there is no memory of the item at all. By\ncontrast, resources-based models claim that all items, rather\nthan just a few enter memory. However, unlike the slots model\nthey are not necessarily remembered accurately. On the\nsurface, these models appear to make distinct predictions.\nHowever, as these models have been developed and expanded\nto capture empirical data, they have begun to mimic each other.\nFurther complicating matters, Donkin, Kary, Tahir and Taylor\n(2016) proposed that observers were capable of using either\nslot- or resource-based encoding strategies. In the current\nexperiment, we aimed to test the claim that observers adapt\ntheir encoding strategies depending on the task environment by\nobserving how participants move their eyes in a VWM\nexperiment. We ran participants on a standard colour recall task\n(Zhang and Luck, 2008) while tracking their eye movements.\nAll participants were asked to remember either 3 or 6 items in\na given trial, and we manipulated whether the number of items\nwas held constant for a block of trials, or varied randomly. We\nexpected to see participants use more resource-like encoding\nwhen the number of items to remember was predictable.\nContrary to these expectations, we observed no difference\nbetween blocked and unblocked conditions. Further, the eye\ngaze data was only very weakly related to behaviour in the task.\nWe conclude that caution should be taken in interpreting eye\ngaze data in VWM experiments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "visual working memory; eye gaze; hierarchical\nmodelling" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7xw253t1", "frozenauthors": [ { "first_name": "Edmond", "middle_name": "", "last_name": "Stewart", "name_suffix": "", "institution": "University of New South Wales", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Donkin", "name_suffix": "", "institution": "University of New South Wales", "department": "" }, { "first_name": "Mike", "middle_name": "", "last_name": "Le Pelley", "name_suffix": "", "institution": "University of New South Wales", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28890/galley/18761/download/" } ] }, { "pk": 29111, "title": "Using Eye Tracking to Examine Morphological Features and Working MemoryCapacity in Agreement Processing", "subtitle": null, "abstract": "Morphosyntactic agreement refers to a head-dependent relation where similar features are shared between syntactic con-stituents. Several grammatical features are expressed in agreement relations through different manifestations of exponence(e.g. separative and cumulative). Whereas prior research has largely examined features in separative exponence (e.g. gen-der and number), this study investigates differences in the on-line processing of features in cumulative exponence. Usingeye tracking, we investigated differences between second language (L2) learner processing of person, number, and tensefeatures in Spanish verbal agreement. We also examined the effect of working memory capacity (WMC) on learnerson-line processing of these same features. The results of our linear mixed effects model indicated learners had greaterperturbation in processing person and tense agreement violations compared to number agreement violations. The resultsalso revealed that learners with higher WMC demonstrated less perturbation to agreement violations of each feature typethan learners with lower WMC.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8k94b1xm", "frozenauthors": [ { "first_name": "Erik", "middle_name": "", "last_name": "Arnold", "name_suffix": "", "institution": "Brigham Young University", "department": "" }, { "first_name": "Deryle", "middle_name": "", "last_name": "Lonsdale", "name_suffix": "", "institution": "Brigham Young University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29111/galley/18982/download/" } ] }, { "pk": 29279, "title": "Using eye-tracking to examine the role of fluency in the number line placementtask", "subtitle": null, "abstract": "The number line placement task, in which individuals are presented with a target number and mark where it would belocated along a number line, has played an important role in the investigation of numerical cognition. However, recentwork suggests that different factors may influence performance on the task, making it a poor proxy for mental represen-tation of number. In this study, adults completed a computer-based number line placement task with either standard ornon-standard endpoints. Consistent with previous research, responses in the standard condition were best fit by a linearmodel, while responses in the non-standard condition were best fit by a logarithmic model. In addition, eye-trackingdata revealed different looking patterns between conditions, including greater fixations on and more frequent alternationbetween endpoints in the non-standard condition and a leftward bias in the standard condition. This behavior may reflectdifferences in number familiarity and strategy use.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7gz9b8fg", "frozenauthors": [ { "first_name": "Samantha", "middle_name": "", "last_name": "Schwarz", "name_suffix": "", "institution": "Susquehanna University", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Asmuth", "name_suffix": "", "institution": "Susquehanna University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29279/galley/19150/download/" } ] }, { "pk": 29128, "title": "Using Graph Theory to Understand the Structure of Event Knowledge in Memory", "subtitle": null, "abstract": "There are several competing theories regarding how event knowledge is represented in the mind, ranging from a strictlytemporally ordered list of activities to sets of connected scenes which may themselves consist of ordered activities. Weemployed a network science approach to provide data-driven insight into event structure. We converted sets of humangenerated activity sequences, in which roughly 25 participants list up to 12 activities for 81 different events (making asandwich, cleaning the house, taking money out of an ATM, etc.), into directed, weighted networks. Analyses of the eventnetworks revealed a complex and varied temporal structure to events. In addition, we were able to identify scenes withinevents, and use graph theory to understand activity centrality, popularity, and influence, as well as the coupling betweenthese activity characteristics. In the aggregate, we find that network science makes multiple data-driven, empiricallytestable predictions about event structure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6hb2p671", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "", "last_name": "Brown", "name_suffix": "", "institution": "Oregon State University", "department": "" }, { "first_name": "Nickolas", "middle_name": "", "last_name": "Christidis", "name_suffix": "", "institution": "University of Western Ontario", "department": "" }, { "first_name": "Jeffrey", "middle_name": "", "last_name": "Elman", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Ken", "middle_name": "", "last_name": "McRae", "name_suffix": "", "institution": "University of Western Ontario", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29128/galley/18999/download/" } ] }, { "pk": 29214, "title": "Using interpersonal movement coordination to investigate gender differences inadults with autism", "subtitle": null, "abstract": "When individuals engage in social interactions, they coordinate their nonverbal movements. Atypical movement coordi-nation may contribute to social difficulties in autism. Further, distinct gender differences have been found in autism: malesshow reduced socio-communicative behaviours relative to females. Here, we explored whether interpersonal movementcoordination differs between males and females with autism, compared to neurotypical (NT) adults. Thirteen adults withautism participated. Twenty-six NT controls are currently being tested. Participants complete a semi-structured interviewwhile being video-recorded. Coordination between participant and examiner is measured using a video-based movementanalysis. Females with autism demonstrated significantly greater movement coordination with their conversational partner,within a smaller range, than males. Given past findings, we expect that coordination differences between autistic and NTmales will be greater than between autistic and NT females. These preliminary results suggest that investigating movementcoordination during interaction may provide a tool for better understanding gender differences in ASD.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7cx8n6b1", "frozenauthors": [ { "first_name": "Nida", "middle_name": "", "last_name": "Latif", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Cynthia", "middle_name": "Di", "last_name": "Francesco", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Aparna", "middle_name": "", "last_name": "Nadig", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29214/galley/19085/download/" } ] }, { "pk": 28977, "title": "Using Known Words to Learn More Words: A Distributional Analysis of ChildVocabulary Development", "subtitle": null, "abstract": "Why do children learn some words before others? Understanding individual variability across children and also variabilityacross words, may be informative of the learning processes that underlie language learning. We investigated item-basedvariability in vocabulary development using lexical properties of distributional statistics derived from a large corpus ofchild-directed speech. Unlike previous analyses, we predicted word trajectories cross-sectionally, shedding light on trendsin vocabulary development that may not have been evident at a single time point. We also show that whether one looksat a single age group or across ages as a whole, the best distributional predictor is whether a child knows a word is thenumber of other known words with which that that word tends to co-occur.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0kt3s695", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "", "last_name": "Flores", "name_suffix": "", "institution": "University of Illinois Urbana-Champaign", "department": "" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Montag", "name_suffix": "", "institution": "University of Illinois Urbana-Champaign", "department": "" }, { "first_name": "Jon", "middle_name": "", "last_name": "Willits", "name_suffix": "", "institution": "University of Illinois Urbana-Champaign", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28977/galley/18848/download/" } ] }, { "pk": 29313, "title": "Using low-level sensory mechanism to bootstrap high order thinking in EFLreading", "subtitle": null, "abstract": "The goal of the study was to compare potential changes in architecture when different set sizes were manipulated as afunction of age difference and reading group difference in the Visual Search Task in Coglab. Based on the RT performanceof Chinese EFLs aged 11 15 years old in feature and conjunction search when target was absent/present across threedifferent set sizes (display size 4, 16 & 64), we conducted tests for architecture, stopping rule and dependency in visualsearch between typical and poor readers. What we are interested in are as follows: First, how a parallel/serial mentalarchitecture in visual search might be predicted by both item features and person characteristics; and second, if stoppingrule in target absent search is self-terminating/ exhaustive in nature. The aim of the study was to find cognitive behaviourthat would accommodate developmental deficiency in EFL reading.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0vz1z392", "frozenauthors": [ { "first_name": "HingYi", "middle_name": "", "last_name": "Wong", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" }, { "first_name": "Duo", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" }, { "first_name": "Zi", "middle_name": "", "last_name": "Yan", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29313/galley/19184/download/" } ] }, { "pk": 28644, "title": "Using Machine Learning to Guide Cognitive Modeling:A Case Study in Moral Reasoning", "subtitle": null, "abstract": "Large-scale behavioral datasets enable researchers to use com-plex machine learning algorithms to better predict human be-havior, yet this increased predictive power does not always leadto a better understanding of the behavior in question. In thispaper, we outline a data-driven, iterative procedure that allowscognitive scientists to use machine learning to generate mod-els that are both interpretable and accurate. We demonstratethis method in the domain of moral decision-making, wherestandard experimental approaches often identify relevant prin-ciples that influence human judgments, but fail to generalizethese findings to “real world” situations that place these prin-ciples in conflict. The recently released Moral Machine datasetallows us to build a powerful model that can predict the out-comes of these conflicts while remaining simple enough to ex-plain the basis behind human decisions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "machine learning; moral psychology" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9bs9d2xg", "frozenauthors": [ { "first_name": "Mayank", "middle_name": "", "last_name": "Agrawal", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Joshua", "middle_name": "C.", "last_name": "Peterson", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28644/galley/18515/download/" } ] }, { "pk": 29288, "title": "Using Occam’s razor and Bayesian modelling to compare discrete and continuousrepresentations in numerostiy judgements", "subtitle": null, "abstract": "Previous research has suggested that numerosity judgements are based not just on perceptual data but also past experi-ence, and so may be influenced by the form of this stored information. The representation of such experience is unclear,however: numerical data can be represented by either continuous or discrete systems, each predicting different general-isation effects. This study therefore contrasts discrete and continuous prior formats within numerical estimation usingboth direct comparisons of computational models using these representations and empirical contrasts exploiting differentpredicted reactions of these formats to uncertainty via Occam’s razor. Both computational and empirical results indicatethat numeroisty judgements rely on a continuous prior format, mirroring the analogue approximate number system, ornumber sense. This implies a preference for the use of continuous numerical representations even where both stimuli andresponses are discrete, with learners seemingly relying on innate number systems rather than symbolic forms acquired inlater life.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9x9710jf", "frozenauthors": [ { "first_name": "Jake", "middle_name": "", "last_name": "Spicer", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Adam", "middle_name": "", "last_name": "Sanborn", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Ulrik", "middle_name": "", "last_name": "Beierholm", "name_suffix": "", "institution": "Durham University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29288/galley/19159/download/" } ] }, { "pk": 28406, "title": "Using replication studies to teach research methods in cognitive science", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "pedagogy; replication; research methods;education" } ], "section": "Workshops", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/07w8v01b", "frozenauthors": [ { "first_name": "Joshua", "middle_name": "R.", "last_name": "de Leeuw", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Jan", "middle_name": "", "last_name": "Andrews", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Ken", "middle_name": "", "last_name": "Livingston", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Franke", "name_suffix": "", "institution": "University of Osnabrück", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Hartshorne", "name_suffix": "", "institution": "Boston College", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Hawkins", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Jordan", "middle_name": "", "last_name": "Wagge", "name_suffix": "", "institution": "Avila University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28406/galley/18277/download/" } ] }, { "pk": 28679, "title": "Using transcranial Direct Current Stimulation (tDCS) to modulate the faceinversion effect on the N170 ERP component.", "subtitle": null, "abstract": "In the present study, we combined tDCS and EEG to examine theelectrophysiological responses to the tDCS-induced effects onthe face inversion effect showed in recent studies. A double-blindprocedure with a between-subjects design (n=48) was used withthe subjects, recruited from the student population, beingrandomly assigned to either tDCS anodal or sham condition. ThetDCS stimulation was delivered over the DLPFC at Fp3 site for10 min at an intensity of 1.5mA while subjects engaged in anold/new recognition task traditionally used to obtain theinversion effect. The behavioural results generally confirmedprevious findings. Critically, the results from the N170 show aneffect of tDCS. Specifically, the tDCS procedure was able tomodulate the N170 peak component by reducing the inversioneffect on the latencies (i.e. less delay between upright andinverted faces) and by increasing the inversion effect on theamplitudes (i.e. larger N170 for inverted vs upright faces). Weinterpret the results based on the previous literature in regard tothe inversion effect on the N170 component.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Inversion effect; tDCS; N170" }, { "word": "Perceptual learning" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4dd0r77d", "frozenauthors": [ { "first_name": "Ciro", "middle_name": "", "last_name": "Civile", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "Brad", "middle_name": "", "last_name": "Wooster", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "Adam", "middle_name": "", "last_name": "Curtis", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "R.", "middle_name": "", "last_name": "McLaren", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "I.P.L.", "middle_name": "", "last_name": "McLaren", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "Aureliu", "middle_name": "", "last_name": "Lavric", "name_suffix": "", "institution": "University of Exeter", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28679/galley/18550/download/" } ] }, { "pk": 28896, "title": "Utilizing eye-tracking to explain variation in response to inconsistent message onbelief change in false rumor", "subtitle": null, "abstract": "Exposure to Inconsistent message has been demonstrated as auseful method to alleviate belief in false rumor. However, thedata from previous research included unexplained variation inresponse to inconsistent message. Existing research alsoincluded the possibility that participants skipped out onreading and therefore they were not exposed to a message.We used an eye tracker to eliminate the possibility. Eyetracking data revealed that participants not only did not skipbut they paid more visual attention to inconsistent messagescomparing with consistent messages. Despite the overalleffectiveness of inconsistent message, some responsesshowed continued belief in rumors even after the exposure.Eye-tracking analyses demonstrated that when participantshad positive pre-belief for a rumor, more visual attention toinconsistent message predicted strengthened the belief. Wediscuss when exposure to inconsistent message does not workwell as a way for harnessing belief in false rumor.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "rumor; belief change; eye tracking; social media" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/88r646s2", "frozenauthors": [ { "first_name": "Yuko", "middle_name": "", "last_name": "Tanaka", "name_suffix": "", "institution": "Nagoya Institute of Technology", "department": "" }, { "first_name": "Miwa", "middle_name": "", "last_name": "Inuzuka", "name_suffix": "", "institution": "Tokyo Gakugei University", "department": "" }, { "first_name": "Rumi", "middle_name": "", "last_name": "Hirayama", "name_suffix": "", "institution": "Osaka Junior College of Music", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28896/galley/18767/download/" } ] }, { "pk": 29011, "title": "Various sources of distraction in analogical reasoning", "subtitle": null, "abstract": "Two leading analogical reasoning paradigms: A:B::C:D task and scene analogies, to date studied in isolation, were appliedto the same 61 participants. The former task included 3 types of distracting response options (relational, semantic, andperceptual); the latter task imposed cross-mapping (response options that suggested a wrong structure to be mapped). First,relational and semantic, but not perceptual, distractors were similarly frequently selected, but their choices were weaklycorrelated. These choices were unrelated to cross-mapping in the other task, either. So, various sources of distraction canplay a role in the analogical reasoning process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/06x7p7cs", "frozenauthors": [ { "first_name": "Hanna", "middle_name": "", "last_name": "Kucwaj", "name_suffix": "", "institution": "Jagiellonian University", "department": "" }, { "first_name": "Jan", "middle_name": "", "last_name": "Jastrzebski", "name_suffix": "", "institution": "Jagiellonian University", "department": "" }, { "first_name": "Micha", "middle_name": "", "last_name": "Ociepka", "name_suffix": "", "institution": "Jagiellonian University", "department": "" }, { "first_name": "Adam", "middle_name": "", "last_name": "Chuderski", "name_suffix": "", "institution": "Jagiellonian University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29011/galley/18882/download/" } ] }, { "pk": 29211, "title": "Verbal Insight Revisited: fMRI evidence for subliminal processing in bilateralinsulae for solutions with AHA! experience shortly after trial onset", "subtitle": null, "abstract": "In insight problem solving solutions with AHA! experience have been assumed to be the consequence of restructuring ofa problem which usually takes place shortly before the solution. However, evidence from priming studies suggests thatsolutions with AHA! are not spontaneously generated during the solution process but already relate to prior subliminalprocessing. We test this hypothesis by conducting an fMRI study using a modified compound remote associates paradigmwhich incorporates semantic priming. We observe stronger brain activity in bilateral anterior insulae already shortly aftertrial onset in problems that were later solved with than without AHA!. This early activity was independent of semanticpriming but may be related to other lexical properties of attended words helping to reduce the amount of solutions to lookfor. In contrast, there was more brain activity in bilateral anterior insulae during solutions that were solved without thanwith AHA!. This timing (after trial start / during solution) x solution experience (with / without AHA!) interaction wassignificant. The results suggest that a) solutions accompanied with AHA! relate to early solution-relevant processing andb) both solution experiences differ in timing when solution-relevant processing takes place. In this context, we discuss thepotential role of the anterior insula as part of the salience network involved in problem-solving by allocating attentionalresources.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/30p432dj", "frozenauthors": [ { "first_name": "Simone", "middle_name": "", "last_name": "Khn", "name_suffix": "", "institution": "University Medical Center Hamburg-Eppendorf", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Sommer", "name_suffix": "", "institution": "University Medical Center Hamburg-Eppendorf", "department": "" }, { "first_name": "Maxi", "middle_name": "", "last_name": "Becker", "name_suffix": "", "institution": "University Medical Center Hamburg-Eppendorf", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29211/galley/19082/download/" } ] }, { "pk": 29040, "title": "Verb arguments in Japanese picture books", "subtitle": null, "abstract": "Previous experiments have demonstrated that Japanese children can use the number of arguments and the case markers tolearn novel verbs. However, these cues are mostly omitted in child-directed speech. We revisit this gap between the abilityof children to use syntactic cues and the deficiency of such input by examining a different mode of input in the form ofpicture books. We built a Japanese picture book predicate-argument structure corpus containing annotations of predicate-argument structure and non-linguistic information. The analyses show that Japanese picture books contain more overtarguments and accusative case markers, and that these cues have significant influence on the prediction of verb transitivity.In addition, this study demonstrates that non-linguistic information (animacy and the numbers of potential referents) couldhelp predict transitivity if learners are able to use these cues to infer the presence of null arguments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3rk0133z", "frozenauthors": [ { "first_name": "Naho", "middle_name": "", "last_name": "Orita", "name_suffix": "", "institution": "Tokyo University of Science", "department": "" }, { "first_name": "Asumi", "middle_name": "", "last_name": "Suzuki", "name_suffix": "", "institution": "Tohoku University", "department": "" }, { "first_name": "Yuichiro", "middle_name": "", "last_name": "Matsubayashi", "name_suffix": "", "institution": "Tohoku University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29040/galley/18911/download/" } ] }, { "pk": 28540, "title": "Verb Frequency Explains the Unacceptability of Factive and Manner-of-speaking\nIslands in English", "subtitle": null, "abstract": "The unacceptability of wh-extraction (e.g., question\nformation) out of certain syntactic structures, known as\n‘island’ effects, has been a central topic in theoretical syntax\nfor many years (Ross, 1967; Chomsky, 1973). A prominent\nexample of islands is that extraction out of a sentential\ncomplement introduced by factive and manner-of-speaking\nverbs (‘What did John know/whisper that Mary bought?’) is\nless acceptable than extraction from a clause introduced by\n“bridge” verbs (‘What did John say that Mary bought?’). We\naimed to replicate Ambridge and Goldberg (2008) who\nargued that extraction from a sentential complement is\nunacceptable in proportion to its discourse salience. We failed\nto replicate their results and found that there is no true island\neffect for such structures: instead there are separate, additive\npenalties based on two factors: (a) verb-frame frequency (cf.\nDabrowska, 2008), and (b) the presence of extraction. These\npenalties give rise to apparent island effects as a result of the\nnonlinear relationship between true acceptability and\nacceptability ratings as measured in Likert scales and forced-\nchoice tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Sentence Processing; Frequency Effect;\nAcceptability of Sentences; Long-distance Dependencie" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2zb7m1zr", "frozenauthors": [ { "first_name": "Yingtong", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Rachel", "middle_name": "", "last_name": "Ryskin", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Futrell", "name_suffix": "", "institution": "University of California, Irvine", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Gibson", "name_suffix": "", "institution": "Boston University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28540/galley/18411/download/" } ] }, { "pk": 29208, "title": "Visual, auditory, and temporal sensorimotor discrimination abilities and theirrelationships with complex cognition", "subtitle": null, "abstract": "At dawn of cognitive science, it was hypothesized that performance on diverse sensorimotor tasks is rooted in unitarysensory discrimination ability that shares the same neural resource with complex cognition. A century of research yieldedinconclusive evidence. We modelled the factor structure for 33 diverse visual sensorimotor, memory, and reasoning tasks,completed by 234 young adults. Covariance structure models indicated two considerably correlated, yet statistically sepa-rate, sensorimotor abilities reflecting temporal vs. non-temporal processing. However, initially moderate relationships ofeach simple ability with reasoning disappeared when mediated by working memory, suggesting that sensory discriminationplays no explanatory role for complex cognition. These results were replicated in another study of 255 young adults, whoadditionally attempted auditory sensorimotor tasks. The latter appeared to be separate from temporal and visual abilities.Overall, sensory discrimination does not constitute unitary ability. Moreover, individual differences in complex cognitioncannot be reduced to sensory discrimination.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6d08b70w", "frozenauthors": [ { "first_name": "Bartomiej", "middle_name": "", "last_name": "Kroczek", "name_suffix": "", "institution": "Jagiellonian University", "department": "" }, { "first_name": "Jan", "middle_name": "", "last_name": "Jastrzebski", "name_suffix": "", "institution": "Jagiellonian University", "department": "" }, { "first_name": "Micha", "middle_name": "", "last_name": "Ociepka", "name_suffix": "", "institution": "Jagiellonian University", "department": "" }, { "first_name": "Hanna", "middle_name": "", "last_name": "Kucwaj", "name_suffix": "", "institution": "Jagiellonian University", "department": "" }, { "first_name": "Adam", "middle_name": "", "last_name": "Chuderski", "name_suffix": "", "institution": "Jagiellonian University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29208/galley/19079/download/" } ] }, { "pk": 29160, "title": "Visual exploration of emotional scenes in aging during a free visualization taskdepending on arousal level of scenes", "subtitle": null, "abstract": "Research on emotion suggests that the attentional preference observed toward the negative stimuli in young adults tendsto disappear in normal aging and, sometimes, to shifts towards a preference for positive stimuli. However, this age-relatedeffect called the positivity effect may be modulated by several factors, such as the arousal level of stimuli. The presentstudy investigated visual exploration of natural scenes of different emotional valence in three age groups (young, middle-aged and older adults) depending on arousal level of scenes using an eye-tracking paradigm. Participants visualized pairsof emotional scenes either in low or high arousal condition. In contrast with the literature, the preliminary results revealeda reduction in prevalence of negative stimuli relative to other ones in older adults regardless of the arousal conditions. Nodifference between young adults and middle aged adults was observed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/44z687wc", "frozenauthors": [ { "first_name": "Poncet", "middle_name": "", "last_name": "Elie", "name_suffix": "", "institution": "Grenoble Alpes University", "department": "" }, { "first_name": "Nicolas", "middle_name": "", "last_name": "Galle", "name_suffix": "", "institution": "Grenoble Alpes University", "department": "" }, { "first_name": "Nathalie", "middle_name": "", "last_name": "Guyader", "name_suffix": "", "institution": "Grenoble Alpes University", "department": "" }, { "first_name": "Moro", "middle_name": "", "last_name": "Elena", "name_suffix": "", "institution": "Grenoble Alpes University", "department": "" }, { "first_name": "Aurlie", "middle_name": "", "last_name": "Campagne", "name_suffix": "", "institution": "Grenoble Alpes University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29160/galley/19031/download/" } ] }, { "pk": 28961, "title": "Visual Spatial Attention Skills and Holistic Processing in High School StudentsWith and Without Dyslexia", "subtitle": null, "abstract": "Visual-spatial attention has been shown to influence literacy development, yet studies investigating its influence on readingin non-alphabetic scripts such as Chinese are scarce, despite recent studies demonstrating orthographic and visuo-spatialskills to be key deficits in people with dyslexia in Chinese. Here, we investigate visual-spatial processing skills in Chi-nese adolescents by measuring their 1) exogenous and endogenous attentional orienting, and 2) holistic processinga phe-nomenon typically demonstrated in face perceptionin Chinese character recognition. Compared with typically developingstudents, Chinese high-school students with dyslexia showed deficits in both endogenous and exogenous visual-spatialattention. Dyslexics also perceived characters more holistically than the controls, suggesting that they selectively attendedto individual components within Chinese characters less readily. These results demonstrated irregularities in visual-spatialprocessing skills in students in dyslexia. This study provides implications for reading intervention programs in order tofacilitate selective attention to character components to enhance literacy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2tt186qd", "frozenauthors": [ { "first_name": "Ronald", "middle_name": "", "last_name": "Chan", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" }, { "first_name": "Chin-wai", "middle_name": "", "last_name": "Kwok", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" }, { "first_name": "Duo", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" }, { "first_name": "Ricky", "middle_name": "Van-yip", "last_name": "Tso", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28961/galley/18832/download/" } ] }, { "pk": 29309, "title": "Visual Statistical Learning Contributes to Word Segmentation during Reading ofUnspaced Chinese Sentences", "subtitle": null, "abstract": "We investigated whether Chinese readers learn to segment words automatically while reading unspaced sentences throughstatistical learning. Experiment 1 replicated Saffran et al.s (1997) study using Chinese monosyllables presented auditorilyto foreign learners of Chinese. The learning outcome was .57 on a two-alternative forced-choice test, statistically betterthan guessing (.5). Experiment 2 repeated Experiment 1 but presented the Chinese monosyllable string visually as acharacter string. Experiment 3 repeated Experiment 2 but doubled the exposure. Experiment 4 repeated Experiment 2with characters of fewer numbers of strokes. The learning outcomes were .53, .52, and .52., not significant when testedindividually, but was significant when the data were combined. At least 60% of the participants in each experiment showedthe effect. We conclude that visual statistical learning does contribute to automatic word segmentation in Chinese reading.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/76v242x4", "frozenauthors": [ { "first_name": "Tsanyu", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "National Taiwan Normal University", "department": "" }, { "first_name": "Jenn-Yeu", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "National Taiwan Normal University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29309/galley/19180/download/" } ] }, { "pk": 28945, "title": "Visuo-Motor Control Using Body Representation of a Robotic Arm with GatedAuto-Encoders", "subtitle": null, "abstract": "We present an auto-encoder version of gated networks for learning visuomotor transformations for reaching targets andrepresentating the location of the robot arm. Gated networks use multiplicative neurons to bind correlated images fromeach others and to learn their relative changes. Using the encoder network, motor neurons categorize the induced visualdisplacements of the robot arm when applying their corresponding motor commands.Using the decoder network, it ispossible to infer back the visual motion and location of the robot arm from the activity of the motor units, aka bodyimage.Using both networks at the same time, near targets can simulate a fictious visual displacement of the robot armand induce the activation of the most probable motor command for tracking it. Results show the effectiveness of ourapproach for 2 degree of freedom and 3 degree of freedom robot arms. We discuss then about the network and its use forreaching task and body representation, future works and its relevance for modeling the so-called gain-field neurons in theparieto-motor cortices for learning visuomotor transformation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6rp913z6", "frozenauthors": [ { "first_name": "Julien", "middle_name": "", "last_name": "Abrossimoff", "name_suffix": "", "institution": "Universit de Cergy-Pontoise", "department": "" }, { "first_name": "Alexandre", "middle_name": "", "last_name": "Pitti", "name_suffix": "", "institution": "Universit de Cergy-Pontoise", "department": "" }, { "first_name": "Philippe", "middle_name": "", "last_name": "Gaussier", "name_suffix": "", "institution": "Universit de Cergy-Pontoise", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28945/galley/18816/download/" } ] }, { "pk": 28747, "title": "Wait for it!Stronger influence of context on categorical perception in Danish than Norwegian", "subtitle": null, "abstract": "Speech input is often noisy and ambiguous. Yet listenersusually do not have difficulties understanding it. A keyhypothesis is that in speech processing acoustic-phoneticbottom-up processing is complemented by top-downcontextual information. This context effect is larger when theambiguous word is only separated from a disambiguating wordby a few syllables compared to many syllables, suggesting thatthere is a limited time window for processing acoustic-phoneticinformation with the help of context. Here, we argue that therelative weight of bottom-up and top-down processes may bedifferent for languages that have different phonologicalproperties. We report an experiment comparing two closelyrelated languages, Danish and Norwegian. We show thatDanish speakers do indeed rely on context more thanNorwegian speakers do. These results highlight the importanceof investigating cross-linguistic differences in speechprocessing, suggesting that speakers of different languagesmay develop different language processing strategies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "categorical perception; speech perception; Danish;Norwegian" }, { "word": "cross-linguistic studies" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9h82265g", "frozenauthors": [ { "first_name": "Byurakn", "middle_name": "", "last_name": "Ishkhanyan", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Anders", "middle_name": "", "last_name": "Højen", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Riccardo", "middle_name": "", "last_name": "Fusaroli", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Christer", "middle_name": "", "last_name": "Johansson", "name_suffix": "", "institution": "University of Bergen", "department": "" }, { "first_name": "Kristian", "middle_name": "", "last_name": "Tylén", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Morten", "middle_name": "H.", "last_name": "Christiansen", "name_suffix": "", "institution": "Aarhus University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28747/galley/18618/download/" } ] }, { "pk": 28435, "title": "Warning: The Exemplars in Your Category Representation May Not Be the Ones\nExperienced During Learning", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Connectionist; Exemplar; Category learning;\nComputational modeling" } ], "section": "Publication-based Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4w2311g6", "frozenauthors": [ { "first_name": "Kenneth", "middle_name": "J.", "last_name": "Kurtz", "name_suffix": "", "institution": "Binghamton University", "department": "" }, { "first_name": "Daniel", "middle_name": "C.", "last_name": "Silliman", "name_suffix": "", "institution": "Binghamton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28435/galley/18306/download/" } ] }, { "pk": 28737, "title": "What are you talking about?: A Cognitive Task Analysis of how specificity incommunication facilitates shared perspective in a confusing collaboration task", "subtitle": null, "abstract": "This study investigated how participant’s specificity in shar-ing of information in collaborative problem solving was criti-cal to them reaching a successful shared perspective. We ana-lyzed participants’ communication strategies in a collaborativetask designed to make finding common ground challenging.We set out to better understand the difference between suc-cessful and unsuccessful collaborations by conducting a cog-nitive task analysis. From participants’ utterances, we inferredcognitive processes associated with repeating communicationmoves and coded those processes as if-then production rules.We thereby specified the communication strategies used duringinteractions and developed a production-rule model to explainwhether and how shared perspective developed or not. Ourcognitive task analysis indicated that although all collaboratingpairs described the objects they were seeing with a variety offeatures, the successful pairs were more specific in using com-binations of features. Quantitatively, we found significant cor-relations between frequency of combined feature statementsand success in sharing perspectives.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Collaborative Problem Solving; Scientific Rea-soning; Creativity; Coordination; Cognitive Task Analysis;Production Rules" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/41s59946", "frozenauthors": [ { "first_name": "Yugo", "middle_name": "", "last_name": "Hayashi", "name_suffix": "", "institution": "Ritsumeikan University", "department": "" }, { "first_name": "Kenneth", "middle_name": "R.", "last_name": "Koedinger", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28737/galley/18608/download/" } ] }, { "pk": 35944, "title": "What Error Correction Can(not) Accomplish for Second Language Writers by Dana Ferris", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/99n23586", "frozenauthors": [ { "first_name": "Christina", "middle_name": "", "last_name": "Torres", "name_suffix": "", "institution": "University of Central Florida", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35944/galley/26798/download/" } ] }, { "pk": 29078, "title": "What Factors of Background Music Disrupt Task Performance? Influence ofTypes of Sound, Tasks, and Working Memory Capacity on IrrelevantSound/Speech Effect", "subtitle": null, "abstract": "Task-irrelevant background speech or sounds are known to have detrimental effects on task performance which are calledirrelevant-speech/sound effects (ISEs). In this study, we have investigated the contributing factor responsible for magnitudeof ISE focusing on the meaningfulness of the background noise and working memory capacity (WMC). Participants wereasked to perform reading comprehension task (Exp. 1), serial recall task (Exp 2), and match-to-sample task (Exp.3)with or without task-irrelevant instrumental music and lyrics, and their WMC was measured with the Reading SpanTest. The results revealed that the irrelevant sounds with lyrics, but not instrumental music disrupted the performanceof the participants in both the reading comprehension and serial recall tasks , while that in match-to-sample task was notinterfered by either sound types. The moderating effect of WMC was not observed in any experiments. The results impliedthat ISEs were observed when phonological loop was used to conduct these tasks. Based on these results, the function ofa learners WMC in the ISE is discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/88n5x9m1", "frozenauthors": [ { "first_name": "Maiko", "middle_name": "", "last_name": "Takahashi", "name_suffix": "", "institution": "University of Tokyo", "department": "" }, { "first_name": "Mika", "middle_name": "", "last_name": "Ishikawa", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Sachiko", "middle_name": "", "last_name": "Kiyokawa", "name_suffix": "", "institution": "Nagoya University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29078/galley/18949/download/" } ] }, { "pk": 28775, "title": "What if everybody did that?: Universalization as a mechanism of moraldecision-making", "subtitle": null, "abstract": "We describe a cognitive mechanism of moral judgment, universalization, that has received little attention up to now. Underuniversalization, an action’s moral permissibility is determined by calculating what the outcome would be if all people whoare similarly situated to the actor also acted in that way. This mechanism is particularly well-suited to capture our moraljudgments of free-rider cases, where one person doing the action increases utility but many people doing it decreasesutility. Universalization fits into an agreement-based (contractualist) theory of moral cognition, and explains properties ofour moral judgments that an outcome-based or rule-based approach cannot. We show patterns of universalization reasoningin young children as well as adults.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0t09x2m6", "frozenauthors": [ { "first_name": "Sydney", "middle_name": "", "last_name": "Levine", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Max", "middle_name": "", "last_name": "Kleiman-Weiner", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Fiery", "middle_name": "", "last_name": "Cushman", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28775/galley/18646/download/" } ] }, { "pk": 28562, "title": "What information shapes and shifts people’s attitudes about capital punishment?", "subtitle": null, "abstract": "Although most Americans support capital punishment, manypeople have misconceptions about its efficacy andadministration (e.g., that capital punishment deters crime). Cancorrecting people’s inaccurate attitudes change their support forthe death penalty? If not, are there other strategies that mightshift people’s attitudes about the death penalty? Some researchsuggests that statistical information can correct misconceptionsabout polarizing topics. Still, statistics might be irrelevant forsome people because they may support capital punishment forpurely retributive reasons, suggesting other argumentativestrategies may be more effective. In Studies 1 and 2, weexamined what attitudes shape endorsement of capitalpunishment and compared how two different interventionsshifted these attitudes. Altogether, our findings suggest thatattitudes about capital punishment are based on more than justretributive motives, and that correcting misconceptions relatedto its administration reduces support for capital punishment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "capital punishment; coherence; open science" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/234648r7", "frozenauthors": [ { "first_name": "Olivia", "middle_name": "", "last_name": "Miske", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "N.", "middle_name": "J.", "last_name": "Schweitzer", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Zachary", "middle_name": "", "last_name": "Horne", "name_suffix": "", "institution": "Arizona State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28562/galley/18433/download/" } ] }, { "pk": 28692, "title": "What is a good question asker better at? From no generalization, toovergeneralization, to adults-like selectivity across childhood", "subtitle": null, "abstract": "Prior research showed that young children prefer to seek helpfrom actors who have demonstrated active learning compe-tence. What inferences do people make based on the abil-ity to search effectively, for example by asking informativequestions? This project explores across two experiments towhat extent adults and children (3- to 9-year-olds) general-ize the ability to ask informative questions to other abili-ties/characteristics. We presented participants with one mon-ster who always asked informative questions and one whoalways asked uninformative questions. Participants had tochoose which monster they thought was more likely to pos-sess/was better at 12 different characteristics/abilities. Our re-sults show a clear developmental trend. Three- and 4-year-olds draw unsystematic inferences from the monsters question-asking expertise. Five- and 6-year-olds identified the betterquestion asker as better at everything. Seven- to 9-year-oldsshowed adult-like response patterns, selectively associating theability to ask good questions to related characteristics/abilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "active learning; social cognition; question asking." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7rq9g8b3", "frozenauthors": [ { "first_name": "Costanza", "middle_name": "", "last_name": "De Simone", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Azzurra", "middle_name": "", "last_name": "Ruggeri", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28692/galley/18563/download/" } ] }, { "pk": 28420, "title": "What makes a good explanation?Cognitive dimensions of explaining intelligent machines", "subtitle": null, "abstract": "Explainability is assumed to be a key factor for theadoption of Artificial Intelligence systems in a wide rangeof contexts (Hoffman, Mueller, & Klein, 2017; Hoffman,Mueller, Klein, & Litman, 2018; Doran, Schulz, & Besold,2017; Lipton, 2018; Miller, 2017; Lombrozo, 2016).The use of AI components in self-driving cars, medicaldiagnosis, or insurance and financial services has shownthat when decisions are taken or suggested by automatedsystems it is essential for practical, social, and increasinglylegal reasons that an explanation can be provided tousers, developers or regulators.1Moreover, the reasons forequipping intelligent systems with explanation capabilitiesare not limited to user rights and acceptance. Explainabilityis also needed for designers and developers to enhancesystem robustness and enable diagnostics to prevent bias,unfairness and discrimination, as well as to increase trust byall users in why and how decisions are made. Against thatbackground, increased efforts are directed towards studyingand provisioning explainable intelligent systems, both inindustry and academia, sparked by initiatives like the DARPAExplainable Artificial Intelligence Program (DARPA, 2016).In parallel, scientific conferences and workshops dedicated toexplainability are now regularly organised, such as the ‘ACMConference on Fairness, Accountability, and Transparency(ACM FAT)’ (Friedler & Wilson, n.d.) or the ‘Workshop onExplainability in AI’ at the 2017 and 2018 editions of theInternational Joint Conference on Artificial Intelligence.However, one important question remains hithertounanswered: What are the criteria for a good explanation?", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Explainability; Artificial Intelligence; Philosophyof Artificial Intelligence; Psychology; Cognitive Science" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7qd3c6rh", "frozenauthors": [ { "first_name": "Roberto", "middle_name": "", "last_name": "Confalonieri", "name_suffix": "", "institution": "Telef ́onica Innovaci ́on Alpha", "department": "" }, { "first_name": "Tarek", "middle_name": "R.", "last_name": "Besold", "name_suffix": "", "institution": "Telef ́onica Innovaci ́on Alpha", "department": "" }, { "first_name": "Tillman", "middle_name": "", "last_name": "Weyde", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Kathleen", "middle_name": "", "last_name": "Creel", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Tania", "middle_name": "", "last_name": "Lombrozo", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Shane", "middle_name": "", "last_name": "Mueller", "name_suffix": "", "institution": "Michigan Technological University", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Shafto", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28420/galley/18291/download/" } ] }, { "pk": 28768, "title": "Whats in a Name, and When Can a [Beep] be the Same?", "subtitle": null, "abstract": "Words influence cognition well before infants know their specific meanings. For example, three-month-olds are more likelyto form visually-based categories when exemplars are paired with spoken words than with sine-wave tones. We testedwhether structure in infants environment can foster this effect. Caregivers often use exaggerated showing gestures whenlabeling objects, presenting words in synchrony with object motion, and creating amodal temporal structure in auditoryand visual modalities. Because attention to amodal structure attenuates encoding information specific to just one modality,we hypothesized that it can lead auditory signals to impact visually-based categorization. Indeed, when 3-month-olds arefamiliarized to videos in which tones occur in synchrony with object motion, tones subsequently facilitate categorization,just like words. Moreover, familiarizing infants to word-object synchrony enhances their subsequent categorization in thepresence of words. These results suggest that structure in infants environment may contribute to the special effects thatwords have on categorization.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5f6560n4", "frozenauthors": [ { "first_name": "Jill", "middle_name": "", "last_name": "Lany", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Abbie", "middle_name": "", "last_name": "Thompson", "name_suffix": "", "institution": "University of Notre Dame", "department": "" }, { "first_name": "Ariel", "middle_name": "", "last_name": "Aguero", "name_suffix": "", "institution": "University of Notre Dame", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28768/galley/18639/download/" } ] }, { "pk": 28816, "title": "What’s in the Adaptive Toolbox and How Do People Choose From It? RationalModels of Strategy Selection in Risky Choice", "subtitle": null, "abstract": "Although process data indicate that people often rely on sim-plifying processes when choosing between risky options, cur-rent models of heuristics cannot predict people’s choices veryaccurately. To address this apparent paradox, it has been pro-posed that people might adaptively choose from a toolboxof simple strategies. But which strategies are contained inthis toolbox? And how do people decide when to use whichdecision strategy? Here, we develop a model according towhich the decision maker selects a decision strategy for a givenchoice problem rationally from a toolbox of strategies; the con-tent of the toolbox is estimated for each individual decisionmaker. Using cross-validation on an empirical data set, we findthat this model of strategy selection from a personal adaptivetoolbox predicts people’s choices better than any single strat-egy (even when it is allowed to vary across participants) andbetter than previously proposed toolbox models. Our modelcomparisons show that both inferring the content of the tool-box and rational strategy selection are critical for accuratelypredicting people’s risky choices. Furthermore, our analysisreveals considerable individual differences in the set of strate-gies people are equipped with and how they choose amongthem; these individual differences could partly explain whysome people make better choices than others. These findingsrepresent an important step towards a complete formalizationof the notion that people select their cognitive strategies froma personal adaptive toolbox.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision making; bounded rationality; strategy se-lection; heuristics; computational modeling" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/67d2w5vw", "frozenauthors": [ { "first_name": "Florian", "middle_name": "", "last_name": "Mohnert", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Thorsten", "middle_name": "", "last_name": "Pachur", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Falk", "middle_name": "", "last_name": "Lieder", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28816/galley/18687/download/" } ] }, { "pk": 28602, "title": "What’s Lagging in our Understanding of Interruptions?: Effects of InterruptionLags in Sequential Decision-Making", "subtitle": null, "abstract": "Interruptions are an inevitable part of every day life. Previousresearch suggests that interruptions can decrease performanceand increase errors and response time. Additionally, there isevidence that providing a lag time prior to an interruption canmitigate some of the interruption costs. The goal of this pa-per is to investigate the effects of interruptions and interrup-tion lags and explore possible strategies to attenuate interrup-tion costs. A novel sequential decision-making paradigm wasused, where the difficulty of the task and type of interruptionwere the two experimental manipulations. The results indicatethat there is a potential benefit to including a lag time whenpresented with interruptions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "interruption; interruption lag; decision making" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5mh1b1sk", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "", "last_name": "Sloane", "name_suffix": "", "institution": "University of New South Wales", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Donkin", "name_suffix": "", "institution": "University of New South Wales", "department": "" }, { "first_name": "Ben", "middle_name": "", "last_name": "Newell", "name_suffix": "", "institution": "University of New South Wales", "department": "" }, { "first_name": "Garston", "middle_name": "", "last_name": "Liang", "name_suffix": "", "institution": "University of New South Wales", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28602/galley/18473/download/" } ] }, { "pk": 29079, "title": "What strategies do adults use to solve fraction arithmetic problems?", "subtitle": null, "abstract": "When children perform fraction arithmetic, they generate a variety of solutions. In this study, we extended this research toadults. We report that adults performance is best for addition and subtraction, worse for division, and is susceptible to thesame kinds of strategy errors observed in 6th grade children. Specifically, solvers common strategy errors involved main-taining the values of fractions with common denominators even when that strategy was not appropriate. We also presenttwo other findings that were not observed in children. First, adults applied an incorrect division algorithm; they incorrectlyinverted the first, rather than the second operand in fraction division problems. Second, adults applied reduction proce-dures for fraction multiplication and division in order to simplify numerator-denominator pairs during fraction arithmetic.Our results suggest that strategy selection was cued by identifying common fraction components within problems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4xb181r2", "frozenauthors": [ { "first_name": "Shawn", "middle_name": "", "last_name": "Tan", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Jo-Anne", "middle_name": "", "last_name": "LeFevre", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29079/galley/18950/download/" } ] }, { "pk": 28623, "title": "What Syntactic Structures block Dependencies in RNN Language Models?", "subtitle": null, "abstract": "Recurrent Neural Networks (RNNs) trained on a languagemodeling task have been shown to acquire a number of non-local grammatical dependencies with some success (Linzen,Dupoux, & Goldberg, 2016). Here, we provide new evidencethat RNN language models are sensitive to hierarchical syntac-tic structure by investigating the filler–gap dependency andconstraints on it, known as syntactic islands. Previous workis inconclusive about whether RNNs learn to attenuate theirexpectations for gaps in island constructions in particular orin any sufficiently complex syntactic environment. This papergives new evidence for the former by providing control studiesthat have been lacking so far. We demonstrate that two state-of-the-art RNN models are are able to maintain the filler–gapdependency through unbounded sentential embeddings and arealso sensitive to the hierarchical relationship between the fillerand the gap. Next, we demonstrate that the models are ableto maintain possessive pronoun gender expectations throughisland constructions—this control case rules out the possibil-ity that island constructions block all information flow in thesenetworks. We also evaluate three untested islands constraints:coordination islands, left branch islands, and sentential subjectislands. Models are able to learn left branch islands and learncoordination islands gradiently, but fail to learn sentential sub-ject islands. Through these controls and new tests, we provideevidence that model behavior is due to finer-grained expecta-tions than gross syntactic complexity, but also that the modelsare conspicuously un-humanlike in some of their performancecharacteristics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Syntactic Islands" }, { "word": "Recurrent neural networks" }, { "word": "Blocking Effects" }, { "word": "Acquisition of Syntax" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7zr089k7", "frozenauthors": [ { "first_name": "Ethan", "middle_name": "", "last_name": "Wilcox", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Roger", "middle_name": "", "last_name": "Levy", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Futrell", "name_suffix": "", "institution": "University of California, Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28623/galley/18494/download/" } ] }, { "pk": 29182, "title": "When circumstances change, update your pronouns", "subtitle": null, "abstract": "Language is frequently ambiguous, with the same sentence having several possibleinterpretations. One prevalent exampleis third-person pronouns. Hartshorne, Gerstenberg, & Tenenbaum (2014) HGT2014 model pronoun interpretation asan inference over a generative model of the speaker. An advantage of the generative intuitive theory approach is thatit incorporates a flexible, quantitative model of world knowledge rather than a list of facts and heuristics. The authorsformalized this world knowledge as inference over a generative model of the world. We directly test this flexibilityby changing the rules of the world (e.g., through scenarios that reverse the normal relationship between strength andprobability of winning tug-of-war), which according to HGT2014 should directly affect pronoun interpretation. We findthat model predictions and participant judgments align well in such scenarios, supporting HGT2014 and challenging othertheories of pronoun resolution. We discuss this work in the context of recent work on intuitive theories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3k1979t7", "frozenauthors": [ { "first_name": "Joshua", "middle_name": "K.", "last_name": "Hartshorne", "name_suffix": "", "institution": "Boston College", "department": "" }, { "first_name": "Mariela", "middle_name": "V.", "last_name": "Jennings", "name_suffix": "", "institution": "Boston College", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Gerstenberg", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29182/galley/19053/download/" } ] }, { "pk": 28855, "title": "When Does a Reasoner Respond: Nothing Follows?", "subtitle": null, "abstract": "When does a reasoner respond that ”no valid conclusion” (NVC)follows in a syllogistic reasoning task? Cognitive theories aim totrace it back to theory specific inference processes. In contrast,systemic theories explain it by depleted cognitive resources amongothers. This paper investigates possible theories to explain NVCresponses in an experiment with 139 participants. Using mixedmodels we analyze the association of NVC responses with reactiontimes, the validity as well as the entropy of a syllogism, and howNVC responses change over time. As expected, the number ofNVC responses is lower than logically expected, participantsrespond NVC more often for invalid syllogisms, and the likelihoodto respond NVC increases over the time-course of the experiment.Surprisingly, however, only for valid syllogisms, are the entropyand the RTs associated with NVC responses. Consequently,for invalid syllogisms, NVC responses seem to be generateddifferently as compared to valid ones.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Reasoning; NVC; cognitive theories; logic; valid;invalid" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2zk82992", "frozenauthors": [ { "first_name": "Marco", "middle_name": "", "last_name": "Ragni", "name_suffix": "", "institution": "Cognitive Computation Lab", "department": "" }, { "first_name": "Hannah", "middle_name": "", "last_name": "Dames", "name_suffix": "", "institution": "Cognitive Computation Lab", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Brand", "name_suffix": "", "institution": "Cognitive Computation Lab", "department": "" }, { "first_name": "Nicolas", "middle_name": "", "last_name": "Riesterer", "name_suffix": "", "institution": "Cognitive Computation Lab", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28855/galley/18726/download/" } ] }, { "pk": 29199, "title": "When do iconic gestures facilitate word learning? The case of L2 lessons forpreschoolers led by a robot or human tutor", "subtitle": null, "abstract": "Gestures help us understand language (e.g., Hostetter, 2011). However, less is known about how good gestures must beto facilitate word learning. Turkish-speaking preschoolers learned five English verbs with corresponding iconic gestures,varying in the verb-gesture match (i.e., how well the gesture represented the verb), in a one-on-one lesson led by either ahuman adult or the humanoid robot NAO. Our preliminary results (N = 43) suggest that the verb-gesture match predictsword learning, and this match might even be more important when the robot was the tutor (though the interaction was notstatistically significant). In addition, while both tutors were effective in teaching verbs, preschoolers learned better withthe robot than with the human. This study not only makes a theoretical contribution by demonstrating the effects of thematch between words and iconic gestures, but also provides practical implications for designing of robot- and human-ledL2 lessons.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2qq4k853", "frozenauthors": [ { "first_name": "Junko", "middle_name": "", "last_name": "Kanero", "name_suffix": "", "institution": "Sabanci University", "department": "" }, { "first_name": "Cansu", "middle_name": "", "last_name": "Oran", "name_suffix": "", "institution": "Ko University", "department": "" }, { "first_name": "Smeyye", "middle_name": "", "last_name": "Kokulu", "name_suffix": "", "institution": "Ko University", "department": "" }, { "first_name": "Tilbe", "middle_name": "", "last_name": "Gksun", "name_suffix": "", "institution": "Ko University", "department": "" }, { "first_name": "Aylin", "middle_name": "C.", "last_name": "Kuntay", "name_suffix": "", "institution": "Ko University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29199/galley/19070/download/" } ] }, { "pk": 28665, "title": "When do people use containment heuristics for physical predictions?", "subtitle": null, "abstract": "Accounts of human physical reasoning based on simulationfrom a noisy physics engine have enjoyed considerable suc-cess in recent years. However, simulating complex physicaldynamics can be a computationally expensive process, and itis possible that people use faster, cheaper shortcuts to makepredictions and inferences in complicated physical scenarios.Here we asked people to predict the eventual destination of aball on a 2D bumper table (in the style of Smith, de Peres, Vul,and Tenenbaum (2017)). We designed scenarios that we ex-pected would modulate the use of heuristics and simulation:the bumper table provided varying degrees of containment toconstrain future outcomes and to make a containment heuris-tic more useful, and could have more or less internal struc-ture to vary the reliability of noisy simulation. As the con-tainment heuristic becomes more useful, and as simulation be-comes more expensive, we expected that people would switchfrom using simulation to rely more on rapid heuristic-basedpredictions and therefore respond faster. Instead, we foundthat even when containment was very predictive, people wereprogressively slower and less accurate as simulation complex-ity increased, indicating that they persisted in using simulationrather than containment heuristics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "simulation; heuristics; physics" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3426g875", "frozenauthors": [ { "first_name": "Erik", "middle_name": "", "last_name": "Brockbank", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Vul", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28665/galley/18536/download/" } ] }, { "pk": 29282, "title": "When Experts Err: Using Tetris Models to Detect True Errors From DeliberateSub-Optimal Choices", "subtitle": null, "abstract": "Error detection and correction is a vital part of skill acquisition, but when training a complex, real time, dynamic task,it can be difficult to isolate a true mistake in a sequence of decisions without clear correct choices. We use previouslydeveloped high-performing, human-like models of the video game Tetris (Sibert et al., 2017) to analyze individual pieceplacement decisions for players of high and low skill. In cases where the model’s choice differed from the human’s choice,we examine the eye fixations made during the placement decision to determine if the disagreement is caused due to theplayer performing at lower level than the model (i.e. not being aware of a better placement), the player performing at ahigher level than the model (i.e. deliberately making a suboptimal move in service of a long term strategy), or the playermaking a true error.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/28k0m6md", "frozenauthors": [ { "first_name": "Catherine", "middle_name": "", "last_name": "Sibert", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" }, { "first_name": "Wayne", "middle_name": "", "last_name": "Gray", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29282/galley/19153/download/" } ] }, { "pk": 28481, "title": "When Graph Comprehension Is An Insight Problem", "subtitle": null, "abstract": "How do you make sense of an unconventional graph? Buildingon research demonstrating that prior knowledge of graphicalconventions is difficult to overcome, we reconstrue graphreading as an insight problem. We hypothesize that imposing amental impasse during a particular type of graph reading taskwill improve comprehension by inducing a sense ofpuzzlement, prompting learners to reconsider theirinterpretation. We find support for this proposal in a between-subjects experiment in which participants presented with animpasse-formulated version of graph reading questions aresignificantly more likely to correctly interpret a graph featuringan unconventional coordinate system. We characterize thedifferential patterns of mouse movements for learners betweenconditions and discuss implications for the use of novelgraphical forms in science communication.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "graph comprehension; diagrammatic reasoning;insight; problem solving; representation; externalrepresentation; information visualization; mouse tracking" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/15c7s0mg", "frozenauthors": [ { "first_name": "Amy", "middle_name": "Rae", "last_name": "Fox", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "James", "middle_name": "D.", "last_name": "Hollan", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Caren", "middle_name": "M.", "last_name": "Walker", "name_suffix": "", "institution": "University of California San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28481/galley/18352/download/" } ] }, { "pk": 28906, "title": "When is a Visual Perceptual Deficit More Holistic but Less Right-lateralized?The Case of High-school Students with Dyslexia in Chinese", "subtitle": null, "abstract": "Expert face recognition has been marked by holistic processingand left-side bias/right hemisphere involvement. Hencerecognition for Chinese characters, sharing many visualperceptual properties with face perception, was thought toinduce stronger holistic processing and left-side bias effect.However, Hsiao & Cottrell (2009) showed that expertise inChinese character recognition involved reduced holisticprocessing, while Tso, Au & Hsiao (2014) suggested this effectmay be modulated by writing experiences; in contrast, left-sidebias was found to be a consistent expertise marker regardlessof writing experiences. Here we examine holistic processingand left-side bias effect of Chinese character recognitionbetween adolescents with and without dyslexia. Students withdyslexia were found to recognize Chinese characters with astronger holistic processing effect than the typical controls.However, compared with the controls, dyslexics showed amore reduced left-side bias in processing mirror-symmetricChinese characters. The theoretical and educationalimplications of these results were discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Reading" }, { "word": "dyslexia" }, { "word": "Left-side bias" }, { "word": "HolisticProcessing" }, { "word": "Perceptual expertise" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sp8k1nq", "frozenauthors": [ { "first_name": "Ricky", "middle_name": "Van-yip", "last_name": "Tso", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" }, { "first_name": "Ronald", "middle_name": "Tsz-chung", "last_name": "Chan", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" }, { "first_name": "Janet", "middle_name": "Hui-wen", "last_name": "Hsiao", "name_suffix": "", "institution": "The University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28906/galley/18777/download/" } ] }, { "pk": 28750, "title": "When Is Science Considered Interesting and Important?", "subtitle": null, "abstract": "Scientists seek to discover truths that are interesting andimportant. We characterized these notions by askinglaypeople to assess the importance, interestingness,surprisingness, practical value, scientific impact, andcomprehensibility of research reported in the journalsScience and Psychological Science. These judgments wereinterrelated in both samples, with interest predicted bypractical value, surprisingness, and comprehensibility, andimportance predicted mainly by practical value. However,these judgments poorly tracked the academic impact of theresearch, measured by citation counts three and seven yearslater. These results suggest that although people haveinternally reliable notions of what makes scienceinteresting and important, these notions do not trackscientific findings’ actual impact.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Folk science; science methodology; interest;philosophy of science; scientometrics" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9xq6x8hn", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "G. B.", "last_name": "Johnson", "name_suffix": "", "institution": "University of Bath", "department": "" }, { "first_name": "Amanda", "middle_name": "", "last_name": "Royka", "name_suffix": "", "institution": "Queen Mary University of London", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "McNally", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Frank", "middle_name": "C.", "last_name": "Keil", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28750/galley/18621/download/" } ] }, { "pk": 28880, "title": "When Productive Failure Fails", "subtitle": null, "abstract": "Productive Failure (PF) is a learning design that intentionallydesigns for and uses failure in preparatory problem-solving forlearning. Over the past decade, there has been growing ev-idence supporting the effectiveness of learning from PF. Thepurpose of this paper, however, is to critically examine evi-dence for when PF fails. We analyze 95 experimental compar-isons from 57 studies reported in 44 articles into the extent towhich they conform to PF design criteria. These criteria, asoutlined in the original PF work, span the problem-solving ac-tivity, the participation structures, and the social surround. Re-sults suggest lack of design fidelity as a critical factor for whenPF fails to outperform alternative instructional approaches onconceptual knowledge and/or transfer.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Direct Instruction; Productive Failure; Scaffolding" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/89k7p1wr", "frozenauthors": [ { "first_name": "Tanmay", "middle_name": "", "last_name": "Sinha", "name_suffix": "", "institution": "ETH Zurich", "department": "" }, { "first_name": "Manu", "middle_name": "", "last_name": "Kapur", "name_suffix": "", "institution": "ETH Zurich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28880/galley/18751/download/" } ] }, { "pk": 28774, "title": "When Sleep-Dependent Gist Extraction Goes Awry: False Composite Memories areFacilitated by Slow Wave Sleep", "subtitle": null, "abstract": "Contemporary evidence suggests that sleep contributes to theextraction of gist from previously encoded experiences, aprocess that relies on compressed memory replay. While thefunctional significance of the time compression is not fullyunderstood, a recent ‘temporal scaffolding’ model suggestedthat compression allows associating encoded events thathappened in disparate times, a critical feature when extractinggist of a temporal nature. We examined this hypothesis usinga novel behavioral paradigm. Subjects were first presentedwith word pairs that could form a new composite word ifcombined (e.g., car, pet --> carpet), and then tested onwhether they falsely recognize seeing the composite word.When subjects napped in between exposure and testing, falsememories of composite words increased, with reaction timesfor false recognition correlating to time spent in slow wavesleep. These results confirm the functional role of timecompression in memory replay, supporting the temporalscaffolding model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Sleep; Memory Replay; Gist Extraction; FalseMemories; Temporal Scaffolding" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6751n7x5", "frozenauthors": [ { "first_name": "Itamar", "middle_name": "", "last_name": "Lerner", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Tony", "middle_name": "P.", "last_name": "Kerbaj", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Mark", "middle_name": "A.", "last_name": "Gluck", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28774/galley/18645/download/" } ] }, { "pk": 28658, "title": "Where Do Heuristics Come From?", "subtitle": null, "abstract": "Human decision-making deviates from the optimal solution,i.e. the one maximizing cumulative rewards, in many sit-uations. Here we approach this discrepancy from the per-spective of computational rationality and our goal is to pro-vide justification for such seemingly sub-optimal strategies.More specifically we investigate the hypothesis, that humansdo not know optimal decision-making algorithms in advance,but instead employ a learned, resource-constrained approxima-tion. The idea is formalized through combining a recently pro-posed meta-learning model based on Recurrent Neural Net-works with a resource-rational objective. The resulting ap-proach is closely connected to variational inference and theMinimum Description Length principle. Empirical evidenceis obtained from a two-armed bandit task. Here we observepatterns in our family of models that resemble differences be-tween individual human participants.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bounded rationality; computational rationality;variational inference; reinforcement learning; meta-learning;individual differences; multi-armed bandit" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1gd685wb", "frozenauthors": [ { "first_name": "Marcel", "middle_name": "", "last_name": "Binz", "name_suffix": "", "institution": "Philipps-Universität Marburg", "department": "" }, { "first_name": "Dominik", "middle_name": "", "last_name": "Endres", "name_suffix": "", "institution": "Philipps-Universität Marburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28658/galley/18529/download/" } ] }, { "pk": 29129, "title": "Who are you talking to like that? Exploring adults’ ability to discriminate child-and adult-directed speech across languages", "subtitle": null, "abstract": "Child-directed speech (CDS) shows similar characteristics across many languages, but is known to vary across cultural anddemographic groups (Lieven, 1994). Is CDS consistently discriminable from adult-directed speech (ADS) despite thesedifferences? Perhaps: adults listening to scripted female CDS can discriminate ADS-vs-CDS in a language they dontspeak (Bryant et al., 2012). We build on this finding by asking North American English speakers to classify utterancesfrom the natural language input of 10 Tseltal Mayan children as ADS or CDS (n = 1836 utterances). Binomial mixed-effects regressions of accuracy show that listeners are more accurate on utterances from females (mFemale = .81, mMale =.67) and adults (mAdult = .82, mChild = .72), with a larger gender effect for child speakers (m: Girl-Boy = 0.31, Woman-Man = 0.09). This suggests that (a) ADS-CDS discrimination of natural speech in an unrelated, non-familiar language isreliable (mAll = 0.78) and also (b) modulated by speaker type.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4tv852gv", "frozenauthors": [ { "first_name": "John", "middle_name": "", "last_name": "Bunce", "name_suffix": "", "institution": "University of Manitoba", "department": "" }, { "first_name": "Melanie", "middle_name": "", "last_name": "Soderstrom", "name_suffix": "", "institution": "University of Manitoba", "department": "" }, { "first_name": "Md", "middle_name": "Momin", "last_name": "Al Aziz", "name_suffix": "", "institution": "University of Manitoba", "department": "" }, { "first_name": "Marisa", "middle_name": "", "last_name": "Casillas", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29129/galley/19000/download/" } ] }, { "pk": 28533, "title": "Who is better? Preschoolers infer relative competence based on efficiency ofprocess and quality of outcome.", "subtitle": null, "abstract": "The ability to reason about our own and others’ competenceinforms our everyday decisions. However, competence is anabstract concept which manifests in the objective properties ofthe task completed by an agent (i.e., task-based features, suchas quality of outcome or task difficulty) as well as the sub-jective properties of the agent (i.e., agent-based features, suchas dexterity, speed, focus). Thus, acquiring an integrated no-tion of competence may be a nontrivial challenge for youngchildren. Prior work on children’s understanding of compe-tence has often used explicit verbal cues to describe the rele-vant features, or experimental tasks that confounded these fea-tures. Here we examine how preschool-aged children evalu-ate the relative competence of two agents by systematicallymanipulating task-based and agent-based features without ex-plicit linguistic or gestural support. We find that 4- and 5-year-olds readily use perceptual cues to task-based (i.e., taskdifficulty) and agent-based (i.e., agent speed) features to in-fer competence (Exp.1-3) but not when when these perceptualcues are closely matched (Exp.4). These results suggest thata basic understanding of relative competence emerges earlierthan previously believed, but an abstract, adult-like concept ofcompetence may continue to develop throughout childhood.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social cognition" }, { "word": "Competence" }, { "word": "Ability" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1f42z10q", "frozenauthors": [ { "first_name": "Julia", "middle_name": "A.", "last_name": "Leonard", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Grace", "middle_name": "", "last_name": "Bennett-Pierre", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Hyowon", "middle_name": "", "last_name": "Gweon", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28533/galley/18404/download/" } ] }, { "pk": 28984, "title": "Why Are Some Online Educational Programs Successful?: A Cognitive SciencePerspective", "subtitle": null, "abstract": "Massive Open Online Courses (MOOCs) once offered the promise of accessibility and affordability. However, MOOCstypically lack expert feedback and social interaction, and have low student engagement and retention. Thus, alternativeprograms for online education have emerged including an online graduate program in computer science at a major publicuniversity in USA. This program is considered a success with over 9000 students now enrolled in the program. We adoptthe perspective of cognitive science to answer the question why do only some online educational courses succeed? Wemeasure learner motivation and self-regulation in one course in the program, specifically a course on artificial intelligence(AI). Surveys of students indicate that students self-reported assessments of self-efficacy, cognitive strategy use, andintrinsic value of the course are not only fairly high, but also generally increase over the course of learning. This datasuggests that the online AI course might be a success because the students have high self-efficacy and the class fostersself-regulated learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/34c7q09t", "frozenauthors": [ { "first_name": "Marissa", "middle_name": "", "last_name": "Gonzales", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Ashok", "middle_name": "", "last_name": "Goel", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28984/galley/18855/download/" } ] }, { "pk": 28942, "title": "Why Decisions Bias Perception: An Amortised Sequential Sampling Account", "subtitle": null, "abstract": "The judgments that people make are not independent –initial decisions can bias later perception. This has beenshown in tasks in which participants first decide whetherthe direction of moving dots is to one side or the otherof a reference line: their subsequent estimates are biasedaway from this reference line. This interesting bias has beenexplained in past work as either a consequence of weightingsensory neurons, or as a consequence of participants adjustingtheir estimate to match their decision. We propose anew explanation: that people sequentially sample evidenceto make their decision, and reuse these samples to maketheir estimate (i.e., amortised inference). Because optimalstopping leads to samples that strongly favor one or anotherdecision alternative, the subsequent estimates are also biasedaway from the reference line. We introduce a sequentialsampling model for posterior samples that does not assumeconstant thresholds, and provide evidence for our explanationin a new experiment that generalizes the perceptual bias to anew domain.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision biases" }, { "word": "adaptive sampling" }, { "word": "amortisedinference." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9b01604b", "frozenauthors": [ { "first_name": "Jian-Qiao", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Adam", "middle_name": "N.", "last_name": "Sanborn", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Nick", "middle_name": "", "last_name": "Chater", "name_suffix": "", "institution": "University of Warwick", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28942/galley/18813/download/" } ] }, { "pk": 28577, "title": "Why do echo chambers form?The role of trust, population heterogeneity, and objective truth", "subtitle": null, "abstract": "Many real-world situations involve learning entirely or mostlybased on the information provided by other people, which cre-ates a thorny epistemological problem: how does one deter-mine which of those people to trust? Previous work has shownthat even populations of rational Bayesian agents, faced withthis problem, polarise into “echo chambers” characterised bydifferent beliefs and low levels of between-group trust. In thisstudy we show that this general result holds even when thereasoners have a more complex meaning space and can com-municate about their beliefs in a more nuanced way. However,even a tiny amount of exposure to a mutually trusted “groundtruth” is sufficient to eliminate polarisation. Societal and psy-chological implications are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bayesian reasoning; echo chambers; polarisation;social inference; trust; epistemology" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3zx0w51m", "frozenauthors": [ { "first_name": "Amy", "middle_name": "", "last_name": "Perfors", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Danielle", "middle_name": "J.", "last_name": "Navarro", "name_suffix": "", "institution": "University of New South Wales", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28577/galley/18448/download/" } ] }, { "pk": 28636, "title": "Why do people reject mixed gambles?", "subtitle": null, "abstract": "Decision makers often reject mixed gambles offering equalprobabilities of a larger gain and a smaller loss. This importantbehavioral pattern is generally seen as evidence for lossaversion, a psychological mechanism according to whichlosses are given higher utility weights than gains. In this paperwe consider an alternate mechanism capable of generatinghigh rejection rates: A predecisional bias towards rejectionwithout the calculation of utility. We use a drift diffusionmodel of decision making to simultaneously specify and testfor the effects of these two psychological mechanisms in agambling task. Our results indicate that high rejection rates formixed gambles result from multiple different psychologicalmechanisms, and that a predecisional bias applied prior to thecomputation of utility (rather than loss aversion) is the primarydeterminant of this important behavioral tendency.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "drift diffusion model; risky choice; predecisionalbias; loss aversion" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/37x1p5qm", "frozenauthors": [ { "first_name": "Joyce", "middle_name": "Wenjia", "last_name": "Zhao", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Lukasz", "middle_name": "", "last_name": "Walasek", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Sudeep", "middle_name": "", "last_name": "Bhatia", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28636/galley/18507/download/" } ] }, { "pk": 28828, "title": "Why do you take that route?", "subtitle": null, "abstract": "The purpose of this paper is to determine whether a par-ticular context factor among the variables that a researcheris interested in causally affects the route-choice behavior ofdrivers. To our knowledge, there is limited literature that con-sider the effects of various factors on route choice based oncausal inference.Yet, collecting data sets that are sensitive tothe aforementioned factors are challenging and the existingapproaches usually take into account only the general factorsmotivating drivers route choice behavior. To fill these gaps,we carried out a study using Immersive Virtual Environment(IVE) tools to elicit drivers route choice behavioral data, cov-ering drivers’ network familiarity, education level, financial-concern, etc, apart from conventional measurement variables.Having context-aware, high-fidelity properties, IVE data af-fords the opportunity to incorporate the impacts of human-related factors into the route choice causal analysis and ad-vance a more customizable research tool for investigatingcausal factors on path selection in network routing. This causalanalysis provides quantitative evidence to support drivers di-version decision. The study also provides academic sugges-tion and reference for investing in public infrastructure anddeveloping efficient strategies and policies to mitigate trafficcongestion.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Causal and Counterfactual Explanation" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3363t9jg", "frozenauthors": [ { "first_name": "Alimire", "middle_name": "", "last_name": "Nabijiang", "name_suffix": "", "institution": "Louisiana State University", "department": "" }, { "first_name": "Supratik", "middle_name": "", "last_name": "Mukhopadhyay", "name_suffix": "", "institution": "Louisiana State University", "department": "" }, { "first_name": "Yimin", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "Louisiana State University", "department": "" }, { "first_name": "Ravindra", "middle_name": "", "last_name": "Gudishala", "name_suffix": "", "institution": "Louisiana State University", "department": "" }, { "first_name": "Sanaz", "middle_name": "", "last_name": "Saeidi", "name_suffix": "", "institution": "Louisiana State University", "department": "" }, { "first_name": "Qun", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Louisiana State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28828/galley/18699/download/" } ] }, { "pk": 28438, "title": "Why sociality affects creativity: lessons from autism", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "creativity; autism; imagination; social cognition;divergent thinking; insight" } ], "section": "Publication-based Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1rr860gb", "frozenauthors": [ { "first_name": "Pennisi", "middle_name": "", "last_name": "Paola", "name_suffix": "", "institution": "The University of Messina", "department": "" }, { "first_name": "Giallongo", "middle_name": "", "last_name": "Laura", "name_suffix": "", "institution": "The University of Messina", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28438/galley/18309/download/" } ] }, { "pk": 28963, "title": "Why Some Events Are More (or Less) Random: The Role of Alternation Rate andNumber of Occurrence", "subtitle": null, "abstract": "How do people tell the difference between random and nonrandom events? What affects peoples understanding of ran-domness? In two experiments, we investigated the role of two characteristics of a sequencealternation rate and numberof occurrencein peoples perception of randomness. We presented participants with a pair of binary sequences of length 6(e.g., OXOXXO vs. XOXXXX) and asked them to evaluate which of the two was more likely to occur. In Experiment1, we examined how participants randomness perception changed as the difference in alternation rate and the differencein the number of occurrence changed. In Experiment 2, we further examined whether participants exhibited differentialreliance on alternation rate and number of outcomes. Results suggest that people exhibit differential reliance on alternationrate and number of occurrence. When the two characteristics are in conflict, people tend to rely more on the alternationrate in their randomness judgement.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7m08w126", "frozenauthors": [ { "first_name": "Karen", "middle_name": "H. H.", "last_name": "Chu", "name_suffix": "", "institution": "University of Macau", "department": "" }, { "first_name": "Sophia", "middle_name": "", "last_name": "Deng", "name_suffix": "", "institution": "University of Macau", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28963/galley/18834/download/" } ] }, { "pk": 28783, "title": "Why Some Verbs are Harder to Learn than Others –\nA Micro-Level Analysis of Everyday Learning Contexts for Early Verb Learning", "subtitle": null, "abstract": "Verb learning is important for young children. While most\nprevious research has focused on linguistic and conceptual\nchallenges in early verb learning (e.g. Gentner, 1982, 2006),\nthe present paper examined early verb learning at the\nattentional level and quantified the input for early verb learning\nby measuring verb-action co-occurrence statistics in parent-\nchild interaction from the learner’s perspective. To do so, we\nused head-mounted eye tracking to record fine-grained\nmultimodal behaviors during parent-infant joint play, and\nanalyzed parent speech, parent and infant action, and infant\nattention at the moments when parents produced verb labels.\nOur results show great variability across different action verbs,\nin terms of frequency of verb utterances, frequency of\ncorresponding actions related to verb meanings, and infants’\nattention to verbs and actions, which provide new insights on\nwhy some verbs are harder to learn than others.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "verb learning" }, { "word": "motion verb" }, { "word": "attention" }, { "word": "head-\nmounted eye-tracking" }, { "word": "infant-parent dyads" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/95j9z6n2", "frozenauthors": [ { "first_name": "Siyun", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Central China Normal University", "department": "" }, { "first_name": "Yayun", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Indiana University - Bloomington", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University - Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28783/galley/18654/download/" } ] }, { "pk": 28530, "title": "Without Conceptual Information Children Miss the Boat: Examining the Role of\nExplanations and Anomalous Evidence in Scientific Belief Revision", "subtitle": null, "abstract": "In this study we investigated the role of conceptually rich\nexplanations and anomalous evidence in children’s scientific\nbelief revision. We also explored whether the order in which\nchildren experience these two learning opportunities\ninfluences their belief revision ability. Five-year-old children\nwere assigned to one of two conditions, where they either first\nreceived conceptual explanations about buoyancy and then\nobserved anomalous data in a guided activity (Explanation-\nFirst), or the reverse (Anomalies-First). Results showed that\n(1) conceptually rich explanations lead to more accurate\npredictions about which objects sink and which float than\nanomalous data presentation, and (2) when explanations and\nanomalous data were combined, children’s correct predictions\nincreased significantly from pre-test to post-test when they\nreceived the conceptual information before the anomalous\nevidence (Explanation-First), but not in the opposite order\ncondition (Anomalies-First). These results suggest that\nchildren are more likely to maintain their misconceptions\nwhen exposed to anomalies without prior instruction\ninvolving conceptually rich explanations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; belief revision; scientific\nreasoning" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9h1908f1", "frozenauthors": [ { "first_name": "Nicole", "middle_name": "E.", "last_name": "Larsen", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Vaunam", "middle_name": "P.", "last_name": "Venkadasalam", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Patricia", "middle_name": "A.", "last_name": "Ganea", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28530/galley/18401/download/" } ] }, { "pk": 28582, "title": "Word frequency affects binding probability not memory precision", "subtitle": null, "abstract": "Normative word frequency has played a key role in the study of human memory, but there is little agreement as to themechanism responsible for its effects. To determine whether word frequency affects binding probability or memoryprecision, we examined working memory for spatial positions of words. Each of three experiments included 300 trialsin which five words were presented sequentially around an invisible circle followed by one of those words shown in themiddle of the circle as a probe to test its location. Participants had to click on the associated location and the degree oferror around the circle was the dependent measure. Across experiments we varied word frequency, presentation rate andthe proportion of low frequency words on each trial. A mixture model dissociated memory precision, binding failure andguessing rates from the continuous distribution of errors. On trials that contained only low- or high-frequency words,low-frequency words lead to a greater degree of error in recalling the associated location. This was due to a higher word-location binding failure and not due to differences in memory precision or guessing rates. Slowing down the presentationrate eliminated the word frequency effect by reducing binding failures for low-frequency words. Mixing frequencies in asingle trial hurt high-frequency and helped low-frequency words, but frequency composition and presentation rate did notinteract. These findings support the idea that low-frequency words require more resources for binding and that the bindingfails when these resources are insufficient.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9r4513cx", "frozenauthors": [ { "first_name": "Vencislav", "middle_name": "", "last_name": "Popov", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Matt", "middle_name": "", "last_name": "So", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Lynne", "middle_name": "", "last_name": "Reder", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28582/galley/18453/download/" } ] }, { "pk": 28918, "title": "Word-Learning Biases Contribute Differently to Late-Talker and Typically\nDeveloping Vocabulary Trajectories", "subtitle": null, "abstract": "This study explores how the vocabulary growth trajectories of\ntypically developing and late-talker children change in relation\nto their word learning biases. Forty late talkers and 44 typically\ndeveloping toddlers visited the lab once a month for one year\nstarting at about 18 months of age. Word-learning trajectories\nwere tracked using a parent-reported vocabulary measure, and\nshape and material bias measures were collected using the\nnovel noun generalization task each month. A two-level\nhierarchical linear model was utilized for the longitudinal\nanalyses. Results indicate that, at the first visit, a stronger shape\nbias was significantly associated with a larger vocabulary in\ntypically developing talkers. In late talkers, however, a stronger\ninitial shape bias was associated with a smaller vocabulary.\nOver the course of the study, for every additional visit, stronger\nshape biases were associated with larger vocabularies in late\ntalkers, but not in typically developing toddlers. Results for the\nmaterial bias mirrored the shape bias results. These findings\nsuggest different possible underlying mechanisms for the two\ngroups of children, as well as avenues for the design of\nlanguage interventions that might support young late talkers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "vocabulary acquisition; word-learning bias; late\ntalker; word learning" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0cc2f37z", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "M.", "last_name": "Weber", "name_suffix": "", "institution": "University of Colorado Boulder", "department": "" }, { "first_name": "Eliana", "middle_name": "", "last_name": "Colunga", "name_suffix": "", "institution": "University of Colorado Boulder", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28918/galley/18789/download/" } ] }, { "pk": 28683, "title": "Working Memory and Co-Speech Iconic Gestures", "subtitle": null, "abstract": "The importance of verbal and visuospatial working memory(WM) for co-speech gesture comprehension was tested in twoexperiments using the dual task paradigm. Healthy, college-aged participants encoded either a dot locations in a grid(Experiment 1), or a series of digits (Experiment 2), andrehearsed them as they performed a discourse comprehensiontask. The discourse comprehension task involved watching avideo of a man describing household objects, and judgingwhich of two words probes was most related to the video.Following the discourse comprehension task, participantsrecalled either the verbally or visuo-spatially encodedinformation. In both experiments, performance on thediscourse comprehension task was faster when gesturalinformation was congruent with the speech than when it wasincongruent. Moreover, performance on the discoursecomprehension task was impacted both by increasing the loadon the visuospatial WM system (Experiment 1) and the verbalWM system (Experiment 2). However, in both studies effectsof WM load and gesture congruency were additive,suggesting they were independent.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "depictive gesture; discourse comprehension;iconic gesture; multimodal meaning; representational gesture;verbal working memory; visuospatial working memory" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2zr762d2", "frozenauthors": [ { "first_name": "Seana", "middle_name": "", "last_name": "Coulson", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Ying", "middle_name": "Choon", "last_name": "Wu", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28683/galley/18554/download/" } ] }, { "pk": 28704, "title": "Working memory for object concepts relies on both linguistic and simulation\ninformation", "subtitle": null, "abstract": "The linguistic-simulation approach to cognition predicts that\nlanguage can enable more efficient conceptual processing than\nsensorimotor-affective simulations of concepts. We proposed that\nthis has implications for working memory, whereby use of\nlinguistic labels enables more efficient representation of concepts\nin a limited-capacity store than representation via full\nsensorimotor simulation. In two pre-registered experiments, we\nasked participants to remember sequences of real-world objects,\nand used articulatory suppression to selectively block access to\nlinguistic information, which we predicted would impair accuracy\nand latency of performance in an object memory recognition task.\nWe found that blocking access to language at encoding impaired\nmemory performance, but blocking access at retrieval\nunexpectedly facilitated speed of responding. These results\nsuggest that working memory for object concepts normally relies\non language but people can flexibly adapt their memory strategies\nwhen language is unavailable. Moreover, our data suggest that a\nsequence of up to 10 object concepts can be held in working\nmemory when relying on sensorimotor information alone, but this\ncapacity increases when linguistic labels are available.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "working memory; concepts; linguistic information;\nsimulation; embodied cognition" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/99q0n9dm", "frozenauthors": [ { "first_name": "Agata", "middle_name": "", "last_name": "Dymarska", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Louise", "middle_name": "", "last_name": "Connell", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Briony", "middle_name": "", "last_name": "Banks", "name_suffix": "", "institution": "Lancaster University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28704/galley/18575/download/" } ] }, { "pk": 29263, "title": "Working memory, strategy, and distraction on gF tasks", "subtitle": null, "abstract": "Recent work suggests that strategy differences may play an important role on gF tasks and are related to WMC. Thepresent study utilized eye tracking to assess the consistency of strategy use across tasks, focusing on constructive matching(CM) and response elimination (RE) strategies. Across two gF tasks (the Raven Matrices and a figural analogies task),participants were highly consistent in their strategy use, regardless of WMC. However, high-WMC individuals were morelikely to utilize the CM strategy, though this was influenced by task order. Those who utilized RE were more likelyto have their attention captured by salient, incorrect responses in the response bank and time on those responses wasnegatively related to accuracy. However, on select items where the response bank was necessary to make a response, theserelationships disappeared. Results are discussed in terms of the implications of strategy differences on our understandingof WMC and gF.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2nn6519f", "frozenauthors": [ { "first_name": "Megan", "middle_name": "", "last_name": "Raden", "name_suffix": "", "institution": "Mississippi State University", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Jarosz", "name_suffix": "", "institution": "Mississippi State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29263/galley/19134/download/" } ] }, { "pk": 29311, "title": "Wriggly, Squiffy, Lummox, and Boobs: What Makes Some Words Funny?", "subtitle": null, "abstract": "Theories of humor suffer from insufficient operationalization. We build on the Engelthaler & Hills (2017) humor ratingnorms, by analyzing the semantic and word form factors that play a role in the judgments. Our model can predict theoriginal humor rating norms and ratings for previously unrated words with greater reliability than the split half reliabilityin the original norms. The model is consistent with several theories of humor, while suggesting that those theories are toonarrow. In particular, it is consistent with incongruity theory, which suggests that experienced humor is proportional tothe degree to which expectations are violated. Words are judged funnier if they are less common and have an improbableorthographic or phonological structure. We also describe and quantify the semantic attributes of funny words that arejudged funny and show that they are partly compatible with the superiority theory of humor, which focuses on humor asscorn.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9q81n6cq", "frozenauthors": [ { "first_name": "Chris", "middle_name": "", "last_name": "Westbury", "name_suffix": "", "institution": "University of Alberta", "department": "" }, { "first_name": "Geoff", "middle_name": "", "last_name": "Hollis", "name_suffix": "", "institution": "University of Alberta", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29311/galley/19182/download/" } ] }, { "pk": 29055, "title": "You must know something I dont: risky behavior implies privileged information", "subtitle": null, "abstract": "People make sense of each others behavior by assuming that beliefs and desires vary across agents. We propose thatpeople are more conservative when it comes to risk: when an agent takes an extreme risk, we assume they have privilegedinformation rather than high risk tolerance. Participants watched an agent choose either to obtain three guaranteed tokens,or guess which box from a set had four tokens. After watching the agents choice, participants played the game themselves.In Study 1, participants were quicker to imitate an agent who immediately made extremely risky bets than one whostarted out making low-risk bets that became progressively riskier, suggesting that they inferred that risk-seeking agentswere knowledgeable. In Study 2, participants ceased taking risky bets when the anonymous agent did, suggesting thatparticipants choices depend on mental state inferences rather than contagious but mind-blind risk-seeking behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3r2767kn", "frozenauthors": [ { "first_name": "Emory", "middle_name": "", "last_name": "Richardson", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Jara-Ettinger", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29055/galley/18926/download/" } ] }, { "pk": 28580, "title": "Zero-sum reasoning in information selection", "subtitle": null, "abstract": "Recent research (Pilditch, Fenton, & Lagnado, 2019) shows\nthat people are susceptible to zero-sum thinking in evidence\nevaluation, where they dismiss or underweight the probative\nvalue of evidence that is equally predicted by multiple\nindependent hypotheses. But such an assumption is only valid\nwhen explanations are mutually exclusive and exhaustive.\nThe present work extends these findings by looking at the\ncontext of information selection, and the decisional\nconsequences of the zero-sum fallacy. It uses an information\nmetric to quantify the cost of the error in terms of overlooked\ninformation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "zero-sum; evidential reasoning; probabilistic\nreasoning; Bayesian Networks; belief updating" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0nm3d4cn", "frozenauthors": [ { "first_name": "Toby", "middle_name": "D.", "last_name": "Pilditch", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Alice", "middle_name": "", "last_name": "Liefgreen", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Lagnado", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28580/galley/18451/download/" } ] }, { "pk": 51388, "title": "Abdominal Pain with Black Tongue", "subtitle": null, "abstract": ".", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Visual EM", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/94j8q27k", "frozenauthors": [ { "first_name": "David", "middle_name": "A", "last_name": "Adler", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Isabel", "middle_name": "M", "last_name": "Algaze Gonzalez", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2019-01-16T19:42:07Z", "date_accepted": "2019-01-16T19:42:07Z", "date_published": "2019-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/51388/galley/39098/download/" } ] }, { "pk": 34776, "title": "Access to Higher Education for Social and Economically Disadvantaged Groups: Law Schools of Puerto Rico", "subtitle": null, "abstract": "n/a", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Higher education" }, { "word": "Educational Inequality" }, { "word": "income inequality" }, { "word": "disparity" }, { "word": "Civil Rights" }, { "word": "Puerto Rico" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1mr3z6jk", "frozenauthors": [ { "first_name": "Alexander", "middle_name": "G.", "last_name": "Reynoso-Vázquez", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2019-02-21T18:54:41Z", "date_accepted": "2019-02-21T18:54:41Z", "date_published": "2019-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uclalaw_cllr/article/34776/galley/25919/download/" } ] }, { "pk": 51439, "title": "Acute Ischemic Stroke", "subtitle": null, "abstract": "N/A", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Simulation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2j73c2ck", "frozenauthors": [ { "first_name": "Rohit", "middle_name": "", "last_name": "Sangal", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Gregory", "middle_name": "", "last_name": "Siegel", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Lauren", "middle_name": "", "last_name": "Conlon", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Scott", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2019-04-19T04:12:06Z", "date_accepted": "2019-04-19T04:12:06Z", "date_published": "2019-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/51439/galley/39123/download/" } ] }, { "pk": 51430, "title": "Acute Pancreatitis", "subtitle": null, "abstract": "N/A", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Visual EM", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2x8359bk", "frozenauthors": [ { "first_name": "Alisa", "middle_name": "", "last_name": "Wray", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Pena", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Ronald", "middle_name": "", "last_name": "Goubert", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Eleanor", "middle_name": "", "last_name": "Chu", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2019-04-19T03:48:19Z", "date_accepted": "2019-04-19T03:48:19Z", "date_published": "2019-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/51430/galley/39114/download/" } ] }, { "pk": 46892, "title": "Affluence, Risk and Community Engagement: The Case of Ascon and Huntington Beach", "subtitle": null, "abstract": "This paper explores the engagement and mobilization of an affluent community in relation to a known environmental hazard. It extends our understanding of individual responses to environmental risk and provides at least one response to the long-unanswered question: how would affluent communities respond to hazardous sites? Despite the contention that these resource-rich communities will respond differently than the less affluent communities that traditionally have these environmental hazards, we find no meaningful difference in their mobilization and engagement. Despite their perception of risk associated with the Ascon landfill in Huntington Beach and relatively little trust in government to clean up the site, the community is largely unwilling to engage in activities related to site cleanup. This is an important contribution to our understanding of what generates individual action for environmental hazards and compels us to re-examine our understanding of what (if any) role socio-economic status plays in an individual’s response.", "language": "en", "license": null, "keywords": [ { "word": "Engagement, Stakeholder Analysis, Environmental Justice" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2mz2n6qk", "frozenauthors": [ { "first_name": "David", "middle_name": "P.", "last_name": "Adams", "name_suffix": "", "institution": "California State University, Fullerton", "department": "None" }, { "first_name": "David", "middle_name": "P.", "last_name": "Adams", "name_suffix": "", "institution": "California State University, Fullerton", "department": "None" }, { "first_name": "Meriem", "middle_name": "", "last_name": "Doucette", "name_suffix": "", "institution": "California State University, Fullerton", "department": "None" }, { "first_name": "Meriem", "middle_name": "", "last_name": "Doucette", "name_suffix": "", "institution": "California State University, Fullerton", "department": "None" }, { "first_name": "Justin", "middle_name": "", "last_name": "Tucker", "name_suffix": "", "institution": "California State University, Fullerton", "department": "None" }, { "first_name": "Justin", "middle_name": "", "last_name": "Tucker", "name_suffix": "", "institution": "California State University, Fullerton", "department": "None" } ], "date_submitted": "2019-04-25T21:16:19Z", "date_accepted": "2019-04-25T21:16:19Z", "date_published": "2019-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cjpp/article/46892/galley/35450/download/" }, { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cjpp/article/46892/galley/35451/download/" } ] }, { "pk": 54467, "title": "Aleph Staff", "subtitle": null, "abstract": "2018-2019 Staff", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "This Year's Staff", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1q47d14k", "frozenauthors": [ { "first_name": "UCLA Undergraduate Research Journal", "middle_name": "", "last_name": "Aleph", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2019-10-14T23:48:36Z", "date_accepted": "2019-10-14T23:48:36Z", "date_published": "2019-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/alephucla/article/54467/galley/41115/download/" } ] }, { "pk": 51514, "title": "A Low-Cost, Reusable Ultrasound Pericardiocentesis Simulation Model", "subtitle": null, "abstract": "N/A", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Innovations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2q55g3fr", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "", "last_name": "dela Cruz", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Tyler", "middle_name": "", "last_name": "Fulks", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Baker", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Jason", "middle_name": "", "last_name": "Kegg", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Austin", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Jimmy", "middle_name": "", "last_name": "Jain", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Boehler", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Sharon", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Cassie", "middle_name": "", "last_name": "Jaeger", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2019-10-18T04:05:44Z", "date_accepted": "2019-10-18T04:05:44Z", "date_published": "2019-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/51514/galley/39152/download/" } ] }, { "pk": 19978, "title": "Altman, Ida and David Wheat, eds. The Spanish Caribbean & the Atlantic World in the Long Sixteenth Century. Lincoln: U of Nebraska P, 2019. 301 pp.", "subtitle": null, "abstract": "Altman, Ida and David Wheat, eds. \nThe Spanish Caribbean & the Atlantic World in the Long Sixteenth Century.\n \nLincoln: U of Nebraska P, 2019. 301 pp.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Book Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9519023x", "frozenauthors": [ { "first_name": "Mariana-Cecilia", "middle_name": "", "last_name": "Velázquez", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2019-12-30T01:43:08Z", "date_accepted": "2019-12-30T01:43:08Z", "date_published": "2019-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/transmodernity/article/19978/galley/9925/download/" } ] }, { "pk": 54803, "title": "A Mixed-Race Child's Fate Under the Chinese Exclusion Act: Lawrence Kentwell's Fight for Inclusion in Local Politics and Legal Profession", "subtitle": null, "abstract": "The infamous Chinese Exclusion Act of 1882 ostracized persons of Chinese descent and foreclosed the possibility for Chinese persons who were not born in the United States to obtain naturalization. This Article uncovers the story of Lawrence Klindt Kentwell, a Eurasian of English and Chinese descent who spent his formative years in Hawaii. Because of his Chinese blood, he was excluded from local politics in Hawaii and had no chance at entering the legal profession in the United States. The raw racism he experienced in the United States compelled him to identify strongly with his Chinese roots, leading him to leave his adopted home for good.", "language": "en", "license": null, "keywords": [ { "word": "Lawrence Kentwell" }, { "word": "Chinese exclusion laws" }, { "word": "1882" }, { "word": "Institutional racism" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2897j899", "frozenauthors": [ { "first_name": "Li", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2019-05-30T16:33:16Z", "date_accepted": "2019-05-30T16:33:16Z", "date_published": "2019-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uclalaw_apalj/article/54803/galley/41340/download/" } ] }, { "pk": 53826, "title": "An Ethiopian Fugitive Allied with a Nubian King? Ēwosṭātēwos and Sābʾa Nol at Nobā through Hagiographical Narrative", "subtitle": null, "abstract": "Around the year 1337, the Ethiopian monk Ēwosṭātēwos left his kingdom. If his vita depicts his journey as a pilgrimage, one must admit that it was actually an exile. As a staunch advocate of the double Sabbath as well as an opponent of lay authorities, the monk held highly controversial views. At the beginning of the 14th century, he created a powerful, yet dissenting, movement in northern Ethiopia with his disciples, called the Eustatheans. Nevertheless, this success led him into trouble. The newly appointed Metropolitan Yāʿeqob, head of the Ethiopian Church, deprived him from all support. Moreover, king Amda Ṣeyon (1314–1344) banished the rebellious monk, and Warāsina Ἐgzi, a local governor, cast him out.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [ { "word": "Ethiopia" }, { "word": "Nubia" }, { "word": "hagiography" }, { "word": "Christianity" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/696675q6", "frozenauthors": [ { "first_name": "Olivia", "middle_name": "", "last_name": "Adankpo-Labadie", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2019-12-19T08:49:30Z", "date_accepted": "2019-12-19T08:49:30Z", "date_published": "2019-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/dotawo/article/53826/galley/40726/download/" } ] }, { "pk": 53827, "title": "A Note towards Quantifying the Medieval Nubian Diaspora", "subtitle": null, "abstract": "Throughout the Christian medieval period of the kingdoms of Nubia (c. sixth–fifteenth centuries), ideas, goods, and peoples traversed vast distances. Judging from primarily external sources, the Nubian diaspora has seldom been thought of as vast, whether in number or geographical scope, both in terms of the relocated and a non-permanently domiciled diaspora. Prior to the Christianisation of the kingdoms of Nobadia, Makuria, and Alwa in the sixth century, likely Nubian delegations, consisting of “Ethiopes,” were received in both Rome and Constantinople alongside ones from neighbouring peoples, such as the Blemmyes and Aksumites. Yet, medieval Nubia is more often seen as inclusive rather than diasporic. This brief discussion will further show that Nubians were an interactive society within the wider Mediterranean, a topic most commonly seen in the debate on Nubian trade.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [ { "word": "Nubia" }, { "word": "Diaspora" }, { "word": "Middle Ages" }, { "word": "Mediterranean" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8908w6s5", "frozenauthors": [ { "first_name": "Adam", "middle_name": "", "last_name": "Simmons", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2019-12-19T08:58:10Z", "date_accepted": "2019-12-19T08:58:10Z", "date_published": "2019-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/dotawo/article/53827/galley/40727/download/" } ] }, { "pk": 51441, "title": "Approach to Geriatric Emergency Medicine: A Flipped Classroom Group Learning Exercise for Undergraduate Medical Trainees", "subtitle": null, "abstract": "N/A", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Small Groups", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/94d5t0f9", "frozenauthors": [ { "first_name": "Thom", "middle_name": "", "last_name": "Ringer", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Tiahna", "middle_name": "", "last_name": "Warkentin", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Vikas", "middle_name": "", "last_name": "Patel", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Don", "middle_name": "", "last_name": "Melady", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2019-04-19T04:15:01Z", "date_accepted": "2019-04-19T04:15:01Z", "date_published": "2019-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/51441/galley/39125/download/" } ] }, { "pk": 51386, "title": "Arteriovenous Graft Pseudoaneurysm", "subtitle": null, "abstract": ".", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Visual EM", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2bb2h8mb", "frozenauthors": [ { "first_name": "Erik", "middle_name": "", "last_name": "Madsen", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Lauren", "middle_name": "", "last_name": "Sylwanowicz", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Alisa", "middle_name": "", "last_name": "Wray", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2019-01-16T19:19:23Z", "date_accepted": "2019-01-16T19:19:23Z", "date_published": "2019-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/51386/galley/39096/download/" } ] }, { "pk": 19965, "title": "Asimilación e identidad migrante en la película Inocente (2012)", "subtitle": null, "abstract": "Este artículo se centra en el cortometraje documental \nInocente \n(Sean Fine, Andrea Nix Fine, 2012). La película narra la historia de Inocente Izúcar, una adolescente de origen mexicano que tiene un talento especial para pintar. En el momento de la filmación, Inocente había pasado la mayor parte de su vida sin un hogar fijo, viviendo principalmente en parques y albergues de la ciudad de San Diego (California) con su madre y sus hermanos menores. La primera parte de este artículo sitúa la película \nInocente \ndentro del contexto sociocultural y fílmico de las recientes producciones cinematográficas centradas en niños y adolescentes migrantes latinoamericanos hacia/en Estados Unidos. En la segunda parte del texto, se analiza la negociación identitaria de la protagonista mostrando que la película se presta a una doble lectura, ya que intenta mantener un complejo balance entre la representación de una historia exitosa de paso de la niñez a la edad adulta y, al mismo tiempo, muestra cómo el proceso de asimilación de Inocente implica, de alguna manera, negar parte de las raíces de su identidad cultural.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Asimilación. Identidad. Inmigración. Adolescencia. Globalización." } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6f38n48k", "frozenauthors": [ { "first_name": "Álvaro", "middle_name": "", "last_name": "Baquero-Pecino", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2019-12-30T01:04:14Z", "date_accepted": "2019-12-30T01:04:14Z", "date_published": "2019-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/transmodernity/article/19965/galley/9912/download/" } ] }, { "pk": 51475, "title": "A Simulated Scenario to Improve Communication Skills of Residents Providing Online Medical Command of Emergency Medical Service Providers", "subtitle": null, "abstract": "N/A", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Simulation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/65n4b47v", "frozenauthors": [ { "first_name": "Anthony", "middle_name": "", "last_name": "Steratore", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Erica", "middle_name": "", "last_name": "Shaver", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Melinda", "middle_name": "", "last_name": "Sharon", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Adam", "middle_name": "", "last_name": "Hoffman", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Martin", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Kiefer", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2019-07-16T19:52:15Z", "date_accepted": "2019-07-16T19:52:15Z", "date_published": "2019-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/51475/galley/39133/download/" } ] }, { "pk": 51520, "title": "A Simulation-Based Course for Prehospital Providers in the Developing Emergency Medical Response System", "subtitle": null, "abstract": "N/A", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Curriculum", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2v29d2tr", "frozenauthors": [ { "first_name": "Adeola", "middle_name": "", "last_name": "Kosoko", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Nicholas", "middle_name": "", "last_name": "Glomb", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Sharmistha", "middle_name": "", "last_name": "Saha", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Manish", "middle_name": "", "last_name": "Rus", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Manish", "middle_name": "", "last_name": "Shah", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Cafen", "middle_name": "", "last_name": "Galapi", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Bushe", "middle_name": "", "last_name": "Laba", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Cara", "middle_name": "", "last_name": "Doughty", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2019-10-18T04:20:34Z", "date_accepted": "2019-10-18T04:20:34Z", "date_published": "2019-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/51520/galley/39158/download/" } ] }, { "pk": 51379, "title": "A Simulation-Based Curriculum for the Development of Leadership and Communication Skills for Emergency Medicine Residents", "subtitle": null, "abstract": ".", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Curriculum", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4cr2s93d", "frozenauthors": [ { "first_name": "Rachel", "middle_name": "", "last_name": "Thorpe", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Renee", "middle_name": "H", "last_name": "Connolly", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Gainey", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2019-01-16T18:52:03Z", "date_accepted": "2019-01-16T18:52:03Z", "date_published": "2019-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/51379/galley/39089/download/" } ] }, { "pk": 61835, "title": "Association Between Teaching Status of Metropolitan Hospitals and Out of Hospital Cardiac Arrest Outcomes: A Retrospective Observational Study of Hospitals in the United States", "subtitle": null, "abstract": "Introduction:\n The quality of care and patient outcome of out-of-hospital cardiac arrest (OHCA) are affected by different factors, one of which is the hospital teaching status. This study aims to assess the association between teaching status of hospitals and survival rates.\n \nMethods:\n This retrospective observational study utilized the Nationwide Emergency Department Sample (NEDS) database of the year 2014 (released in 2016). The study sample included OHCA 122,776 patients. Descriptive analysis was performed. Patients’ characteristics were compared according to the hospital teaching status. This was followed by a multivariate analysis to assess the impact of the hospital teaching status on the patients’ survival at hospital discharge after controlling for confounding factors.\n \nResults:\n A total of 122,776 patients with OHCA were included in this study. The average age was 65.91 years with male predominance (61.7%). Around 62.1% of patients were admitted to metropolitan teaching hospitals. Overall survival to hospital discharge was 6.4%. Survival was higher in patients who were treated in a metropolitan teaching hospital in comparison with those who presented to a metropolitan non-teaching hospital (7.2 % versus 4.9%, p<0.001). After adjusting for confounders, patients’ survival to hospital discharge was similar in the two groups (teaching and non-teaching metropolitan hospitals) (OR=0.909, 95% CI 0.776 – 1.065).\n \nConclusion: \nIn this study, there was no significant association between teaching status of US metropolitan hospitals and survival of OHCA patients. OHCA patients may be transferred to the nearest hospital regardless of teaching status in US metropolitan areas.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Out of Hospital Cardiac arrests, Outcomes, Teaching Status, survival" } ], "section": "Original Research", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1hs8g3k0", "frozenauthors": [ { "first_name": "Zeina", "middle_name": "", "last_name": "Halabi", "name_suffix": "", "institution": "Department of Emergency Medicine \nAmerican University of Beirut Medical Center", "department": "" }, { "first_name": "Rana", "middle_name": "", "last_name": "H. BACHIR", "name_suffix": "", "institution": "Department of Emergency Medicine \nAmerican University of Beirut Medical Center", "department": "" }, { "first_name": "Mazen", "middle_name": "", "last_name": "J. El Sayed", "name_suffix": "", "institution": "Professor of Clinical Emergency Medicine\nDirector of Emergency Medical Services & Prehospital Care\nDepartment of Emergency Medicine\nAmerican University of Beirut Medical Center", "department": "" } ], "date_submitted": "2023-08-01T12:14:20Z", "date_accepted": "2023-08-01T12:14:20Z", "date_published": "2019-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_medjem/article/61835/galley/47702/download/" } ] }, { "pk": 51477, "title": "A Story About Mesenteric Ischemia", "subtitle": null, "abstract": "N/A", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Small Groups", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/33w27597", "frozenauthors": [ { "first_name": "Annahieta", "middle_name": "", "last_name": "Kalantari", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2019-07-16T20:10:00Z", "date_accepted": "2019-07-16T20:10:00Z", "date_published": "2019-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/51477/galley/39135/download/" } ] }, { "pk": 51481, "title": "Asymptomatic CT iodinated contrast extravasation of the upper extremity", "subtitle": null, "abstract": "N/A", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Visual EM", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6k98r5pv", "frozenauthors": [ { "first_name": "Eric", "middle_name": "", "last_name": "Liao", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Costumbrado", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2019-07-16T20:23:35Z", "date_accepted": "2019-07-16T20:23:35Z", "date_published": "2019-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/51481/galley/39139/download/" } ] }, { "pk": 51522, "title": "Atypical Presentation of Abdominal Aortic Aneurysm", "subtitle": null, "abstract": "N/A", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Visual EM", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0xs15863", "frozenauthors": [ { "first_name": "Michael", "middle_name": "Rohinton", "last_name": "Mirza", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Bryczkowski", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2019-10-18T04:23:40Z", "date_accepted": "2019-10-18T04:23:40Z", "date_published": "2019-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/51522/galley/39160/download/" } ] }, { "pk": 54468, "title": "Author Biographies", "subtitle": null, "abstract": "2018-2019 Author Biographies", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Author Biographies", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/60m9b6jt", "frozenauthors": [ { "first_name": "UCLA Undergraduate Research Journal", "middle_name": "", "last_name": "Aleph", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2019-10-14T23:52:45Z", "date_accepted": "2019-10-14T23:52:45Z", "date_published": "2019-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/alephucla/article/54468/galley/41116/download/" } ] } ] }