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        {
            "pk": 28452,
            "title": "Building Individual Semantic Networks and Exploring their Relationships withCreativity",
            "subtitle": null,
            "abstract": "The associative theory of creativity suggests that creativeabilities rely on the organization of semantic associations inmemory. Recent research has demonstrated that semanticnetwork methods allow testing this hypothesis. The aim of thecurrent study was to investigate the properties of semanticnetworks at the individual level, in relation to creative abilities.Semantic judgement ratings were used to estimate individualsemantic networks, whose topological properties measured byseveral graph metrics were correlated with individual creativityscores. We found a correlation between the theoretical semanticdistance of our stimuli and the relatedness ratings given by theparticipants, demonstrating the validity of our approach.Importantly, we found a close relationship between creativeabilities assessed by an achievement questionnaire and divergentthinking tasks and individual semantic network metrics,replicating and extending previous similar findings.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "creativity; semantic networks; network science;associative thinking"
                }
            ],
            "section": "Papers with Oral Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/90z4k8b0",
            "frozenauthors": [
                {
                    "first_name": "Matthieu",
                    "middle_name": "",
                    "last_name": "Bernard",
                    "name_suffix": "",
                    "institution": "Institut du Cerveau",
                    "department": ""
                },
                {
                    "first_name": "Yoed",
                    "middle_name": "N.",
                    "last_name": "Kenett",
                    "name_suffix": "",
                    "institution": "University of Pennsylvania",
                    "department": ""
                },
                {
                    "first_name": "Marcela",
                    "middle_name": "",
                    "last_name": "Ovando-Tellez",
                    "name_suffix": "",
                    "institution": "Institut du Cerveau",
                    "department": ""
                },
                {
                    "first_name": "Mathias",
                    "middle_name": "",
                    "last_name": "Benedek",
                    "name_suffix": "",
                    "institution": "University of Graz",
                    "department": ""
                },
                {
                    "first_name": "Emmanuelle",
                    "middle_name": "",
                    "last_name": "Volle",
                    "name_suffix": "",
                    "institution": "Institut du Cerveau",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
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            ]
        },
        {
            "pk": 29071,
            "title": "Can a forward posture enhance willingness to change ones own attitude in decisionmaking? Nudging with embodied cognition approach",
            "subtitle": null,
            "abstract": "Recently, nudging approaches wherein peoples decisions are altered in a predictable direction have attracted attention.Conversely, many embodied cognition approaches that relate peoples mind with their body have been studied in cognitivescience. Based on these approaches, we investigated whether a forward posture (defined by leaning forward in a chair)generated by the environment can enhance a particular decision. We also evaluated the types of decisions that are likelyto be enhanced by the forward posture. Behavioral experiments via a forward or normal chair where the seat allows littleor no lean revealed that a forward posture can affect the decision making, particularly participants willingness to changetheir own attitude. We discuss the possible applications of leading predictable decisions from the environment and settingthe decision environment in the real world.",
            "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/4nx1s9zp",
            "frozenauthors": [
                {
                    "first_name": "Masaru",
                    "middle_name": "",
                    "last_name": "Shirasuna",
                    "name_suffix": "",
                    "institution": "The University of Tokyo",
                    "department": ""
                },
                {
                    "first_name": "Hidehito",
                    "middle_name": "",
                    "last_name": "Honda",
                    "name_suffix": "",
                    "institution": "Yasuda Womens University",
                    "department": ""
                },
                {
                    "first_name": "Kazuhiro",
                    "middle_name": "",
                    "last_name": "Ueda",
                    "name_suffix": "",
                    "institution": "The University of Tokyo",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
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                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29071/galley/18942/download/"
                }
            ]
        },
        {
            "pk": 29174,
            "title": "Can children develop novel tools to solve problems via analogical generalization?Kind of!",
            "subtitle": null,
            "abstract": "Recent research has examined whether children can modify tools to solve novel problems. For example, when childrenare given a pipe cleaner with the goal to retrieve a little bucket at the bottom of a tube, will they realize that bending thepipe cleaner into a hook will solve the problem? Children younger than 7 almost all fail at this task, and children under10 are far from ceiling. Because problem solving is often helped via generalization from analogous problems, the currentstudy examined whether children in this task could take advantage of being read a story (with pictures) about fishing,emphasising the importance of hooks. Interesting we found an interaction wherein preschool children were helped bythe analogy, while school-aged children were not, who also solved the task at much higher rates overall (but still belowceiling).",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/81s7h4p0",
            "frozenauthors": [
                {
                    "first_name": "Micah",
                    "middle_name": "",
                    "last_name": "Goldwater",
                    "name_suffix": "",
                    "institution": "University of Sydney",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
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                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29174/galley/19045/download/"
                }
            ]
        },
        {
            "pk": 29099,
            "title": "Can Paradigmatic Relations be Learned Implicitly?",
            "subtitle": null,
            "abstract": "A wealth of statistical learning research has provided evidence that regularities in which items co-occur (referred to hereas syntagmatic) can be learned implicitly. However, it is not known whether higher-order relations can also be learnedimplicitly. Here we present two experiments that investigate whether regularities, where items do not co-occur but insteadshare co-occurrence with each other (referred to here as paradigmatic), can be learned implicitly. In Experiment 1, weused a traditional auditory statistical learning paradigm where participants passively listened to an auditory stream con-taining syntagmatic and paradigmatic regularities and found evidence only of syntagmatic learning. In Experiment 2, weinstructed participants to attend to items during the training session and found evidence of learning paradigmatic relationsin participants who demonstrated high-level of syntagmatic learning. The results are discussed in terms of the limits ofimplicit learning and the role of attentional mechanisms in learning higher-order statistical regularities.",
            "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/5tg3s3fc",
            "frozenauthors": [
                {
                    "first_name": "Hyungwook",
                    "middle_name": "",
                    "last_name": "Yim",
                    "name_suffix": "",
                    "institution": "The University of Melbourne",
                    "department": ""
                },
                {
                    "first_name": "Olivera",
                    "middle_name": "",
                    "last_name": "Savic",
                    "name_suffix": "",
                    "institution": "Ohio State University",
                    "department": ""
                },
                {
                    "first_name": "Layla",
                    "middle_name": "",
                    "last_name": "Unger",
                    "name_suffix": "",
                    "institution": "Ohio State University",
                    "department": ""
                },
                {
                    "first_name": "Vladimir",
                    "middle_name": "",
                    "last_name": "Sloutsky",
                    "name_suffix": "",
                    "institution": "Ohio State University",
                    "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": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
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                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29099/galley/18970/download/"
                }
            ]
        },
        {
            "pk": 28871,
            "title": "Capturing Intra-and Inter-Brain Dynamics\nwith Recurrence Quantification Analysis",
            "subtitle": null,
            "abstract": "We investigated the application of non-linear analysis\ntechniques for capturing stability of neural oscillatory activity\nwithin and across brains. Recurrence Quantification Analysis\n(RQA), a technique that has been applied to detect stability\nand flexibility of motor performance, was extended to observe\nand quantify changes in patterns of non-linear neural activity.\nParticipants synchronized their finger-tapping with a\nconfederate partner who tapped at two different rhythms\nwhile neural activity was recorded from both partners using\nelectroencephalography (EEG). Auto-recurrence (intra-brain)\nand cross-recurrence (inter-brain) of EEG activity were able\nto distinguish differences across tapping rhythms in stability\nof neural oscillatory activity. We also demonstrated the\nefficacy of RQA to capture how both period and phase\nchanges in neural dynamics evolve over time.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "joint action; neural dynamics;\nelectroencephalography; recurrence quantification analysis"
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/3t00c8tv",
            "frozenauthors": [
                {
                    "first_name": "Rebecca",
                    "middle_name": "",
                    "last_name": "Scheurich",
                    "name_suffix": "",
                    "institution": "McGill University",
                    "department": ""
                },
                {
                    "first_name": "Brian",
                    "middle_name": "",
                    "last_name": "Mathias",
                    "name_suffix": "",
                    "institution": "McGill University",
                    "department": ""
                },
                {
                    "first_name": "Alexander",
                    "middle_name": "P.",
                    "last_name": "Demos",
                    "name_suffix": "",
                    "institution": "University of Illinois at Chicago",
                    "department": ""
                },
                {
                    "first_name": "Caroline",
                    "middle_name": "",
                    "last_name": "Palmer",
                    "name_suffix": "",
                    "institution": "McGill University",
                    "department": ""
                },
                {
                    "first_name": "Anna",
                    "middle_name": "",
                    "last_name": "Zamm",
                    "name_suffix": "",
                    "institution": "McGill University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
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                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28871/galley/18742/download/"
                }
            ]
        },
        {
            "pk": 29269,
            "title": "Categorical rhythms shared between songbirds and humans",
            "subtitle": null,
            "abstract": "Rhythm the organization of sounds in time is a universal feature of human music. Of the infinite ways of organizingevents in time, human rhythms are distributed categorically. We compared rhythms of classical piano playing and fingertapping to rhythms of thrush nightingale songs. Across species, we found similar common rhythms, as relative durationsof intervals formed three categories: isochronous 1:1 rhythms, small integer ratio rhythms, and high ratio ornaments. Inboth species, those categories were invariant within extended ranges of tempi, indicating natural classes. In all cases, thenumber of rhythm categories decreased with higher tempi. Finally, in birdsong, high ratios (ornaments) were derived fromvery fast rhythms containing inflexible (probably uncontrollable) interval ratios. These converging results indicate thatbirds and humans similarly create simple rhythm categories from a continuous temporal space. Such natural categoriescan promote cultural transmission of rhythmic sounds a feature that songbirds and humans share.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/7682j3x0",
            "frozenauthors": [
                {
                    "first_name": "Tina",
                    "middle_name": "",
                    "last_name": "Roeske",
                    "name_suffix": "",
                    "institution": "Max Planck Institute for Empirical Aesthetics",
                    "department": ""
                },
                {
                    "first_name": "Ofer",
                    "middle_name": "",
                    "last_name": "Tchernichovski",
                    "name_suffix": "",
                    "institution": "Hunter College",
                    "department": ""
                },
                {
                    "first_name": "David",
                    "middle_name": "",
                    "last_name": "Poeppel",
                    "name_suffix": "",
                    "institution": "Max Planck Institute for Empirical Aesthetics",
                    "department": ""
                },
                {
                    "first_name": "Nori",
                    "middle_name": "",
                    "last_name": "Jacoby",
                    "name_suffix": "",
                    "institution": "Max Planck Institute for Empirical Aesthetics",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
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                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29269/galley/19140/download/"
                }
            ]
        },
        {
            "pk": 28970,
            "title": "Category-Specific Verb-Semantic Naming Deficit in Alzheimers Disease: Evidencefrom a Dynamic Action Naming Task",
            "subtitle": null,
            "abstract": "Numerous studies have found category-specific semantic deficits in Alzheimers disease (AD). Thus far, however, only asmall number of studies have investigated how semantic categories lexicalized by verbs are represented, and how thesecategories might be impaired in AD. We investigated the representation and breakdown of verb knowledge employingdifferent syntactic and semantic classes of verbs in a group of probable AD patients (N=10) and matched controls. Inour main task, we employed movies of events and states depicting verbs belonging to three different classes: causatives,perception/psychological, and movement verbs. These verbs differ with regards to their argument structure, the thematicroles they assign, and their hypothetical semantic templates. Patients had more difficult employing verbs of the percep-tion/psychological class. We suggest that thematic roles play the most important role in verb semantic representations. Wefurther suggest that verbs are not represented by decompositional semantic templates.",
            "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/4qk4h09d",
            "frozenauthors": [
                {
                    "first_name": "Roberto",
                    "middle_name": "",
                    "last_name": "de Almeida",
                    "name_suffix": "",
                    "institution": "Concordia University",
                    "department": ""
                },
                {
                    "first_name": "Forouzan",
                    "middle_name": "",
                    "last_name": "Mobayyen",
                    "name_suffix": "",
                    "institution": "Concordia University",
                    "department": ""
                },
                {
                    "first_name": "Eva",
                    "middle_name": "",
                    "last_name": "Kehayia",
                    "name_suffix": "",
                    "institution": "McGill University",
                    "department": ""
                },
                {
                    "first_name": "Caitlyn",
                    "middle_name": "",
                    "last_name": "Antal",
                    "name_suffix": "",
                    "institution": "Yale University",
                    "department": ""
                },
                {
                    "first_name": "Vasavan",
                    "middle_name": "",
                    "last_name": "Nair",
                    "name_suffix": "",
                    "institution": "Douglas Mental Health University Institute",
                    "department": ""
                },
                {
                    "first_name": "George",
                    "middle_name": "",
                    "last_name": "Schwartz",
                    "name_suffix": "",
                    "institution": "Douglas Mental Health University Institute",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
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                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28970/galley/18841/download/"
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            ]
        },
        {
            "pk": 28832,
            "title": "Causal intervention strategies change across adolescence",
            "subtitle": null,
            "abstract": "Intervening on causal systems can illuminate their underlyingstructures. Past work has shown that, relative to adults, youngchildren often make intervention decisions that confirm sin-gle hypotheses rather than those that discriminate alternativehypotheses. Here, we investigated how the ability to make in-formative intervention decisions changes across development.Ninety participants between the ages of 7 and 25 completed40 different puzzles in which they had to intervene on vari-ous causal systems to determine their underlying structures.We found that the use of discriminatory strategies increasedthrough adolescence and plateaued into adulthood. Our resultsidentify a clear developmental trend in causal reasoning, andhighlight the need to expand research on causal learning mech-anisms in adolescence.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "cognitive development; information-seeking; hy-pothesis testing; causal learning"
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/3h85r4xb",
            "frozenauthors": [
                {
                    "first_name": "Kate",
                    "middle_name": "",
                    "last_name": "Nussenbaum",
                    "name_suffix": "",
                    "institution": "New York University",
                    "department": ""
                },
                {
                    "first_name": "Alexandra",
                    "middle_name": "O.",
                    "last_name": "Cohen",
                    "name_suffix": "",
                    "institution": "New York University",
                    "department": ""
                },
                {
                    "first_name": "Zachary",
                    "middle_name": "J.",
                    "last_name": "Davis",
                    "name_suffix": "",
                    "institution": "New York University",
                    "department": ""
                },
                {
                    "first_name": "David",
                    "middle_name": "",
                    "last_name": "Halpern",
                    "name_suffix": "",
                    "institution": "New York University",
                    "department": ""
                },
                {
                    "first_name": "Todd",
                    "middle_name": "M.",
                    "last_name": "Gureckis",
                    "name_suffix": "",
                    "institution": "New York University",
                    "department": ""
                },
                {
                    "first_name": "Catherine",
                    "middle_name": "A.",
                    "last_name": "Hartley",
                    "name_suffix": "",
                    "institution": "New York University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
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                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28832/galley/18703/download/"
                }
            ]
        },
        {
            "pk": 29224,
            "title": "Causal Structure and Probability Information Modulate the Preference for SimpleExplanations",
            "subtitle": null,
            "abstract": "Are simple explanations better? Research has shown that people favor simple explanations (defined as number of unex-plained causes; Lombrozo, 2007; Pacer & Lombrozo, 2017), but new findings suggest that under some conditions, com-plexity is preferred (Johnson et al., in press; Zemla et al., 2017). We explore three features that could affect preferences:causal structure, baserates, and likelihoods. Adults (N=544) read one simple and one complex explanation following oneof three causal structures. Simplicity preferences were strongest for one vs. two causes explaining two independent ef-fects, modest for one vs. two jointly sufficient causes explaining one effect, and reversed (to favor complexity) for one vs.two independently sufficient causes explaining one effect. When baserates and likelihoods were specified and matched,simplicity preferences were attenuated, while complexity preferences were sometimes reversed. These findings suggestthat simplicity preferences are moderated by several factors and point to a more unified account of explanatory reasoning.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/9sz4f6s1",
            "frozenauthors": [
                {
                    "first_name": "Emily",
                    "middle_name": "",
                    "last_name": "Liquin",
                    "name_suffix": "",
                    "institution": "Princeton Univerisity",
                    "department": ""
                },
                {
                    "first_name": "Tania",
                    "middle_name": "",
                    "last_name": "Lombrozo",
                    "name_suffix": "",
                    "institution": "Princeton Univerisity",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
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                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29224/galley/19095/download/"
                }
            ]
        },
        {
            "pk": 29106,
            "title": "Change and social distribution of figurative languageon Uruguayan female population",
            "subtitle": null,
            "abstract": "Metaphors change through time in different cultures, languages and across generations.This research aimed to test the change and social distribution of some metaphors inUruguayan Spanish. This study tested figurative expressions for the metaphors BEING INTHE OVEN IS DIFFICULTIES / HAZARDNESS, BANKING SOMETHING OR SOMEBODYIS BEARING IT and TO BE FLYING IS DOING SOMETHING WELL. On a multiple choiceonline questionnaire 267 Uruguayan female chose the meaning and the frequency that theybelieve they use previous metaphors. By using Multiple Correspondence Analysis (MCA) asa visual exploratory statistical tool, the study suggested Cultural Immersion and MetaphoricalProficiency as dimensions for explaining the social distribution of the aforementionedmetaphors. But even though MCA seems to be a useful tool for understanding themetaphors’ vitality, the short percentage of the variance explained by the dimensionssuggests introducing additional categories for obtaining an adequate proportion of thisvariance.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/88v3g3c3",
            "frozenauthors": [
                {
                    "first_name": "Roberto",
                    "middle_name": "",
                    "last_name": "Aguirre",
                    "name_suffix": "",
                    "institution": "Center of Basic Research in Psychology. Uruguay",
                    "department": ""
                },
                {
                    "first_name": "Manuel",
                    "middle_name": "",
                    "last_name": "García-Ruiz",
                    "name_suffix": "",
                    "institution": "University Institute of de Lisbon",
                    "department": ""
                },
                {
                    "first_name": "Yliana",
                    "middle_name": "",
                    "last_name": "Rodríguez",
                    "name_suffix": "",
                    "institution": "Foreign Languages Center",
                    "department": ""
                },
                {
                    "first_name": "Mauricio",
                    "middle_name": "",
                    "last_name": "Castillo",
                    "name_suffix": "",
                    "institution": "Center of Basic Research in Psychology. Uruguay",
                    "department": ""
                },
                {
                    "first_name": "María",
                    "middle_name": "Noel",
                    "last_name": "Macedo",
                    "name_suffix": "",
                    "institution": "Center of Basic Research in Psychology. Uruguay",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
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                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29106/galley/18977/download/"
                }
            ]
        },
        {
            "pk": 28494,
            "title": "Character-based Surprisal as a Model ofReading Difficulty in the Presence of Errors",
            "subtitle": null,
            "abstract": "Intuitively, human readers cope easily with errors in text; ty-pos, misspelling, word substitutions, etc. do not unduly disruptnatural reading. Previous work indicates that letter transposi-tions result in increased reading times, but it is unclear if thiseffect generalizes to more natural errors. In this paper, we re-port an eye-tracking study that compares two error types (let-ter transpositions and naturally occurring misspelling) and twoerror rates (10% or 50% of all words contain errors). We findthat human readers show unimpaired comprehension in spiteof these errors, but error words cause more reading difficultythan correct words. Also, transpositions are more difficult thanmisspellings, and a high error rate increases difficulty for allwords, including correct ones. We then present a computa-tional model that uses character-based (rather than traditionalword-based) surprisal to account for these results. The modelexplains that transpositions are harder than misspellings be-cause they contain unexpected letter combinations. It also ex-plains the error rate effect: expectations about upcoming wordsare harder to compute when the context is degraded, leading toincreased surprisal.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "human reading"
                },
                {
                    "word": "eye-tracking"
                },
                {
                    "word": "errors"
                },
                {
                    "word": "computa-tional modeling"
                },
                {
                    "word": "surprisal"
                },
                {
                    "word": "neural networks."
                }
            ],
            "section": "Papers with Oral Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/19d8v8tj",
            "frozenauthors": [
                {
                    "first_name": "Michael",
                    "middle_name": "",
                    "last_name": "Hahn",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                },
                {
                    "first_name": "Frank",
                    "middle_name": "",
                    "last_name": "Keller",
                    "name_suffix": "",
                    "institution": "University of Edinburgh",
                    "department": ""
                },
                {
                    "first_name": "Yonatan",
                    "middle_name": "",
                    "last_name": "Bisk",
                    "name_suffix": "",
                    "institution": "University of Washington",
                    "department": ""
                },
                {
                    "first_name": "Yonatan",
                    "middle_name": "",
                    "last_name": "Belinkov",
                    "name_suffix": "",
                    "institution": "Massachusetts Institute of Technology",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28494/galley/18365/download/"
                }
            ]
        },
        {
            "pk": 28531,
            "title": "Children Learn Words Better in Low Entropy",
            "subtitle": null,
            "abstract": "During their first year, infants learn to name objects. To do so,\nthey need to segment speech, extract the label and map it to the\ncorrect referent. While children successfully do so in the wild,\nprevious results suggest they struggle to simultaneously learn\nsegmentation and object-label pairings in the lab. Here, we ask\nif some of children’s difficulty is related to the uniform\ndistribution they were exposed to, since it differs from that of\nnatural language, and has high entropy (making it less\npredictable). Will a low entropy distribution facilitate\nchildren’s performance in these two tasks? We looked at\nchildren’s (mean age=10;4 years) simultaneous segmentation\nand object-label mapping of words in an artificial language\ntask. Low entropy (created by making one word more frequent)\nfacilitated children's performance in both tasks. We discuss the\nimportance of using more ecologic stimuli in the lab,\nspecifically- distributions with lower entropy.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Statistical learning; Multi-modal cues; Word\nsegmentation; Word learning; Entropy; Children."
                }
            ],
            "section": "Papers with Oral Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/37p381r7",
            "frozenauthors": [
                {
                    "first_name": "Ori",
                    "middle_name": "",
                    "last_name": "Lavi-Rotbain",
                    "name_suffix": "",
                    "institution": "The Hebrew University Jerusalem",
                    "department": ""
                },
                {
                    "first_name": "Inbal",
                    "middle_name": "",
                    "last_name": "Arnon",
                    "name_suffix": "",
                    "institution": "The Hebrew University Jerusalem",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28531/galley/18402/download/"
                }
            ]
        },
        {
            "pk": 28713,
            "title": "Children master the cardinal significance of counting after they learn to count",
            "subtitle": null,
            "abstract": "Children learn the meaning of number words by going througha systematic set of stages of knowledge that culminates in theirmastery of counting. Theoretical work has long suggested thatchildren’s acquisition of counting is not procedural, butsemantic: all counters understand that counting computescardinality. Yet, recent research has cast doubt on whetherearly counters truly understand the meaning of these words.Here we show that early counters also have an immatureunderstanding of how one-to-one correspondence between anordered list and a set of objects can be used to compute exactcardinality. Nonetheless, this understanding is improved whencues to quantity, such as size, are highlighted. Our results addto a growing body of work suggesting that counting is not afinal stage in children’s path to number, but a powerful toolthat they can use to build and strengthen their intuitions aboutcardinalities.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Cognitive development; number cognition; one-to-one correspondence"
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/02s2d437",
            "frozenauthors": [
                {
                    "first_name": "Madison",
                    "middle_name": "",
                    "last_name": "Flowers",
                    "name_suffix": "",
                    "institution": "Yale University",
                    "department": ""
                },
                {
                    "first_name": "Lindsay",
                    "middle_name": "",
                    "last_name": "Stoner",
                    "name_suffix": "",
                    "institution": "University of Pennsylvania, Philadelphia",
                    "department": ""
                },
                {
                    "first_name": "Julian",
                    "middle_name": "",
                    "last_name": "Jara-Ettinger",
                    "name_suffix": "",
                    "institution": "Yale University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28713/galley/18584/download/"
                }
            ]
        },
        {
            "pk": 28478,
            "title": "Children, more than adults, rely on similarity to accessmultiple meanings of words",
            "subtitle": null,
            "abstract": "Past research has shown that adults can access multiplemeanings for a word, but little work has examined howchildren process multiple meanings. We tested 48 4- to 7-year-old children and 48 adults in a touchscreen picturerecognition task. Two meanings of the same word weredisplayed on successive trials, which varied according towhether the 2 meanings were unrelated (homonyms), related(polysemes), or repeated (same-meaning). Adults identifiedthe second meaning more quickly than the first in allconditions and to the same extent. Children, however,identified the second meaning more quickly only onpolysemy and same-meaning trials. This difference suggeststhat children are less capable of co-activating unrelatedmeanings, which raises the possibility that children mustlearn to do so over development. Despite the ubiquity ofpolysemy in language, our work is the first to show thatchildren’s processing of word representations is organizedby similarity.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "polysemy"
                },
                {
                    "word": "lexical processing"
                },
                {
                    "word": "development"
                },
                {
                    "word": "Cognitive Development"
                },
                {
                    "word": "ambiguity"
                }
            ],
            "section": "Papers with Oral Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/76n241r4",
            "frozenauthors": [
                {
                    "first_name": "Sammy",
                    "middle_name": "",
                    "last_name": "Floyd",
                    "name_suffix": "",
                    "institution": "Princeton University",
                    "department": ""
                },
                {
                    "first_name": "Casey",
                    "middle_name": "",
                    "last_name": "Lew-Williams",
                    "name_suffix": "",
                    "institution": "Princeton University",
                    "department": ""
                },
                {
                    "first_name": "Adele",
                    "middle_name": "E.",
                    "last_name": "Goldberg",
                    "name_suffix": "",
                    "institution": "Princeton University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28478/galley/18349/download/"
                }
            ]
        },
        {
            "pk": 28902,
            "title": "Children’s causal inferences about past vs. future events",
            "subtitle": null,
            "abstract": "Causal and temporal reasoning are fundamentally linked, butfew studies have directly examined how the ability to makecausal inferences about the past vs. the future develops. We useda counterfactual reasoning task to explore 4- to 6-year-oldchildren’s understanding of the causal relationships among past,present, and future events. Like adults, even 4-year-olds judgedthat future, but not past, events could be altered by interventionsin the present. This early sensitivity to the causal asymmetrybetween the past and future became more pronounced with age.We also found that children and adults selectively andappropriately use evidence about the present to make inferencesabout past events. Implications for theoretical accounts of thedevelopment of causal reasoning and abstract concepts of timeare discussed.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "cognitive development; temporal cognition; causalinference; counterfactual reasoning"
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/75z0f0gm",
            "frozenauthors": [
                {
                    "first_name": "Katharine",
                    "middle_name": "A.",
                    "last_name": "Tillman",
                    "name_suffix": "",
                    "institution": "The University of Texas at Austin",
                    "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": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28902/galley/18773/download/"
                }
            ]
        },
        {
            "pk": 28662,
            "title": "Children’s exploration as a window into their causal learning",
            "subtitle": null,
            "abstract": "How do children’s beliefs about a causal system influence theirexploration of that system? Children watched an experimentertry to make a machine play music by placing blocks on top; oneblock always activated the machine and the other block neverdid (Deterministic condition), or one block activated the ma-chine a higher proportion of times than the other (Probabilisticcondition). Subsequently, we measured children’s exploratorybehaviors without feedback (the machine never activated). Wepredicted that children in the two conditions would differ intheir beliefs about how the system should work, leading to dif-ferent hypotheses about why the machine was no longer work-ing, and to differential exploration. Compared to the Proba-bilistic condition, children in the Deterministic condition in-tervened more often with the previously more effective block,experimented more with how to activate the machine, and ex-plored for less time. Children’s exploration provides a rich,nuanced view of their causal reasoning.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "cognitive development; causal learning; causal un-certainty; statistical learning; exploration"
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/0281615v",
            "frozenauthors": [
                {
                    "first_name": "Sophie",
                    "middle_name": "",
                    "last_name": "Bridgers",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                },
                {
                    "first_name": "Yvonne",
                    "middle_name": "",
                    "last_name": "Wang",
                    "name_suffix": "",
                    "institution": "University of Toronto",
                    "department": ""
                },
                {
                    "first_name": "Daphna",
                    "middle_name": "",
                    "last_name": "Buchsbaum",
                    "name_suffix": "",
                    "institution": "University of Toronto",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28662/galley/18533/download/"
                }
            ]
        },
        {
            "pk": 28889,
            "title": "Children’s Generalization of Novel Object Names in Comparison Contexts:\nAn eye tracking analysis",
            "subtitle": null,
            "abstract": "A common result is that comparison settings (i.e., several\nstimuli introduced simultaneously) favor conceptualization\nand generalization. In a comparison setting, we manipulated\nthe semantic distance between the two training items (e.g.,\ntwo bracelets versus a bracelet and a watch), and the semantic\ndistance between the training items and the test items (e.g., a\npendant versus a bow tie). We tested 5- and 8-year-old\nchildren’s generalization of novel names for objects. This\nstudy is the first one to study the temporal dynamics of\ncomparison in a generalization task with eye-tracking data.\nThe eye movement data revealed clear patterns of exploration\nin which participants first focused on the training items and\ncompared them with each of the choice options. We also\ncompared the search profiles for correct answers and errors.\nThe results show that participants first found commonalities\nin the learning items, which they compared with each items\nin the solution set. This pattern is consistent with an alignment\nview of generalization.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "comparisons; conceptual distance;\ngeneralization; strategies; eye tracking measures"
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/41x3254k",
            "frozenauthors": [
                {
                    "first_name": "Ella",
                    "middle_name": "",
                    "last_name": "Stansbury",
                    "name_suffix": "",
                    "institution": "Université de Bourgogne Franche-Comté",
                    "department": ""
                },
                {
                    "first_name": "Arnaud",
                    "middle_name": "",
                    "last_name": "Witt",
                    "name_suffix": "",
                    "institution": "Université de Bourgogne Franche-Comté",
                    "department": ""
                },
                {
                    "first_name": "Jean-Pierre",
                    "middle_name": "",
                    "last_name": "Thibaut",
                    "name_suffix": "",
                    "institution": "Université de Bourgogne Franche-Comté",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28889/galley/18760/download/"
                }
            ]
        },
        {
            "pk": 28476,
            "title": "Children’s overextension as communication by multimodal chaining",
            "subtitle": null,
            "abstract": "Young children often stretch terms to novel objects when theylack the proper adult words—a phenomenon known as overex-tension. Psychologists have proposed that overextension relieson the formation of a chain complex, such that new objectsmay be linked to existing referents of a word based on a diverseset of relations including taxonomic, analogical, and predicate-based knowledge. We build on these ideas by proposing a com-putational framework that creates chain complexes by multi-modal fusion of resources from linguistics, deep learning net-works, and psychological experiments. We test our models ina communicative scenario that simulates linguistic productionand comprehension between a child and a caretaker. Our re-sults show that the multimodal semantic space accounts forsubstantial variation in children’s overextension in the liter-ature, and our framework predicts overextension strategies.This work provides a formal approach to characterizing lin-guistic creativity of word sense extension in early childhood.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "language acquisition; linguistic creativity; overex-tension; word sense extension; multimodality; chaining; com-munication"
                }
            ],
            "section": "Papers with Oral Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/0g06w9b7",
            "frozenauthors": [
                {
                    "first_name": "Renato",
                    "middle_name": "Ferreira",
                    "last_name": "Pinto",
                    "name_suffix": "",
                    "institution": "University of Toronto",
                    "department": ""
                },
                {
                    "first_name": "Yang",
                    "middle_name": "",
                    "last_name": "Xu",
                    "name_suffix": "",
                    "institution": "University of Toronto",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28476/galley/18347/download/"
                }
            ]
        },
        {
            "pk": 28854,
            "title": "Children’s Sentential Complement Use Leads the Theory of Mind Development\nPeriod: Evidence from the CHILDES Corpus",
            "subtitle": null,
            "abstract": "Converging evidence suggests that children’s linguistic and\ntheory of mind (ToM) development are linked. Specifically,\nlearning the sentential complement grammatical structure has\nbeen shown to play a causal role in the development of some\nfalse belief reasoning skills. Here, we extend this line of work\nto examine this relationship in the wild by means of a corpus\nanalysis of children’s speech during the typical period of ToM\ndevelopment. We show that children’s use of the sentential\ncomplement grammatical structure increases immediately\npreceding the ToM development period and plateaus shortly\nthereafter. Furthermore, we find that parents’ child-directed\nspeech follows a similar pattern.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "theory of mind; corpus analysis; sentential\ncomplement"
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/3n46b5ks",
            "frozenauthors": [
                {
                    "first_name": "Irina",
                    "middle_name": "",
                    "last_name": "Rabkina",
                    "name_suffix": "",
                    "institution": "Northwestern University",
                    "department": ""
                },
                {
                    "first_name": "Constantine",
                    "middle_name": "",
                    "last_name": "Nakos",
                    "name_suffix": "",
                    "institution": "Northwestern University",
                    "department": ""
                },
                {
                    "first_name": "Kenneth",
                    "middle_name": "D.",
                    "last_name": "Forbus",
                    "name_suffix": "",
                    "institution": "Northwestern University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28854/galley/18725/download/"
                }
            ]
        },
        {
            "pk": 29110,
            "title": "Childrens Unscientific Conceptions Before and After Instruction in Space Science",
            "subtitle": null,
            "abstract": "Research has documented childrens difficulty reconciling observations of the sky (Earth-based perspective) with scientificmodels of the solar system (space-based perspective) (e.g., Vosniadou & Brewer, 1994). We developed a coding rubricto capture childrens explanations before and after instruction that emphasized relational learningmapping the spatial,temporal, and causal relations inherent in the day-night cycle. We focused on several key dimensions including theperspective of the child and their causal attributions, focusing primarily on their mental model (e.g., Sun goes up/down).We coded pre- and post-test videos from 3rd graders from two experiments (N=205) using the rubric. Results suggestthat (a) consistent with prior findings, children who received the instruction demonstrated fewer unscientific conceptionsabout Sun motion at posttest, and (b) these conceptions were more pronounced in modeling than in verbal responses. Weconclude that topics that require integration between Earth- and space-based perspectives are particularly challenging foryoung children.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/6ph462bd",
            "frozenauthors": [
                {
                    "first_name": "Florencia",
                    "middle_name": "",
                    "last_name": "Anggoro",
                    "name_suffix": "",
                    "institution": "College of the Holy Cross",
                    "department": ""
                },
                {
                    "first_name": "Benjamin",
                    "middle_name": "",
                    "last_name": "Jee",
                    "name_suffix": "",
                    "institution": "Worcester State University",
                    "department": ""
                },
                {
                    "first_name": "Amanda",
                    "middle_name": "",
                    "last_name": "McCarthy",
                    "name_suffix": "",
                    "institution": "College of the Holy Cross",
                    "department": ""
                },
                {
                    "first_name": "Victoria",
                    "middle_name": "",
                    "last_name": "Jackson",
                    "name_suffix": "",
                    "institution": "College of the Holy Cross",
                    "department": ""
                },
                {
                    "first_name": "Demitria",
                    "middle_name": "",
                    "last_name": "Tsitsopoulos",
                    "name_suffix": "",
                    "institution": "College of the Holy Cross",
                    "department": ""
                },
                {
                    "first_name": "Loli",
                    "middle_name": "",
                    "last_name": "Karageorgiou",
                    "name_suffix": "",
                    "institution": "College of the Holy Cross",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29110/galley/18981/download/"
                }
            ]
        },
        {
            "pk": 29308,
            "title": "Children with immature intuitive theories seek domain-relevant information",
            "subtitle": null,
            "abstract": "A growing body of research suggests that infants and children are sensitive to signals of information gain. However, thevalue of a piece of information may also change as the learner knows more. How do changes that occur naturally inchildrens intuitive theories contribute to their subsequent learning? Here we tested whether children who are at differentstages of understanding an intuitive theory also differ in their interest in acquiring more information in the same domain.We tested childrens performance in three distinct domains, including intuitive biology, psychology, and beliefs about psy-chosomatic events. We found that children at earlier stages of their intuitive theories were more likely to seek informationin the related domain than children with mature knowledge. These results are the first to show the relationship betweennatural changes in childrens existing knowledge and childrens future learning preferences.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/6t86654r",
            "frozenauthors": [
                {
                    "first_name": "Jinjing",
                    "middle_name": "Jenny",
                    "last_name": "Wang",
                    "name_suffix": "",
                    "institution": "Rutgers University-Newark",
                    "department": ""
                },
                {
                    "first_name": "Yang",
                    "middle_name": "",
                    "last_name": "Yang",
                    "name_suffix": "",
                    "institution": "Rutgers University-Newark",
                    "department": ""
                },
                {
                    "first_name": "Carla",
                    "middle_name": "",
                    "last_name": "Macias",
                    "name_suffix": "",
                    "institution": "Rutgers University-Newark",
                    "department": ""
                },
                {
                    "first_name": "Elizabeth",
                    "middle_name": "",
                    "last_name": "Bonawitz",
                    "name_suffix": "",
                    "institution": "Rutgers University-Newark",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29308/galley/19179/download/"
                }
            ]
        },
        {
            "pk": 29104,
            "title": "Chinese Children Learning Higher-Order Generalizations through Free Play: TheInfluence of Parenting Style",
            "subtitle": null,
            "abstract": "Rational constructivism believes children are active learners, they are able to learn causal rules through free play. Empir-ical evidence has demonstrated that 2- and 3-year-old children successfully identified causality and acquired higher-ordergeneralizations using self-generated evidence during free play, and their performances were same as in didactic learn-ing(Sim & Xu, 2017). However, if this conclusion is true across cultures? In the current study, we used the same methodsand found that 2.5- to 4-year-old Chinese children could also acquire higher-order generalizations under two differentlearning conditions, but their performances were better in the didactic condition than that in the free play condition. Oneof the reasons affected childrens learning is parenting styles, but only in the free play condition: children with authoritativeparents performed significantly better than children with authoritarian parents.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "free play"
                },
                {
                    "word": "active learning"
                },
                {
                    "word": "higher-order generalization"
                },
                {
                    "word": "parents cultural belief systems"
                },
                {
                    "word": "parenting style"
                }
            ],
            "section": "Poster Presentations with Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/9540r3vf",
            "frozenauthors": [
                {
                    "first_name": "Li",
                    "middle_name": "",
                    "last_name": "Zhao",
                    "name_suffix": "",
                    "institution": "Beijing Forestry University",
                    "department": ""
                },
                {
                    "first_name": "Zi",
                    "middle_name": "L.",
                    "last_name": "Sim",
                    "name_suffix": "",
                    "institution": "University of California, Berkeley",
                    "department": ""
                },
                {
                    "first_name": "Mingyi",
                    "middle_name": "",
                    "last_name": "Wang",
                    "name_suffix": "",
                    "institution": "Beijing Forestry University",
                    "department": ""
                },
                {
                    "first_name": "Fei",
                    "middle_name": "",
                    "last_name": "Xu",
                    "name_suffix": "",
                    "institution": "University of California, Berkeley",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29104/galley/18975/download/"
                }
            ]
        },
        {
            "pk": 29010,
            "title": "Choosing the unimaginable: Social psychological factors in seeking transformativeexperiences",
            "subtitle": null,
            "abstract": "How do people make transformative decisions (the outcomes of which are hard to imagine, and which might changeone’s self in lasting ways)? We investigate social psychological factors that contribute to making transformative decisionsin contrast to ordinary decisions (with easily imaginable outcomes). We show that transformative decisions are uniquelypredicted by a desire for self-improvement and forming new social bonds. However, contrary to our expectations, epistemiccuriosity did not play a role in making transformative decisions. In contrast, ordinary decisions are uniquely predicted bythe preferences of the community, and younger age. We identify important differences that point to separate cognitivemechanisms used to evaluate transformative decisions.",
            "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/3hs429np",
            "frozenauthors": [
                {
                    "first_name": "Marta",
                    "middle_name": "",
                    "last_name": "Kryven",
                    "name_suffix": "",
                    "institution": "Massachusetts Institute of Technology",
                    "department": ""
                },
                {
                    "first_name": "Laura",
                    "middle_name": "",
                    "last_name": "Niemi",
                    "name_suffix": "",
                    "institution": "University of Toronto",
                    "department": ""
                },
                {
                    "first_name": "Laurie",
                    "middle_name": "",
                    "last_name": "Paul",
                    "name_suffix": "",
                    "institution": "Yale 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": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29010/galley/18881/download/"
                }
            ]
        },
        {
            "pk": 28912,
            "title": "Cognitive Abilities to Explain Individual Variation in the Interpretation ofComplex Sentences by Older Adults",
            "subtitle": null,
            "abstract": "This paper investigates which cognitive abilities predict theinterpretation of complex sentences by older adults.Participants performed a picture-selection task after hearingcomplex and simpler sentences, as well as a broad testbattery of cognitive tests. The results show that differentcognitive factors serve as predictors for the interpretation ofcomplex sentences compared to simpler sentences. Forcomplex sentences, verbal intelligence, cognitive flexibility,and working memory capacity are strong predictors. Ourstudy thus shows that older adults' interpretation of sentencesof varying complexity is influenced by different cognitiveabilities, and stresses the need to take such individualdifferences into account when studying language processing.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "language processing; cognitive factors"
                },
                {
                    "word": "complexsentences; syntactic structure; age; individual variation"
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/08h7j2sz",
            "frozenauthors": [
                {
                    "first_name": "Margreet",
                    "middle_name": "",
                    "last_name": "Vogelzang",
                    "name_suffix": "",
                    "institution": "University of Oldenburg",
                    "department": ""
                },
                {
                    "first_name": "Christiane",
                    "middle_name": "M.",
                    "last_name": "Thiel",
                    "name_suffix": "",
                    "institution": "University of Oldenburg",
                    "department": ""
                },
                {
                    "first_name": "Stephanie",
                    "middle_name": "",
                    "last_name": "Rosemann",
                    "name_suffix": "",
                    "institution": "University of Oldenburg",
                    "department": ""
                },
                {
                    "first_name": "Jochem",
                    "middle_name": "W.",
                    "last_name": "Rieger",
                    "name_suffix": "",
                    "institution": "University of Oldenburg",
                    "department": ""
                },
                {
                    "first_name": "Esther",
                    "middle_name": "",
                    "last_name": "Ruigendijk",
                    "name_suffix": "",
                    "institution": "University of Oldenburg",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28912/galley/18783/download/"
                }
            ]
        },
        {
            "pk": 28545,
            "title": "Cognitive Aging Effects on Language Use in Real-Life Contexts:\nA Naturalistic Observation Stu",
            "subtitle": null,
            "abstract": "This study examined age effects on real-life language use and\nwithin-person variations in language use across social contexts.\nWe used the Electronically Activated Recorder (i.e., a portable\naudio recorder that periodically records sound snippets) to\ncollect over 31,300 snippets (30 seconds long) from 61 young\nand 48 healthy older adults in Switzerland across four days. We\nexamined vocabulary richness and grammatical complexity\nacross the social contexts of (a) activities (i.e., socializing,\nworking); and (b) conversation types (i.e., small talk,\nsubstantive conversation). Multilevel models showed that\nvocabulary richness and grammatical complexity increased\nduring socializing and substantive conversations, but decreased\nin small talk. Moreover, young adults produced shorter clauses\nat work than not at work. Furthermore, compared with young\nadults, older adults used richer vocabulary and more complex\ngrammatical structures at work; and used richer vocabulary in\nsmall talk. In contrast, young adults used richer vocabulary\nthan older adults during non-socializing and non-working\noccasions, such as watching TV and exercising. Results are\ndiscussed in the context of cognitive aging research with a\nnovel emphasis on context.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "vocabulary richness; grammatical complexity;\nsocial context; cognitive behavior; electronically activated\nrecorder (EAR); naturalistic observation method"
                }
            ],
            "section": "Papers with Oral Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/32m85850",
            "frozenauthors": [
                {
                    "first_name": "Minxia",
                    "middle_name": "",
                    "last_name": "Luoa",
                    "name_suffix": "",
                    "institution": "University of Zurich",
                    "department": ""
                },
                {
                    "first_name": "Gerold",
                    "middle_name": "",
                    "last_name": "Schneider",
                    "name_suffix": "",
                    "institution": "University of Zurich",
                    "department": ""
                },
                {
                    "first_name": "Mike",
                    "middle_name": "",
                    "last_name": "Martin",
                    "name_suffix": "",
                    "institution": "University of Zurich",
                    "department": ""
                },
                {
                    "first_name": "Burcu",
                    "middle_name": "",
                    "last_name": "Demiray",
                    "name_suffix": "",
                    "institution": "University of Zurich",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28545/galley/18416/download/"
                }
            ]
        },
        {
            "pk": 28434,
            "title": "Cognitive Chrono-Ethnography (CCE): A Behavioral Study MethodologyUnderpinned by the Cognitive Architecture, MHP/RT",
            "subtitle": null,
            "abstract": "",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "cognitive architecture; action selection; multidi-mensional memory; ethnography"
                }
            ],
            "section": "Publication-based Talks",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/6h40q7gm",
            "frozenauthors": [
                {
                    "first_name": "Muneo",
                    "middle_name": "",
                    "last_name": "Kitajima",
                    "name_suffix": "",
                    "institution": "Nagaoka University of Technology",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28434/galley/18305/download/"
                }
            ]
        },
        {
            "pk": 29080,
            "title": "Cognitive Complexity of Logical Reasoning in Games: Automated TheoremProving Perspective",
            "subtitle": null,
            "abstract": "We use formal proof techniques from artificial intelligence and mathematical logic to analyse human reasoning in problemsolving. We focus on the Deductive Mastermind game, as implemented in the Dutch massive online learning system forchildren, Math Garden. The game is formalised in propositional logic and the game-playing procedure is given a form of alogical proof. We use Resolution and Natural Deduction proof methods (implemented in JAVA). The difficulty of a partic-ular logical reasoning step is associated with the computationally obtained parameters of the proofs, which are comparedwith each other, and against the empirical difficulty of the game. We show, among others, that the complexity parame-ters derived from Natural Deduction agree with the Analytical Tableaux parameters, and with the empirical difficulty asexperienced by human subjects.",
            "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/8z00q5d5",
            "frozenauthors": [
                {
                    "first_name": "Katrine",
                    "middle_name": "",
                    "last_name": "Thoft",
                    "name_suffix": "",
                    "institution": "Technical University of Denmark",
                    "department": ""
                },
                {
                    "first_name": "Nina",
                    "middle_name": "",
                    "last_name": "Gierasimczuk",
                    "name_suffix": "",
                    "institution": "Technical University of Denmark",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29080/galley/18951/download/"
                }
            ]
        },
        {
            "pk": 29073,
            "title": "Cognitively-Inspired Salience Computation for Intelligent Agents",
            "subtitle": null,
            "abstract": "We describe a method for determining feature salience of action decisions in intelligent agents based on cognitively-inspired salience. Salience is defined as the degree of influence that a factor has on a given decision. This is generatedby having a cognitive model using instance-based learning theory to mirror the actions of an intelligent agent, and thendetermining which features most uniquely contributed to the actions of the agent. We present three examples of thissalience techniques, including reinforcement learning agents based in the StarCraft II and autonomous drone domains, aswell as part of a risk assessment model. A benefit of our method is that it does not rely on a specific implementation ofan agent, it only requires the underlying decision feature-space. It is also capable of utilizing features at different levels ofabstraction",
            "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/2h89m785",
            "frozenauthors": [
                {
                    "first_name": "Sterling",
                    "middle_name": "",
                    "last_name": "Somers",
                    "name_suffix": "",
                    "institution": "Carnegie Mellon University",
                    "department": ""
                },
                {
                    "first_name": "Konstantinos",
                    "middle_name": "",
                    "last_name": "Mitsopoulos",
                    "name_suffix": "",
                    "institution": "Carnegie Mellon University",
                    "department": ""
                },
                {
                    "first_name": "Christian",
                    "middle_name": "",
                    "last_name": "Lebiere",
                    "name_suffix": "",
                    "institution": "Carnegie Mellon University",
                    "department": ""
                },
                {
                    "first_name": "Robert",
                    "middle_name": "",
                    "last_name": "Thomson",
                    "name_suffix": "",
                    "institution": "United States Military Academy",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29073/galley/18944/download/"
                }
            ]
        },
        {
            "pk": 28423,
            "title": "Cognitive Network Science: Quantitatively Investigating the Complexity ofCognition",
            "subtitle": null,
            "abstract": "Cognition is complex. This complexity is related tomultiple, distributed neurocognitive processes dynamicallyoperating across parallel scales, resulting in cognitiveprocessing. A major challenge in studying this complexity,relates to the abstractness of theoretical cognitive constructs,such as language, memory, or thinking in general. Suchabstractness is operationalized, indirectly, via behavioral,measures or in neural activity. In the past two decades, anincreasing number of studies have been applying networkscience methodologies across diverse scientific fields tostudy complex systems.Network science is based on mathematical graph theory,providing quantitative methods to investigate complexsystems as networks (Baronchelli, Ferrer-i-Cancho, Pastor-Satorras, Chater, & Christiansen, 2013; Siew, Wulff,Beckage, & Kenett, 2018). A network is comprised fromnodes, that represent the basic unit of the system (e.g.,concepts in semantic memory) and links, or edges, thatsignify the relations between them (e.g. semantic similarity).While the application of network science methodologies hasbecome an extremely popular approach to study brainstructure and function, it has been used to study cognitivephenomena to a much lesser extent. This, despite classiccognitive theory in language and memory being highlyrelated to a network perspective (Collins & Loftus, 1975;Siew et al., 2018). Already, network science in cognitivescience has enabled the direct examination of the theory thathigh creative individuals have a more flexible semanticmemory structure, identified mechanisms of languagedevelopment through preferential attachment, shed novellight on statistical learning, shown how specific semanticmemory network parameters influence memory retrieval,and provided new insight on the structure of semanticnetwork of second language in bilinguals (Siew et al.,2018).The aim of the current symposia is to demonstrate thepotential and strength of applying network sciencemethodologies to study cognition. This will be achieved bybringing together leading researchers that apply suchmethods to study various aspects of cognition, includinglanguage, learning, aging, and creativity. The presentationswill describe state-of-the-art progress and perspectives thatare achieved in applying these methods to study cognition.Importantly, these talks aim at stimulating discussion of thefruitfulness of such an approach and how such an approachcan powerfully and quantitatively study the complexity ofcognitive phenomena. Finally, this symposium aims todemonstrate how network science in cognitive science canbe used to quantitatively bridge across different levels ofanalysis, spanning the computational, behavioral, neural,and social.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "cognitive networks; aging; learning; networkscience; multiplex networks; complexity"
                }
            ],
            "section": "Symposia",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/5km646jd",
            "frozenauthors": [
                {
                    "first_name": "Yoed",
                    "middle_name": "N.",
                    "last_name": "Kenett",
                    "name_suffix": "",
                    "institution": "University of Pennsylvania",
                    "department": ""
                },
                {
                    "first_name": "Nichol",
                    "middle_name": "",
                    "last_name": "Castro",
                    "name_suffix": "",
                    "institution": "University of Washington",
                    "department": ""
                },
                {
                    "first_name": "Elisabeth",
                    "middle_name": "",
                    "last_name": "Karuza",
                    "name_suffix": "",
                    "institution": "Pennsylvania State University",
                    "department": ""
                },
                {
                    "first_name": "Michael",
                    "middle_name": "S.",
                    "last_name": "Vitevitch",
                    "name_suffix": "",
                    "institution": "University of Kansas",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28423/galley/18294/download/"
                }
            ]
        },
        {
            "pk": 35943,
            "title": "College Writing Skills With Readings (10th ed.) by John Langan and Zoe Albright",
            "subtitle": null,
            "abstract": "",
            "language": "eng",
            "license": null,
            "keywords": [],
            "section": "Book and Media Review",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/9t58811c",
            "frozenauthors": [
                {
                    "first_name": "Adam",
                    "middle_name": "",
                    "last_name": "Brazenas",
                    "name_suffix": "",
                    "institution": "Beijing Foreign Studies University, China",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/catesoljournal/article/35943/galley/26797/download/"
                }
            ]
        },
        {
            "pk": 28821,
            "title": "Communicating semantic part information in drawings",
            "subtitle": null,
            "abstract": "e effortlessly grasp the correspondence between a drawingof an object and that physical object in the world, even whenthe drawing is far from realistic. How are visual objectconcepts organized such that we can both recognize theseabstract correspondences and also flexibly exploit them whencommunicating them to others in a drawing? Here we considerthe notion that the compositional nature of object conceptsenables us to readily decompose both objects and drawings ofobjects into a common set of semantically meaningful parts.To investigate this, we collected data on the part informationexpressed in drawings by having participants densely annotatedrawings of real-world objects. Our dataset contained bothdetailed and sparser drawings produced in different commu-nicative contexts. We found that: (1) people are consistentin what they interpret individual strokes to represent; (2)single strokes tend to correspond to single parts, with strokesrepresenting the same part often being clustered in time; and(3) both sparse and detailed drawings of the same object em-phasize similar part information, although detailed drawingsof different objects are more distinct from one another thansparse drawings. Taken together, our results support the notionthat people flexibly deploy their abstract understanding ofthe compositional part structure of objects to communicaterelevant information about them in context. More broadly,they highlight the importance of structured knowledge forunderstanding how pictorial representations convey meaning.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "compositionality; objects and categories; percep-tual organization; sketch understanding; visual communication"
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/00b9v2qk",
            "frozenauthors": [
                {
                    "first_name": "Kushin",
                    "middle_name": "",
                    "last_name": "Mukherjee",
                    "name_suffix": "",
                    "institution": "Vassar College",
                    "department": ""
                },
                {
                    "first_name": "Robert",
                    "middle_name": "X.D.",
                    "last_name": "Hawkins",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                },
                {
                    "first_name": "Judith",
                    "middle_name": "E.",
                    "last_name": "Fan",
                    "name_suffix": "",
                    "institution": "University of California, San Diego",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28821/galley/18692/download/"
                }
            ]
        },
        {
            "pk": 29320,
            "title": "Communicative need and color naming",
            "subtitle": null,
            "abstract": "Color naming across languages has traditionally been held to reflect the structure of color perception. At the same time, ithas often, and increasingly, been suggested that color naming may be shaped by patterns of communicative need. However,much remains unknown about the factors that drive communicative need, how need interacts with perception, and how thisinteraction may shape color naming systems across languages. We engage these open questions by building on generalinformation-theoretic principles, and on a recent account of color naming that integrates the roles of need and perception.On this basis, we present a systematic evaluation of several factors that may influence need, and that have been proposed inthe literature: capacity constraints, linguistic usage, and the visual environment. Our findings suggest that communicativeneed and resulting patterns of color naming are shaped more by linguistic usage than they are by the visual environmentalone.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/2z93b0bx",
            "frozenauthors": [
                {
                    "first_name": "Noga",
                    "middle_name": "",
                    "last_name": "Zaslavsky",
                    "name_suffix": "",
                    "institution": "The Hebrew University",
                    "department": ""
                },
                {
                    "first_name": "Charles",
                    "middle_name": "",
                    "last_name": "Kemp",
                    "name_suffix": "",
                    "institution": "University of Melbourne",
                    "department": ""
                },
                {
                    "first_name": "Naftali",
                    "middle_name": "",
                    "last_name": "Tishby",
                    "name_suffix": "",
                    "institution": "Hebrew University of Jerusalem",
                    "department": ""
                },
                {
                    "first_name": "Terry",
                    "middle_name": "",
                    "last_name": "Regier",
                    "name_suffix": "",
                    "institution": "University of California, Berkeley",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29320/galley/19191/download/"
                }
            ]
        },
        {
            "pk": 28518,
            "title": "Comparing Alternative Computational Models of the Stroop TaskUsing Effective Connectivity Analysis of fMRI Data",
            "subtitle": null,
            "abstract": "Methodological advances have made it possible to generatefMRI predictions for cognitive architectures, such as ACT-R, thus expanding the range of model predictions and mak-ing it possible to distinguish between alternative models thatproduce otherwise identical behavioral patterns. However, fortasks associated with relatively brief response times, fMRI pre-dictions are often not sufficient to compare alternative models.In this paper, we outline a method based on effective connec-tivity, which significantly augments the amount of informationthat can be extracted from fMRI data to distinguish betweenmodels. We show the application of this method in the caseof two competing ACT-R models of the Stroop task. Althoughthe models make, predictably, identical behavioral and BOLDtime-course predictions, patterns of functional connectivity fa-vor one model over the other. Finally, we show that the samedata suggests directions in which both models should be re-vised.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "ACT-R"
                },
                {
                    "word": "Dynamic Causal Modeling"
                },
                {
                    "word": "CognitiveScience"
                }
            ],
            "section": "Papers with Oral Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/8sk6404j",
            "frozenauthors": [
                {
                    "first_name": "Micah",
                    "middle_name": "",
                    "last_name": "Ketola",
                    "name_suffix": "",
                    "institution": "University of Washington",
                    "department": ""
                },
                {
                    "first_name": "Linxing",
                    "middle_name": "Preston",
                    "last_name": "Jiang",
                    "name_suffix": "",
                    "institution": "University of Washington",
                    "department": ""
                },
                {
                    "first_name": "Andrea",
                    "middle_name": "",
                    "last_name": "Stocco",
                    "name_suffix": "",
                    "institution": "University of Washington",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28518/galley/18389/download/"
                }
            ]
        },
        {
            "pk": 29022,
            "title": "Comparing cognitive models in dynamic agent-based models: A methodologicalcase study",
            "subtitle": null,
            "abstract": "Dynamic models, such as agent-based models (ABMs), are becoming an increasingly common modelling tool in cognitivesciences. They enable cognitive scientists to explore how computational, analytic models scale up when placed in complex,interactive, and dynamic environments where agents can sequentially interact over time and in space. Frequently, ABMsare built to yield a particular behaviour (riots, echo chamber emergence, etc.). As such, some models may bake in thedesired behaviour. However, many models may yield this behaviour, making it difficult to discriminate between theadequacies of each computational model. The paper directly addresses this methodological challenge. We explore a casestudy (fisheries). Agents make decisions in this dynamic and complex environment. Given a rich data set against whichto calibrate and validate model predictions, we compare and contrast statistical, adaptive, and perfect agents. We showthat adaptive computational agents equal statistical agents in calibration and outperform them for validation. In addition,we show that perfect and random agents fare poorly. This provides a method for using dynamic, agent-based models tochoose between computational models",
            "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/0hb1v44h",
            "frozenauthors": [
                {
                    "first_name": "Jens",
                    "middle_name": "",
                    "last_name": "Madsen",
                    "name_suffix": "",
                    "institution": "University of Oxford",
                    "department": ""
                },
                {
                    "first_name": "Richard",
                    "middle_name": "",
                    "last_name": "Bailey",
                    "name_suffix": "",
                    "institution": "University of Oxford",
                    "department": ""
                },
                {
                    "first_name": "Ernesto",
                    "middle_name": "",
                    "last_name": "Carrella",
                    "name_suffix": "",
                    "institution": "University of Oxford",
                    "department": ""
                },
                {
                    "first_name": "Nicolas",
                    "middle_name": "",
                    "last_name": "Payette",
                    "name_suffix": "",
                    "institution": "University of Oxford",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29022/galley/18893/download/"
                }
            ]
        },
        {
            "pk": 28448,
            "title": "Comparing Gated and Simple Recurrent Neural Network Architectures as Modelsof Human Sentence Processing",
            "subtitle": null,
            "abstract": "The Simple Recurrent Network (SRN) has a long tradition incognitive models of language processing. More recently, gatedrecurrent networks have been proposed that often outperformthe SRN on natural language processing tasks. Here, we in-vestigate whether two types of gated networks perform betteras cognitive models of sentence reading than SRNs, beyondtheir advantage as language models. This will reveal whetherthe filtering mechanism implemented in gated networks corre-sponds to an aspect of human sentence processing. We traina series of language models differing only in the cell types oftheir recurrent layers. We then compute word surprisal valuesfor stimuli used in self-paced reading, eye-tracking, and elec-troencephalography experiments, and quantify the surprisalvalues’ fit to experimental measures that indicate human sen-tence reading effort. While the gated networks provide betterlanguage models, they do not outperform their SRN counter-part as cognitive models when language model quality is equalacross network types. Our results suggest that the differentarchitectures are equally valid as models of human sentenceprocessing.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Surprisal; Gated Recurrent Neural Networks;Language Modeling; Sentence Processing; Sentence Reading;Self-paced Reading; Eye-tracking; Electroencephalography"
                }
            ],
            "section": "Papers with Oral Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/0br7f339",
            "frozenauthors": [
                {
                    "first_name": "Christoph",
                    "middle_name": "",
                    "last_name": "Aurnhammer",
                    "name_suffix": "",
                    "institution": "Saarland University",
                    "department": ""
                },
                {
                    "first_name": "Stefan",
                    "middle_name": "L.",
                    "last_name": "Frank",
                    "name_suffix": "",
                    "institution": "Radboud University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28448/galley/18319/download/"
                }
            ]
        },
        {
            "pk": 29143,
            "title": "Comparing the social judgements between American and Taiwanese cultures",
            "subtitle": null,
            "abstract": "While observing others in the society, people make explanations and judgements about others’ behaviors. However, thereshould be cultural differences in affecting behavior judgments. The aim of the present study is to examine whether there arecognitive or emotional differences between Eastern and Western cultures while judging other peoples behaviors. Vignettesstimuli and the questions developed by Knutson et al. (2010) were used to measure how Taiwanese participants thinkand react while making behavior judgements. Factor analysis is conducted to compare the results with the original studycompleted in the US. The results revealed that for the Taiwanese participants, emotional aversion was more related tothe norm violation, while for the American participants, according to the original study, aversion was more related to thesocial affect. The results of this comparison have demonstrated cultural differences between Taiwan and the US in howaversion could be evoked by observing others behaviors.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/06q9401h",
            "frozenauthors": [
                {
                    "first_name": "Yun",
                    "middle_name": "",
                    "last_name": "Chuang",
                    "name_suffix": "",
                    "institution": "National Cheng Kung University",
                    "department": ""
                },
                {
                    "first_name": "Jon-Fan",
                    "middle_name": "",
                    "last_name": "Hu",
                    "name_suffix": "",
                    "institution": "National Cheng Kung University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29143/galley/19014/download/"
                }
            ]
        },
        {
            "pk": 28813,
            "title": "Comparing unsupervised speech learning directly to human performance inspeech perception",
            "subtitle": null,
            "abstract": "We compare the performance of humans (English and Frenchlisteners) versus an unsupervised speech model in a perceptionexperiment (ABX discrimination task). Although the ABXtask has been used for acoustic model evaluation in previousresearch, the results have not, until now, been compared di-rectly with human behaviour in an experiment. We show that astandard, well-performing model (DPGMM) has better accu-racy at predicting human responses than the acoustic baseline.The model also shows a native language effect, better resem-bling native listeners of the language on which it was trained.However, the native language effect shown by the models isdifferent than the one shown by the human listeners, and, no-tably, the models do not show the same overall patterns ofvowel confusions.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "linguistics; language acquisition; machine learn-ing; speech recognition"
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/1tj9z2kv",
            "frozenauthors": [
                {
                    "first_name": "Juliette",
                    "middle_name": "",
                    "last_name": "Millet",
                    "name_suffix": "",
                    "institution": "Universit ́e Paris Diderot",
                    "department": ""
                },
                {
                    "first_name": "Nika",
                    "middle_name": "",
                    "last_name": "Jurov",
                    "name_suffix": "",
                    "institution": "Universit ́e Paris Diderot",
                    "department": ""
                },
                {
                    "first_name": "Ewan",
                    "middle_name": "",
                    "last_name": "Dunbar",
                    "name_suffix": "",
                    "institution": "Universit ́e Paris Diderot",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28813/galley/18684/download/"
                }
            ]
        },
        {
            "pk": 29018,
            "title": "Comparison of Chinese and Western Categorization: Based on Bayesian Model",
            "subtitle": null,
            "abstract": "Xu and Tenenbaum (2007a, 2007b) applied the Bayesian model to explain the impact of differences in exemplification onwords learning, and they achieved milestones. It remains unexplored if there are differences when native language andculture are changed. Taking the same method as the original research, we added test after a long time interval, and usebetween-subject design to eliminate the practice effect. The results of Chinese adults and children show that: (1) TheBayesian model has stability over time and culture. (2) When the objects in the same category differ greatly from eachother, the Bayesian model’s predictive power on children’s results is significantly reduced. (3) Since the low-level wordsin Chinese vocabulary are often composed of high-level words and adjectives, Chinese easier to generalize. (4) Results ofChinese subjects reflect more instinct rather than logical reasoning stylewhich is differ from westerners.",
            "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/1b2499mz",
            "frozenauthors": [
                {
                    "first_name": "Junyao",
                    "middle_name": "",
                    "last_name": "Liu",
                    "name_suffix": "",
                    "institution": "Beijing Forestry University",
                    "department": ""
                },
                {
                    "first_name": "Yifei",
                    "middle_name": "",
                    "last_name": "Wang",
                    "name_suffix": "",
                    "institution": "Beijing Forestry University",
                    "department": ""
                },
                {
                    "first_name": "Yingying",
                    "middle_name": "",
                    "last_name": "Yin",
                    "name_suffix": "",
                    "institution": "Beijing Forestry University",
                    "department": ""
                },
                {
                    "first_name": "Wenxuan",
                    "middle_name": "",
                    "last_name": "Hao",
                    "name_suffix": "",
                    "institution": "Beijing Forestry University",
                    "department": ""
                },
                {
                    "first_name": "Mingyi",
                    "middle_name": "",
                    "last_name": "Wang",
                    "name_suffix": "",
                    "institution": "Beijing Forestry University",
                    "department": ""
                },
                {
                    "first_name": "Fei",
                    "middle_name": "",
                    "last_name": "Xu",
                    "name_suffix": "",
                    "institution": "University of California, Berkeley",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29018/galley/18889/download/"
                }
            ]
        },
        {
            "pk": 28881,
            "title": "Complex exploration dynamics from simple heuristics in a collective learningenvironment",
            "subtitle": null,
            "abstract": "Effective problem solving requires both exploration and ex-ploitation. We analyze data from a group problem-solving taskto gain insight into how people use information from past expe-riences and from others to achieve explore-exploit trade-offs incomplex environments. The behavior we observe is consistentwith the use of simple, reinforcement-based heuristics. Partic-ipants increase exploration immediately after experiencing alow payoff, and decrease exploration immediately after expe-riencing a high or improved payoff. We suggest that whetheran outcome is perceived as “high” or “low” is a dynamic func-tion of the outcome information available to participants. Thedegree to which the distribution of observed information re-flects the true range of possible outcomes plays an importantrole in determining whether or not this heuristic is adaptive ina given environment.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "exploration; exploitation; networks; social learn-ing"
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/9xm5w299",
            "frozenauthors": [
                {
                    "first_name": "Sabina",
                    "middle_name": "J.",
                    "last_name": "Sloman",
                    "name_suffix": "",
                    "institution": "Carnegie Mellon University",
                    "department": ""
                },
                {
                    "first_name": "Robert",
                    "middle_name": "L.",
                    "last_name": "Goldstone",
                    "name_suffix": "",
                    "institution": "Indiana University",
                    "department": ""
                },
                {
                    "first_name": "Cleotilde",
                    "middle_name": "",
                    "last_name": "Gonzalez",
                    "name_suffix": "",
                    "institution": "Carnegie Mellon University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28881/galley/18752/download/"
                }
            ]
        },
        {
            "pk": 28909,
            "title": "Complexity and learnability in the explanation of semantic universals ofquantifiers",
            "subtitle": null,
            "abstract": "Despite wide variation among natural languages, there are lin-guistic properties universal to all (or nearly all) languages. Animportant challenge is to explain why these linguistic universalshold. One explanation employs a learnability argument: seman-tic universals hold because expressions that satisfy them areeasier to learn than those that do not. In an exploratory studywe investigate the relation between learnability and complexityand whether the presence of semantic universals for quantifierscan also be explained by differences in complexity. We developa novel application of (approximate) Kolmogorov complexityto measure fine-grained distinctions in complexity between dif-ferent quantifiers. Our results indicate that the monotonicityuniversal can be explained by complexity while the conserva-tivity universal cannot. For quantity we did not find a robustresult. We also found that learnability and complexity patterntogether in the monotonicity and conservativity cases that weconsider, while that pattern is less robust in the quantity cases.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "semantic universals; generalized quantifiers; Kol-mogorov complexity; learnability"
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/7pp1286j",
            "frozenauthors": [
                {
                    "first_name": "Iris",
                    "middle_name": "",
                    "last_name": "van de Pol",
                    "name_suffix": "",
                    "institution": "University of Amsterdam",
                    "department": ""
                },
                {
                    "first_name": "Shane",
                    "middle_name": "",
                    "last_name": "Steinert-Threlkeld",
                    "name_suffix": "",
                    "institution": "University of Amsterdam",
                    "department": ""
                },
                {
                    "first_name": "Jakub",
                    "middle_name": "",
                    "last_name": "Szymanik",
                    "name_suffix": "",
                    "institution": "University of Amsterdam",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28909/galley/18780/download/"
                }
            ]
        },
        {
            "pk": 28952,
            "title": "Composing Indeterminate Event Information In Context: Evidence from anEye-Tracking Memory Paradigm",
            "subtitle": null,
            "abstract": "A sentence such as ”We finished the paper” is indeterminate regarding what we finished doing with the paper. Thesesentences constitute a test case for two major issues regarding the nature of language comprehension: (1) whether ornot semantic composition is simple (classical) or enriched with intended or implicit constituents; and (2) the nature ofthe linguistic and cognitive resources that help us interpret the event the sentence conveys. We conducted an eye-trackingstudy to investigate whether indeterminate sentences embedded within biasing contexts would trigger event interpretations,using a long-term memory paradigm. In each trial, participants were presented with one of three recognition probe typesfor reading while having their eyes monitored. Recognition probes were presented 0 seconds (s) after having read theindeterminate sentence, or following an additional 25s of neutral discourse. Results suggest that abductive processes,relying on the propositional content of supporting context, drive indeterminate sentence interpretation.",
            "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/3t6614w7",
            "frozenauthors": [
                {
                    "first_name": "Caitlyn",
                    "middle_name": "",
                    "last_name": "Antal",
                    "name_suffix": "",
                    "institution": "Yale University",
                    "department": ""
                },
                {
                    "first_name": "Roberto",
                    "middle_name": "",
                    "last_name": "de Almeida",
                    "name_suffix": "",
                    "institution": "Concordia University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28952/galley/18823/download/"
                }
            ]
        },
        {
            "pk": 29287,
            "title": "Compositionality in emerging multi-agent languages: Marrying LanguageEvolution and Natural Language Processing",
            "subtitle": null,
            "abstract": "The mainstream approach in NLP is to train systems on large amounts of data. Such passive learning contrasts with the waylanguage is learnt by humans. Human language is acquired within communities, it is culturally transmitted and changesdynamically. These evolutionary mechanisms have been extensively studied in the field of Language Evolution. Despitelimited prior interaction between fields, such mechanisms are now increasingly incorporated into NLP systems. Suchmodels have the potential to both study the evolution of language in multi-agent simulations with state-of-the-art (deep)learning systems in more naturalistic settings and improve NLP systems by having language emerge organically. Weexamine how findings from a model by Havrylov & Titov (2017) compare to those from traditional Language Evolutionmodels and quantify the emerging compositionality using an existing Language Evolution method (Tamariz, 2011). Thisapproach reveals novel insights into the generated data, the applied methodology and the nature of compositionality.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/16j565n7",
            "frozenauthors": [
                {
                    "first_name": "Kees",
                    "middle_name": "",
                    "last_name": "Sommer",
                    "name_suffix": "",
                    "institution": "Leiden University",
                    "department": ""
                },
                {
                    "first_name": "Jae",
                    "middle_name": "",
                    "last_name": "Perris",
                    "name_suffix": "",
                    "institution": "Leiden University",
                    "department": ""
                },
                {
                    "first_name": "Arianna",
                    "middle_name": "",
                    "last_name": "Bisazza",
                    "name_suffix": "",
                    "institution": "Leiden University",
                    "department": ""
                },
                {
                    "first_name": "Tessa",
                    "middle_name": "",
                    "last_name": "Verhoef",
                    "name_suffix": "",
                    "institution": "Leiden University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
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                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29287/galley/19158/download/"
                }
            ]
        },
        {
            "pk": 28965,
            "title": "Compositional subgoal representations",
            "subtitle": null,
            "abstract": "When faced with a complex problem, people naturally break it up into several simpler problems. This hierarchical decom-position of an ultimate goal into sub-goals facilitates planning by reducing the number of factors that must be consideredat one time. However, it can also lead to suboptimal decision-making, obscuring opportunities to make progress towardsmultiple subgoals with a single action. Is it possible to take advantage of the hierarchical structure of problems withoutsacrificing opportunities to kill two birds with one stone? We propose that people are able to do this by representing andpursuing multiple subgoals at once. We present a formal model of planning with compositional goals, and show that itexplains human behavior better than the standard ”one-at-a-time” subgoal model as well as non-hierarchical limited-depthsearch models. Our results suggest that people are capable of representing and pursuing multiple subgoals at once; how-ever, there are limitations on how many subgoals one can pursue concurrently. We find that these limitations vary byindividual.",
            "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/0974m1bp",
            "frozenauthors": [
                {
                    "first_name": "Carlos",
                    "middle_name": "",
                    "last_name": "Correa",
                    "name_suffix": "",
                    "institution": "Princeton University",
                    "department": ""
                },
                {
                    "first_name": "Frederick",
                    "middle_name": "",
                    "last_name": "Callaway",
                    "name_suffix": "",
                    "institution": "Princeton University",
                    "department": ""
                },
                {
                    "first_name": "Mark",
                    "middle_name": "",
                    "last_name": "Ho",
                    "name_suffix": "",
                    "institution": "University of California, Berkeley",
                    "department": ""
                },
                {
                    "first_name": "Tom",
                    "middle_name": "",
                    "last_name": "Griffiths",
                    "name_suffix": "",
                    "institution": "University of California, Berkeley",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28965/galley/18836/download/"
                }
            ]
        },
        {
            "pk": 28436,
            "title": "Concept Learning with Energy-Based Models",
            "subtitle": null,
            "abstract": "",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "concepts;meta-learning;imitation learning"
                }
            ],
            "section": "Publication-based Talks",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/4bf0d0jn",
            "frozenauthors": [
                {
                    "first_name": "Igor",
                    "middle_name": "",
                    "last_name": "Mordatch",
                    "name_suffix": "",
                    "institution": "OpenAI",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28436/galley/18307/download/"
                }
            ]
        },
        {
            "pk": 28639,
            "title": "Conceptualization of Cultural Diversity for Efficient and Flexible ManufacturingSystems of the Future",
            "subtitle": null,
            "abstract": "Manufacturing systems of the future need to have flexible re-sources and flexible routing to produce extremely personalizedproducts, even of lot size equal to one. In this paper we haveproposed a framework, which is designed to achieve this goal.Towards this we have integrated an established cultural evolu-tion model to achieve desirable flexibility of resources and ac-ceptable routing time. Promising results are evidenced througha simple proof-of-concept agent-based simulation. The simu-lation results reveal that the products need to move less in morediversified cultural groups when looking for suitable resources.It was also observed that the more time we provide for culturaldissemination, the cultural groups become increasingly coher-ent due to homophily. For scenarios, which require diversifica-tion of resources, we need to find a balance between coherenceand diversification. This paper provides first insights into theseaspects for a production shop floor.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Industry 4.0; resource flexibility; routing flexibil-ity; personalized production; cultural dissemination; group co-herence."
                }
            ],
            "section": "Papers with Oral Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/9n8750v9",
            "frozenauthors": [
                {
                    "first_name": "Kashif",
                    "middle_name": "",
                    "last_name": "Zia",
                    "name_suffix": "",
                    "institution": "Sohar University",
                    "department": ""
                },
                {
                    "first_name": "Alois",
                    "middle_name": "",
                    "last_name": "Ferscha",
                    "name_suffix": "",
                    "institution": "Johannes Kepler University Linz",
                    "department": ""
                },
                {
                    "first_name": "Dari",
                    "middle_name": "",
                    "last_name": "Trendafilov",
                    "name_suffix": "",
                    "institution": "Johannes Kepler University Linz",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28639/galley/18510/download/"
                }
            ]
        },
        {
            "pk": 28536,
            "title": "Conceptual Model of Self-Adaptive Systemsbased on Attribution Theory",
            "subtitle": null,
            "abstract": "The development of self-adaptive systems has attracted lots ofattention as they can adapt themselves autonomously to en-vironmental dynamics and maintain user satisfaction. How-ever, there are still tremendous challenges remained. One ma-jor challenge is to guarantee the reusability of the system andextend the adaptability with the changing deployment environ-ments. Another challenge is to ensure the adaptability copingwith the open and complex environments with the existence ofunknown. To solve these problems, we introduce a concep-tual self-adaptive model, decoupling the environment with thesystem. This model is a two-layer structure, based on internalcauses and external causes from attribution theory. The firstlayer, determining how the internal causes affect the adapta-tion behaviors, is independently designed and reusable; whilethe second layer, mapping the relationship between externalcauses with internal causes, is replaceable and dynamicallybound to different deployment environments.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Self-Adaptation; Attribution Theory; Reusability"
                }
            ],
            "section": "Papers with Oral Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/7q77h6g7",
            "frozenauthors": [
                {
                    "first_name": "Nianyu",
                    "middle_name": "",
                    "last_name": "Li",
                    "name_suffix": "",
                    "institution": "Peking University",
                    "department": ""
                },
                {
                    "first_name": "Zhengyin",
                    "middle_name": "",
                    "last_name": "Chen",
                    "name_suffix": "",
                    "institution": "Peking University",
                    "department": ""
                },
                {
                    "first_name": "Zi-Long",
                    "middle_name": "",
                    "last_name": "Li",
                    "name_suffix": "",
                    "institution": "IMT Atlantique",
                    "department": ""
                },
                {
                    "first_name": "Wenpin",
                    "middle_name": "",
                    "last_name": "Jiao",
                    "name_suffix": "",
                    "institution": "Peking University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28536/galley/18407/download/"
                }
            ]
        },
        {
            "pk": 29200,
            "title": "Confirmation Bias Trumps Performance Optimization in Overt Active Learning",
            "subtitle": null,
            "abstract": "When gathering information, different sources typically have distinct levels of informativeness. Therefore, it is optimalto actively select the source of information to learn from (i.e., perform active learning). It has been debated whetherhumans optimize task performance in active learning or use a simple heuristic of seeking information that confirms theirbeliefs. Critically, depending on ones subjective beliefs, confirmation bias can in fact be optimal. Thus, without measuringsubjective beliefs, previous approaches were unable to distinguish between these alternatives. Using a perceptual decision-making task, we measured participants subjective beliefs before and after a new piece of information was presented.We then characterized confirmation-based and performance optimizing strategies with respect to these subjective beliefs.We found that participants strategy was dominated by confirmation bias, modulated only weakly by the performanceoptimization. We discuss potential reasons that may limit performance optimization in active learning.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/8q65w8j2",
            "frozenauthors": [
                {
                    "first_name": "Yul",
                    "middle_name": "",
                    "last_name": "Kang",
                    "name_suffix": "",
                    "institution": "University of Cambridge",
                    "department": ""
                },
                {
                    "first_name": "Daniel",
                    "middle_name": "",
                    "last_name": "Wolpert",
                    "name_suffix": "",
                    "institution": "Columbia University",
                    "department": ""
                },
                {
                    "first_name": "Mate",
                    "middle_name": "",
                    "last_name": "Lengyel",
                    "name_suffix": "",
                    "institution": "University of Cambridge",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29200/galley/19071/download/"
                }
            ]
        },
        {
            "pk": 28521,
            "title": "Congenitally Blind Individuals Theories and Inferences About Object Color",
            "subtitle": null,
            "abstract": "Locke argued that persons born blind do not possess true knowledge about color. While prior studies find some knowledgeof color among blind individuals, questions remain about the depth of this knowledge. Do blind individuals merely learninferentially shallow verbal associations (e.g., bananayellow)? We hypothesized instead that blind individuals are morelikely to acquire causally-relevant color information. Blind (n=20) and sighted adults (n=20) reported colors of naturalkinds (e.g. banana) and artifacts (e.g. car) and judged the likelihood that two instances of a type have the same color.Relative to the sighted, blind participants were less likely to know specific object colors (e.g. banana-yellow), but madeidentical inferences about color consistency (more consistent colors for natural kinds). Inferences were similar acrossgroups even for novel objects. Further, blind individuals gave detailed and coherent causal explanations of color origins.Inferentially rich knowledge of sensory categories can develop without first-person experience.",
            "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/9ff7g8g1",
            "frozenauthors": [
                {
                    "first_name": "Judy",
                    "middle_name": "",
                    "last_name": "Kim",
                    "name_suffix": "",
                    "institution": "Johns Hopkins University",
                    "department": ""
                },
                {
                    "first_name": "Lindsay",
                    "middle_name": "",
                    "last_name": "Yazzolino",
                    "name_suffix": "",
                    "institution": "Johns Hopkins University",
                    "department": ""
                },
                {
                    "first_name": "Brianna",
                    "middle_name": "",
                    "last_name": "Aheimer",
                    "name_suffix": "",
                    "institution": "Johns Hopkins University",
                    "department": ""
                },
                {
                    "first_name": "Vernica",
                    "middle_name": "Montan",
                    "last_name": "Manrara",
                    "name_suffix": "",
                    "institution": "Johns Hopkins University",
                    "department": ""
                },
                {
                    "first_name": "Marina",
                    "middle_name": "",
                    "last_name": "Bedny",
                    "name_suffix": "",
                    "institution": "Johns Hopkins University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28521/galley/18392/download/"
                }
            ]
        },
        {
            "pk": 29253,
            "title": "Congruency Effects and Individual Differences in Bilingual Experience InfluenceSimon Task Performance",
            "subtitle": null,
            "abstract": "Prior work examining executive control during the Simon task has focused on global congruency alone and/or has primarilycontrasted bilinguals with monolinguals. This is problematic for two reasons: (1) prior trial experience on current trialperformance is unaccounted for (Grundy et al., 2017) and (2) bilinguals are not a homogeneous group. Here, we examinedthe interaction between prior and current trial congruency in the Simon Task for 65 bilingual young adults who variedcontinuously in bilingual experience. Generally, current trial congruency effects were larger when the prior trial wascongruent vs. incongruent. However, as non-L1 experience increased, this interaction diminished; the overall prior trialeffect was reduced independently of age of acquisition. Crucially, neither non-L1 experience nor age of acquisitioninfluenced current trial congruency alone. Although preliminary, these results suggest that both congruency effects andbilingual experience influence performance on a non-linguistic executive control task.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/91v8d66b",
            "frozenauthors": [
                {
                    "first_name": "Pauline",
                    "middle_name": "",
                    "last_name": "Palma",
                    "name_suffix": "",
                    "institution": "McGill University",
                    "department": ""
                },
                {
                    "first_name": "Jason",
                    "middle_name": "",
                    "last_name": "Gullifer",
                    "name_suffix": "",
                    "institution": "McGill University",
                    "department": ""
                },
                {
                    "first_name": "Naomi",
                    "middle_name": "",
                    "last_name": "Vingron",
                    "name_suffix": "",
                    "institution": "McGill University",
                    "department": ""
                },
                {
                    "first_name": "Veronica",
                    "middle_name": "",
                    "last_name": "Whitford",
                    "name_suffix": "",
                    "institution": "University of Texas at El Paso",
                    "department": ""
                },
                {
                    "first_name": "Deanna",
                    "middle_name": "",
                    "last_name": "Friesen",
                    "name_suffix": "",
                    "institution": "The University of Western Ontario",
                    "department": ""
                },
                {
                    "first_name": "Debra",
                    "middle_name": "",
                    "last_name": "Jared",
                    "name_suffix": "",
                    "institution": "The University of Western Ontario",
                    "department": ""
                },
                {
                    "first_name": "Debra",
                    "middle_name": "",
                    "last_name": "Titone",
                    "name_suffix": "",
                    "institution": "McGill University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29253/galley/19124/download/"
                }
            ]
        },
        {
            "pk": 29185,
            "title": "Consequential Consensus: A Decade of Online Discourse about Same-sexMarriage",
            "subtitle": null,
            "abstract": "Framing issues as matters of non-negotiable values can increase the perceived intractability of debates. Focusing on theconcrete consequences of policies instead can facilitate conflict resolution. Using a topic model of Reddit commentsfrom January 2006 to September 2017, we show that the contribution of certain topics concerned with protected val-ues to the debate increased prior to the emergence of a public consensus in support of same-sex marriage and declinedafterwards. These topics related to religious arguments and freedom of opinion. In contrast, discussion of certain con-crete consequences (the impact of politicians stances and policy implications) showed the opposite pattern, their increasedprominence coinciding with improved public support for same-sex marriage after 2012. Our results reinforce the mean-ingfulness of protected values and consequentialism as relevant dimensions for describing public discourse and highlightthe usefulness of unsupervised machine learning methods in tackling questions about social attitude change.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/73x1r54h",
            "frozenauthors": [
                {
                    "first_name": "Babak",
                    "middle_name": "",
                    "last_name": "Hemmatian",
                    "name_suffix": "",
                    "institution": "Brown University",
                    "department": ""
                },
                {
                    "first_name": "Sabina",
                    "middle_name": "",
                    "last_name": "Sloman",
                    "name_suffix": "",
                    "institution": "Carnegie Mellon University",
                    "department": ""
                },
                {
                    "first_name": "Uriel",
                    "middle_name": "",
                    "last_name": "CohenPriva",
                    "name_suffix": "",
                    "institution": "Brown University",
                    "department": ""
                },
                {
                    "first_name": "Steven",
                    "middle_name": "",
                    "last_name": "Sloman",
                    "name_suffix": "",
                    "institution": "Brown University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29185/galley/19056/download/"
                }
            ]
        },
        {
            "pk": 29321,
            "title": "Constructing a category prototype from statistical regularities under uncertainty",
            "subtitle": null,
            "abstract": "Learning the meaning of a word requires forming a semantic representation that characterizes the referential exemplarsencountered with that word. However, each learning instance is ambiguous in that the word may plausibly refer to mul-tiple entities. To the extent that learners consider multiple referents under conditions of referential uncertainty, how dothese alternatives enter into learning word meaning? We employed a cross-situational word-learning paradigm with novelcreatures to investigate whether co-occurring exemplars that were considered but not selected as the words referent wouldinfluence the category prototype. We contrasted a condition where all exemplars were labeled with a word and a condi-tion where only some of the exemplars of a category were labeled with the word later in the learning phase. Preliminaryresults are consistent with the prediction that referents that are considered but not selected contribute less to the semanticrepresentation of the word than do the selected referents.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/9kh6630g",
            "frozenauthors": [
                {
                    "first_name": "Haiyun",
                    "middle_name": "",
                    "last_name": "Zeng",
                    "name_suffix": "",
                    "institution": "University of Pennsylvania",
                    "department": ""
                },
                {
                    "first_name": "John",
                    "middle_name": "",
                    "last_name": "Trueswell",
                    "name_suffix": "",
                    "institution": "University of Pennsylvania",
                    "department": ""
                },
                {
                    "first_name": "Sharon",
                    "middle_name": "",
                    "last_name": "Thompson-Schill",
                    "name_suffix": "",
                    "institution": "University of Pennsylvania",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29321/galley/19192/download/"
                }
            ]
        },
        {
            "pk": 28882,
            "title": "Contextual Determinants of Adjective Order:Beyond Itsy Bitsy Teeny Weeny Yellow Polka Dot Bikini",
            "subtitle": null,
            "abstract": "Previous research on adjective ordering in linguistics andpsychology has focused primarily on the unmarked or defaultorder of adjectives, as in large blue car. Inverted word order,as in blue large car, which violates the proposed semanticconstraints on adjective placement, received relatively littleattention. In two studies we show that the inverted order is notas limited in scope as previous researchers have argued. Wepropose that the inverted word order reflects the subjectivedistance principle: the attribute that is psychologically closerto the speaker is mentioned first. Our explanation draws onresearch on word order in binomials, thus connecting twopreviously unrelated research traditions on word order inlinguistics and cognitive psychology.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "adjective ordering; binomials; context-dependency; semantics; pragmatics; subjective distance"
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/1wn473v5",
            "frozenauthors": [
                {
                    "first_name": "Anastasia",
                    "middle_name": "",
                    "last_name": "Smirnova",
                    "name_suffix": "",
                    "institution": "San Francisco State University",
                    "department": ""
                },
                {
                    "first_name": "Ricardo",
                    "middle_name": "Romero",
                    "last_name": "Sanchez",
                    "name_suffix": "",
                    "institution": "San Francisco State University",
                    "department": ""
                },
                {
                    "first_name": "Alexander",
                    "middle_name": "",
                    "last_name": "Lenarsky",
                    "name_suffix": "",
                    "institution": "San Francisco State University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28882/galley/18753/download/"
                }
            ]
        },
        {
            "pk": 29150,
            "title": "Contextual Effects in Value-Based Decision Making: A Resource-RationalMechanistic Account",
            "subtitle": null,
            "abstract": "A wealth of experimental evidence shows that, contrary to normative models of choice, peoples preferences are markedlyswayed by the context in which options are presented. Particularly, there exist a well-known triad of effects, dubbed thecontextual effects, which consistently show that preferences change depending on the availability of other options: theattraction effect, the similarity effect, and the compromise effect. In this work, we present the first resource-rational,process-level account of these three contextual effects by extending Nobandegani et al.’s (2018) sample-based expectedutility model to the realm of multi-attribute value-based decision-making. Importantly, our work is consisted with twoempirically well-supported findings: (1) People tend to draw only a few samples in their probabilistic judgment anddecision-making, and (2) People tend to overestimate the probability of extreme events in their judgment.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/43h521sd",
            "frozenauthors": [
                {
                    "first_name": "Kevin",
                    "middle_name": "",
                    "last_name": "da Silva-Castanheira",
                    "name_suffix": "",
                    "institution": "McGill University",
                    "department": ""
                },
                {
                    "first_name": "Ardavan",
                    "middle_name": "S.",
                    "last_name": "Nobandegani",
                    "name_suffix": "",
                    "institution": "McGill University",
                    "department": ""
                },
                {
                    "first_name": "Thomas",
                    "middle_name": "",
                    "last_name": "Shultz",
                    "name_suffix": "",
                    "institution": "McGill University",
                    "department": ""
                },
                {
                    "first_name": "A. Ross",
                    "middle_name": "",
                    "last_name": "Otto",
                    "name_suffix": "",
                    "institution": "McGill University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29150/galley/19021/download/"
                }
            ]
        },
        {
            "pk": 28471,
            "title": "Contextualizing Conversational Strategies: Backchannel, Repair and LinguisticAlignment in Spontaneous and Task-Oriented Conversations",
            "subtitle": null,
            "abstract": "Do people adjust their conversational strategies to the specificcontextual demands of a given situation? Prior studies haveyielded conflicting results, making it unclear how strategiesvary with demands. We combine insights from qualitative andquantitative approaches in a within-participant experimentaldesign involving two different contexts: spontaneouslyoccurring conversations (SOC) and task-oriented conversations(TOC). We systematically assess backchanneling, other-initiated repair and linguistic alignment. We find that SOCexhibit a higher number of backchannels, a reduced and moregeneric repair format and higher rates of lexical and syntacticalignment. TOC are characterized by a high number of specificrepairs and a lower rate of lexical and syntactic alignment.However, when alignment occurs, more linguistic forms arealigned. The findings show that conversational strategies adaptto contextual demands.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "conversational dynamics; common ground;interactive alignment; backchannels; repair"
                }
            ],
            "section": "Papers with Oral Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/6656h1gv",
            "frozenauthors": [
                {
                    "first_name": "Christina",
                    "middle_name": "",
                    "last_name": "Dideriksen",
                    "name_suffix": "",
                    "institution": "Aarhus University",
                    "department": ""
                },
                {
                    "first_name": "Riccardo",
                    "middle_name": "",
                    "last_name": "Fusaroli",
                    "name_suffix": "",
                    "institution": "Aarhus University",
                    "department": ""
                },
                {
                    "first_name": "Kristian",
                    "middle_name": "",
                    "last_name": "Tylén",
                    "name_suffix": "",
                    "institution": "Aarhus University",
                    "department": ""
                },
                {
                    "first_name": "Mark",
                    "middle_name": "",
                    "last_name": "Dingemanse",
                    "name_suffix": "",
                    "institution": "Max Planck Institute for Psycholinguistics",
                    "department": ""
                },
                {
                    "first_name": "Morten",
                    "middle_name": "H.",
                    "last_name": "Christiansen",
                    "name_suffix": "",
                    "institution": "Aarhus University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28471/galley/18342/download/"
                }
            ]
        },
        {
            "pk": 28716,
            "title": "Continuous developmental change can explain discontinuities in word learning",
            "subtitle": null,
            "abstract": "Cognitive development is often characterized in term of dis-continuities, but these discontinuities can sometimes be appar-ent rather than actual and can arise from continuous develop-mental change. To explore this idea, we use as a case study thefinding by Stager and Werker (1997) that children’s early abil-ity to distinguish similar sounds does not automatically trans-late into word learning skills. Early explanations proposedthat children may not be able to encode subtle phonetic con-trasts when learning novel word meanings, thus suggestinga discontinuous/stage-like pattern of development. However,later work has revealed (e.g., through using simpler testingmethods) that children do encode such contrasts, thus favoringa continuous pattern of development. Here we propose a prob-abilistic model describing how development may proceed ina continuous fashion across the lifespan. The model accountsfor previously documented facts and provides new predictions.We collected data from preschool children and adults, and weshowed that the model can explain various patterns of learningboth within the same age and across development. The find-ings suggest that major aspects of cognitive development thatare typically thought of as discontinuities, may emerge fromsimpler, continuous mechanisms.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "word learning"
                },
                {
                    "word": "Cognitive Development"
                },
                {
                    "word": "computa-tional modeling"
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/9k8996nk",
            "frozenauthors": [
                {
                    "first_name": "Abdellah",
                    "middle_name": "",
                    "last_name": "Fourtassi",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                },
                {
                    "first_name": "Sophie",
                    "middle_name": "",
                    "last_name": "Regan",
                    "name_suffix": "",
                    "institution": "University of Illinois",
                    "department": ""
                },
                {
                    "first_name": "Michael",
                    "middle_name": "C.",
                    "last_name": "Frank",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28716/galley/18587/download/"
                }
            ]
        },
        {
            "pk": 28506,
            "title": "Controlling Attention To Solve Working Memory Tasks Using aMemory-Augmented Neural Network",
            "subtitle": null,
            "abstract": "We introduce a memory-augmented neural network, calledDifferentiable Working Memory (DWM), that captures somekey aspects of attention in working memory. We tested DWMon a suite of psychology inspired tasks, where the model had todevelop a strategy only by processing sequences of inputs anddesired outputs. Thanks to novel attention control mechanismscalled bookmarks, the model was able to rapidly learn a goodstrategy—generalizing to sequence lengths even two orders ofmagnitude larger than that used for training—allowing it to re-tain, ignore or forget information based on its relevance. Thebehavior of DWM is interpretable and allowed us to analyzeits performance on different tasks. Surprisingly, as the train-ing progressed, we observed that in some cases the model wasable to discover more than one successful strategy, possiblyinvolving sophisticated use of memory and attention.",
            "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/71x6k26t",
            "frozenauthors": [
                {
                    "first_name": "T.",
                    "middle_name": "S.",
                    "last_name": "Jayram",
                    "name_suffix": "",
                    "institution": "IBM Research AI",
                    "department": ""
                },
                {
                    "first_name": "Younes",
                    "middle_name": "",
                    "last_name": "Bouhadjar",
                    "name_suffix": "",
                    "institution": "IBM Research AI",
                    "department": ""
                },
                {
                    "first_name": "Tomasz",
                    "middle_name": "",
                    "last_name": "Kornuta",
                    "name_suffix": "",
                    "institution": "IBM Research AI",
                    "department": ""
                },
                {
                    "first_name": "Ryan",
                    "middle_name": "L.",
                    "last_name": "McAvoy",
                    "name_suffix": "",
                    "institution": "IBM Research AI",
                    "department": ""
                },
                {
                    "first_name": "Alexis",
                    "middle_name": "",
                    "last_name": "Asseman",
                    "name_suffix": "",
                    "institution": "IBM Research AI",
                    "department": ""
                },
                {
                    "first_name": "Ahmet",
                    "middle_name": "S.",
                    "last_name": "Ozcan",
                    "name_suffix": "",
                    "institution": "IBM Research AI",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28506/galley/18377/download/"
                }
            ]
        },
        {
            "pk": 29231,
            "title": "Controlling Automobiles During Unconsciousness of the Driver using Brainwaves",
            "subtitle": null,
            "abstract": "Introduction: Controlling Automobiles during unconsciousness of the driver using Brainwaves. Brainwave based accidentavoidance system is an effective way to prevent accident caused due to drowsy driving. Every year number of roadmishaps are caused by drowsy driving. The proposed idea brainwave based accident avoidance system is to avoid this kindof accident using Electroencephalography (EEG) of human brain and speed control in automobiles. Human brain consistsof millions of interconnected neurons. The patterns of interaction between these neurons are represented as thoughts andemotional states. According to the human thoughts, this pattern will be changing which in turn produce different electricalwaves. A muscle contraction will also generate a unique electrical signal. All these electrical waves will be sensed bythe brain wave sensor and it will convert the data into packets and transmit through Bluetooth medium. Level analyzerunit (LAU) will receive the brainwave raw data and it will extract and process the signal using MATLAB platform. Thenthe control commands will be transmitted to the motor to process. With this entire system, we can control / stop thevehicle according to human thoughts. Electroencephalography (EEG) is the fundamental idea utilized as a part of thisframework. Neurosky mind wave sensor is utilized as primitive segment to examine the Brainwave signals. In this wayby controlling vehicles it can spare numerous mishaps and can spare numerous lives. Among these bands, theta and alphaare the signals which represent drowsiness to relaxed sleep. Methods: In a brain controlled vehicle, controller is based onBrain Computer Interface (BCI). BCIs are systems that can bypass conventional channels of communication to providedirect communication and control between the human brain and physical devices by translating different patterns of brainactivity into commands in real time. With these commands a vehicle can be controlled. The intention of this work isto design and develop a system that can assist the person during their unhealthy condition to avoid the accident on theroad. Results: Brainwave based accident avoidance system for unhealthy condition of the drivers which predict the signalsand system in engaging with processing of signals to alert the drivers unconscious situation. The biggest challenge aboutthe system is that to determine the signal from the headset. Proper identification is needed for the signals so that wrongsignal does not trigger the routine even when driver is not unconscious. Every person is different and every person hasdifferent thoughts and emotions so they might have slightly different brainwave signals. So before adapting this system,the interface should be configured according to the brain activity of the driver. Discussion: The research and developmentof brainwave controlled vehicle during unconsciousness of the driver has received a great deal of attention because theycan help to avoid the accident on the road. Improving the BCI system performance to make brainwave controlled vehiclesusable in real-world situations. Keywords: Brain Computer Interface (BCI), Brain Wave Sensor, EEG, Bluetooth",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/55k0b1r4",
            "frozenauthors": [
                {
                    "first_name": "Nilakshi",
                    "middle_name": "",
                    "last_name": "Mahanta",
                    "name_suffix": "",
                    "institution": "North Eastern Hill University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29231/galley/19102/download/"
                }
            ]
        },
        {
            "pk": 28455,
            "title": "Conversation Transition Times:\nWorking Memory & Conversational Alignment",
            "subtitle": null,
            "abstract": "Fluent conversation is a marvel of multi-tasking within the\nlanguage domain: listeners must simultaneously comprehend\nthe speaker, predict a turn transition point, and plan a\nresponse. Experiment 1 used spontaneous conversation to\ninvestigate the apparent demands of conversation on working\nmemory by manipulating the difficulty of a secondary task.\nThe experiment found support for Load Theory's (e.g., Lavie\net al. 2004) prediction that both conversational fluency and\nperformance on a secondary task would decrease as working\nmemory load increased. However, there was also some\nsupport for Pickering and Garrod's (2004, 2013) proposal that\ndialogue is facilitated by a collection of automatic cognitive\noperations when interlocutors are well-aligned (i.e., using the\nsame words, phrases, and structures to discuss the same\ntopics). Experiment 2 tested two claims motivated by this\naccount: alignment is necessary for fluent turn transitions, and\nlexical repetition between speakers is an essential component\nof the alignment advantage. We found support for the former\nclaim, but not the latter.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Conversation"
                },
                {
                    "word": "Dialogue"
                },
                {
                    "word": "working memory"
                }
            ],
            "section": "Papers with Oral Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/98w3t6b4",
            "frozenauthors": [
                {
                    "first_name": "Julie",
                    "middle_name": "E.",
                    "last_name": "Boland",
                    "name_suffix": "",
                    "institution": "University of Michigan",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28455/galley/18326/download/"
                }
            ]
        },
        {
            "pk": 29319,
            "title": "Corpus-based topic modeling for the cognitive study of the 21st centurysociocultural challenges",
            "subtitle": null,
            "abstract": "The results were obtained in the course of a two-stage study. At the first stage (2018) linguists analyzed the conceptualdomain sociocultural challenges on the basis of purposely elaborated Russian language THREAT-corpus (10.4 m words)and built a frame of the domain. At the second stage (2018-2019) the research was carried out with methods of automatedtopic modeling for two Russian language corpora: THREAT-corpus and alternative corpus collected using WebBootCaTtool in the SketchEngine corpus management system. Methods of topic modeling (PLSA, LDA, BigARTM et al.) allowedeliciting thematic profiles for texts of both corpora. Comparison of two datasets was carried out by applying set theory,graph theory, and probabilistic analysis. Combining topic modeling with linguistic frame analysis resulted in more pre-cise configurations of cognitive models in the conceptual domain sociocultural challenges. Word frequency for lexemesmanifesting sociocultural challenges proved to be an important factor of conceptual structures representation.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/0vv47032",
            "frozenauthors": [
                {
                    "first_name": "Vera",
                    "middle_name": "",
                    "last_name": "Zabotkina",
                    "name_suffix": "",
                    "institution": "Russian State University for the Humanities",
                    "department": ""
                },
                {
                    "first_name": "Boris",
                    "middle_name": "M.",
                    "last_name": "Velichkovsky",
                    "name_suffix": "",
                    "institution": "Kurchatov Institute",
                    "department": ""
                },
                {
                    "first_name": "Artemy",
                    "middle_name": "",
                    "last_name": "Kotov",
                    "name_suffix": "",
                    "institution": "Kurchatov Institute",
                    "department": ""
                },
                {
                    "first_name": "Dmitry",
                    "middle_name": "",
                    "last_name": "Orlov",
                    "name_suffix": "",
                    "institution": "Russian State University for the Humanities",
                    "department": ""
                },
                {
                    "first_name": "Alexander",
                    "middle_name": "",
                    "last_name": "Piperski",
                    "name_suffix": "",
                    "institution": "Russian State University for the Humanities",
                    "department": ""
                },
                {
                    "first_name": "ELENA",
                    "middle_name": "",
                    "last_name": "POZDNYAKOVA",
                    "name_suffix": "",
                    "institution": "Russian State University for the Humanities",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29319/galley/19190/download/"
                }
            ]
        },
        {
            "pk": 28891,
            "title": "Correction of Manipulated Responses in the\nChoice Blindness Paradigm: What are the Predictors?",
            "subtitle": null,
            "abstract": "Choice blindness is a cognitive phenomenon describing that\nwhen people receive false feedback about a choice they just\nmade, they often accept the outcome as their own. Little is\nknown about what predisposes people to correct\nmanipulations they are subjected to in choice blindness\nstudies. In this study, 118 participants answered a political\nattitude survey and were then asked to explain some of their\nresponses out of which three had been manipulated to indicate\nan opposite position. Just over half (58.4%) of the\nmanipulations were corrected. We measured extremity,\ncentrality and commitment for each attitude, and one week\nprior to the experiment we assessed participants’ preference\nfor consistency, need for cognition and political awareness.\nOnly extremity was able to predict correction. The results\nhighlight the elusiveness of choice blindness and speak\nagainst dissonance and lack of motivation to engage in\ncognitively demanding tasks as explanations why the effect\noccurs.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "choice blindness; attitude change; attitude\nstrength; need for cognition; preference for consistency;\npolitical awareness."
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/4d8906xw",
            "frozenauthors": [
                {
                    "first_name": "Thomas",
                    "middle_name": "",
                    "last_name": "Strandberg",
                    "name_suffix": "",
                    "institution": "Lund University",
                    "department": ""
                },
                {
                    "first_name": "Lars",
                    "middle_name": "",
                    "last_name": "Hall",
                    "name_suffix": "",
                    "institution": "Lund University",
                    "department": ""
                },
                {
                    "first_name": "Petter",
                    "middle_name": "",
                    "last_name": "Johansson",
                    "name_suffix": "",
                    "institution": "Lund University",
                    "department": ""
                },
                {
                    "first_name": "Fredrik",
                    "middle_name": "",
                    "last_name": "Björklund",
                    "name_suffix": "",
                    "institution": "Lund University",
                    "department": ""
                },
                {
                    "first_name": "Philip",
                    "middle_name": "",
                    "last_name": "Pärnamets",
                    "name_suffix": "",
                    "institution": "Karolinska Institute Solnavägen",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28891/galley/18762/download/"
                }
            ]
        },
        {
            "pk": 29113,
            "title": "Co-thought gestures during abstract relational reasoning",
            "subtitle": null,
            "abstract": "When talking about abstract relations like better and worse, people often use gestures arrayed in space to get their pointacross. But are these analogical gestures solely communicative props that make abstract content more accessible for listen-ers, or do they also reflect an integral part of reasoning? To address this question, we investigated whether people wouldproduce analogical gestures outside of a communicative context. In a linear syllogism task, participants spontaneouslygestured on 52.4% of trials on average; most participants (87.5%) gestured on at least one trial. Trials involving spatialrelational terms prompted more gestures per trial than those with non-spatial terms (spatial: M = 2.87; non-spatial: M =2.29; F(1, 23) = 7.62, p = .011). Analogical gestures thus do occur outside of communicative contexts, suggesting thatthey serve to aid the reasoning process itself. An in-progress follow-up study replicates and extends these findings.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/1ts4v282",
            "frozenauthors": [
                {
                    "first_name": "Misha",
                    "middle_name": "",
                    "last_name": "Ash",
                    "name_suffix": "",
                    "institution": "University of Chicago",
                    "department": ""
                },
                {
                    "first_name": "Kensy",
                    "middle_name": "",
                    "last_name": "Cooperrider",
                    "name_suffix": "",
                    "institution": "University of Chicago",
                    "department": ""
                },
                {
                    "first_name": "Dedre",
                    "middle_name": "",
                    "last_name": "Gentner",
                    "name_suffix": "",
                    "institution": "Northwestern University, Evanston",
                    "department": ""
                },
                {
                    "first_name": "Susan",
                    "middle_name": "",
                    "last_name": "Goldin-Meadow",
                    "name_suffix": "",
                    "institution": "University of Chicago",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29113/galley/18984/download/"
                }
            ]
        },
        {
            "pk": 29289,
            "title": "Creativity and Machine Learning: Divergent Thinking EEG Analysis andClassification",
            "subtitle": null,
            "abstract": "Prior research has shown that greater EEG alpha power (8-13 Hz) is characteristic of greater creativity. This study investi-gates the potential for machine learning to classify more and less creative brain states. Participants completed an alternateuse task, in which they thought of normal or uncommon (more demanding) uses for everyday objects (e.g., brick). Wehypothesized that alpha power and reaction time would be greater for uncommon uses, and that a trained machine learningmodel would be able to reliably classify data from the two conditions. Participants responded much faster in the normalcondition, compared to uncommon; alpha was significantly greater for the uncommon condition; and 73.3% classifica-tion accuracy was attained when a trained model was applied to new data. Future research will attempt to implementneurofeedback training to maintain optimally creative states.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/1716b8bt",
            "frozenauthors": [
                {
                    "first_name": "Carl",
                    "middle_name": "",
                    "last_name": "Stevens",
                    "name_suffix": "",
                    "institution": "University of Arkansas",
                    "department": ""
                },
                {
                    "first_name": "Darya",
                    "middle_name": "",
                    "last_name": "Zabelina",
                    "name_suffix": "",
                    "institution": "University of Arkansas",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29289/galley/19160/download/"
                }
            ]
        },
        {
            "pk": 28726,
            "title": "Cross-cultural differences in playing centipede-like gameswith surprising opponents",
            "subtitle": null,
            "abstract": "In this paper, we study cross-cultural differences in strategicreasoning in turn-taking games, as related to game-theoreticnorms as well as affective aspects such as trust, degrees of risk-taking and cooperation. We performed a game experiment toinvestigate how these aspects play a role in reasoning in simpleturn-based games, known as centipede-like games, across threecultures, that of The Netherlands, Israel and India. While thereis no significant main effect of nationalities on the behaviourof players across games, certain unexpected interactive effectsare found in their behaviour in particular games.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "intercultural differences; game theory; reasoning ingames; trust and trustworthiness; risk considerations; cooperation"
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/1bd8w3hm",
            "frozenauthors": [
                {
                    "first_name": "Sujata",
                    "middle_name": "",
                    "last_name": "Ghosh",
                    "name_suffix": "",
                    "institution": "Indian Statistical Institute",
                    "department": ""
                },
                {
                    "first_name": "Rineke",
                    "middle_name": "",
                    "last_name": "Verbrugge",
                    "name_suffix": "",
                    "institution": "University of Groningen",
                    "department": ""
                },
                {
                    "first_name": "Harmen",
                    "middle_name": "",
                    "last_name": "de Weerd",
                    "name_suffix": "",
                    "institution": "Hanze University of Applied Sciences",
                    "department": ""
                },
                {
                    "first_name": "Aviad",
                    "middle_name": "",
                    "last_name": "Heifetz",
                    "name_suffix": "",
                    "institution": "The Open University of Israel",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28726/galley/18597/download/"
                }
            ]
        },
        {
            "pk": 28938,
            "title": "Crossmodal Spatial Mappings as a Function of Online Relational Analyses?",
            "subtitle": null,
            "abstract": "Crossmodal correspondences are innate, language-based and\nstatistically derived. They occur across all sensory systems\nand in different cultures. Despite their multiformity, they are\nexhibited analogously, mainly through robust congruency\neffects. One plausible explanation is that they rely on a\ncommon underlying mechanism, reflecting the fundamental\nability to transfer relational patterns across different domains.\nWe investigated the pitch-height correspondence in a bimodal\nsound-discrimination task, where the context of one relative\nsound pitch was changed online. The intermediate sound\nfrequency was presented in successive blocks with lower or\nhigher equidistant sounds and two squares at fixed up and\ndown vertical positions. Congruency effects were transferred\nacross sound contexts with ease. The results supported the\nassumption about the relational basis of the crossmodal\nassociations. In addition, vertical congruency depended\ncritically on the horizontal spatial representations of sound.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "crossmodal associations; relational mapping;\npitch-height correspondence; SMARC effect"
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/3bh2h6fv",
            "frozenauthors": [
                {
                    "first_name": "Yordanka",
                    "middle_name": "",
                    "last_name": "Zafirova",
                    "name_suffix": "",
                    "institution": "New Bulgarian University",
                    "department": ""
                },
                {
                    "first_name": "Yolina",
                    "middle_name": "",
                    "last_name": "Petrova",
                    "name_suffix": "",
                    "institution": "New Bulgarian University",
                    "department": ""
                },
                {
                    "first_name": "Georgi",
                    "middle_name": "",
                    "last_name": "Petkov",
                    "name_suffix": "",
                    "institution": "New Bulgarian University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28938/galley/18809/download/"
                }
            ]
        },
        {
            "pk": 28849,
            "title": "Crowdsourcing effective educational interventions",
            "subtitle": null,
            "abstract": "Creating effective educational interventions that correctpeople’s misconceptions is difficult. This has led manyresearchers to conclude that people do not properly attend tonew information in a way that they should. However, even if ascientifically-grounded intervention fails, it is still possiblethat other interventions would be effective. Yet, it is notpractically feasible to systematically explore and test theentire hypothesis space of possible interventions. Here, weexamined whether researchers could use online arguments todevelop effective educational interventions, in effect,narrowing the intervention hypothesis space. Across twoexperiments (N = 1, 816), we found that argumentscrowdsourced from Reddit’s Change My View were aseffective or more effective at changing beliefs thaninterventions developed by academics and published intop-tier scientific journals. These results suggest thatresearchers can build on successful crowdsourced argumentsto develop effective educational interventions likely to correctpeople’s misconceptions in more naturalistic settings.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "belief change; crowdsourcing; crowd work"
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/9md9d197",
            "frozenauthors": [
                {
                    "first_name": "J.",
                    "middle_name": "Hunter",
                    "last_name": "Priniski",
                    "name_suffix": "",
                    "institution": "University of California, Los Angeles",
                    "department": ""
                },
                {
                    "first_name": "Zachary",
                    "middle_name": "",
                    "last_name": "Horne",
                    "name_suffix": "",
                    "institution": "Arizona State University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28849/galley/18720/download/"
                }
            ]
        },
        {
            "pk": 29052,
            "title": "Cue Validity, Feature Salience, and the Development of Inductive Inference",
            "subtitle": null,
            "abstract": "Young children can generalize properties to novel stimuli, but the mechanism underlying these early inductions is stilldebated. Some researchers argue that from an early age induction relies on category information and undergoes littledevelopment, while others believe that early induction is similarity-based, and the use of categories emerges over time.This present study brings new evidence to the debate by exploring the kinds of features 4-year-old children and adults (N= 123) rely on in their induction. Our results indicate that induction undergoes dramatic development: young childrentend to rely on salient features when performing induction, whereas adults rely primarily on category information. Weargue that the reported findings present evidence challenging category-based accounts of early induction, while supportingsimilarity-based accounts.",
            "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/1n56t41h",
            "frozenauthors": [
                {
                    "first_name": "Robert",
                    "middle_name": "",
                    "last_name": "Ralston",
                    "name_suffix": "",
                    "institution": "The Ohio State University",
                    "department": ""
                },
                {
                    "first_name": "Vladimir",
                    "middle_name": "",
                    "last_name": "Sloutsky",
                    "name_suffix": "",
                    "institution": "The Ohio State University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29052/galley/18923/download/"
                }
            ]
        },
        {
            "pk": 28826,
            "title": "Cultural Affordances in AI Perception",
            "subtitle": null,
            "abstract": "Affordances offer AI research an alternative from\nrepresentations for linking perception to action in autonomous\nsystems. Affordances are based in the informational structure\nof the environment and the somatic capacities of the agent\nand arise in their interaction. AI implementations of\naffordance perception typically utilize relatively basic, natural\naffordances such as the graspability of a handle. Culturally-\nscaffolded affordances, such as the letter-mailing capacity of\na postbox, pose a more intractable problem for affordance-\nbased robotics. This class of affordances requires\nacculturation and is highly culture-specific. AI\nimplementations of affordance perception typically bypass\nthis difficulty by making recourse to representations. I begin\nby reviewing affordance perception and the difference\nbetween natural and cultural affordances. I then critically\ndiscuss implementations of cultural affordance perception in\nautonomous agents. Finally, I argue that AI affordance\nperception does not require a robust representationalism in\norder to implement cultural affordances.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "affordances; AI perception; embodied cognition;\nphilosophy of AI; representations"
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/18h591wj",
            "frozenauthors": [
                {
                    "first_name": "Zachariah",
                    "middle_name": "A.",
                    "last_name": "Neemeh",
                    "name_suffix": "",
                    "institution": "University of Memphis",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28826/galley/18697/download/"
                }
            ]
        },
        {
            "pk": 29232,
            "title": "Cultural difference of the effect of analytical / intuitive thinking style on reasoning,JDM, and belief tasks.",
            "subtitle": null,
            "abstract": "Research within the dual-process framework have repeatedly suggested that individuals thinking style can predict theirperformance on reasoning, judgment, decision making, and acceptance of religious and paranormal statements. However,some studies also suggested that the link between analytical thinking and epistemically unwarranted beliefs was peculiar toso-called WEIRD societies. The present study aimed to explore the possible cultural (Western and Eastern) difference onthe relationship between performance and style of our thinking. Participants were presented with various tasks includingbelief bias, denominator neglect bias, numeracy, temporal discounting, risk preference, and paranormal belief. They werealso presented with tasks measuring their thinking styles (CRT and Rational-Experiential Inventory). Results showedthat the effects of thinking style on heuristics-bias and decision-making tasks were almost similar between two cultures,however we find a significant style-culture interaction in paranormal beliefs. This may suggest a cultural difference of therole of analytical thinking on belief-based response.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/5cj1t5m4",
            "frozenauthors": [
                {
                    "first_name": "Yoshimasa",
                    "middle_name": "",
                    "last_name": "Majima",
                    "name_suffix": "",
                    "institution": "Hokusei Gakuen University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29232/galley/19103/download/"
                }
            ]
        },
        {
            "pk": 28946,
            "title": "Culture as ground for cross modality unidimensional timelines",
            "subtitle": null,
            "abstract": "Current evidence supports the idea that time is mentally represented by unidimensional spaces. One main question iswhether the language modality grounds differences on using these spaces when signers and speakers share the culturalframing of time (e.g., by clocks, calendars, etc.). We tested whether past and future events are represented along a Left-PastRight-Future and a Behind-Past Ahead-Future mental timeline in two language modalities. In Experiments 1 and 2 deafsigners of Uruguayan Sign Language (LSU) categorized the temporal reference of LSU sentences by pressing a directionalkey. The congruency effect was registered for the Left-Past Right-Future trials and for hand setting counterbalancedBehind-Past Ahead-Future trials. Experiments 3 and 4 replicated the congruency effect for Spanish speakers. The findingsanswered the research question in line with the suggestion that when signers and speakers share the cultural framing oftime the tested space-time mappings activates on the same fashion.",
            "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/9j76h82j",
            "frozenauthors": [
                {
                    "first_name": "Roberto",
                    "middle_name": "",
                    "last_name": "Aguirre",
                    "name_suffix": "",
                    "institution": "Universidad de la Repblica",
                    "department": ""
                },
                {
                    "first_name": "Alejandro",
                    "middle_name": "",
                    "last_name": "Fojo",
                    "name_suffix": "",
                    "institution": "Universidad de la Repblica",
                    "department": ""
                },
                {
                    "first_name": "Mauricio",
                    "middle_name": "",
                    "last_name": "Castillo",
                    "name_suffix": "",
                    "institution": "Universidad de la Repblica",
                    "department": ""
                },
                {
                    "first_name": "Mara",
                    "middle_name": "",
                    "last_name": "Macedo",
                    "name_suffix": "",
                    "institution": "Universidad de la Repblica",
                    "department": ""
                },
                {
                    "first_name": "Adriana",
                    "middle_name": "",
                    "last_name": "de Len",
                    "name_suffix": "",
                    "institution": "Universidad de la Repblica",
                    "department": ""
                },
                {
                    "first_name": "Maximiliano",
                    "middle_name": "",
                    "last_name": "Meliande",
                    "name_suffix": "",
                    "institution": "Universidad de la Repblica",
                    "department": ""
                },
                {
                    "first_name": "Germn",
                    "middle_name": "",
                    "last_name": "Tourn",
                    "name_suffix": "",
                    "institution": "Universidad de la Repblica",
                    "department": ""
                },
                {
                    "first_name": "Yliana",
                    "middle_name": "",
                    "last_name": "Rodrguez",
                    "name_suffix": "",
                    "institution": "Universidad de la Repblica",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28946/galley/18817/download/"
                }
            ]
        },
        {
            "pk": 28591,
            "title": "Cumulative cultural evolution in a non-copying taskin children and Guinea baboons",
            "subtitle": null,
            "abstract": "The unique cumulative nature of human culture has often beenexplained by high-fidelity copying mechanisms found only inhuman social learning. However, transmission chain exper-iments in human and non-human primates suggest that cu-mulative cultural evolution (CCE) might not be dependent onhigh-fidelity copying after all. In this study we test whetherCCE is possible even with a non-copying task. We performedtransmission chain experiments in Guinea baboons and chil-dren where individuals observed and reproduced visual pat-terns on touch screen devices. In order to be rewarded, par-ticipants had to avoid touching squares that were touched bya previous participant. In other words, they were regardedfor innovation rather than copying. Results nevertheless ex-hibited two fundamental properties of CCE: an increase overgenerations in task performance and the emergence of sys-tematic structure. However, CCE arose from different mecha-nisms across species: children, unlike baboons, converged inbehaviour over generations by copying specific patterns in adifferent location, thus introducing alternative copying mech-anisms into the non-copying task. We conclude that CCE canresult from non-copying tasks and that there is a broad spec-trum of possible mechanisms that will lead to CCE aside fromhigh-fidelity transmission.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "social learning; transmission chain; copyin"
                }
            ],
            "section": "Papers with Oral Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/2n7721xt",
            "frozenauthors": [
                {
                    "first_name": "Carmen",
                    "middle_name": "",
                    "last_name": "Saldana",
                    "name_suffix": "",
                    "institution": "The University of Edinburgh",
                    "department": ""
                },
                {
                    "first_name": "Jo ̈el",
                    "middle_name": "",
                    "last_name": "Fagot",
                    "name_suffix": "",
                    "institution": "Aix-Marseille University,",
                    "department": ""
                },
                {
                    "first_name": "Simon",
                    "middle_name": "",
                    "last_name": "Kirby",
                    "name_suffix": "",
                    "institution": "The University of Edinburgh",
                    "department": ""
                },
                {
                    "first_name": "Kenny",
                    "middle_name": "",
                    "last_name": "Smith",
                    "name_suffix": "",
                    "institution": "The University of Edinburgh",
                    "department": ""
                },
                {
                    "first_name": "Nicolas",
                    "middle_name": "",
                    "last_name": "Claidi`ere",
                    "name_suffix": "",
                    "institution": "Aix-Marseille University,",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28591/galley/18462/download/"
                }
            ]
        },
        {
            "pk": 28781,
            "title": "Curiosity, Frontal EEG Asymmetry, and Learning",
            "subtitle": null,
            "abstract": "Curiosity plays a critical role in our daily behaviors and\ninteractions. Yet, very little is known about its psychological\nand neural underpinnings. By reframing curiosity as the\nmotivation to obtain reward – where the reward is information\n–, and using frequency-based metrics of frontal brain\nlateralization, we aimed to investigate the neural correlates of\ncuriosity in the frontal cortex and its effects on subsequent\nlearning. Twenty-one undergraduate students participated in\nthis two-day study by answering 35 general interest trivia\nquestions, while EEG data was being recorded, also indicating\ntheir curiosity towards the question. One week later,\nparticipants were asked to write down the correct answers to\neach one of the questions. The results of this study suggested\nthat frontal brain asymmetry (FBA) predicts memory recall,\nbut is not directly correlated with self-reported curiosity. Study\nlimitations and future directions are discussed.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "curiosity; EEG; frontal brain asymmetry; learning;\nmemory"
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/82v1b0sr",
            "frozenauthors": [
                {
                    "first_name": "Gabriel",
                    "middle_name": "",
                    "last_name": "Lima",
                    "name_suffix": "",
                    "institution": "Drew University",
                    "department": ""
                },
                {
                    "first_name": "Fabiana",
                    "middle_name": "",
                    "last_name": "Rocha",
                    "name_suffix": "",
                    "institution": "Drew University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28781/galley/18652/download/"
                }
            ]
        },
        {
            "pk": 29206,
            "title": "Curiouser and Curiouser: Childrens intrinsic exploration of mazes and its effectson reaching a goal.",
            "subtitle": null,
            "abstract": "Children are naturally curious, and now even reinforcement learning models within machine learning are channeling thischild-like curiosity. Pathak et-al (2017) created the ICM (Intrinsic Curiosity Model) in which curiosity serves as anintrinsic reward signal to enable the agent to explore its environment and learn skills, in this case a maze game calledDoom. We study this inherent ability in children by having them explore mazes, with and without goals built usingDeepMind software. In our pilot data we found that kids are adept at exploring the maze, readily and without prompt. Wesuggest a relationship between exploration and performance on a maze task, such that performance in the curiosity drivenmaze exploration task, is correlated with finding a goal in a second separate maze, even when the initial path to the goal isblocked. We also show side-by-side comparisons of the ICM vs. children exploring on our mazes.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/7d46m7fh",
            "frozenauthors": [
                {
                    "first_name": "Eliza",
                    "middle_name": "",
                    "last_name": "Kosoy",
                    "name_suffix": "",
                    "institution": "University of California at Berkeley",
                    "department": ""
                },
                {
                    "first_name": "Deepak",
                    "middle_name": "",
                    "last_name": "Pathak",
                    "name_suffix": "",
                    "institution": "University of California at Berkeley",
                    "department": ""
                },
                {
                    "first_name": "Pulkit",
                    "middle_name": "",
                    "last_name": "Agrawal",
                    "name_suffix": "",
                    "institution": "University of California at Berkeley",
                    "department": ""
                },
                {
                    "first_name": "Alison",
                    "middle_name": "",
                    "last_name": "Gopnik",
                    "name_suffix": "",
                    "institution": "University of California at Berkeley",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29206/galley/19077/download/"
                }
            ]
        },
        {
            "pk": 28754,
            "title": "Curious Topics: A Curiosity-Based Model of First Language Word Learning",
            "subtitle": null,
            "abstract": "This paper investigates whether a curiosity-based strategy\ncould be beneficial to word learning. Children are active\nconversation partners and exert considerable influence over the\ntopics that are discussed in conversation with their parents. As\nthe choice of topics is likely to be intrinsically motivated, a\nformalization of curiosity is implemented in a word learning\nmodel. The model receives annotated Flickr30k Entities\nimages as input, and is trained in two conditions. In the curious\ncondition, the model chooses objects to talk about from the\nscene according to the curiosity mechanism, whereas in the\nrandom condition, the model receives randomly chosen objects\nas input. The goal of this study is to show how a curious, active\nchoice of topics by a language learner improves word learning\ncompared to random selection. Curiosity is found to make word\nlearning faster, increase robustness, and lead to better accuracy.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "word learning; curiosity; interaction; connectionist\nmodel."
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/5m22z6p3",
            "frozenauthors": [
                {
                    "first_name": "Daan",
                    "middle_name": "",
                    "last_name": "Keijser",
                    "name_suffix": "",
                    "institution": "Tilburg University",
                    "department": ""
                },
                {
                    "first_name": "Lieke",
                    "middle_name": "",
                    "last_name": "Gelderloos",
                    "name_suffix": "",
                    "institution": "Tilburg University",
                    "department": ""
                },
                {
                    "first_name": "Afra",
                    "middle_name": "",
                    "last_name": "Alishahi",
                    "name_suffix": "",
                    "institution": "Tilburg University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28754/galley/18625/download/"
                }
            ]
        },
        {
            "pk": 28502,
            "title": "Dark Forces in Language Comprehension:The Case of Neuroticism and Disgust in a Pupillometry Study",
            "subtitle": null,
            "abstract": "We report on initial findings from a pupillometry study thatinvestigated the influence of two extra-linguistic variables,namely Neuroticism and Disgust Sensitivity, on auditory lan-guage comprehension in adults. Results suggest that: (1) Lan-guage comprehension is influenced by extra-linguistic vari-ables and individual differences; (2) the processing of differ-ent kinds of linguistic errors, as opposed to clashes with anindividual’s value or belief system, are influenced by differ-ent extra-linguistic variables; and that (3) Disgust Sensitiv-ity at least partially predicts pupillary responses to utterancesclashing with an individual’s belief system. Results are dis-cussed with regards to linguistic anticipation, cognitive effortand arousal, and resource allocation.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "psycholinguistics; extra-linguistic information;individual differences; pupillometry; language comprehen-sion; personality; Disgust; neuroticism"
                }
            ],
            "section": "Papers with Oral Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/8b4971p2",
            "frozenauthors": [
                {
                    "first_name": "Isabell",
                    "middle_name": "",
                    "last_name": "Hubert",
                    "name_suffix": "",
                    "institution": "University of Alberta",
                    "department": ""
                },
                {
                    "first_name": "Juhani",
                    "middle_name": "",
                    "last_name": "J ̈arvikivi",
                    "name_suffix": "",
                    "institution": "University of Alberta",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28502/galley/18373/download/"
                }
            ]
        },
        {
            "pk": 28411,
            "title": "Daylong data: Raw audio to transcript via automated & manual open-science tools",
            "subtitle": null,
            "abstract": "Several of the central questions in language, social cognition,and developmental research focus on the roles of input, out-put, and interaction on learning and communication. While ithas become easy to collect long-form recordings, getting use-ful data out of them is a more daunting task. Across four mini-sessions, this tutorial aims to address pre- and post-data collec-tion concerns, and provide a hands-on introduction to manualand automated annotation techniques. Attendees will leave thistutorial with resources and concrete experience for collecting,annotating, and sharing/archiving naturalistic recordings, in-cluding specific open-science practices relevant for these data.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "daylong recordings; natural language; speechtechnology; automated annotation; open science"
                }
            ],
            "section": "Tutorials",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/5th3j0bz",
            "frozenauthors": [
                {
                    "first_name": "John",
                    "middle_name": "",
                    "last_name": "Bunce",
                    "name_suffix": "",
                    "institution": "University of Manitoba",
                    "department": ""
                },
                {
                    "first_name": "Elika",
                    "middle_name": "",
                    "last_name": "Bergelson",
                    "name_suffix": "",
                    "institution": "Duke University",
                    "department": ""
                },
                {
                    "first_name": "Anne",
                    "middle_name": "",
                    "last_name": "Warlaumont",
                    "name_suffix": "",
                    "institution": "University of California, Los Angeles",
                    "department": ""
                },
                {
                    "first_name": "Marisa",
                    "middle_name": "",
                    "last_name": "Casillas",
                    "name_suffix": "",
                    "institution": "MPI for Psycholinguistics",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28411/galley/18282/download/"
                }
            ]
        },
        {
            "pk": 28579,
            "title": "Deception in evidential reasoning: Willful deceit or honest mistake?",
            "subtitle": null,
            "abstract": "How does one deal with the possibility of deception? Extant\nliterature has mostly focused on identifying deception via cue\ndetection. However, how we reason about the possibility of\ndeception remains under-explored. We use a novel formalism\nto expose the complexity of this reasoning problem (e.g.\nseparating the uncertainty of an honest mistake, from willful\ndeception), in the process highlighting several reasoning\nerrors regarding deception. Notably, we show reasoners to\nmake substantial errors when reasoning about a (possibly)\ndeceptive source in isolation (including base rate neglect\nerrors), but find that reasoning improves when further\n(independently sourced) corroborative or contradicting reports\nare introduced.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "deception; evidential reasoning; probabilistic\nreasoning; Bayesian Networks; belief updating"
                }
            ],
            "section": "Papers with Oral Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/1rc3p7t0",
            "frozenauthors": [
                {
                    "first_name": "Toby",
                    "middle_name": "D.",
                    "last_name": "Pilditch",
                    "name_suffix": "",
                    "institution": "University College London",
                    "department": ""
                },
                {
                    "first_name": "Alexander",
                    "middle_name": "",
                    "last_name": "Fries",
                    "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": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28579/galley/18450/download/"
                }
            ]
        },
        {
            "pk": 28887,
            "title": "Decision-makers minimize regret when calculating regret is easy",
            "subtitle": null,
            "abstract": "This paper provides empirical evidence that human decision-\nmakers use prospective regret minimization as their dominant\ndecision strategy when regret calculations are cognitively\neasier to perform, and use expected utility maximization when\nthey aren't. We designed a simple decision problem wherein\nutility maximization and expected regret minimization yield\ndistinctly difference choices, and manipulated the cognitive\neffort involved in making regret calculations across\nrespondent samples to arrive at our results. While previous\nresearch has associated ecological considerations like sense of\nresponsibility and familiarity with this difference, we show\nthat, at least in experimental settings, cognitive calculability\nin regret space appears to predominantly drive this difference.\nWe also show that this preference for regret minimization can\nbe countermanded by changing the distribution of options\npresented to the respondent, posing a challenge to simple\nsequential accounts of strategy selection learning which\nsequence strategy selection and application in order.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "decision-making; cognitive heuristics; cognitive\neffort; regret minimization; utility maximization"
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/51t5x280",
            "frozenauthors": [
                {
                    "first_name": "Nisheeth",
                    "middle_name": "",
                    "last_name": "Srivastava",
                    "name_suffix": "",
                    "institution": "IIT Kanpur",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28887/galley/18758/download/"
                }
            ]
        },
        {
            "pk": 28643,
            "title": "Decision-Making in a Social Multi-Armed Bandit Task: Behavior,Electrophysiology and Pupillometry",
            "subtitle": null,
            "abstract": "Understanding, predicting, and learning from other people’sactions are fundamental human social-cognitive skills. Littleis known about how and when we consider other’s actionsand outcomes when making our own decisions. We developeda novel task to study social influence in decision-making: thesocial multi-armed bandit task. This task assesses how peoplelearn policies for optimal choices based on their ownoutcomes and another player's (observed) outcomes. Themajority of participants integrated information gained throughobservation of their partner similarly as information gainedthrough their own actions. This lead to a suboptimal decision-making strategy. Interestingly, event-related potentials time-locked to stimulus onset qualitatively similar but theamplitudes are attenuated in the solo compared to the dyadicversion. This might indicate that arousal and attention afterreceiving a reward are sustained when a second agent ispresent but not when playing alone.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Decision-Making; Uncertainty; Multi-ArmedBandit; Social Interaction; Dyadic EEG"
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/48c4x537",
            "frozenauthors": [
                {
                    "first_name": "Julia",
                    "middle_name": "Anna",
                    "last_name": "Adrian",
                    "name_suffix": "",
                    "institution": "University of California, San Diego",
                    "department": ""
                },
                {
                    "first_name": "Siddharth",
                    "middle_name": "",
                    "last_name": "Siddharth",
                    "name_suffix": "",
                    "institution": "University of California, San Diego",
                    "department": ""
                },
                {
                    "first_name": "Syed",
                    "middle_name": "Zain Ali",
                    "last_name": "Baquar",
                    "name_suffix": "",
                    "institution": "University of California, San Diego",
                    "department": ""
                },
                {
                    "first_name": "Tzyy-Ping",
                    "middle_name": "",
                    "last_name": "Jung",
                    "name_suffix": "",
                    "institution": "University of California, San Diego",
                    "department": ""
                },
                {
                    "first_name": "Gedeon",
                    "middle_name": "",
                    "last_name": "Deák",
                    "name_suffix": "",
                    "institution": "University of California, San Diego",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28643/galley/18514/download/"
                }
            ]
        },
        {
            "pk": 28811,
            "title": "Decisions Against Preferences",
            "subtitle": null,
            "abstract": "An agent decides against her preferences, if she considersan option x better than another option y but neverthe-less decides to do y. A central tenet of rational choi-ce theory states that individuals do not decide againsttheir preferences, whereby we find two kinds of potentialcounterexamples in the literature: akrasia, also known asweak-willed decisions, and decisions based on so-calleddeontic constraints such as obligations or commitments.While there is some empirical evidence that weak-willedchoices are a real phenomenon, leading scholars in phi-losophy of economics debate whether choices based oncommitments can be counter-preferential. As far as weknow, however, nobody so far has tried to settle this de-bate empirically. This paper contributes to both debatessince we present some empirical evidence that (i) akrasiacan also be strong-willed and (ii) choices made on the ba-sis of commitments can indeed be counter-preferential.We will conclude that people can decide against theirpreferences without being unreasonable.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Counter-Preferential Choice; RationalChoice Theory; Akrasia; Commitments; Empirical Stu-dies."
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/3d76c6dw",
            "frozenauthors": [
                {
                    "first_name": "Messerli",
                    "middle_name": "",
                    "last_name": "Michael",
                    "name_suffix": "",
                    "institution": "University of Sheffield",
                    "department": ""
                },
                {
                    "first_name": "Reuter",
                    "middle_name": "",
                    "last_name": "Kevin",
                    "name_suffix": "",
                    "institution": "Universitat Bern",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28811/galley/18682/download/"
                }
            ]
        },
        {
            "pk": 28699,
            "title": "Decoding Affirmative and Negated Action-Related Sentences in the Brain withDistributional Semantic Models",
            "subtitle": null,
            "abstract": "Recent work shows that distributional semantic models can be used to decode patterns of brain activity associated withindividual words and sentence meanings. However, it is yet unclear to what extent such models can be used to study anddecode brain activity patterns associated with specific aspects of semantic composition such as the negation function. Inthis paper, we investigate the extent to which distributional semantic models of action-verbs correlate with brain activityassociated with negated and affirmative sentences containing hand-action verbs. Our results show reduced correlations forsentences where the verb is in the negated context, as compared to the affirmative one, within brain regions implicated inaction-semantic processing. The results lend support to the idea that negation involves reduced access to aspects of theaffirmative representation and pave the way for further testing alternate distributional-based semantic models of negationagainst human semantic processing in the brain.",
            "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/56r7r04p",
            "frozenauthors": [
                {
                    "first_name": "Vesna",
                    "middle_name": "",
                    "last_name": "Djokic",
                    "name_suffix": "",
                    "institution": "University of Southern California, Los Angeles",
                    "department": ""
                },
                {
                    "first_name": "Jean",
                    "middle_name": "",
                    "last_name": "Maillard",
                    "name_suffix": "",
                    "institution": "University of Cambridge, Cambridge",
                    "department": ""
                },
                {
                    "first_name": "Luana",
                    "middle_name": "",
                    "last_name": "Bulat",
                    "name_suffix": "",
                    "institution": "University of Cambridge, Cambridge",
                    "department": ""
                },
                {
                    "first_name": "Ekaterina",
                    "middle_name": "",
                    "last_name": "Shutova",
                    "name_suffix": "",
                    "institution": "University of Amsterdam",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28699/galley/18570/download/"
                }
            ]
        },
        {
            "pk": 28706,
            "title": "Decomposing Human Causal Learning:Bottom-up Associative Learning and Top-down Schema Reasoning",
            "subtitle": null,
            "abstract": "Transfer learning is fundamental for intelligence; agents ex-pected to operate in novel and unfamiliar environments mustbe able to transfer previously learned knowledge to new do-mains or problems. However, knowledge transfer manifestsat different levels of representation. The underlying compu-tational mechanisms in support of different types of transferlearning remain unclear. In this paper, we approach the transferlearning challenge by decomposing the underlying computa-tional mechanisms involved in bottom-up associative learningand top-down causal schema induction. We adopt a Bayesianframework to model causal theory induction and use the in-ferred causal theory to transfer abstract knowledge betweensimilar environments. Specifically, we train a simulated agentto discover and transfer useful relational and abstract knowl-edge by interactively exploring the problem space and extract-ing relations from observed low-level attributes. A set of hier-archical causal schema is constructed to determine task struc-ture. Our agent combines causal theories and associative learn-ing to select a sequence of actions most likely to accomplishthe task. To evaluate the proposed framework, we compareperformances of the simulated agent with human performancein the OpenLock environment, a virtual “escape room” with acomplex hierarchy that requires agents to reason about causalstructures governing the system. While the simulated agent re-quires more attempts than human participants, the qualitativetrends of transfer in the learning situations are similar betweenhumans and our trained agent. These findings suggest humancausal learning in complex, unfamiliar situations may rely onthe synergy between bottom-up associative learning and top-down schema reasoning.",
            "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/4p99b2fg",
            "frozenauthors": [
                {
                    "first_name": "Mark",
                    "middle_name": "",
                    "last_name": "Edmonds",
                    "name_suffix": "",
                    "institution": "University of California, Los Angeles",
                    "department": ""
                },
                {
                    "first_name": "Siyuan",
                    "middle_name": "",
                    "last_name": "Qi",
                    "name_suffix": "",
                    "institution": "University of California, Los Angeles",
                    "department": ""
                },
                {
                    "first_name": "Yixin",
                    "middle_name": "",
                    "last_name": "Zhu",
                    "name_suffix": "",
                    "institution": "University of California, Los Angeles",
                    "department": ""
                },
                {
                    "first_name": "James",
                    "middle_name": "",
                    "last_name": "Kubricht",
                    "name_suffix": "",
                    "institution": "University of California, Los Angeles",
                    "department": ""
                },
                {
                    "first_name": "Song-Chun",
                    "middle_name": "",
                    "last_name": "Zhu",
                    "name_suffix": "",
                    "institution": "University of California, Los Angeles",
                    "department": ""
                },
                {
                    "first_name": "Hongjing",
                    "middle_name": "",
                    "last_name": "Lu",
                    "name_suffix": "",
                    "institution": "University of California, Los Angeles",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28706/galley/18577/download/"
                }
            ]
        },
        {
            "pk": 28823,
            "title": "Decomposing Individual Differences in Cognitive Control:A Model-Based Approach",
            "subtitle": null,
            "abstract": "Researchers have long been interested in using laboratory mea-sures of cognitive control to predict a person’s cognitive con-trol/self control success outside the lab. We used a computa-tional approach to identify which lab-based performance mea-sures provide the most valid individual difference measuresof one’s ability and/or motivation to exert cognitive control.We simulated performance across an array of cognitive controltasks, and estimated the degree to which different performancemetrics (e.g., congruency effects, conflict adaptation, and de-mand avoidance) could theoretically provide valid estimatesof processes underlying control allocation. By performing di-mension reduction on these performance metrics, we furtherrevealed latent dimensions that can index separate mechanismsof control-demanding behavior. Our results suggest that indi-vidual differences in measures of cognitive control can orig-inate from multiple factors, several of which are unrelated tocapacity for cognitive control. We conclude by discussing im-plications of these analyses for assessing individual differencesin cognitive control phenomena.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "individual differences; cognitive control; motiva-tion; self-control"
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/95f995wb",
            "frozenauthors": [
                {
                    "first_name": "Sebastian",
                    "middle_name": "",
                    "last_name": "Musslick",
                    "name_suffix": "",
                    "institution": "Princeton University",
                    "department": ""
                },
                {
                    "first_name": "Jonathan",
                    "middle_name": "D.",
                    "last_name": "Cohen",
                    "name_suffix": "",
                    "institution": "Princeton University",
                    "department": ""
                },
                {
                    "first_name": "Amitai",
                    "middle_name": "",
                    "last_name": "Shenhav",
                    "name_suffix": "",
                    "institution": "Brown University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28823/galley/18694/download/"
                }
            ]
        },
        {
            "pk": 29230,
            "title": "Deconvolving a Complex, Real-Life Task: Do standard lab tasks predict CPRlearning and retention?",
            "subtitle": null,
            "abstract": "Cardiopulmonary resuscitation (CPR), a basic life-saving skill, requires a combination of procedural and declarativeknowledge. CPR proficiency was assessed and re-trained to criterion across four sessions (spaced weeks to months apart).In addition, three laboratory tasks were administered: continuation tapping, paired-associate learning, and Raven ma-trices. These served as proxies for procedural learning, declarative learning, and general cognitive ability, respectively.Even though a computational model (Predictive Performance Equation, Walsh et al., 2018) predicted long-term CPR per-formance, none of the lab tasks correlated with any aspect of CPR performance (initial performance, (re-)learning, orretention of CPR; see https://osf.io/m8bxe/ for details). These results highlight the challenges faced when translating labresults into real-world domains and can serve as a benchmark for applying computational models to real-life learning andforgetting.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/7kj538nb",
            "frozenauthors": [
                {
                    "first_name": "Sarah",
                    "middle_name": "",
                    "last_name": "Maa",
                    "name_suffix": "",
                    "institution": "University of Groningen",
                    "department": ""
                },
                {
                    "first_name": "Florian",
                    "middle_name": "",
                    "last_name": "Sense",
                    "name_suffix": "",
                    "institution": "University of Groningen",
                    "department": ""
                },
                {
                    "first_name": "Michael",
                    "middle_name": "",
                    "last_name": "Krusmark",
                    "name_suffix": "",
                    "institution": "Wright-Patterson Air Force Base",
                    "department": ""
                },
                {
                    "first_name": "Kevin",
                    "middle_name": "",
                    "last_name": "Gluck",
                    "name_suffix": "",
                    "institution": "Air Force Research Laboratory",
                    "department": ""
                },
                {
                    "first_name": "Hedderik",
                    "middle_name": "",
                    "last_name": "van Rijn",
                    "name_suffix": "",
                    "institution": "University of Groningen",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29230/galley/19101/download/"
                }
            ]
        },
        {
            "pk": 29038,
            "title": "Decoy Effect and Violation of Betweenness in Risky Decision Making: AResource-Rational Mechanistic Account",
            "subtitle": null,
            "abstract": "A wealth of experimental evidence shows that, contrary to normative models of choice, people’s preferences are markedlyswayed by the context in which options are presented. In this work, we present the first resource-rational, mechanisticaccount of the decoy effect—a major contextual effect in risky decision making. Our model additionally explains a related,well-known behavioral departure from expected utility theory: violation of betweenness. We demonstrate that, contrary towidely held views, these effects can be accounted for by a variant of normative expected-utility maximization—sample-based expected utility model (SbEU; Nobandegani et al., 2018)—which acknowledges cognitive limitations. Our work isconsistent with two empirically well-supported hypotheses: (i) In probabilistic reasoning and judgment, a cognitive sys-tem accumulates information through sampling, and (ii) People engage in pairwise comparisons when choosing betweenmultiple alternatives.",
            "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/9j84d19f",
            "frozenauthors": [
                {
                    "first_name": "Ardavan",
                    "middle_name": "S.",
                    "last_name": "Nobandegani",
                    "name_suffix": "",
                    "institution": "McGill University",
                    "department": ""
                },
                {
                    "first_name": "Kevin",
                    "middle_name": "",
                    "last_name": "da Silva-Castanheira",
                    "name_suffix": "",
                    "institution": "McGill University",
                    "department": ""
                },
                {
                    "first_name": "Thomas",
                    "middle_name": "",
                    "last_name": "Shultz",
                    "name_suffix": "",
                    "institution": "McGill University",
                    "department": ""
                },
                {
                    "first_name": "A. Ross",
                    "middle_name": "",
                    "last_name": "Otto",
                    "name_suffix": "",
                    "institution": "McGill University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29038/galley/18909/download/"
                }
            ]
        },
        {
            "pk": 29323,
            "title": "Deep Learning of Chinese Characters",
            "subtitle": null,
            "abstract": "In this study, the printing forms (different fonts) of about 3000 common Chinese characters were sent into a Deep NeuralNetwork (DNN), along with their sounds. The network can successfully learn the association between the form and thesound of these characters. It also develops certain generalizability when facing new characters. In addition, the internalrepresentations on different layers of the network show the emergence of basic writing structures of Chinese characters(i.e. strokes, radicals, left-right, top-down structures ). The learning pattern of the network is further compared with thatof the elementary school students.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/5ts7p60t",
            "frozenauthors": [
                {
                    "first_name": "Xiaowei",
                    "middle_name": "",
                    "last_name": "Zhao",
                    "name_suffix": "",
                    "institution": "Emmanuel College",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29323/galley/19194/download/"
                }
            ]
        },
        {
            "pk": 28587,
            "title": "Definition of Memory for the Cognitive Sciences",
            "subtitle": null,
            "abstract": "We provide a definition of ‘memory’ that is broad enough to\napply to both natural and artificial systems. Inspired by\ncomputation and information theory, we define memory as a\nprocess that preserves information through time while\nmaintaining its usefulness as an object to be computed. We\ndefend the extensiveness of our definition by explaining how it\napplies to both brains and modern computers. We then consider\npotential objections to our definition. Our primary goal is to\nprovide a definition of ‘memory’ that is broadly applicable\nacross various cognitive sciences subfields.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "memory; computation; representation; information"
                }
            ],
            "section": "Papers with Oral Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/11r0t01t",
            "frozenauthors": [
                {
                    "first_name": "Brett",
                    "middle_name": "A.",
                    "last_name": "Ross",
                    "name_suffix": "",
                    "institution": "University of Central Florida",
                    "department": ""
                },
                {
                    "first_name": "Luis",
                    "middle_name": "H.",
                    "last_name": "Favela",
                    "name_suffix": "",
                    "institution": "University of Central Florida",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28587/galley/18458/download/"
                }
            ]
        },
        {
            "pk": 28988,
            "title": "Demonstrating the Impact of Prior Knowledge in Risky Choice",
            "subtitle": null,
            "abstract": "Bayesian models that optimally integrate prior probabilities with observations have successfully explained many aspects ofhuman cognition. Research on decision-making under risk, however, is usually done through laboratory tasks that attemptto remove the effect of prior knowledge on choice. To test the effects of manipulating prior probabilities on participants’choices, we ran a large online experiment in which risky options paid out according to the distribution of Democratic andRepublican voters in unknown congressional districts in known US states. This setup allows us to directly manipulate priorprobabilities while holding observations constant and to compare people’s choices with the options’ true posterior values.We find that people’s choices are appropriately influenced by prior probabilities, and discuss how the study of risky choicecan be integrated into the Bayesian approach to studying cognition.",
            "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/25m8d60k",
            "frozenauthors": [
                {
                    "first_name": "Mathew",
                    "middle_name": "",
                    "last_name": "Hardy",
                    "name_suffix": "",
                    "institution": "Princeton University",
                    "department": ""
                },
                {
                    "first_name": "Tom",
                    "middle_name": "",
                    "last_name": "Griffiths",
                    "name_suffix": "",
                    "institution": "University of California, Berkeley",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28988/galley/18859/download/"
                }
            ]
        },
        {
            "pk": 29098,
            "title": "Demonstrative This and Hand Pointing Can Promote Socio-CentricInterpretations About Invisible Objects",
            "subtitle": null,
            "abstract": "Conveying referential intention is essentially important to cooperate with others. It is reported that even adults some-times take ego-centric perspective (i.e., perspective that is based on one’s own perspective ignoring other’s perspective) incomprehending others utterances. In the present study we used a modified version of Keysars paradigm of 4x4 grid, andexamined whether the interpretation of the instruction by the addressee was affected by the directors use of two social-pragmatics aspects; demonstratives and gestures. Results showed if the director did not use a demonstrative and handpointing, the addressees interpreted the object from ego-centric perspective. In contrast, if the director used a demon-strative and hand pointing, the addressees correctly interpreted the referred object showing their use of the directorsperspective. The result suggested that demonstratives and hand pointing may promote the addressees interpretation basedon the directors perspectives.",
            "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/33j7x1vj",
            "frozenauthors": [
                {
                    "first_name": "Tetsuya",
                    "middle_name": "",
                    "last_name": "Yasuda",
                    "name_suffix": "",
                    "institution": "Tokyo Denki University",
                    "department": ""
                },
                {
                    "first_name": "Kei",
                    "middle_name": "",
                    "last_name": "Kashiwadate",
                    "name_suffix": "",
                    "institution": "Graduate school of TokyoDenki University",
                    "department": ""
                },
                {
                    "first_name": "Harumi",
                    "middle_name": "",
                    "last_name": "Kobayashi",
                    "name_suffix": "",
                    "institution": "Tokyo Denki University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29098/galley/18969/download/"
                }
            ]
        },
        {
            "pk": 28573,
            "title": "Designing good deception: Recursive theory of mind in lying and lie detection",
            "subtitle": null,
            "abstract": "The human ability to deceive others and detect deception haslong been tied to theory of mind. We make a stronger argu-ment: in order to be adept liars – to balance gain (i.e. maxi-mizing their own reward) and plausibility (i.e. maintaining arealistic lie) – humans calibrate their lies under the assumptionthat their partner is a rational, utility-maximizing agent. Wedevelop an adversarial recursive Bayesian model that aims toformalize the behaviors of liars and lie detectors. We comparethis model to (1) a model that does not perform theory of mindcomputations and (2) a model that has perfect knowledge ofthe opponent’s behavior. To test these models, we introduce anovel dyadic, stochastic game, allowing for quantitative mea-sures of lies and lie detection. In a second experiment, we varythe ground truth probability. We find that our rational modelsqualitatively predict human lying and lie detecting behaviorbetter than the non-rational model. Our findings suggest thathumans control for the extremeness of their lies in a mannerreflective of rational social inference. These findings provide anew paradigm and formal framework for nuanced quantitativeanalysis of the role of rationality and theory of mind in lyingand lie detecting behavior.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "deception; Theory of Mind; Bayesian reasoning;non-cooperative games; computational modeling"
                }
            ],
            "section": "Papers with Oral Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/4c81849n",
            "frozenauthors": [
                {
                    "first_name": "Lauren",
                    "middle_name": "A.",
                    "last_name": "Oey",
                    "name_suffix": "",
                    "institution": "University of California, San Diego",
                    "department": ""
                },
                {
                    "first_name": "Adena",
                    "middle_name": "",
                    "last_name": "Schachner",
                    "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": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28573/galley/18444/download/"
                }
            ]
        },
        {
            "pk": 28928,
            "title": "Detecting presupposition failure and accommodation with EEG",
            "subtitle": null,
            "abstract": "Sentence comprehension in part involves introducing, stor-ing, and retrieving information about individuals. Natural lan-guages provide various means for performing this computa-tional work. One popular idea is that indefinite noun phrasesprovide instructions for updating the discourse model byadding a new discourse referent, while definite noun phrasespresuppose the existence of a discourse referent available inmemory, as well as instructions for retrieving it. When no an-tecedent is available, the definite’s presupposition fails to besatisfied, resulting in the so-called ‘presupposition failure’ andpragmatic infelicity. However, under certain conditions, def-inite noun phrases can felicitously be used even when no an-tecedent is available in memory. In such cases, a conversa-tional repair strategy called ‘presupposition accommodation’can rescue the discourse by adding the required referent. Itis natural to expect greater processing costs for adding a dis-course referent with a definite than with an indefinite: althoughboth involve the process of adding a referent, definites gothrough a stage of presupposition failure and a subsequent de-cision to accommodate. The experimental challenge has beento apply a method sensitive enough to detect expected costsin discourse, even when the participant is unaware of the pre-supposition failure and repairs it rapidly. The present studyaddresses this challenge by using EEG to capture temporallyfine-grained processing differences between definite and indef-inite noun phrases when both introduce new discourse refer-ents in plausible and implausible contexts. Our main findingis that definite noun phrases elicit the Left Anterior Negativ-ity (LAN) effect, compared to indefinite noun phrases, bothin implausible contexts where there is a sense of oddness andin perfectly coherent contexts. We take this as evidence of aspecific cognitive stage at which presupposition failure is de-tected and when an accommodation decision occurs. This alsosupports the idea that, when encountering a definite, the LANis tightly linked to working memory processes involving thesearch for discourse elements that are presupposed to exist inmemory. When none are found, definites are subsequently ac-commodated and bridged to other entities in the discourse.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "discourse; presuppositions; context; accommoda-tion; EEG"
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/8nn868zm",
            "frozenauthors": [
                {
                    "first_name": "Alice",
                    "middle_name": "",
                    "last_name": "Xia",
                    "name_suffix": "",
                    "institution": "Carleton University",
                    "department": ""
                },
                {
                    "first_name": "Roxana",
                    "middle_name": "M.",
                    "last_name": "Barbu",
                    "name_suffix": "",
                    "institution": "Carleton University",
                    "department": ""
                },
                {
                    "first_name": "Kathleen",
                    "middle_name": "",
                    "last_name": "Van Benthem",
                    "name_suffix": "",
                    "institution": "Carleton University",
                    "department": ""
                },
                {
                    "first_name": "Daniel",
                    "middle_name": "A.",
                    "last_name": "Di Giovanni",
                    "name_suffix": "",
                    "institution": "Rue Universite Montreal",
                    "department": ""
                },
                {
                    "first_name": "Ida",
                    "middle_name": "",
                    "last_name": "Toivonen",
                    "name_suffix": "",
                    "institution": "Carleton University",
                    "department": ""
                },
                {
                    "first_name": "Raj",
                    "middle_name": "",
                    "last_name": "Singh",
                    "name_suffix": "",
                    "institution": "Carleton University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28928/galley/18799/download/"
                }
            ]
        },
        {
            "pk": 28503,
            "title": "Detecting social transmission in the design of artifacts via inverse planning",
            "subtitle": null,
            "abstract": "How do people use human-made objects (artifacts) to learn\nabout the people and actions that created them? We test the\nrichness of people’s reasoning in this domain, focusing on the\ntask of judging whether social transmission has occurred (i.e.\nwhether one person copied another). We develop a formal\nmodel of this reasoning process as a form of rational inverse\nplanning, which predicts that rather than solely focusing on\nartifacts’ similarity to judge whether copying occurred, people\nshould also take into account availability constraints (the\nmaterials available), and functional constraints (which\nmaterials work). Using an artifact-building task where two\ncharacters build tools to solve a puzzle box, we find that this\ninverse planning model predicts trial-by-trial judgments,\nwhereas simpler models that do not consider availability or\nfunctional constraints do not. This suggests people use a\nprocess like inverse planning to make flexible inferences from\nartifacts’ features about the source of design ideas.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "social cognition; Bayesian inference; explanation;\nsocial transmission; imitation; artifact; design; inverse\nplanning"
                }
            ],
            "section": "Papers with Oral Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/8f60q9xb",
            "frozenauthors": [
                {
                    "first_name": "Ethan",
                    "middle_name": "",
                    "last_name": "Hurwitz",
                    "name_suffix": "",
                    "institution": "University of California, San Diego",
                    "department": ""
                },
                {
                    "first_name": "Timothy",
                    "middle_name": "F.",
                    "last_name": "Brady",
                    "name_suffix": "",
                    "institution": "University of California, San Diego",
                    "department": ""
                },
                {
                    "first_name": "Adena",
                    "middle_name": "",
                    "last_name": "Schachner",
                    "name_suffix": "",
                    "institution": "University of California, San Diego",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28503/galley/18374/download/"
                }
            ]
        },
        {
            "pk": 29175,
            "title": "Detecting Students Problem Solving Strategies Using Sankey Diagrams",
            "subtitle": null,
            "abstract": "Process data (e.g., logs of actions, keystrokes, times, or eye tracks) recording students interactions with digital assessmentsare available in many digital educational assessments. They have become the primary focus of cognitive scientists todetect and analyze students strategies during problem solving. This study developed a Sankey diagram-based methodto visualize process data of multiple-choice items. Such diagram has been widely adopted in industry and ecology totrace flow of information, energy, or resource. Using released items from the 2017 National Assessment of EducationalProgress Mathematics Tests, we illustrated how to use such a diagram to elucidate frequent answer formulation patternsof students, their common mistakes, and estimated probabilities of reaching correct/wrong answers at various answeringstages. These help reveal the problem solving strategies adopted by students and their underlying cognitive processes.Assessment developers, teachers, and students could use such insights to improve assessments and learning outcomes forconfusing concepts.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/499166q4",
            "frozenauthors": [
                {
                    "first_name": "Tao",
                    "middle_name": "",
                    "last_name": "Gong",
                    "name_suffix": "",
                    "institution": "Princeton",
                    "department": ""
                },
                {
                    "first_name": "Christopher",
                    "middle_name": "",
                    "last_name": "Agard",
                    "name_suffix": "",
                    "institution": "Princeton",
                    "department": ""
                },
                {
                    "first_name": "Gary",
                    "middle_name": "",
                    "last_name": "Feng",
                    "name_suffix": "",
                    "institution": "Princeton",
                    "department": ""
                },
                {
                    "first_name": "Gabrielle",
                    "middle_name": "",
                    "last_name": "Cayton-Hodges",
                    "name_suffix": "",
                    "institution": "Princeton",
                    "department": ""
                },
                {
                    "first_name": "Luis",
                    "middle_name": "",
                    "last_name": "Saldivia",
                    "name_suffix": "",
                    "institution": "Princeton",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29175/galley/19046/download/"
                }
            ]
        },
        {
            "pk": 35934,
            "title": "Developing Autonomous Self-Editors: An Alternative Approach to Written Corrective Feedback",
            "subtitle": null,
            "abstract": "Written corrective feedback has been a long-standing practice among second language writing instructors, yet the efficacy of this practice for long-term development of students’ writing remains uncertain. In th field of writing research, error correction in second language writing continues to be a topic of much controversy. While numerous studies have investigated the long-term effect of written corrective feedback, no consensus has been reached. Challenging the deep-rooted conviction that instructors’ correction is beneficial, this article (a) argues that the role of a writing instructor is not to serve as an editor but to help students to become autonomous self-editors of their own work, and (b) proposes an alternative approach that is designed to develop students’ self-editing skills. Through effective scaffolding and strategy training, writing instructors can develop in second language writers a habit of mind to critically read and edit their own work.",
            "language": "eng",
            "license": null,
            "keywords": [
                {
                    "word": "guided self-editing practice"
                },
                {
                    "word": "self-editing strategy"
                },
                {
                    "word": "L2 writing"
                },
                {
                    "word": "Error Correction"
                },
                {
                    "word": "written corrective feedback"
                }
            ],
            "section": "Theme Section - Teaching and Learning",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/2r68b92k",
            "frozenauthors": [
                {
                    "first_name": "Undarmaa",
                    "middle_name": "",
                    "last_name": "Maamuujav",
                    "name_suffix": "",
                    "institution": "University of California, Irvine",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/catesoljournal/article/35934/galley/26789/download/"
                }
            ]
        },
        {
            "pk": 28542,
            "title": "Developmental changes in the ability to drawdistinctive features of object categories",
            "subtitle": null,
            "abstract": "How do children’s visual concepts change across childhood,and how might these changes be reflected in their drawings?Here we investigate developmental changes in children’s abil-ity to emphasize the relevant visual distinctions between objectcategories in their drawings. We collected over 13K drawingsfrom children aged 2-10 years via a free-standing drawing sta-tion in a children’s museum. We hypothesized that older chil-dren would produce more recognizable drawings, and that thisgain in recognizability would not be entirely explained by con-current development in visuomotor control. To measure recog-nizability, we applied a pretrained deep convolutional neuralnetwork model to extract a high-level feature representation ofall drawings, and then trained a multi-way linear classifier onthese features. To measure visuomotor control, we developedan automated procedure to measure their ability to accuratelytrace complex shapes. We found consistent gains in the recog-nizability of drawings across ages that were not fully explainedby children’s ability to accurately trace complex shapes. Fur-thermore, these gains were accompanied by an increase in howdistinct different object categories were in feature space. Over-all, these results demonstrate that children’s drawings includemore distinctive visual features as they grow older.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "object representations; child development; visualproduction; deep neural networks"
                }
            ],
            "section": "Papers with Oral Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/1gx7k7p7",
            "frozenauthors": [
                {
                    "first_name": "Bria",
                    "middle_name": "",
                    "last_name": "Long",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                },
                {
                    "first_name": "Judith",
                    "middle_name": "E.",
                    "last_name": "Fan",
                    "name_suffix": "",
                    "institution": "University of California, San Diego",
                    "department": ""
                },
                {
                    "first_name": "Zixian",
                    "middle_name": "",
                    "last_name": "Chai",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                },
                {
                    "first_name": "Michael",
                    "middle_name": "C.",
                    "last_name": "Frank",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28542/galley/18413/download/"
                }
            ]
        },
        {
            "pk": 28808,
            "title": "Development of Verb Morphology: From Item-Specificity to Proficient Use",
            "subtitle": null,
            "abstract": "The initial phase of linguistic production by children is char-acterized by rote-learned, lexically restricted forms and con-structions. Only during later phases of language acquisitiondo they develop flexibility across a paradigm and mix lexicaland grammatical material more freely. In the development ofverb morphology, a correlation between the use of tense andaspect has been observed in many languages. It has been sug-gested that this leads to an intermediary state of paradigm cat-egorization based on temporal categories. So far the flexibilityof individual verbs occurring in different tense-aspect combi-nations has not been examined in detail. Here we evaluate theflexibility of verb use in a large longitudinal corpus of 4 Rus-sian children. We compute the Shannon entropy of verb stemsdistributed over individual grammatical forms. Results showthat children do not pass through a stage of paradigm cate-gorization based on aspecto-temporal categories. After a briefitem-specific phase of rote learned forms, they quickly becomeflexible users of verbs in both aspects.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "language acquisition; corpus study; item-specificity; verb morphology; aspect; Russian"
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/3kj424db",
            "frozenauthors": [
                {
                    "first_name": "Jekaterina",
                    "middle_name": "",
                    "last_name": "Mažara",
                    "name_suffix": "",
                    "institution": "University of Zurich",
                    "department": ""
                },
                {
                    "first_name": "Sabine",
                    "middle_name": "",
                    "last_name": "Stoll",
                    "name_suffix": "",
                    "institution": "University of Zurich",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28808/galley/18679/download/"
                }
            ]
        },
        {
            "pk": 28470,
            "title": "Differences in learnability of pantomime versus artificial sign: Iconicity, culturalevolution, and linguistic structure",
            "subtitle": null,
            "abstract": "One of the central goals of language evolution research is toexplain how systematic structure emerges. A culturalevolutionary approach proposes that the systematic structure oflanguage arises from the use and transmission of language.Motamedi and colleagues (2016) investigated the influences ofthese forces on the evolution of language by generating anartificial sign language in the lab. Over several generations ofnew learners and their interactions, an initially unsystematic setof silent gestures developed markers for functional categoriesof person, location, object, and action. Here we describe resultsof two studies that compared the learnability of solo-producedpantomimes versus signals that had been transmitted and usedby interlocutors. In these studies, participants saw an artificialsign and judged whether an English translation matched ormismatched the meaning of the sign. In an event-relatedpotential (ERP) study, we found that mismatches elicited largernegativities in the ERP than matches. However, those effectswere most reminiscent of the classic N400 response in theevolved signs. This study provides a clearer view on how themechanisms that drive language evolution change language toadapt to a learner’s brain.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "artificial language learning; gesturecomprehension; iterated learning"
                }
            ],
            "section": "Papers with Oral Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/48r6q2td",
            "frozenauthors": [
                {
                    "first_name": "Tania",
                    "middle_name": "",
                    "last_name": "Delgado",
                    "name_suffix": "",
                    "institution": "University of California, San Diego",
                    "department": ""
                },
                {
                    "first_name": "Seana",
                    "middle_name": "",
                    "last_name": "Coulson",
                    "name_suffix": "",
                    "institution": "University of California, San Diego",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28470/galley/18341/download/"
                }
            ]
        },
        {
            "pk": 29017,
            "title": "Different Frames of Players and their Empathy as Motive of Prosocial Behavior inDigital Games",
            "subtitle": null,
            "abstract": "Advanced technologies used in games allow players to behave freely in the game world. Like in the real world, there maybe complex motives for a behavior. Although how a player behaves in a game is afforded by the games rules, motivesmay differ depending on the type of player. For example, a player who regards the game as mere rule-based play maybehave differently as compared to a player who perceives the game as another reality with its own rules and sociality.This study focuses on understanding players prosocial behavior in games and empathy as their motive. A survey wasconducted to look at the relationships between prosocial behavior, empathy, and different types of players (depending ontheir interpretation of gameplay). The results showed that the type of player did not affect their levels of empathy, but itmoderated the effect of empathy on prosocial behavior toward other characters.",
            "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/1x59c73k",
            "frozenauthors": [
                {
                    "first_name": "Ji",
                    "middle_name": "Soo",
                    "last_name": "Lim",
                    "name_suffix": "",
                    "institution": "Dokkyo University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29017/galley/18888/download/"
                }
            ]
        },
        {
            "pk": 28786,
            "title": "Discovering a symbolic planning language from continuous experience",
            "subtitle": null,
            "abstract": "Humans make plans with remarkable flexibility by leveraging symbolic representations. How are these representationslearned? We present a model that starts out with a language of low-level physical constraints and, by observing expertdemonstrations, builds up a library of high-level concepts that afford planning and action understanding. We demonstrateits versatility through experiments inspired by developmental psychology literature.",
            "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/6z38k737",
            "frozenauthors": [
                {
                    "first_name": "Joo",
                    "middle_name": "",
                    "last_name": "Loula",
                    "name_suffix": "",
                    "institution": "Massachusetts Institute of Technology",
                    "department": ""
                },
                {
                    "first_name": "Tom",
                    "middle_name": "",
                    "last_name": "Silver",
                    "name_suffix": "",
                    "institution": "Massachusetts Institute of Technology",
                    "department": ""
                },
                {
                    "first_name": "Kelsey",
                    "middle_name": "",
                    "last_name": "Allen",
                    "name_suffix": "",
                    "institution": "Massachusetts Institute of Technology",
                    "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": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28786/galley/18657/download/"
                }
            ]
        },
        {
            "pk": 28496,
            "title": "Disentangling contributions of visual information and interaction history in theformation of graphical conventions",
            "subtitle": null,
            "abstract": "Drawing is a versatile technique for visual communication,ranging from photorealistic renderings to schematic diagramsconsisting entirely of symbols. How does a medium spanningsuch a broad range of appearances reliably convey meaning? Anatural possibility is that drawings derive meaning from boththeir visual properties as well as shared knowledge betweenpeople who use them to communicate. Here we evaluate thispossibility in a drawing-based reference game in which twoparticipants repeatedly communicated about visual objects.Across a series of controlled experiments, we found that pairsof participants discover increasingly sparse yet effective waysof depicting objects. These gains were specific to thoseobjects that were repeatedly referenced, and went beyond whatcould be explained by task practice or the visual properties ofthe drawings alone. We employed modern techniques fromcomputer vision to characterize how the high-level visual fea-tures of drawings changed, finding that drawings of the sameobject became more consistent within a pair of participants anddivergent across participants from different interactions. Takentogether, these findings suggest that visual communicationpromotes the emergence of depictions whose meanings areincreasingly determined by shared knowledge rather than theirvisual properties alone.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "alignment; coordination; iconicity; sketch under-standing; visual communication"
                }
            ],
            "section": "Papers with Oral Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/6408z76h",
            "frozenauthors": [
                {
                    "first_name": "Robert",
                    "middle_name": "X.D.",
                    "last_name": "Hawkins",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                },
                {
                    "first_name": "Megumi",
                    "middle_name": "",
                    "last_name": "Sano",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                },
                {
                    "first_name": "Noah",
                    "middle_name": "D.",
                    "last_name": "Goodman",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                },
                {
                    "first_name": "Judith",
                    "middle_name": "E.",
                    "last_name": "Fan",
                    "name_suffix": "",
                    "institution": "UC San Diego",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28496/galley/18367/download/"
                }
            ]
        },
        {
            "pk": 28649,
            "title": "Distant Concept Connectivity in Network-Based and Spatial Word Representations",
            "subtitle": null,
            "abstract": "It is presently unclear how localized, word association networkrepresentations compare to distributed, spatial representationsin representing distant concepts and accounting for primingeffects. We compared and contrasted 4 models of representingsemantic knowledge (5018-word directed and undirected stepdistance networks, an association-correlation network andword2vec spatial representations) to predict semantic primingperformance for distant concepts. In Experiment 1, responselatencies for relatedness judgments for word-pairs followed aquadratic relationship with network path lengths and spatialcosines, replicating and extending a pattern recently reportedby Kenett, Levi, Anaki, and Faust (2017) for an 800-wordHebrew network. In Experiment 2, response latencies toidentify a word through progressive demasking showed a lineartrend for path lengths and cosines, suggesting that simpleassociation networks can capture distant semanticrelationships. Further analyses indicated that spatial modelsand correlation networks are less sensitive to directassociations and likely represent more higher-levelrelationships between words.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "neural networks; word2vec; semantic priming;semantic space model; word association; network science."
                }
            ],
            "section": "Papers with Poster Presentations",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/4tn149vv",
            "frozenauthors": [
                {
                    "first_name": "Abhilasha",
                    "middle_name": "A.",
                    "last_name": "Kumar",
                    "name_suffix": "",
                    "institution": "Washington University in St Louis",
                    "department": ""
                },
                {
                    "first_name": "David",
                    "middle_name": "A.",
                    "last_name": "Balota",
                    "name_suffix": "",
                    "institution": "Washington University in St Louis",
                    "department": ""
                },
                {
                    "first_name": "Mark",
                    "middle_name": "",
                    "last_name": "Steyvers",
                    "name_suffix": "",
                    "institution": "University of California, Irvine",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2019-01-01T19:00:00+01:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28649/galley/18520/download/"
                }
            ]
        }
    ]
}