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{ "count": 39508, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=16200", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=16000", "results": [ { "pk": 28835, "title": "Distinguishing Effects of Executive Functions on Literacy Skills in Adolescents", "subtitle": null, "abstract": "This study investigated direct and indirect effects of executivefunctions (EF) on reading comprehension in 87 adolescents(mean age = 14.0 years, SD = 1.5). The operation span taskwas used to measure the updating aspect of working memory,the plus-minus task to measure task-switching, and thenumerical Stroop task to measure inhibitory control. Literacyskills tasks assessed nonword decoding, text recall/inference,and passage comprehension. Regression models indicated thatEF measures accounted for significant variance in literacyskills after controlling for age and fluid intelligence. Workingmemory was associated with passage comprehension, task-switching with nonword decoding, and inhibitory control withnonword decoding as well as text recall/inference. Parallelmediation models tested for indirect effects of EF constructsvia decoding and text recall/inference. Working memoryshowed direct and indirect effects on passage comprehension,the latter mediated by text recall/inference. Task-switchingwas associated with decoding, but its relation to passagecomprehension was not significant. Inhibitory control showedindirect effects on passage comprehension via decoding andtext recall/inference. Results indicate overlapping but distinctcontributions of EF to literacy skills.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Reading comprehension" }, { "word": "literacy skills" }, { "word": "decoding" }, { "word": "text recall/inference" }, { "word": "executive functions" }, { "word": "working memory" }, { "word": "task-switching" }, { "word": "Inhibitory control" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7rr6j3gn", "frozenauthors": [ { "first_name": "Teresa", "middle_name": "M.", "last_name": "Ober", "name_suffix": "", "institution": "City University of New York", "department": "" }, { "first_name": "Patricia", "middle_name": "J.", "last_name": "Brooks", "name_suffix": "", "institution": "City University of New York", "department": "" }, { "first_name": "Bruce", "middle_name": "D.", "last_name": "Homer", "name_suffix": "", "institution": "City University of New York", "department": "" }, { "first_name": "Jan", "middle_name": "L.", "last_name": "Plass", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28835/galley/18706/download/" } ] }, { "pk": 28648, "title": "Distinguishing learned categorical perception from selective attention to adimension: Preliminary evidence from a new method", "subtitle": null, "abstract": "A novel experimental method is motivated and applied in aneffort to test for effects of category learning on perceptualdiscrimination so as to clearly distinguish category boundaryeffects of expansion and compression from changes insensitivity to stimulus dimensions. The method includes acontrol group performing a task that, like category learning,requires attention to one systematically varying stimulusdimension rather than another. Discrimination accuracy istracked over time and measured using a psychophysicalstaircase procedure tailored to individual participants thatdoesn’t rely on memory. Initial results suggest improvementin discrimination accuracy over time, particularly on thedimension relevant to the categorization or control task, butno evidence of category boundary effects or effects ofcategory learning on dimension perception stronger than thoseof the control task. Possible reasons for this and directions forfurther research are briefly discussed .", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "categorical perception; categorization; learning;expansion; compression; dimensional modulation; selectiveattention" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6h83637g", "frozenauthors": [ { "first_name": "Janet", "middle_name": "", "last_name": "Andrews", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "de Leeuw", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Andrews", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Cole", "middle_name": "", "last_name": "Landolt", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Chrissy", "middle_name": "", "last_name": "Griesmer", "name_suffix": "", "institution": "Vassar College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28648/galley/18519/download/" } ] }, { "pk": 29054, "title": "Distinguishing the Phenomenal from the Cognitive: An Empirical Investigationinto the Folk Concepts of Emotions", "subtitle": null, "abstract": "University of Bern, Bern, SwitzerlandRodrigo DazUniversity of Bern, Bern, SwitzerlandAbstractThe two dominant theories on the nature of emotions are feeling theories (e.g., Prinz 2004) and cognitive theories (e.g.,Lazarus 1991). The former take feelings to be the essential core aspect of emotions. The latter argue that emotions arebased on judgements or some other conceptual states in order to account for the datum that emotions always seem to bedirected towards events or objects. In this paper we argue that the controversy between feeling theories and cognitivetheories rests on the false assumption that people do not distinguish emotional feelings from emotional judgements, i.e.,that expressions of the form I feel x and I am x are largely intersubstitutable (Bennett & Hacker 2003). We present newempirical evidence from both corpus studies and a vignette study showing that feeling happy (sad/angry) and being happy(sad/angry) are two separate states that people are able to conceptually and linguistically distinguish.", "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/9wt6034k", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "", "last_name": "Reuter", "name_suffix": "", "institution": "University of Bern", "department": "" }, { "first_name": "Rodrigo", "middle_name": "", "last_name": "Daz", "name_suffix": "", "institution": "University of Bern", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29054/galley/18925/download/" } ] }, { "pk": 28693, "title": "Distinguishing Two Types of Prior Knowledge That Support Novice Learners", "subtitle": null, "abstract": "Prior knowledge has long been recognized as an important\npredictor of learning, yet the term prior knowledge is often\napplied to related but distinct constructs. We define a specific\nform of prior knowledge, ancillary knowledge, as knowledge\nof concepts and skills that enable learners to gain the most from\na target lesson. Ancillary knowledge is not prior knowledge of\nthe lesson’s target concepts and skills, and may even fall\noutside the domain of the lesson. Nevertheless, ancillary\nknowledge affects learning of the lesson, e.g., lower ancillary\nknowledge can hinder performance on lesson-related tasks. We\nmeasured ancillary knowledge, prior knowledge of the domain,\nand controlled for general ability, and found that (a) stronger\nancillary knowledge and general ability predicted better\nperformance on transfer tasks, but (b) prior knowledge of the\ndomain did not. This research suggests that enhancing\ninstruction by remediating gaps in ancillary knowledge may\nimprove learning in introductory-level courses.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "prior knowledge; ancillary knowledge; domain-\ngeneral knowledge; far transfer; introductory courses" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8tm1t3r5", "frozenauthors": [ { "first_name": "Anita", "middle_name": "B.", "last_name": "Delahay", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Marsha", "middle_name": "C.", "last_name": "Lovett", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28693/galley/18564/download/" } ] }, { "pk": 28857, "title": "Distributional semantic representations predict high-level human judgment inseven diverse behavioral domains", "subtitle": null, "abstract": "The complex judgments we make about the innumerable ob-jects in the world are made on the basis of our representa-tion of those objects. Thus a model of judgment should spec-ify (a) our representation of the many objects in the world,and (b) how we use this knowledge for making judgments.Here we show that word embeddings, vector representationsfor words derived from statistics of word use in corpora, proxythis knowledge, and that accurate models of judgment can betrained by regressing human judgment ratings (e.g., femininityof traits) directly on word embeddings. This method achieveshigher out-of-sample accuracy than a vector similarity-basedbaseline and compares favorably to human inter-rater relia-bility. Word embeddings can also identify the concepts mostassociated with observed judgments, and can thus shed lighton the psychological substrates of judgment. Overall, we pro-vide new methods and insights for predicting and understand-ing high-level human judgment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "judgment; semantic memory; machine learning;word embeddings" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8r4318zm", "frozenauthors": [ { "first_name": "Russell", "middle_name": "", "last_name": "Richie", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Wanling", "middle_name": "", "last_name": "Zou", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Sudeep", "middle_name": "", "last_name": "Bhatia", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28857/galley/18728/download/" } ] }, { "pk": 28907, "title": "Do Bilingual Infants Possess Enhanced Cognitive Skills?", "subtitle": null, "abstract": "Prior studies have reported that bilingualism enhancescognitive ability due to the regular conflict management oftwo language systems (Bialystok, 2015). Here, we explorewhether infant bilingualism improves cognitive ability at 9.5months. Twenty-four monolingual English and 23 bilingualFrench-English infants were first trained to predict a rewardon the right based on a set of tone-shape rule structure (AABpattern). Infants were later trained to predict a differentreward on the left based on another set of new rule structure(ABB pattern). Correct anticipation of reward locationsindicates successful learning. If bilingualism improvesinfants’ cognitive skills, bilingual infants would be better atlearning a new pattern-reward association. However, we didnot find evidence that bilinguals looked at the correct locationmore than monolinguals or learned the new pattern-rewardassociation faster. Thus, our results suggest bilingualism maynot enhance cognitive ability at 9.5 months, as least using thecurrent paradigm.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "infant bilingualism; cognitive ability; bilingualadvantage" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8d3108h2", "frozenauthors": [ { "first_name": "Angeline", "middle_name": "Sin Mei", "last_name": "Tsui", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Christopher", "middle_name": "T.", "last_name": "Fennell", "name_suffix": "", "institution": "University of Ottawa", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28907/galley/18778/download/" } ] }, { "pk": 28477, "title": "Do Children Ascribe the Ability to Choose to Humanoid Robots?", "subtitle": null, "abstract": "Investigating folk conceptions of choice and constraints havebeen problematic given that human actions are rarelyconsidered constrained. In this paper, we utilize humanoidrobots (more clearly influenced by determined programming)to empirically test children’s developing concepts of choiceand action. Using a series of agency attribution and choiceprediction tasks, we examined whether children differentiatefree will abilities between robots and humans. Resultsindicated that 5–7-year-old children similarly attributed theability to choose to both a robot and human child. However,for moral scenarios, participants considered the robot’s actionsto be more constrained than the human. These findingsdemonstrate that children appear to hold a nuancedunderstanding of choice across agents and across context.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "choice attribution; human–robot interaction; freewill; cognitive development" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7jr8x5rs", "frozenauthors": [ { "first_name": "Teresa", "middle_name": "", "last_name": "Flanagan", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "Rottman", "name_suffix": "", "institution": "Franklin & Marshall College", "department": "" }, { "first_name": "Lauren", "middle_name": "", "last_name": "Howard", "name_suffix": "", "institution": "Franklin & Marshall College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28477/galley/18348/download/" } ] }, { "pk": 29198, "title": "Do children extend pragmatic principles to non-linguistic communication?", "subtitle": null, "abstract": "In conversation, speakers are expected to offer as much information as required by the purposes of the exchange. (Grice,1975). Classic theories of communication assume that the principle of informativeness extends beyond linguistic inter-actions (Grice, 1989; Sperber & Wilson, 1986), but relevant evidence so far is limited. We replicated the paradigm of areferent selection study in which preschool-aged children successfully apply the principle of informativeness to linguisticexchanges (Stiller et al., 2015) and added a matched non-linguistic condition in which the referent choice was commu-nicated through pictures instead of verbal descriptions. Children between the ages of 3.5 to 5 performed significantlybetter in both the linguistic and non-linguistic conditions compared to a control condition, and there were no significantdifferences between linguistic and non-linguistic conditions for 3-year-olds, 4-year-olds, or 5-year-olds. We conclude thatpreschool-aged children apply pragmatic principles to pictures as well as words.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4fm8d08v", "frozenauthors": [ { "first_name": "Alyssa", "middle_name": "", "last_name": "Kampa", "name_suffix": "", "institution": "University of Delaware", "department": "" }, { "first_name": "Catherine", "middle_name": "", "last_name": "Richards", "name_suffix": "", "institution": "University of Delaware", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Papafragou", "name_suffix": "", "institution": "University of Delaware", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29198/galley/19069/download/" } ] }, { "pk": 29221, "title": "Do children really have a trust bias? Preschoolers reject labels from previouslyinaccurate robots but not inaccurate humans", "subtitle": null, "abstract": "Past research suggests that young children have a bias to believe what they are told so that they often trust an informantregardless of the informants previous accuracy. With the ubiquity of new technology, children regularly come in contactwith non-human agents such as robots, yet little is known how children are trusting and thus willing to learn from theseartificial beings. In our study, 3.5- to 5.5-year-old children (N=120) watched a single informant (either a robot NAO ora human adult) name familiar objects either accurately or inaccurately. The same informant subsequently tested childrenon their willingness to accept novel labels for novel objects provided. While children trusted the accurate robot and theaccurate human to the same extent, they were less likely to accept information from the inaccurate robot than the inaccuratehuman. This suggests that preschoolers may not readily extend their trust bias to robots as informants.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8807j89b", "frozenauthors": [ { "first_name": "Xiaoqian", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "Singapore University of Technology and Design", "department": "" }, { "first_name": "Wei", "middle_name": "Quin", "last_name": "Yow", "name_suffix": "", "institution": "Singapore University of Technology and Design", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29221/galley/19092/download/" } ] }, { "pk": 28590, "title": "Do cross-linguistic patterns of morpheme order reflect a cognitive bias?", "subtitle": null, "abstract": "A foundational goal of linguistics is to investigate whethershared features of the human cognitive system can explainhow linguistic patterns are distributed across languages. Inthis study we report a series of artificial language learning ex-periments to test a hypothesised link between cognition and apersistent regularity of morpheme order: number morphemes(e.g., plural markers) tend to be ordered closer to noun stemsthan case morphemes (e.g., accusative markers) (Greenberg,1963). We argue that this typological tendency may be drivenby a bias favouring orders that reflect scopal relationships inmorphosyntactic composition (Bybee, 1985; Rice, 2000; Cul-bertson & Adger, 2014). We taught participants an artificiallanguage with noun stems, and case and number morphemes.Crucially, the input language indicated only that each mor-pheme preceded or followed the noun stem. Examples inwhich two (overt) morphemes co-occurred were held out—i.e.,no instances of plural accusatives. At test, participants wereasked to produce utterances, including the held-out examples.As predicted, learners consistently produced number closer tothe noun stem than case. We replicate this effect with freeand bound morphemes, pre- or post-nominal placement, andwith English and Japanese speakers. However, we also findthat this tendency can be reversed when the form of the casemarker is conditioned on the noun, suggesting an influence ofdependency length. Our results provide evidence that univer-sal features of cognition may play a causal role in shaping therelative order of morphemes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "linguistic universals; artificial language learning;morpheme order; case; number" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5b87d0wx", "frozenauthors": [ { "first_name": "Carmen", "middle_name": "", "last_name": "Saldana", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Yohei", "middle_name": "", "last_name": "Oseki", "name_suffix": "", "institution": "Waseda University", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Culbertson", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28590/galley/18461/download/" } ] }, { "pk": 29000, "title": "Do Deep Neural Networks Model Nonlinear Compositionality in the NeuralRepresentation of Human-Object Interactions?", "subtitle": null, "abstract": "Visual scene understanding often requires the processing of human-object interactions. Here we seek to explore if andhow well Deep Neural Network (DNN) models capture features similar to the brain’s representation of humans, objects,and their interactions. We investigate brain regions which process human-, object-, or interaction-specific information, andestablish correspondences between them and DNN features. Our results suggest that we can infer the selectivity of theseregions to particular visual stimuli using DNN representations. We also map features from the DNN to the regions, thuslinking the DNN representations to those found in specific parts of the visual cortex. In particular, our results suggest thata typical DNN representation contains encoding of compositional information for human-object interactions which goesbeyond a linear combination of the encodings for the two components, thus suggesting that DNNs may be able to modelthis important property of biological vision.", "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/6jb228gs", "frozenauthors": [ { "first_name": "Aditi", "middle_name": "", "last_name": "Jha", "name_suffix": "", "institution": "IIT Delhi", "department": "" }, { "first_name": "Sumeet", "middle_name": "", "last_name": "Agarwal", "name_suffix": "", "institution": "IIT Delhi", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29000/galley/18871/download/" } ] }, { "pk": 28753, "title": "Does Children’s Shape Knowledge Contribute to Age-Related Improvements in\nSelective Sustained Attention Measured in a TrackIt Task?", "subtitle": null, "abstract": "The ability to maintain attentive state over a period of time\n(i.e., Selective Sustained Attention) is important for higher-\norder cognition but challenging to assess in preschool-age\nchildren. The TrackIt task was developed to address this\nchallenge and has been argued to be sensitive to age-related\ndifferences in selective sustained attention in 3- to 5-year-old\nchildren. However, it remains unclear whether this\nimprovement with age also (or predominantly) reflects\nimprovement in children’s knowledge of different shapes\nused as stimuli in this task in prior studies. The current study\naddressed this possibility. Consistent with prior studies, we\nfound clear age-related improvement in performance on\nTrackIt. However, we did not find evidence that shape\nknowledge played a role in TrackIt performance for children\naged 2 to 5, suggesting that increased knowledge of geometric\nshapes is not sufficient to explain age-related improvement in\nperformance and helping to validate TrackIt as an assessment\nof Selective Sustained Attention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "selective sustained attention; TrackIt" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9ww2b4h3", "frozenauthors": [ { "first_name": "Emily", "middle_name": "", "last_name": "Keebler", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Jaeah", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Erik", "middle_name": "D.", "last_name": "Thiessen", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Anna", "middle_name": "V.", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28753/galley/18624/download/" } ] }, { "pk": 29042, "title": "Does Expressive Writing About Negative Emotions Influence Divergent Thinking?", "subtitle": null, "abstract": "Many researchers claim that negative emotions inhibit creativity. However, describing emotions in a safe environment hasbeneficial effects: it allows for the restructuring of difficult experiences, as a result, we discover the world again, whichcan influence creativity. The classic method of writing about emotions is long-term one. The hereby study was an attemptto verify, if one session of expressive writing improves creative thinking. This hypothesis was tested in an experimentalstudy by exposing participants (N = 60) to emotionally laden content. Participants viewed unpleasant images. The firstgroup wrote about their emotions in connection with the images. The second described their typical day. At the end allparticipants solved creativity measure (Alternative Uses Task). After each stage, emotions of respondents were measured.The conducted analyses had shown that, performance was better in the unpleasant emotions describing condition. At thesame time, negative emotions persistence has been observed.", "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/00c9954f", "frozenauthors": [ { "first_name": "Magorzata", "middle_name": "", "last_name": "Osowiecka", "name_suffix": "", "institution": "SWPS University of Social Sciences and Humanities", "department": "" }, { "first_name": "Alina", "middle_name": "", "last_name": "Kolaczyk", "name_suffix": "", "institution": "SWPS University of Social Sciences and Humanities", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29042/galley/18913/download/" } ] }, { "pk": 28746, "title": "Does incorporating social media messages into television programs affect the\nvalidation of incorrect arguments?", "subtitle": null, "abstract": "The present study explores the impact of including social\nmedia messages on learning from television programs that\nbroadcast pseudoscientific claims. Seventy-seven university\nstudents were allocated to one of three experimental\nconditions: viewing television content with messages\nsupporting the claim, with opposing messages, or without any\nmessages presented. Memory retention did not differ among\nthe conditions. However, social media messages influenced\nvalidation of the arguments claimed in the video. The\nparticipants who watched the video with opposing messages\nshowed significant decrease in positive attitude toward the\npseudoscientific technology that claimed to be effective in the\nvideo. Additionally, the participants who watched the video\nwith supporting messages made fewer critical comments and\nshowed willingness to donate more to the activity using the\npseudoscientific technology. The impact of including social\nmedia messages and the process of attitude change are\ndiscussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social media messages; learning from television\nprograms; incorrect arguments; validation of argument;\nattitudes; retention." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3km4c3bq", "frozenauthors": [ { "first_name": "Miwa", "middle_name": "", "last_name": "Inuzuka", "name_suffix": "", "institution": "Tokyo Gakugei University", "department": "" }, { "first_name": "Yuko", "middle_name": "", "last_name": "Tanaka", "name_suffix": "", "institution": "Nagoya Institute of Technology", "department": "" }, { "first_name": "Mio", "middle_name": "", "last_name": "Tsubakimoto", "name_suffix": "", "institution": "The University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28746/galley/18617/download/" } ] }, { "pk": 29193, "title": "Does Motor Engagement Influence Memory for STEM Abstract Concepts?", "subtitle": null, "abstract": "Theories of embodied cognition have suggested that motor activity may influence the consolidation of conceptual knowl-edge. In line with this prediction, behavioral studies have shown retrieval interference effects of a manual motor task formanipulable object concepts. On the other hand, research investigating such effects for abstract concepts is limited. Here,we examined in a behavioral experiment potential effects of the recruitment of the motor system for the consolidation ofdifferent kinds of abstract concepts. Participants were presented auditorily and asked to memorize abstract concepts withmovement referents (e.g., fluidity), abstract concepts without movement referents (e.g., theory), and concrete concepts(e.g., microscope) while engaging in a full-body motor task. All concepts were specific to Science Technology Engineer-ing and Mathematics (STEM) disciplines. Analysis of free recall and recognition performance suggests influence of motorengagement for certain types of STEM concepts during memory encoding and subsequent retrieval.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8tm3v50p", "frozenauthors": [ { "first_name": "Constanza", "middle_name": "", "last_name": "Jacial", "name_suffix": "", "institution": "Drexel University", "department": "" }, { "first_name": "Evangelia", "middle_name": "G.", "last_name": "Chrysikou", "name_suffix": "", "institution": "Drexel University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29193/galley/19064/download/" } ] }, { "pk": 28548, "title": "Does predictive processing imply predictive codingin models of spoken word recognition?", "subtitle": null, "abstract": "Pervasive behavioral and neural evidence for predictiveprocessing has led to claims that language processing dependsupon predictive coding. In some cases, this may reflect aconflation of terms, but predictive coding formally is acomputational mechanism where only deviations from top-down expectations are passed between levels of representation.We evaluate three models’ ability to simulate predictiveprocessing and ask whether they exhibit the putative hallmarkof formal predictive coding (reduced signal when inputmatches expectations). Of crucial interest, TRACE, aninteractive activation model that does not explicitly implementprediction, exhibits both predictive processing and model-internal signal reduction. This may indicate that interactiveactivation is functionally equivalent or approximant topredictive coding, or that caution is warranted in interpretingneural signal reduction as diagnostic of predictive coding.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "prediction; predictive coding; language;computational modeling; neural networks" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/131077r2", "frozenauthors": [ { "first_name": "James", "middle_name": "S.", "last_name": "Magnuson", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Monica", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Sahil", "middle_name": "", "last_name": "Luthra", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Heejo", "middle_name": "", "last_name": "You", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Rachael", "middle_name": "", "last_name": "Steiner", "name_suffix": "", "institution": "University of Connecticut", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28548/galley/18419/download/" } ] }, { "pk": 28769, "title": "Does the intuitive scientist conduct informative experiments?:Children’s early ability to select and learn from their own interventions", "subtitle": null, "abstract": "We investigate whether children preferentially selectinformative actions and make accurate inferences from theoutcome of their own interventions in a causal learning task.Four- to six-year-olds were presented with a novel systemcomposed of two gears that could operate according to twopossible causal structures (single or multiple cause). Giventhe choice between interventions (i.e., removing one of thegears to observe the remaining gear in isolation), childrendemonstrated a clear preference for the action that revealedthe true causal structure, and made subsequent causaljudgments that were consistent with the outcome observed.Experiment 2 addressed the possibility that performance wasdriven by children’s tendency to select an intervention thatwould produce a desirable effect (i.e., spinning gears), ratherthan to disambiguate the causal structure. The results replicateour initial findings in a context in which the informativeaction was less likely to produce a positive outcome than theuninformative one. We discuss these results in terms of theirsignificance for understanding both the development ofscientific reasoning and the role of self-directed actions inearly learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; causal learning;exploration; scientific reasoning; decision-making;experimentation" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1f15h3t5", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Lapidow", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Caren", "middle_name": "M.", "last_name": "Walker", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28769/galley/18640/download/" } ] }, { "pk": 28638, "title": "Does Video Content Facilitate or Impair Comprehension of Documentaries?The Effect of Cognitive Abilities and Eye Movement Strategy", "subtitle": null, "abstract": "It remains unclear whether multimedia facilitates or impairsknowledge acquisition. Here we examined whether subtitlesand video content facilitate comprehension of documentariesconsisting of statements of facts and whether thecomprehension depends on participants’ cognitive abilitiesand eye movement strategies during video watching. Wefound that subtitles facilitated comprehension regardless ofparticipants’ cognitive abilities or eye movement strategiesfor video watching. In contrast, with video content but notsubtitles, comprehension depended on participants’ auditoryworking memory, task switching ability, and eye movementstrategy. Through the Eye Movement analysis with HiddenMarkov Models (EMHMM) method, we found that acentralized (looking mainly at the screen center) eyemovement strategy predicted better comprehension asopposed to a distributed strategy (with distributed regions ofinterest) after contributions from cognitive abilities werecontrolled. Thus, whether video content facilitatescomprehension of documentaries depends on the viewers’ eyemovement strategy in addition to cognitive abilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "multimedia; eye-movement; hidden Markovmodel" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2rn8n50s", "frozenauthors": [ { "first_name": "Yueyuan", "middle_name": "", "last_name": "Zheng", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Xinchen", "middle_name": "", "last_name": "Ye", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Janet", "middle_name": "H.", "last_name": "Hsiao", "name_suffix": "", "institution": "University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28638/galley/18509/download/" } ] }, { "pk": 29158, "title": "Do Humans Look Where Deep Convolutional Neural Networks “Attend”?", "subtitle": null, "abstract": "Convolutional Neural Networks (CNNs) have recently begunto exhibit human level performance on some visual percep-tion tasks. Performance remains relatively poor on vision taskslike object detection. We hypothesized that this gap is largelydue to the fact that humans exhibit selective attention, whilemost object detection CNNs have no corresponding mecha-nism. We investigated some well-known attention mechanismsin the deep learning literature, identifying their weaknessesand leading us to propose a novel CNN approach to objectdetection: the Densely Connected Attention Model. We thenmeasured human spatial attention, in the form of eye trackingdata, during the performance of an analogous object detectiontask. By comparing the learned representations produced byvarious CNNs with that exhibited by human viewers, we iden-tified some relative strengths and weaknesses of the examinedattention mechanisms. The resulting comparisons provide in-sights into the relationship between CNN object detection sys-tems and the human visual system.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Visual Spatial Attention; Computer Vision; Con-volutional Neural Networks; Densely Connected AttentionMaps; Class Activation Maps; Sensitivity Analysis" } ], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7472r37x", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29158/galley/19029/download/" } ] }, { "pk": 28803, "title": "Do learners’ word order preferences reflect hierarchical language structure?", "subtitle": null, "abstract": "Previous research has argued that learners infer word order pat-terns when learning a new language based on knowledge aboutunderlying structure, rather than linear order (Culbertson &Adger, 2014). Specifically, learners prefer typologically com-mon noun phrase word order patterns that transparently reflecthow elements like nouns, adjectives, numerals, and demon-stratives combine hierarchically. We test whether this resultstill holds after removing a potentially confounding strategypresent in the original study design. We find that when learn-ers are taught a naturalistic “foreign” language, a clear prefer-ence for noun phrase word order is replicated but for a subsetof modifier types originally tested. Specifically, participantspreferred noun phrases with the order N-Adj-Dem (as in “mugred this”) over the order N-Dem-Adj (as in “mug this red”).However, they showed no preference between orders N-Adj-Num (as in “mugs red two”) and N-Num-Adj (as in “mugstwo red”). We interpret this sensitivity as potentially reflectingan asymmetry among modifier types in the underlying hierar-chical structure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language; learning; syntax; typology" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6dt0b9fn", "frozenauthors": [ { "first_name": "Alexander", "middle_name": "", "last_name": "Martin", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Klaus", "middle_name": "", "last_name": "Abels", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Adger", "name_suffix": "", "institution": "Queen Mary University of London", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Culbertson", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28803/galley/18674/download/" } ] }, { "pk": 29044, "title": "Domestic Dogs Sensitivity to the Accuracy of Human Informants", "subtitle": null, "abstract": "Domestic dogs excel at understanding human social-communicative gestures. The present study explores whether dogscan use peoples past accuracy when deciding who to trust. In Experiment 1, dogs watched an informant hide a treat underone of two containers and then point at one of them. Dogs were more likely to follow an accurate (pointed correctly)vs. the inaccurate (pointed incorrectly) informants point. In Experiment 2, dogs interacted separately with an accurateand inaccurate informant and again were more likely to follow an accurate point. In test trials, dogs did not witnesshiding of the treat and saw the same two informants simultaneously point at different locations. Here, they chose betweenthe locations at chance-level. Dogs inability to selectively follow a previously accurate informant when presented withconflicting information suggests that, unlike children, they may not be able to use past informant accuracy when choosingwhose information to use.", "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/8tr0k52q", "frozenauthors": [ { "first_name": "Madeline", "middle_name": "", "last_name": "Pelgrim", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Emma", "middle_name": "", "last_name": "Tecwyn", "name_suffix": "", "institution": "Birmingham City University", "department": "" }, { "first_name": "Julia", "middle_name": "", "last_name": "Espinosa", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Angie", "middle_name": "", "last_name": "Johnston", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Sarah", "middle_name": "MacKay", "last_name": "Marton", "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": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29044/galley/18915/download/" } ] }, { "pk": 29161, "title": "Domestic dog understanding of containment and occlusion events", "subtitle": null, "abstract": "Intuitive physical concepts help humans navigate the world. One such concept, object containment, has been studiedextensively in infants and nonhuman primates. Evidence indicates objects hidden inside of containers are more difficultto find than covered or occluded objects, possibly due to the prerequisite understanding that containers are hollow. Dogsencounter containers in daily life, and canine studies commonly require subjects to locate hidden treats. The presentresearch provides the first test of the hypothesis that dogs, like primates, find it harder to make inferences about containmentcompared to other hiding events. To address this hypothesis, across 24 trials dogs (N=90) searched between 2 possiblelocations, one of which concealed a treat. They watched 3 different methods of hiding: i) inside containers, ii) behindcontainers, and iii) under containers. As predicted, dogs were less likely to locate treats inside containers. Results will bediscussed in a comparative context.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7db2z8wd", "frozenauthors": [ { "first_name": "Julia", "middle_name": "", "last_name": "Espinosa", "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": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29161/galley/19032/download/" } ] }, { "pk": 28715, "title": "Do Neural Language Representations Learn Physical Commonsense?", "subtitle": null, "abstract": "Humans understand language based on the rich backgroundknowledge about how the physical world works, which in turn,allows us to reason about the physical world through language.In addition to the properties of objects (e.g., boats require fuel)and their affordances, i.e., the actions that are applicable tothem (e.g., boats can be driven), we can also reason about if–then inferences between what properties of objects imply thekind of actions that are applicable to them (e.g., that if we candrive something then it likely requires fuel).In this paper, we investigate the extent to which state-of-the-art neural language representations, trained on a vast amount ofnatural language text, demonstrate physical commonsense rea-soning. While recent advancements of neural language mod-els have demonstrated strong performance on various types ofnatural language inference tasks, our study based on a datasetof over 200k newly collected annotations suggests that neurallanguage representations still only learn associations that areexplicitly written down.1", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "physical commonsense" }, { "word": "natural language" }, { "word": "neuralnetworks" }, { "word": "Affordances" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/17p5224r", "frozenauthors": [ { "first_name": "Maxwell", "middle_name": "", "last_name": "Forbes", "name_suffix": "", "institution": "University of Washington", "department": "" }, { "first_name": "Ari", "middle_name": "", "last_name": "Holtzman", "name_suffix": "", "institution": "University of Washington", "department": "" }, { "first_name": "Yejin", "middle_name": "", "last_name": "Choi", "name_suffix": "", "institution": "University of Washington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28715/galley/18586/download/" } ] }, { "pk": 28514, "title": "Do people use gestures differently to disambiguate the meanings ofJapanese compounds?", "subtitle": null, "abstract": "Spoken language often includes ambiguity in meaning.Compounds such as “green teacup” can be interpreted with twodifferent meanings: “green colored teacup” and “cup for greentea.” We can assume there are two different underlyingsyntactic structures. Phonetic aspects have been studied in thedisambiguation process of such ambiguous phrases, but theroles of nonlinguistic information such as gestures have notbeen explored yet. We investigated whether people usegestures differently when they were asked to describe themeanings of Japanese compounds that can be interpreted astwo different meanings. We found that the timing of gesturesin relation to the target words of accompanying speech wasdifferent between right branching compounds and leftbranching compounds. Gestures seem to be used to suggestupcoming two words (adjective and noun) as a unit inbranching. Gestures can be a useful means to disambiguate themeanings of compounds.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Gestures; Disambiguation; Branching;Compounds" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6rv967n9", "frozenauthors": [ { "first_name": "Kei", "middle_name": "", "last_name": "Kashiwadate", "name_suffix": "", "institution": "Denki University", "department": "" }, { "first_name": "Tetsuya", "middle_name": "", "last_name": "Yasuda", "name_suffix": "", "institution": "Denki University", "department": "" }, { "first_name": "Harumi", "middle_name": "", "last_name": "Kobayashi", "name_suffix": "", "institution": "Denki University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28514/galley/18385/download/" } ] }, { "pk": 28825, "title": "Do round numbers always become reference points?:An examination by Japanese and Major League Baseball data", "subtitle": null, "abstract": "The round number effect refers to discontinuity around roundnumbers (“0.300”, “4 hours”) in frequency distribution,indicating that people consider the round numbers as goals orreference points for their performances. This study aimed toexamine the round number effect by exploring the followingtwo issues: (1) examination of Japanese baseball data, and (2)comparison between batters who exceeded the regulationnumber of at-bat of season and those who did not. Resultsindicate the following three points; (1) the round numbereffect was found in Japanese baseball data, (2) but it wasfound only for the batters who exceeded provision bat numberof season, and (3) magnitude of the effect was stronger inJapanese than Major League Baseball data. Generaldiscussion argued these results in terms of players’ motivationand disposition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "reference dependence" }, { "word": "round number effect" }, { "word": "discontinuity" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2c32h7gz", "frozenauthors": [ { "first_name": "Kuninori", "middle_name": "", "last_name": "Nakamura", "name_suffix": "", "institution": "Seijo University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28825/galley/18696/download/" } ] }, { "pk": 29095, "title": "Do typically and atypically developing children learn and generalize novel namessimilarly: the role of conceptual distance during learning and at test", "subtitle": null, "abstract": "There is a large body of evidence showing that comparison leads to better conceptualization and generalization of novelnames than no-comparison settings in typically developing (TD) children (e.g., Gentner, 2010). So far, comparison situa-tions have not been studied with children with intellectual disabilities (ID) (Chapman & Kay-Raining Bird, 2012). In thepresent research children with ID and TD children matched on mental age with the Ravens coloured progressive matricesRCPM (Raven, 1965) were tested in several comparison conditions. We manipulated the conceptual distance betweenstimuli in the learning phase and between the learning phase stimuli and the generalization phase stimuli for object andrelational nouns. Results showed that overall both populations had rather similar performance profile when matched ontheir cognitive skills (low vs. high functioning). Unexpectedly, ID childrens performance was equivalent or better thantheir TD peers. We discuss our results in terms of the role of conceptual distance on participants conceptual generalizationas a function of their intellectual abilities and cognitive functioning.", "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/1tr2v945", "frozenauthors": [ { "first_name": "Arnaud", "middle_name": "", "last_name": "Witt", "name_suffix": "", "institution": "University of Bourgogne Franche-Comt", "department": "" }, { "first_name": "Annick", "middle_name": "", "last_name": "Comblain", "name_suffix": "", "institution": "University of Liege", "department": "" }, { "first_name": "Jean-Pierre", "middle_name": "", "last_name": "Thibaut", "name_suffix": "", "institution": "University of Bourgogne Franche-Comt", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29095/galley/18966/download/" } ] }, { "pk": 29268, "title": "Do Verbal Labels Enhance Detection of Visual Targets?", "subtitle": null, "abstract": "Cognitive penetrability describes cognition and perception as interconnected, with cognition impacting the process ofperception rather than just the interpretation. The current study addresses this claim in the domain of language, askingif language helps people detect nearly-invisible stimuli. Two experiments were adapted from Lupyan and Spivey (2010),where auditory cues were found to be more beneficial than visual cues in recognizing letters. Participants reported thepresence of a target letter that was either preceded by an auditory or visual cue (e.g., cues were either hearing emm or seeingM, followed by a visual M as a target). Detection sensitivity was calculated and compared within cue presentation type.Neither visual nor auditory cues helped participants recognize target letters more than the no-cue condition. These resultsdiffer from previous work demonstrating linguistic facilitation and indicated that neither linguistic nor visual informationaid in perceiving a matching item.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1f85d94n", "frozenauthors": [ { "first_name": "Catherine", "middle_name": "", "last_name": "Richards", "name_suffix": "", "institution": "University of Delaware", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Hoffman", "name_suffix": "", "institution": "University of Delaware", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Vickery", "name_suffix": "", "institution": "University of Delaware", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Papafragou", "name_suffix": "", "institution": "University of Delaware", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29268/galley/19139/download/" } ] }, { "pk": 29205, "title": "Downloading Culture.zip: Social learning by program induction with executiontraces", "subtitle": null, "abstract": "Cumulative culture ultimately depends on the fidelity of learning between successive generations. When humans learnfrom others in addition to observing inputs and outputs we often observe the process which led to that output. Forinstance, when preparing a meal we don’t just observe a pile of vegetables and then a ratatouille. Instead, we observe acausal process by which those ingredients are transformed. Here we use programs to represent a cultural process and showthat the observation of an execution trace speeds up program induction even when learning from only a single example.This mechanism could account for (1) the high fidelity of social learning which leads to cumulative culture in humans(2) unify the role of emulation and imitation in social learning and (3) account for aspects of moral learning such asritualization.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1q10m0vt", "frozenauthors": [ { "first_name": "Max", "middle_name": "", "last_name": "Kleiman-Weiner", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Felix", "middle_name": "", "last_name": "Sosa", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Samuel", "middle_name": "", "last_name": "Gershman", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Fiery", "middle_name": "", "last_name": "Cushman", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29205/galley/19076/download/" } ] }, { "pk": 29179, "title": "Do You Need More than Two Subjects: Using Cognitive Modeling to MakeAccurate Predictions for Individual Subjects", "subtitle": null, "abstract": "In experimental research, large numbers of participants are used to average out individual differences in the data. However,differences in task performance may be largely due to two factors; lack of task training, and different micro-strategies. Weimplement a methodology that removes the effect of these factors, requires only 23 participants, and still produces largeamounts of data. Other studies have been published using a similar methodology (Cousineau & Shiffrin, 2004; Gray &Boehm-Davis, 2000). Our study is a revision of previous research using a mobile game (West et al., 2018). Participants aretrained extensively on the game to ensure they are experts. The study includes a predictive cognitive model and the game-design is based on an apparent micro-strategy. We hypothesize that the same micro-strategies under identical conditions,should produce identical results across participants and the model. Suggesting the model may exist in the mind of humanexperts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9271g359", "frozenauthors": [ { "first_name": "Emily", "middle_name": "", "last_name": "Greve", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Elisabeth", "middle_name": "", "last_name": "Reid", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "West", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29179/galley/19050/download/" } ] }, { "pk": 28908, "title": "Draping an Elephant: Uncovering Children’s ReasoningAbout Cloth-Covered Objects", "subtitle": null, "abstract": "Humans have an intuitive understanding of physics. They canpredict how a physical scene will unfold, and reason about howit came to be. Adults may rely on such a physical representa-tion for visual reasoning and recognition, going beyond visualfeatures and capturing objects in terms of their physical prop-erties. Recently, the use of draped objects in recognition wasused to examine adult object representations in the absence ofmany common visual features. In this paper we examine youngchildren’s reasoning about draped objects in order to examinethe develop of physical object representation. In addition, weargue that a better understanding of the development of theconcept of cloth as a physical entity is worthwhile in and ofitself, as it may form a basic ontological category in intuitivephysical reasoning akin to liquids and solids. We use two ex-periments to investigate young children’s (ages 3–5) reasoningabout cloth-covered objects, and find that they perform signif-icantly above chance (though far from perfectly) indicating arepresentation of physical objects that can interact dynamicallywith the world. Children’s success and failure pattern is similaracross the two experiments, and we compare it to adult behav-ior. We find a small effect, which suggests the specific featuresthat make reasoning about certain objects more difficult maycarry into adulthood.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Intuitive physics" }, { "word": "cloth" }, { "word": "Cognitive Development" }, { "word": "object recognition" }, { "word": "analysis-by-synthesis" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/76w0v9f1", "frozenauthors": [ { "first_name": "Tomer", "middle_name": "D.", "last_name": "Ullman", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Eliza", "middle_name": "", "last_name": "Kosoy", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Ilker", "middle_name": "", "last_name": "Yildrim", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Amir", "middle_name": "A.", "last_name": "Soltani", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Max", "middle_name": "", "last_name": "Siegel", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Elizabeth", "middle_name": "S.", "last_name": "Spelke", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28908/galley/18779/download/" } ] }, { "pk": 29217, "title": "Drawing conclusions from spatial coincidences: a cumulative clustering account", "subtitle": null, "abstract": "Spatial coincidences allow us to infer the presence of latent causes in the world. For instance, an unusually large clusterof ants allows us to infer the presence of a food source. The leading cognitive model for such inferences is Bayesian,but the Bayesian algorithm is computationally taxing. Humans likely employ a more efficient, approximative algorithm.To characterize the cognitive algorithms used, we had subjects judge whether a set of dots was drawn from a uniformdistribution or from a mixture of a uniform and a gaussian source (tending to produce clusters). Responses systematicallydeviate from Bayesian optimality: as the number of dots increase, subjects more often report a latent cause where noneexists. The bias is accounted for by a Bayesian clustering algorithm that cumulatively considers the next-nearest dot to aputative source. This finding helps characterize our tendency to perceive causal patterns where none exist.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6fx2922n", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Wei", "middle_name": "Ji", "last_name": "Ma", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29217/galley/19088/download/" } ] }, { "pk": 28795, "title": "EARSHOT:A minimal network model of human speech recognition that operates on real speech", "subtitle": null, "abstract": "Despite the lack of invariance problem (the many-to-manymapping between acoustics and percepts), we experiencephonetic constancy and typically perceive what a speakerintends. Models of human speech recognition have side-stepped this problem, working with abstract, idealized inputsand deferring the challenge of working with real speech. Incontrast, automatic speech recognition powered by deeplearning networks have allowed robust, real-world speechrecognition. However, the complexities of deep learningarchitectures and training regimens make it difficult to usethem to provide direct insights into mechanisms that maysupport human speech recognition. We developed a simplenetwork that borrows one element from automatic speechrecognition (long short-term memory nodes, which providedynamic memory for short and long spans). This allows thenetwork to learn to map real speech from multiple talkers tosemantic targets with high accuracy. Internal representationsemerge that resemble phonetically-organized responses inhuman superior temporal gyrus, suggesting that the modeldevelops a distributed phonological code despite no explicittraining on phonetic or phonemic targets. The ability to workwith real speech is a major advance for cognitive models ofhuman speech recognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "spoken word recognition; computational models;neural networks; deep learning" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0w73m891", "frozenauthors": [ { "first_name": "James", "middle_name": "S.", "last_name": "Magnuson", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Heejo", "middle_name": "", "last_name": "You", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Jay", "middle_name": "", "last_name": "Rueckl", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Allopenna", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Monica", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Sahil", "middle_name": "", "last_name": "Luthra", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Rachael", "middle_name": "", "last_name": "Steiner", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Hosung", "middle_name": "", "last_name": "Nam", "name_suffix": "", "institution": "Korea University", "department": "" }, { "first_name": "Monty", "middle_name": "", "last_name": "Escabi", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Brown", "name_suffix": "", "institution": "Oregon State University", "department": "" }, { "first_name": "Rachel", "middle_name": "", "last_name": "Theodore", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Nicholas", "middle_name": "", "last_name": "Monto", "name_suffix": "", "institution": "University of Connecticut", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28795/galley/18666/download/" } ] }, { "pk": 35942, "title": "Educating Students of Refugee Backgrounds: Critical Language Teacher Education in TESOL", "subtitle": null, "abstract": "Critical language teacher education (Hawkins & Norton, 2009) describes an approach to TESOL teacher preparation that explicitly attends to the structures of schooling and society that privilege some groups over others. More than presenting methods or theories of TESOL in isolation, the intention of a critical approach is to foster awareness of local policies and practices in relation to possible teacher action for equity—essential for those in the position of welcoming and supporting English learners in US schools. This article explores how this approach was enacted in a domestic travel course for ESL teachers focused on the education of students of refugee backgrounds, an area\nunderdeveloped in teacher education. Implications for TESOL teacher preparation in general, and for TESOL teacher professional learning about refugees specifically, are discussed.", "language": "eng", "license": null, "keywords": [ { "word": "TESOL teacher education" }, { "word": "refugee education" }, { "word": "MA TESOL course work" }, { "word": "critical language teacher education" } ], "section": "Theme Section - Advocacy Leadership and Teacher Education", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/52w5w0d9", "frozenauthors": [ { "first_name": "Laura", "middle_name": "", "last_name": "Baecher", "name_suffix": "", "institution": "Hunter College, City University of New York", "department": "" }, { "first_name": "Julie", "middle_name": "", "last_name": "Kasper", "name_suffix": "", "institution": "University of Arizona", "department": "" }, { "first_name": "Jenny", "middle_name": "", "last_name": "Mincin", "name_suffix": "", "institution": "SUNY Empire State College", "department": "Human Services" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35942/galley/26796/download/" } ] }, { "pk": 28794, "title": "Effect of Suggestions from a Physically Present Robot on Creative Generation", "subtitle": null, "abstract": "This study experimentally investigated the effect of sugges-tions from a physically present robot on human creative gener-ation. In the experiments, we used a creative task in which theparticipants were required to draw creatures living on a planetother than the Earth, and a physically present robot, which pro-vided suggestions for creative drawing to the participants withspeech sounds and physical movements. First, the results ofthe pilot experiment confirmed that drawing creativity was en-hanced for the participants supported by a robot; however, theywere unlikely to refer to the suggestions. Based on the re-sults, two hypotheses were developed: the suggestions from arobot offered a variety of different perspectives and facilitatedmetacognition (Hypothesis 1), and the suggestions worked asdistractions and suppressed fixated perspectives (Hypothesis2). The experiment was conducted to investigate these hy-potheses. As a result, Hypothesis 1 was supported. The resultswere discussed based on previous studies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Robot; Human-robot interaction; Creativity; Cre-ative generation; Metacognition; Collaboration." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/93c203hr", "frozenauthors": [ { "first_name": "Akihiro", "middle_name": "", "last_name": "Maehigashi", "name_suffix": "", "institution": "KDDI Research", "department": "" }, { "first_name": "Yugo", "middle_name": "", "last_name": "Hayashi", "name_suffix": "", "institution": "Ritsumeikan University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28794/galley/18665/download/" } ] }, { "pk": 28784, "title": "Effects of affective ratings and individual differencesin English morphological processing", "subtitle": null, "abstract": "The nature of morphological processing has remained acontroversial topic in psycholinguistic research. Some studies(e.g., Rastle, Davis, & New, 2004) have argued that whenwe read words like corner and talker, we automaticallydecompose them into existing morphemes like talk, corn, and-er, regardless of whether it is semantically plausible (e.g.,talker) or not (e.g., corner). Recent studies, however, havechallenged this view, by showing early semantic effects ofthe whole complex word (J ̈arvikivi & Pyykk ̈onen, 2011; L ̃oo& J ̈arvikivi, 2019; Milin, Feldman, Ramscar, Hendrix, &Baayen, 2017). Using a masked priming paradigm, the presentstudy only found effects of morphological decomposition fortrue morphological relations (e.g., talker) as well as effectsof frequency and affective properties of whole words, furtherchallenging automatic decomposition accounts. Finally, wealso report that individual differences such as participants’self-reported scholarly reading and openness to new experi-ence, affect processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "morphological processing; masked priming; af-fective properties; individual differences" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4kb3z83z", "frozenauthors": [ { "first_name": "Kaidi", "middle_name": "", "last_name": "L ̃oo", "name_suffix": "", "institution": "University of Alberta", "department": "" }, { "first_name": "Abigail", "middle_name": "", "last_name": "Toth", "name_suffix": "", "institution": "University of Alberta", "department": "" }, { "first_name": "Figen", "middle_name": "", "last_name": "Karaca", "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": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28784/galley/18655/download/" } ] }, { "pk": 28799, "title": "Effects of Blindfolding on Verbal and Gestural Expression of Path in Auditory\nMotion Events", "subtitle": null, "abstract": "Studies have claimed that blind people’s spatial representations\nare different from sighted people, and blind people display\nsuperior auditory processing. Due to the nature of auditory and\nhaptic information, it has been proposed that blind people have\nspatial representations that are more sequential than sighted\npeople. Even the temporary loss of sight—such as through\nblindfolding—can affect spatial representations, but not much\nresearch has been done on this topic. We compared blindfolded\nand sighted people’s linguistic spatial expressions and non-\nlinguistic localization accuracy to test how blindfolding affects\nthe representation of path in auditory motion events. We found\nthat blindfolded people were as good as sighted people when\nlocalizing simple sounds, but they outperformed sighted people\nwhen localizing auditory motion events. Blindfolded people’s\npath related speech also included more sequential, and less\nholistic elements. Our results indicate that even temporary loss\nof sight influences spatial representations of auditory motion\nevents.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "blindfolding; localization; pointing; auditory\nmotion events; spatial language" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9th614vx", "frozenauthors": [ { "first_name": "Ezgi", "middle_name": "", "last_name": "Mamus", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Lilia", "middle_name": "", "last_name": "Rissman", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Asifa", "middle_name": "", "last_name": "Majid", "name_suffix": "", "institution": "University of York", "department": "" }, { "first_name": "Aslı", "middle_name": "", "last_name": "Özyürek", "name_suffix": "", "institution": "Radboud University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28799/galley/18670/download/" } ] }, { "pk": 29246, "title": "Effects of implicit processes on conversion from a sub-optimal to an optimalsolution", "subtitle": null, "abstract": "Conversion from an initial representation for gaining insight has mainly been studied in experimental settings wheresolution through that initial representation is impossible.Many studies of insight problem solving have shown that animplicit process engage in conversion from an inadequate initial representation. However, few studies exist about suchconversion in a situation in which solution by the initial representation is possible. A typical situation is conversionfrom a sub-optimal to an optimal solution. In such a situation, solution by the initial representation is inefficient, butpossible. Therefore, participants received no negative feedback that the solution is impossible.In this study, by measuringeye movement, we investigated the hypothesis that the implicit process also emerges in such a situation. We found that theimplicit process related to relaxation of fixedness on the sub-optional solution was observed prior to conscious finding ofthe optimal solution.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6n19k8mv", "frozenauthors": [ { "first_name": "YUKI", "middle_name": "", "last_name": "NINOMIYA", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Hitoshi", "middle_name": "", "last_name": "Terai", "name_suffix": "", "institution": "Kindai University", "department": "" }, { "first_name": "Kazuhisa", "middle_name": "", "last_name": "Miwa", "name_suffix": "", "institution": "Nagoya University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29246/galley/19117/download/" } ] }, { "pk": 28731, "title": "Effects of Induced Affective States\non Decisions under Risk with Mixed Domain Problems", "subtitle": null, "abstract": "We investigated whether induced affective states can affect the\nprocess and outcomes of decisions under risk. A mood\ninduction task was used to elicit a positive or negative mood in\na sample of adult participants (N=48). The participants then\nresponded to 28 decision problems, each offering a choice\nbetween two mixed-domain risky alternatives. The dependent\nvariables of interest were decision-making choices, as well as\nan eye-tracking based attentional measure: the total fixation\ndurations for certain critical aspects of the two presented risky\ndecision options. Mood condition did not have a significant\nmain effect on participants’ choices, or on mean total fixation\ntime for problems. However, fixation times showed a three-\nway interaction between mood condition, domain (gain versus\nloss), and time (block). The fixation time data also provided\nsome general insights into participants’ patterns of attention\nallocation during decision-making. They generally spent more\ntime looking at values compared to probabilities, and more\ntime looking at potential gains compared to losses (although\nthis difference declined over time, especially for positive-mood\nparticipants).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "emotion; decision making; mood induction; affect;\nallocation of attention; eye tracking; risk; cognitive processing;\nstrategy; choice" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4bs4q8j8", "frozenauthors": [ { "first_name": "Rui", "middle_name": "", "last_name": "Gong", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Corter", "name_suffix": "", "institution": "Columbia University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28731/galley/18602/download/" } ] }, { "pk": 29290, "title": "Effects of Instructor Presence in Video Lectures: Rapport, Attention, andLearning", "subtitle": null, "abstract": "Do students learn better from video lectures when an on-screen instructor is socially presentthat is, when students can seethe instructor’s face and eye gaze during the lecture? The present study explores how access to the instructors face andeye gaze affects students feelings of social rapport, attention to the lesson, and learning outcomes. The study comparesa video lecture about the human kidney where students either have access to the instructors face and eye gaze during thelecture or do not (i.e., the instructor does not face the camera). Students reported higher levels of engagement, directedmore eye fixations to the lecture material rather than the instructor (based on eye-tracking metrics), and performed betteron both retention and transfer posttests after viewing a video lecture with a socially present, on-screen instructor. Resultssuggest that social cues play a role in guiding academic learning from instructional video.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8033r3wc", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "", "last_name": "Stull", "name_suffix": "", "institution": "University of California", "department": "" }, { "first_name": "Logan", "middle_name": "", "last_name": "Fiorella", "name_suffix": "", "institution": "University of Georgia", "department": "" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Similuk", "name_suffix": "", "institution": "University of California", "department": "" }, { "first_name": "Stevi", "middle_name": "", "last_name": "Ibonie", "name_suffix": "", "institution": "University of California", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Mayer", "name_suffix": "", "institution": "University of California", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29290/galley/19161/download/" } ] }, { "pk": 28457, "title": "Efficiency and Flexibility of Individual Multitasking Strategies - Influence ofBetween-Task Resource Competition", "subtitle": null, "abstract": "Evidence exists that individuals prefer distinguishable strategies for self-organized task scheduling in multitasking. Theyeither prefer to work for long sequences on one task before switching to another (i.e., blocking), to switch repeatedly aftershort sequences (i.e., switching), or to process the current stimuli of two tasks before responding almost simultaneously(i.e., response grouping). We tested whether the strategies efficiency differs depending on the resource competition be-tween tasks in a free concurrent dual-tasking paradigm and whether individuals adapt their strategies accordingly. Ourresults show that switcher and response grouper are more efficient than blocker during low than high resource competitionbetween tasks. Comparably, more switchers shifted to a response grouping strategy than blockers towards a switchingstrategy. Overall, especially those individuals benefited from a lower resource competition, who already preferred a moreflexible approach in dealing with the multitasking demand during high resource competition.", "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/00g565nv", "frozenauthors": [ { "first_name": "Jovita", "middle_name": "", "last_name": "Bruening", "name_suffix": "", "institution": "Technische Universitat Berlin", "department": "" }, { "first_name": "Marie", "middle_name": "", "last_name": "Mckstein", "name_suffix": "", "institution": "Technische Universitat Berlin", "department": "" }, { "first_name": "Dietrich", "middle_name": "", "last_name": "Manzey", "name_suffix": "", "institution": "Technische Universitat Berlin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28457/galley/18328/download/" } ] }, { "pk": 28685, "title": "Efficiency of Learning in Experience-Limited Domains:Generalization Beyond the WUG Test", "subtitle": null, "abstract": "Learning to read English requires learning the complex statis-tical dependencies between orthography and phonology. Pre-vious research has focused on how these statistics are learnedin neural network models provided with as much training asneeded. Children, however, are expected to acquire this knowl-edge in a few years of school with only limited instruction. Weexamined how these mappings can be learned efficiently, de-fined by tradeoffs between the number of words that are explic-itly trained and the number that are correct by generalization.A million models were trained, varying the sizes of randomly-selected training sets. For a target corpus of about 3000 words,training sets of 200–300 words were most efficient, producinggeneralization to as many as 1800 untrained words. Composi-tion of the 300 word training sets also greatly affected general-ization. The results suggest directions for designing curriculathat promote efficient learning of complex material.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "reading; efficient learning; generalization; compu-tational modeling; human and machine learning" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7bp911zm", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "R.", "last_name": "Cox", "name_suffix": "", "institution": "Louisiana State University", "department": "" }, { "first_name": "Matthew", "middle_name": "Cooper", "last_name": "Borkenhagen", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Mark", "middle_name": "S.", "last_name": "Seidenberg", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28685/galley/18556/download/" } ] }, { "pk": 28653, "title": "Efficient Data Compression Leads to Categorical Bias inPerception and Perceptual Memory", "subtitle": null, "abstract": "Efficient data compression is essential for capacity-limited sys-tems, such as biological memory. We hypothesize that the needfor efficient data compression shapes biological perception andperceptual memory in many of the same ways that it shapesengineered systems. If true, then the tools that engineers useto analyze and design systems, namely rate-distortion theory(RDT), can profitably be used to understand perception andmemory. To date, researchers have used deep neural networksto approximately implement RDT in high-dimensional spaces,but these implementations have been limited to tasks in whichthe sole goal is compression with respect to reconstruction er-ror. Here, we introduce a new deep neural network architecturethat approximately implements RDT in a task-general manner.An important property of our architecture is that it is trained“end-to-end”, operating on raw perceptual input (e.g., pixels)rather than an intermediate level of abstraction, as is the casewith most psychological models. We demonstrate that ourframework can mimick categorical biases in perception andperceptual memory in several ways, and thus generates spe-cific hypotheses that can be tested empirically in future work.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Perception; memory; deep neural networks;rate-distortion theory; categorical bias" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5mk7h3qs", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "J.", "last_name": "Bates", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Robert", "middle_name": "A.", "last_name": "Jacobs", "name_suffix": "", "institution": "University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28653/galley/18524/download/" } ] }, { "pk": 28497, "title": "Efficient use of ambiguity in an early writing system:Evidence from Sumerian cuneiform", "subtitle": null, "abstract": "Ambiguity has often been viewed as a hindrance to communi-cation. In contrast, Piantadosi et al. (2012) argued that ambi-guity may be useful in that it allows communication to be ef-ficient, and they found support for this argument in the spokenforms of modern English, Dutch, and German. The historicalorigins of this phenomenon cannot be probed in the case of spo-ken language, but they can for written language, as it leaves anenduring trace. Here, we explore ambiguity and efficiency inone of the earliest known written forms of language: Sumeriancuneiform. Sumerian cuneiform exhibits extensive ambiguity,and for that reason it has been considered to be poorly suited forcommunication. We find, however, that ambiguity in Sumeriancuneiform supports efficient communication, mirroring the ear-lier findings for spoken English, Dutch, and German. Thus, theearly stages of human writing exhibit evidence suggesting pres-sure for communicative efficiency.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "efficient communication; ambiguity; writing sys-tems; cuneiform; information theory" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/43t177m7", "frozenauthors": [ { "first_name": "Noah", "middle_name": "", "last_name": "Hermalin", "name_suffix": "", "institution": "University of California, Berkeley", "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": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28497/galley/18368/download/" } ] }, { "pk": 28847, "title": "Egocentric Tendencies in Theory of Mind Reasoning:An Empirical and Computational Analysis", "subtitle": null, "abstract": "Humans develop an ability for Theory of Mind (ToM) by theage of six, which enables them to infer another agent’s men-tal state and to differentiate it from one’s own. Much evi-dence suggests that humans can do this in a presumably op-timal way and, correspondingly, a Bayesian Theory of Mind(BToM) framework has been shown to match human infer-ences and attributions. Mostly, this has been investigated withspecific, explicit mentalizing tasks. However, other researchhas shown that humans often deviate from optimal reasoningin various ways. We investigate whether typical BToM modelsreally capture human ToM reasoning in tasks that solicit moreintuitive reasoning. We present results of an empirical studywhere humans deviate from Bayesian optimal reasoning in aToM task but instead exhibit egocentric tendencies. We alsodiscuss how computational models can better account for suchsub-optimal processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Theory of Mind; Bayesian Modeling; EgocentricTendencies; Bounded rationality" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7r15701k", "frozenauthors": [ { "first_name": "Jan", "middle_name": "", "last_name": "P ̈oppel", "name_suffix": "", "institution": "Bielefeld University", "department": "" }, { "first_name": "Stefan", "middle_name": "", "last_name": "Kopp", "name_suffix": "", "institution": "Bielefeld University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28847/galley/18718/download/" } ] }, { "pk": 29003, "title": "Elicitation and Assessment of Emotion in Computational Rationality", "subtitle": null, "abstract": "Computational modelling of human emotion has a promising outlook within the approach of computational rationality,which formalises adaptive behaviour as a bounded optimisation problem. However, testing different hypothetical emotionmodels under this approach is hindered by lack of structured data, that have been collected in experimentation coherentwith the underlying formal assumptions. Here, we design an interactive task that is used to elicit and assess emotion,and aligns with the problem solving formalism of a partially observable Markov decision problem. From the literatureon emotion modelling, we derive hypotheses about what affects emotional responses, and use the collected data to testthe hypotheses. We demonstrate how emotion can be assessed in a semi-continuous manner throughout the trials of theexperiment, and in a way that can be used to test computational rationality models of emotion.", "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/9m12n5wd", "frozenauthors": [ { "first_name": "Jussi", "middle_name": "", "last_name": "Jokinen", "name_suffix": "", "institution": "Aalto University", "department": "" }, { "first_name": "Viet", "middle_name": "Ba", "last_name": "Hirvola", "name_suffix": "", "institution": "Aalto University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29003/galley/18874/download/" } ] }, { "pk": 28663, "title": "Elicitation of Quantified Description Under Time Constraints", "subtitle": null, "abstract": "Quantity can be expressed in a variety of ways and at dif-ferent levels of precision. One factor that influences numer-ical description of elements in a visual scene is how long thescene is observed. We extend a previous incremental modelof numerical perception to model quantified description undertime constraints. Our extended model predicts that as presen-tation duration decreases and as the quantity of items to beenumerated increases, the frequency of inexact quantifiers willincrease. We conducted two human subject elicitation stud-ies to test these predictions. Our findings were consistent withour model’s predictions. Additionally, we demonstrate that ournovel model of incremental numerical perception and quanti-fied description closely predicts the precise proportion of exactnumerical responses generated by in these experiments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "numerical language; numerical perception; quan-tifiers; subitizing; counting; estimation; computational model" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/15g3k76s", "frozenauthors": [ { "first_name": "Gordon", "middle_name": "", "last_name": "Briggs", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" }, { "first_name": "Christina", "middle_name": "", "last_name": "Wasylyshyn", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" }, { "first_name": "Paul", "middle_name": "F.", "last_name": "Bello", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28663/galley/18534/download/" } ] }, { "pk": 28962, "title": "Elucidating the Cognitive Anatomy of Representation Systems", "subtitle": null, "abstract": "We present a framework to assess the relative cognitive cost of alternative representational systems for problem solving.The framework consists of 19 cognitive properties of representational systems, which are distributed across 4 dimensions(registration, semantic encoding, inference, and solution) and three scales of granularity (symbol, expression, and sub-representations). It examines components and processes spanning the internal mental representation and external physicaldisplay, and also addresses heterogenous representations of problems. We provide functions to evaluate the cost of eachcognitive property by examining, for example, types of matches between display symbols and concepts, the arity ofrelations, or the depth of solution trees. The cognitive costs for each property are combined to estimate the overallcognitive cost, and hence the relative effectiveness, of a representation. The frameworks development is motivated byour goal of engineering an automated system that will select representations suited to specific classes of problems forindividual users.", "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/0pr8k8fp", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Cheng", "name_suffix": "", "institution": "University of Sussex, Brighton", "department": "" }, { "first_name": "Grecia", "middle_name": "Garcia", "last_name": "Garcia", "name_suffix": "", "institution": "University of Sussex, Brighton", "department": "" }, { "first_name": "Holly", "middle_name": "", "last_name": "Sutherland", "name_suffix": "", "institution": "University of Sussex, Falmer", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Raggi", "name_suffix": "", "institution": "University of Cambridge", "department": "" }, { "first_name": "Aaron", "middle_name": "", "last_name": "Stockdill", "name_suffix": "", "institution": "University of Cambridge", "department": "" }, { "first_name": "Mateja", "middle_name": "", "last_name": "Jamnik", "name_suffix": "", "institution": "University of Cambridge", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28962/galley/18833/download/" } ] }, { "pk": 28589, "title": "Elvis Has Left the Building: Correlational but Not Causal Relationship betweenMusic Skill and Cognitive and Academic Ability", "subtitle": null, "abstract": "Music training is commonly thought to have a positive impacton children’s cognitive skills and academic achievement. Thisbelief relies on the idea that engaging in an intellectuallydemanding activity helps to foster overall cognitive function.We here present a meta-analysis of music-intervention studiesin children (N = 3,780, k = 204, m = 43). Consistent with thesubstantial findings in the field of cognitive training, the overalleffect size was small (", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "music; cognitive training; meta-analysis; transferof skills." } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3vw1k3tr", "frozenauthors": [ { "first_name": "Giovanni", "middle_name": "", "last_name": "Sala", "name_suffix": "", "institution": "Osaka University", "department": "" }, { "first_name": "Fernand", "middle_name": "", "last_name": "Gobet", "name_suffix": "", "institution": "University of Liverpool", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28589/galley/18460/download/" } ] }, { "pk": 29115, "title": "Embodied Measurements of Ideological Positioning", "subtitle": null, "abstract": "Prior studies have shown tests for scales used to describe an individuals ideological position are not replicable. Weexamined ideological positioning of individuals through two mouse tracking tasks. First, participants were asked to selectfrom six ideologies, mixed with distractors, they believed described them. They were then shown ten defined traits ofthese ideologies. Next, participants were asked to choose between pairs of compared traits and assign them to a displayedideology. The first task was to determine which ideologies participants were most closely associated with, while the secondwas used to determine how each individual defined ideologies. In this way, we were able to gain insight into how peopledefine themselves when completing discrete tasks, such as answering political questionnaires. Results show differences inindividual ideological definitions. We have begun grouping statistically similar responses. It is our hope that this data willhelp develop realistic scales of ideological positioning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/15m320kx", "frozenauthors": [ { "first_name": "Brandon", "middle_name": "", "last_name": "Batzloff", "name_suffix": "", "institution": "University of California Merced", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Spivey", "name_suffix": "", "institution": "University of California Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29115/galley/18986/download/" } ] }, { "pk": 28999, "title": "Emergence: A Proposal for a Foundational Revolution in Cognitive Science", "subtitle": null, "abstract": "Emergence has been a fundamental part of physics, chemistry, and biology since the turn of the century. The sub-disciplines of cognitive science have all adopted emergentist approaches in many areas within their field, yet cognitivescience as a whole lacks an overarching theory between the sub-disciplines. Therefore, I propose that emergence is avaluable conceptual tool for unifying the sub-disciplines of cognitive science, as it will facilitate communication via ashared emergentist framework. Although there are several definitions of emergence, cognitive science can benefit from anoverarching view that regardless of discipline, reductionistic approaches are unable to describe cognition from the macroto the micro without invoking emergent stages of explanation. The reluctance to adopt an emergent paradigm surroundsthe issue that emergent phenomena cannot be predicted from their component parts, which challenges the way experimentsin cognitive science are designed and conducted, and how cognition is modeled computationally.", "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/7j29350h", "frozenauthors": [ { "first_name": "Jay", "middle_name": "", "last_name": "Jennings", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28999/galley/18870/download/" } ] }, { "pk": 28796, "title": "Emergence of Collective Cooperation and Networks from Selfish-Trust andSelfish-Connections", "subtitle": null, "abstract": "Emergence of collective cooperation in an inherently selfishsociety is a paradox that has preoccupied biologists, sociol-ogists, and cognitive scientists alike for centuries. We pro-pose a computational model and demonstrate through simula-tions how collective cooperation can emerge from selfish inter-ests: the goal of improving each individual’s own rewards. Wealso demonstrate how the same selfish interests lead to the dy-namic emergence of a network of interconnected agents. Ourmodel includes two simple mechanisms: Selfish-Trust (ST)and Selfish-Connection (SC). ST involves the possibility of re-lying on others in a society of agents when it is beneficial tothe individual, and SC involves the possibility of connecting toother agents when those agents help improve the individual’sown benefit. Our simulation results suggest that collective co-operation can emerge from ST and a complex dynamic net-work can emerge from ST and SC. The simulated data demon-strate an important property of many living organisms: pat-terns of temporal complexity, which are essential to transferinformation among agents of any society of living beings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Altruism Paradox" }, { "word": "Emergence of Cooperation" }, { "word": "Selfishness" }, { "word": "trust" }, { "word": "networks" }, { "word": "Artificial Intelligence" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6nv0b6tw", "frozenauthors": [ { "first_name": "Korosh", "middle_name": "", "last_name": "Mahmoodi", "name_suffix": "", "institution": "Carnegie Mellon 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": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28796/galley/18667/download/" } ] }, { "pk": 29300, "title": "Emergent Compositionality in Signaling Games", "subtitle": null, "abstract": "Understanding the origins of linguistic compositionality is a fundamental challenge in evolutionary linguistics. Prior workhas explored this topic through dynamical computational modeling and experiments in iterated learning. We explorethese questions using RL agents tasked with developing cooperative communication strategies in a signaling game. Weanalyze how various mechanisms (such as Bayesian pragmatic reasoning) and constraints (such as limited memory) mayaffect compositionality and generalizability in the invented communication protocols. In particular, our preliminary resultssuggest that incremental pragmatic reasoning induces a bias towards lexical compositionality. To evaluate the extensibilityof our model, we compare the behavior of the RL agents to the behavior of humans on the same task. That is, we askhumans to coordinate in a reference game task by repeatedly composing non-linguistic symbols. We discuss ways in whichthe resulting protocol mirrors and differs from that produced by the RL agents.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3dj3970g", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": "", "last_name": "Tomlin", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Ellie", "middle_name": "", "last_name": "Pavlick", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29300/galley/19171/download/" } ] }, { "pk": 28412, "title": "EMHMM: Eye Movement Analysis with Hidden Markov Models and ItsApplications in Cognitive Research", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "EMHMM; eye movement; hidden Markovmodel" } ], "section": "Tutorials", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8658z8qd", "frozenauthors": [ { "first_name": "Janet", "middle_name": "H.", "last_name": "Hsiao", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Antoni", "middle_name": "B.", "last_name": "Chan", "name_suffix": "", "institution": "City University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28412/galley/18283/download/" } ] }, { "pk": 29207, "title": "Emotional Speech Processing With the Help of F2 Syntactic Parser", "subtitle": null, "abstract": "F2 syntactic parser is a part of F2 emotional robot, designed to support natural emotional communication with the helpof gestures, facial expressions and speech. The parser constructs syntactic and semantic representations (frame networks)of an input text, saves them to memory (database) and selects a communicative reaction for the robot in BML (behaviormarkup language) format. The model of reactions and inferences is based on scripts if-then operators, competing for theprocessing of semantics. In particular, scripts detect emotionally relevant meanings: when it is declared, that somebodythreatens the robot, does not care about it, behaves inadequately 13 negative scripts, and also when the robot is superior,attracts attention, etc 21 positive scripts. Parser may run in a standalone mode, daily processing sentences from news andblogs. Balancing of scripts allows us to tune the understanding and reproduce different emotional profiles for the robot.(Research is supported by RSF, project No 17-78-30029).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3gf301bf", "frozenauthors": [ { "first_name": "Artemy", "middle_name": "", "last_name": "Kotov", "name_suffix": "", "institution": "Kurchatov Institute", "department": "" }, { "first_name": "Nikita", "middle_name": "", "last_name": "Arinkin", "name_suffix": "", "institution": "National Research Center Kurchatov Institute", "department": "" }, { "first_name": "Liudmila", "middle_name": "", "last_name": "Zaidelman", "name_suffix": "", "institution": "National Research Center Kurchatov Institute", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Zinina", "name_suffix": "", "institution": "National Research Center Kurchatov Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29207/galley/19078/download/" } ] }, { "pk": 29187, "title": "Emotion attributions echo the structure of people’s intuitive theory of psychology", "subtitle": null, "abstract": "We present a generative model of how observers think about the emotions experienced by players in a socially-chargedgame: a public, high-stakes, one-shot Prisoner’s Dilemma. The model extends inverse planning frameworks to captureobservers’ judgments about players’ reactions to hypothetical events. Observers attribute different beliefs and values toplayers based on what decisions the players make. We model how observers’ noisy inferences of players’ mental contentsbias emotion predictions. Incorporation of non-monetary features into forward planning enables us to model emotions thatreflect complex social concerns (e.g. Embarrassment depends on how much players think others will infer that they tried totake advantage of their opponents). In addition to matching the intensities of twenty attributed emotions, the model reflectshow observers’ emotion judgments covary within single stimuli, indicating that the model captures important aspects ofthe generative process underlying humans’ emotion attributions in this game.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2mg9h9bh", "frozenauthors": [ { "first_name": "Sean", "middle_name": "", "last_name": "Houlihan", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Max", "middle_name": "", "last_name": "Kleiman-Weiner", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Saxe", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29187/galley/19058/download/" } ] }, { "pk": 28955, "title": "Emulating Human Developmental Stages with Bayesian Neural Networks", "subtitle": null, "abstract": "In this work we compare the acquisition of knowledge in humans and machines. Research from the area of developmentalpsychology indicates, that human-employed hypothesis are initially guided by simple rules, before evolving into morecomplex theories. This observation is shared across many tasks and domains. We investigate whether the stages ofdevelopment in artificial learning systems are based on similar characteristics. We operationalize developmental stages asthe size of the data-set on which the artificial system is trained. For our analysis we look at the developmental progressof Bayesian Neural Networks on three different data-sets, including occlusion, support and quantity comparison tasks.We compare the results with prior research from the developmental psychology literature and find agreement betweenthe family of optimized models and pattern of development observed in infants and children on all three tasks, indicatingcommon principles for the acquisition of knowledge.", "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/72m9g38g", "frozenauthors": [ { "first_name": "Marcel", "middle_name": "", "last_name": "Binz", "name_suffix": "", "institution": "Philipps-Universitt Marburg", "department": "" }, { "first_name": "Dominik", "middle_name": "", "last_name": "Endres", "name_suffix": "", "institution": "Philipps-Universitt Marburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28955/galley/18826/download/" } ] }, { "pk": 28464, "title": "Environmental effects on parental gesture and infant word learning", "subtitle": null, "abstract": "How infants determine correct word-referent pairings withincomplex environments is not yet fully understood. Thecombination of multiple cues, including gestures, may guidelearning as part of a communicative exchange between parentand child. Gesture use and word learning are interlinked, withearly child gesture predicting later vocabulary size, andparental gesture predicting child gesture. However, the extentto which parents alter gesture cues during word learningaccording to referential uncertainty is not known. In this study,we manipulated the number of potential referents acrossconditions during a word learning task with 18–24-month-olds,and explored how changes in parental gesture use translatedinto infant word learning. We demonstrate that parents altertheir gesture use according to the presence, but not the degree,of referential uncertainty. We further demonstrate that a degreeof variability in the number of potential referents appears tobenefit word learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word learning; gesture; vocabulary development;parent-infant interaction" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/33f5v4jp", "frozenauthors": [ { "first_name": "Rachael", "middle_name": "W.", "last_name": "Cheung", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Calum", "middle_name": "", "last_name": "Hartley", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Padraic", "middle_name": "", "last_name": "Monaghan", "name_suffix": "", "institution": "Lancaster University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28464/galley/18335/download/" } ] }, { "pk": 28616, "title": "Environmental Regularities Shape Semantic Organization throughout Development", "subtitle": null, "abstract": "Our knowledge of the world is an organized lexico-semantic\nnetwork in which concepts can be linked by relations, such as\n“taxonomic” relations between members of the same stable\ncategory (e.g., cat and sheep), or association between entities\nthat occur together or in the same context (e.g., sock and\nfoot). Prior research has focused on the emergence of\nknowledge about taxonomic relations, whereas association\nhas received little attention. The goal of the present research\nwas to investigate how semantic organization development is\nshaped by both taxonomic relatedness and associations based\non co-occurrence between labels for concepts in language.\nUsing a Cued Recall paradigm, we found a substantial\ninfluence of co-occurrence in both 4-5-year-olds and adults,\nwhereas taxonomic relatedness only influenced adults. These\nresults demonstrate a critical and persistent influence of co-\noccurrence associations on semantic organization. We discuss\nthese findings in relation to theories of semantic development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantic development; semantic organization;\ncategories" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/68q5b1cn", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28616/galley/18487/download/" } ] }, { "pk": 28681, "title": "Epistemic drive and memory manipulations in explore-exploit problems", "subtitle": null, "abstract": "People often navigate new environments and must learn abouthow actions map to outcomes to achieve their goals. In this pa-per, we are concerned with how people direct their search andtrade off between selecting informative actions and actions thatwill be most immediately rewarding when they are faced withnew tasks. We find that some people selected globally infor-mative actions and were able to generalize from few observa-tions in order learn new reward structures efficiently. Theseparticipants also displayed the ability to transfer knowledgeacross similar tasks. However, a consistent proportion of par-ticipants behaved sub-optimally, caring more about observingnovel information instead of maximizing reward. Across fourexperiments, we present evidence that participants’ motivationto explore was influenced by 1) how much they already knewabout the underlying task structure and 2) whether their obser-vations remained available. We discuss possible explanationsbehind people’s exploratory drive.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "active learning; generalization; exploration-exploitation; transfer learning; data-availability;" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/18z16876", "frozenauthors": [ { "first_name": "Nicolas", "middle_name": "", "last_name": "Collignon", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Lucas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28681/galley/18552/download/" } ] }, { "pk": 29197, "title": "Equanimity moderates approach/avoidance motor-responses and evaluativeconditioning", "subtitle": null, "abstract": "A growing body of research investigates equanimity as an outcome of mediation practices. Equanimity has been definedas a stable and impartial mental state or trait, regardless the affective valence of stimuli or situations (Desbordes et al.,2015). Few experimental studies focused on its understanding. After created and validated an equanimity questionnaire(EQUA-S, N = 265), we conducted a laboratory study (N = 38) to examine the effect of equanimity on both approach-avoidance motor-behavior with positive and negative stimuli (Rougier et al., 2018) and evaluative conditioning. Whileclassical approach/avoidance and evaluative conditioning effects were significantly reproduced with evidence in favor ofH1 among the participants with a low level of equanimity (N = 17), evidence in favor of H0 was found among those witha high level of equanimity. Thus, equanimity seems to moderate automatic cognitive responses toward valenced stimuli.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1xr6n42w", "frozenauthors": [ { "first_name": "Catherine", "middle_name": "", "last_name": "Juneau", "name_suffix": "", "institution": "LAPSCO", "department": "" }, { "first_name": "Laurent", "middle_name": "", "last_name": "Waroquier", "name_suffix": "", "institution": "LAPSCO", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Dambrun", "name_suffix": "", "institution": "LAPSCO", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29197/galley/19068/download/" } ] }, { "pk": 29081, "title": "Estimating Average Body Size of Sets of Bodies", "subtitle": null, "abstract": "In two behavioral experiments, we demonstrated that human observers can extract average body size from a group ofindividuals. In Experiment 1, we asked 38 participants to estimate the average body size from a group of 5, 10 or 15bodies that were presented in various angles of view (Profile, Three-Quarter, Frontal, and Mixed). Participants were ableto extract the average body size, but they systematically overestimated thinner body groups, and underestimated largerbody groups. Biases were generally reduced for smaller sets sizes and when bodies were shown in profile view, but thetrend was reversed for sets with larger bodies. In Experiment 2, we tested 37 participants and showed that the accuracyof their estimates was modulated by presentation time: Accuracy was poorest when groups were presented for 1s, butsignificantly improved for 3s and 5s presentations. Implications of these finding are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9hn5f244", "frozenauthors": [ { "first_name": "Michelle", "middle_name": "", "last_name": "To", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Brand", "name_suffix": "", "institution": "University of Canterbury", "department": "" }, { "first_name": "Georgia", "middle_name": "", "last_name": "Hampton", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Martin", "middle_name": "", "last_name": "Tovee", "name_suffix": "", "institution": "Lincoln University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29081/galley/18952/download/" } ] }, { "pk": 28930, "title": "Evaluating Levels of Emotional Contagion with anEmbodied Conversational Agent", "subtitle": null, "abstract": "This paper presents an embodied conversational agent frame-work as a controlled environment to test components of em-pathy. We implement levels of emotional contagion which in-cludes mimicry and affective matching along with necessarycommunicational capabilities. We further demonstrate an ex-amination of these foundational behaviors in isolation, to bet-ter understand the effect of each level on the perception of em-pathy in a social conversational scenario with a human actor.We report three studies where the agent shows levels of emo-tional contagion behavior during (1) the listening act in com-parison with baseline backchanneling behavior (2) additionalverbal response matching simple emotional storyline (3) theverbal response to the human actor performing complex emo-tional behaviors. Results revealed that both mimicry and affec-tive matching behaviors were perceived as more empathic thanthe baseline listening behavior, where the difference betweenthese behaviors was only significant when the agent verballyresponded to complex emotional behaviors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Emotional Contagion; Mirroring; AffectMatching; Affective Computing; Social Interaction; Em-bodied Conversational Agents" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2z36p1gk", "frozenauthors": [ { "first_name": "Ozge", "middle_name": "Nilay", "last_name": "Yalcın", "name_suffix": "", "institution": "Simon Fraser University", "department": "" }, { "first_name": "Steve", "middle_name": "", "last_name": "DiPaola", "name_suffix": "", "institution": "Simon Fraser University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28930/galley/18801/download/" } ] }, { "pk": 28493, "title": "Evaluating Models of Human Adversarial Behavior Against DefenseAlgorithms in a Contextual Multi-Armed Bandit Task", "subtitle": null, "abstract": "We consider the problem of predicting how humans learn inter-actively in an adversarial Multi-Armed Bandit (MAB) setting.In a cybersecurity scenario, we designed defense algorithms toassign decoys to lure attackers. Humans play the role of cyberattackers in an experiment to try to learn the defense strategyafter repeated interactions. Participants played against one ofthree defense algorithms: a stationary strategy, a static game-theoretic solution, and an adaptive MAB strategy. Our resultsshow that humans have the most difficulty learning against theadaptive defense. We also evaluated five different models ofattack behavior and compared their predictions against humandata. We show that a modified version of Thompson Samplingand a cognitive model based on Instance-Based Learning The-ory are the best at replicating human learning against defensestrategies. We discuss how these models of human attacker caninform future cyberdefense tools.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Modeling; Reinforcement Learning; In-telligent Agents; Decision Making; Cybersecurity" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2gn3w566", "frozenauthors": [ { "first_name": "Marcus", "middle_name": "", "last_name": "Gutierrez", "name_suffix": "", "institution": "University of Texas at El Paso", "department": "" }, { "first_name": "Jakub", "middle_name": "", "last_name": "ˇCern ́", "name_suffix": "", "institution": "Nanyang Technological University", "department": "" }, { "first_name": "Noam", "middle_name": "", "last_name": "Ben-Asher", "name_suffix": "", "institution": "Army Research Laboratory", "department": "" }, { "first_name": "Efrat", "middle_name": "", "last_name": "Aharonov", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Branislav", "middle_name": "", "last_name": "Boˇsansk ́", "name_suffix": "", "institution": "Czech Technical University in Prague", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Kiekintveld", "name_suffix": "", "institution": "University of Texas at El Paso", "department": "" }, { "first_name": "Cleotilde", "middle_name": "", "last_name": "Gonzalez", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28493/galley/18364/download/" } ] }, { "pk": 29176, "title": "Evaluating systematicity in neural networks with natural language inference", "subtitle": null, "abstract": "Compositionality makes linguistic creativity possible. By combining words, we can express uncountably many thoughts;by learning new words, we can extend the system and express a vast number of new thoughts. Recently, a numberof studies have questioned the ability of neural networks to generalize compositionally (Dasgupta, Guo, Gershman &Goodman, 2018). We extend this line of work by systematically investigating the way in which these systems generalizenovel words.In the setting of a simple system for natural language inference, natural logic (McCartney & Manning, 2007), we systemat-ically explore the generalization capabilities of various neural network architectures. We identify several key properties ofa compositional system, and develop metrics to test them. We show that these architectures do not generalize in human-likeways, lacking inductive leaps characteristic of human learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9776m8n3", "frozenauthors": [ { "first_name": "Emily", "middle_name": "", "last_name": "Goodwin", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Koustuv", "middle_name": "", "last_name": "Sinha", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Odonnell", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29176/galley/19047/download/" } ] }, { "pk": 28441, "title": "Evaluating Theories of Collaborative CognitionUsing the Hawkes Process and a Large Naturalistic Data Set", "subtitle": null, "abstract": "People spontaneously collaborate to solve a common goal.What factors affect whether teams are successful? Due tolack of large-scale naturalistic data and methods for investi-gating scientific questions on such data, previous work has ei-ther focused on very concrete cases, such as surveys of busi-ness teams, or abstract cases, such as GridWorld games, whereagents coordinate their movement so that each agent can get totheir own goal without obstructing other agents. We propose acomputational framework based on the multivariate Hawkesprocess and a novel algorithm for parameter estimation onlarge data sets. We demonstrate the potential of this methodby applying it to a large database of programming teams, pub-lic GitHub repositories. We analyze factors known to influenceteam performance, such as leader organization style and teamcognitive diversity, as well as other factors, such as the bursti-ness of effort, that are difficult to test using existing methods.Keywords: Collaborative cognition; Hawkes process; Organi-zational psychology; Bayesian nonparametrics", "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/6z6552mt", "frozenauthors": [ { "first_name": "Mohsen", "middle_name": "", "last_name": "Afrasiabi", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Mark", "middle_name": "G.", "last_name": "Orr", "name_suffix": "", "institution": "University of Virginia", "department": "" }, { "first_name": "Joseph", "middle_name": "L.", "last_name": "Austerweil", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28441/galley/18312/download/" } ] }, { "pk": 29030, "title": "Evaluation of Methods for Tracking Strategies in Complex Tasks", "subtitle": null, "abstract": "In complex tasks, high performers often have better strategies than low performers even with similar practice. Relativelylittle research has examined how people form and modify strategies in tasks that permit a large set of possible strategies.One challenge with such research is determining strategies based on behavior. Three algorithms were developed to trackthe task features people employ in their strategies while performing a complex task. An ACT-R model that performs thetask was created to collect simulated data with a range of known strategies. The performance of the three algorithms iscompared, and a decision tree classification algorithm yielded the best performance across the test cases. Summary datafrom applying the algorithms to human data on the tasks is also presented and highlights potential challenges for futurework. However, this approach to tracking strategy exploration may enable further development of theories about howpeople search for good strategies.", "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/9pf4v1gv", "frozenauthors": [ { "first_name": "Jarrod", "middle_name": "", "last_name": "Moss", "name_suffix": "", "institution": "Mississippi State University", "department": "" }, { "first_name": "Aaron", "middle_name": "", "last_name": "Wong", "name_suffix": "", "institution": "Mississippi State University", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Barnes", "name_suffix": "", "institution": "Mississippi State University", "department": "" }, { "first_name": "Jaymes", "middle_name": "", "last_name": "Durriseau", "name_suffix": "", "institution": "Mississippi State University", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Bradshaw", "name_suffix": "", "institution": "Mississippi State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29030/galley/18901/download/" } ] }, { "pk": 28729, "title": "Event cognition from the perspective of cognitive development", "subtitle": null, "abstract": "Event cognition is a rapidly developing and promising\nresearch area. Meanwhile, some domains are not considered in\ndetail in this scope. In particular, event cognition is not\nprecisely explored from the perspective of cognitive\ndevelopment. In this paper, we compare the capacity to cut a\nvisual narrative into events for kindergarten students, primary\nschool students, high school students and adults. “The pear\nfilm” by W. Chafe (1975) is used as the material for our\nexperiment. We also examine a correlation between event\ncomprehension and other cognitive skills for primary school\nstudents. Our work provides clear evidence that, in contrast\nwith high school students and adults, kindergarten students\nand primary school students perceive visual narrative on the\nsurface level.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Event cognition" }, { "word": "event model" }, { "word": "cognitive\ndevelopment" }, { "word": "primary school students" }, { "word": "narrative\ncomprehension." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7f2348jp", "frozenauthors": [ { "first_name": "Vladimir", "middle_name": "V.", "last_name": "Glebkin", "name_suffix": "", "institution": "Russian Presidential Academy of National Economy and Public Administration", "department": "" }, { "first_name": "Ekaterina", "middle_name": "O.", "last_name": "Olenina", "name_suffix": "", "institution": "School 1514", "department": "" }, { "first_name": "Nikita", "middle_name": "A.", "last_name": "Safronov", "name_suffix": "", "institution": "Moscow Region State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28729/galley/18600/download/" } ] }, { "pk": 28585, "title": "Event Participants and Verbal Semantics:\nNon-Discrete Structure in English, Spanish and Mandarin", "subtitle": null, "abstract": "Verbs are widely analyzed as functions taking a discrete\nnumber of arguments (e.g., drink has two arguments but give\nhas three). Recent studies, however, suggest that English verbs\nencode Instruments as more or less salient (e.g., the Instrument\nis more salient for slice, less salient for eat). We conducted a\njudgment task with adult speakers of Spanish and Mandarin\nand found that verbs in these languages also encode\nInstruments as having a relative degree of salience, inconsistent\nwith the discrete model of participant encoding.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "verbal semantics; argument structure;\nexperimental semantics; thematic roles; event representation" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3tf4x6jp", "frozenauthors": [ { "first_name": "Lilia", "middle_name": "", "last_name": "Rissman", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Kyle", "middle_name": "", "last_name": "Rawlins", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Landau", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28585/galley/18456/download/" } ] }, { "pk": 29296, "title": "Event Perception Differs Across Cultures", "subtitle": null, "abstract": "Event segmentation divides continuous experience into meaningful events and guides attention, memory, and learning.Culture could impact event segmentation by emphasizing the importance of different aspects of experiences (attentionalfocus), and by providing different exemplars of everyday activities (familiarity). In this study, Indian and US viewers iden-tified large (coarse) and small (fine) events in videos of everyday activities recorded in Indian and US settings. Analysesrevealed that US viewers segmented the activities at a higher rate than Indian viewers. In addition, while the boundariesidentified by US viewers were more strongly associated with visual change, boundaries identified by Indian viewers weremore strongly associated with changes in actions and goals. However, there was no evidence that familiarity with an activ-ity, as indicated by the match between a viewers culture and the activity setting, impacted segmentation. Culture appearsto affect how people define events during perception, independent of familiarity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/74z6v8pc", "frozenauthors": [ { "first_name": "Khena", "middle_name": "", "last_name": "Swallow", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Qi", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29296/galley/19167/download/" } ] }, { "pk": 28409, "title": "Everyday Activities", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "everyday activities; complex tasks; control of ac-tion sequences; action planning; demographic change" } ], "section": "Workshops", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1qc165pb", "frozenauthors": [ { "first_name": "Holger", "middle_name": "", "last_name": "Schultheis", "name_suffix": "", "institution": "University of Bremen", "department": "" }, { "first_name": "Richard", "middle_name": "P.", "last_name": "Cooper", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28409/galley/18280/download/" } ] }, { "pk": 29219, "title": "Evidence for a 30-million-word gap across language environments of children withcochlear implants", "subtitle": null, "abstract": "Hart and Risley (1995) found evidence of a 30-million-word gap by the age of three between children experiencing the mostand the least spoken input. In the present study, we investigated the magnitude of differences in amount of linguistic inputin environments of a clinical population: children with cochlear implants. We identified a 30 million word gap over threeyears between children who received the most and the least spoken language input in their home environments. Further,we identified a 22 million word gap in numbers of infant-directed spoken words experienced by children hearing the mostand the least input. Together, the results suggest that some children with cochlear implants may be doubly disadvantagedin acquiring spoken language, due to the degradation of the speech signal associated with electronic hearing, and due tothe dearth of quality linguistic input in sufficient quantity in their language environments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1fj2d09t", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "", "last_name": "Lehet", "name_suffix": "", "institution": "Michigan State University", "department": "" }, { "first_name": "Meisam", "middle_name": "K.", "last_name": "Arjmandi", "name_suffix": "", "institution": "Michigan State University", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Dilley", "name_suffix": "", "institution": "Michigan State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29219/galley/19090/download/" } ] }, { "pk": 29093, "title": "Evidence for constructive influences from simple evaluations", "subtitle": null, "abstract": "There have been several demonstrations of constructive influences from choice paradigms, for example, when a decisionmaker has to commit to one of the available options and abandon the rest. In such cases, an expectation of constructiveinfluences, whereby the preference for the chosen option increases, while the preference for the abandoned ones decreases,is perhaps reasonable (e.g., as a way to reduce cognitive dissonance). However, this reasoning is harder to translateto situations such that there is a simple evaluation. We employ an organizational questionnaire to show that a simpleevaluation of an earlier statement can lead to systematic influences on a later one. Our results generalize our understandingfor when constructive influences may occur. We outline a technical framework for predicting this bias (which we labelevaluation bias), based on quantum theory. Quantum theory is an appropriate framework for modelling constructiveinfluences, because the theory involves a fundamental process of state change when a measurement (evaluation) is made.", "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/12j14158", "frozenauthors": [ { "first_name": "Lee", "middle_name": "", "last_name": "White", "name_suffix": "", "institution": "City University of London", "department": "" }, { "first_name": "Emmanuel", "middle_name": "", "last_name": "Pothos", "name_suffix": "", "institution": "City University of London", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Jarrett", "name_suffix": "", "institution": "INSEAD, Singapore", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29093/galley/18964/download/" } ] }, { "pk": 28886, "title": "Evidence for effort prediction in perceptual decisions", "subtitle": null, "abstract": "The classic drift diffusion model of the 2AFC choice processassumes that observers select evidence accumulation thresh-olds to optimize some desired level of accuracy across the ex-periment. We argue that it is more ecologically natural to as-sume that decision-makers set this threshold adaptively, usinginformation from recent trials to adjust it for upcoming ones.To test this hypothesis, we designed and conducted a pair ofrandom dot motion discrimination experiment where the co-herence parameter that controls task difficulty varies across tri-als in a predictable manner. To analyze data from these exper-iments, we also designed a hierarchical drift diffusion modelthat allows decision-makers to adapt their evidence thresholdbased on the trend of difficulty of previous trials. Our resultssuggest that observers rationally integrate cross-trial informa-tion about trial difficulty into perceptual decision-making byadjusting their internal evidence thresholds. We briefly discussthe implications of the existence of such trial-level effort infer-ence on contemporary models of the choice process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "drift diffusion model; ideal observer model;Bayesian modelling; cognitive effort; rational inference" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/07r519zt", "frozenauthors": [ { "first_name": "Nisheeth", "middle_name": "", "last_name": "Srivastava", "name_suffix": "", "institution": "IIT Kanpur", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28886/galley/18757/download/" } ] }, { "pk": 28489, "title": "Evidence of error-driven cross-situational word learning", "subtitle": null, "abstract": "One powerful way children can learn word meanings is viacross-situational learning, the ability to discern consistentword-referent mappings from a series of ambiguous scenes andutterances. Various computational accounts of word learninghave been proposed, with mechanisms ranging from storingand testing a single hypothesized referent for each word, totracking multiple graded associations and selectively strength-ening some of them. Nearly all word learning models as-sume storage of some feasible word-referent mappings fromeach situation, resulting in a degree of learning proportionalto the number of co-occurrences. While these accumulativemodels would generally predict that incorrect co-occurrenceswould slow learning, recent empirical work suggests these ac-counts are incomplete: paradoxically, giving learners incorrectmappings early in training was found to boost performance(Fitneva & Christiansen, 2015). We test this finding’s general-ity in a new experiment with more items, consider system- anditem-level explanations, and find that a model with error-drivenlearning best accounts for this benefit of initially-inaccuratepairings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cross-situational word learning; error-driven asso-ciative learning model; word learning;" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7433c1bp", "frozenauthors": [ { "first_name": "Chris", "middle_name": "", "last_name": "Grimmick", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Todd", "middle_name": "", "last_name": "Gureckis", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "George", "middle_name": "", "last_name": "Kachergis", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28489/galley/18360/download/" } ] }, { "pk": 28440, "title": "Evolution and efficiency in color naming: The case of Nafaanra", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language evolution; color naming; efficientcommunication; information theory" } ], "section": "Publication-based Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1q01093g", "frozenauthors": [ { "first_name": "Noga", "middle_name": "", "last_name": "Zaslavsky", "name_suffix": "", "institution": "Hebrew University", "department": "" }, { "first_name": "Karee", "middle_name": "", "last_name": "Garvin", "name_suffix": "", "institution": "University of California, Berkeley", "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", "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": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28440/galley/18311/download/" } ] }, { "pk": 29190, "title": "Examining Prefrontal Cortex Contributions to Creative Problem Solving WithNoninvasive Electric Brain Stimulation", "subtitle": null, "abstract": "Cognitive neuroscience studies of creativity typically employ divergent thinking tasks that prioritize bottom-up processesto generate novel responses. However, real-world creative problem solving is guided by top-down thinking that puts anemphasis on the goal to be achieved. Here, we introduce the Alternative Objects Task (AOT)a novel task that incorpo-rates both bottom-up and down-down thought during problem solving. Guided by functional neuroimaging findings, weemployed transcranial direct current stimulation (tDCS) over frontopolar cortex to investigate causally the impact of tran-sient changes in activity in this region for problem solving performance on the AOT. Participants were presented with aseries of goals and generated either a common or an uncommon object that could satisfy each, while undergoing eitherexcitatory (anodal) or sham tDCS. Analyses of accuracy, reaction times, and semantic distance highlight the importanceof goal-orientation during creative problem solving and its reliance on prefrontal cortex.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/05c6p92t", "frozenauthors": [ { "first_name": "Kent", "middle_name": "", "last_name": "Hubert", "name_suffix": "", "institution": "Drexel University", "department": "" }, { "first_name": "Evangelia", "middle_name": "G.", "last_name": "Chrysikou", "name_suffix": "", "institution": "Drexel University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29190/galley/19061/download/" } ] }, { "pk": 28995, "title": "Examining the association between elementary students lexcio-syntactic writingfeatures and cognitive-motivational profiles using Natural Language Processing", "subtitle": null, "abstract": "Natural language processing (NLP) provides an innovative avenue to understand and explore human language content,yet minimal research has utilized it to classify students literacy, cognition, or motivation. This study investigated theassociation between grade 4-6 students (n = 143) writing and their cognitive-motivational profiles (CMPs) based on theirself-regulated learning, locus of control, writing self-efficacy, and goal-orientation. LPA (Mplus 7.4) results indicated atwo-class CMP solution with predominantly positive or negative CMPs. Using NLP, 404 lexico-syntactic writing featureswere extracted from students writing. Random forest with 10-fold cross-validation was implemented in Weka 3.8 (withSMOTE to equate class instances) to accurately (93%) classify students CMPs (class 1 True Positive Rate (TPR) = .942;class 2 TPR = .925) based on the NLP-processed lexico-syntactic writing features. These results highlight the potentialfor machine learning to analyze students writing and accurately classify learner profiles to provide formative feedback andcustomized interventions.", "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/1h55f9bk", "frozenauthors": [ { "first_name": "Melissa", "middle_name": "", "last_name": "Hunte", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Christine", "middle_name": "", "last_name": "Barron", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Jeanne", "middle_name": "", "last_name": "Sinclair", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Hyunah", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Samantha", "middle_name": "McCormick", "last_name": "McCormick", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Megan", "middle_name": "Vincett", "last_name": "Vincett", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Eunhee", "middle_name": "Eunice", "last_name": "Jang", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28995/galley/18866/download/" } ] }, { "pk": 28594, "title": "Examining the multimodal effects of parent speech in parent-infant interactions", "subtitle": null, "abstract": "Parental input in the form of visual joint attention is\nhypothesized to serve a critical role in the development of\ninfant attention, acting as a training ground by scaffolding an\ninfant’s ability to sustain visual attention in real-time. We\nextended this hypothesis by studying the effects of parent\nspeech on infant visual and manual attention. Thirty-four\ntoddlers and their parents participated in a free-play study\nwhile wearing head-mounted eye trackers. Infant multimodal\nbehaviors were measured in four ways: visual attention,\nmanual action, hand-eye coordination, and joint visual\nattention with their parent. Overall, we found that longer\ndurations of attention were accompanied by parent speech.\nMoreover, sustained attention, defined as behaviors lasting 3s\nor more, almost always occurred with parent speech. Individual\ndifferences in parent-infant coordination were also explored.\nThese results suggest that parent-infant interactions create\nmultimodal opportunities for infants to practice sustaining\nattention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attention" }, { "word": "Children" }, { "word": "Cognitive Development" }, { "word": "eye-\ntracking" }, { "word": "interactive behavior" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5fr7703m", "frozenauthors": [ { "first_name": "Sara", "middle_name": "E.", "last_name": "Schroer", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Linda", "middle_name": "B.", "last_name": "Smith", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28594/galley/18465/download/" } ] }, { "pk": 28668, "title": "Executive Functions in Aging: An Experimental and Computational Study of theWisconsin Card Sorting Task", "subtitle": null, "abstract": "In this paper we explore the effect of normal aging on executive function and present a computational account of the effectof aging in a standard executive task. We tested 25 younger adults and 25 older adults (both with no known neurologicalcondition) on the Wisconsin Card Sorting Task (WCST), a classic test of executive function. The test produces multiplemeasures related to the types of error made by participants, the rate of learning, and so on. As hypothesised, results showno difference between the groups in the number of perseverative errors (i.e., in continuing with a previously successful rulein the presence of negative feedback), but a significantly increased tendency for older adults relative to younger adults tocommit set loss errors (i.e., to switch away from a rule despite positive feedback). We fit an existing neurocomputationalmodel of the task to the experimental data by searching through the models parameter space in order to find the best set ofparameter values for the two different age groups. This leads to a proposition regarding the effect of aging on the value ofthe epsilon ctx parameter, which we argue elsewhere reflects cortical dopamine concentration. We further reanalyse thedata by clustering participants by performance (rather than by age) and show that there are multiple points in parameterspace that fit each cluster of participants. We argue on the basis of this and the behavioural data, that different parametervalues reflect different solutions to optimizing task performance, and that older participants may compensate for changesin epsilon ctx (reflecting dopamine concentration) by effortful changes in other parameters (specifically, by increasingattentional focus).", "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/3qx7174n", "frozenauthors": [ { "first_name": "Andrea", "middle_name": "", "last_name": "Caso", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Cooper", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28668/galley/18539/download/" } ] }, { "pk": 28976, "title": "Exergame Training of Executive Function in Preschool Children: Generalizabilityand Long-term Effects", "subtitle": null, "abstract": "Studies with older children and adults have found that physically engaging video games (i.e., Exergames) that promoteboth cognitive control and physical activity improve executive function (EF) skills; yet, children below school age remainunderstudied with regard to the impact of Exergames on EF. Additionally, research on the extent of the impact of Ex-ergames resulting in prolonged changes, and whether training generalizes to EF-related behaviors in a real-world contextremains scarce. This study examined the short- and long-term changes in EF of 4- to 5-year-olds after participation in two20-minute Exergame sessions. Results indicate that Exergame training improved performance on EF tasks and resultedin higher teacher ratings of EF in the classroom compared to a sex-/classroom-/age-matched control group. The improve-ments in EF persisted over a one-month period. This study provides novel insights into the short-term and long-termeffects of Exergame training on executive function in preschool-aged children.", "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/3dn4j7td", "frozenauthors": [ { "first_name": "Cassondra", "middle_name": "", "last_name": "Eng", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Melissa", "middle_name": "", "last_name": "Pocsai", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Dominic", "middle_name": "", "last_name": "Calkosz", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Nathan", "middle_name": "", "last_name": "Williams", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Erik", "middle_name": "", "last_name": "Thiessen", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28976/galley/18847/download/" } ] }, { "pk": 29164, "title": "Experimental conditions affect how social cues guide the regularisation ofunpredictable variation", "subtitle": null, "abstract": "Unpredictable variation is widely used to investigate how cognitive and communicative biases impact on language evo-lution and change. Learning, interactive and cultural biases all contribute to universal linguistic patterns. We exploredthe effects of social cues using a miniature artificial language exhibiting unpredictable lexical variation distributed eitherwithin or between multiple speakers. We compared the effects of testing modality (spoken vs. forced-choice), experimen-tal population (students vs. online workers) and setting (laboratory vs. online). Learners were sensitive to social cues,but reliable differences only emerged in the laboratory. In an online setting, students were much more likely to regulariseacross conditions. In addition, task difficulty increased rates of regularisation but only online. Online workers showedhigh levels of regularisation throughout. Our experiments suggest that the conditions in which learning and recall takeplace have a large impact on the biases which shape language and our ability to measure them.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3pv6r84h", "frozenauthors": [ { "first_name": "Olga", "middle_name": "", "last_name": "Feher", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Kirby", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29164/galley/19035/download/" } ] }, { "pk": 28980, "title": "Experimental Investigation on Top-down and Bottom-up Processing inComprehension of Graphs to Justify Decisions", "subtitle": null, "abstract": "Authors (2017) examined decision-making processes together with graph comprehension and in particular the influenceof bottom-up and top-down processing on them. Using an altered procedure, this study examined bottom-up and top-down processing relative to graph comprehension where a decision is made first, followed by graph comprehension. Wecompared the results of the two studies. Some of the results observed in the previous study were not observed in thisstudy, suggesting that the influence of impressions provisionally formed on graph comprehension was mitigated to justifythe declared decision in advance. Attitude s that individuals have in a daily life were observed to have an influence in thedecision in both the previous and current studies, showing that it strongly influences decision making regardless of thedegree to which the graph is comprehended.", "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/3rx1v0mq", "frozenauthors": [ { "first_name": "Misa", "middle_name": "", "last_name": "Fukuoka", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Kazuhisa", "middle_name": "", "last_name": "Miwa", "name_suffix": "", "institution": "Nagoya University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28980/galley/18851/download/" } ] }, { "pk": 29177, "title": "Experimental Study on the Decision Making process in a Centipede Game", "subtitle": null, "abstract": "The studys objective was to measure the somatic state response (skin conductance and heart rate) and understand thedecision making processes in a two-player Centipede game, an extensive form game, with a modified payoff. The experi-ment included fixed and random termination for analyzing the effect of players mutual trust on risk-taking behavior. Thebehavioral results reveal that trust controls the game rounds (that is, the number of pass decisions) in known or randomtermination game conditions, though the exit points were higher in the former compared to the latter condition. Higherskin conductance and heart rate during the game-play is noticed as compared to the baseline data showing anxiety duringthe gameplay and interestingly opponents action induced higher skin conductance amplitude than during self-play for thesame decision. The data provides strong preliminary evidence of trust influencing cooperative gameplay.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0v69v2g0", "frozenauthors": [ { "first_name": "Dhriti", "middle_name": "", "last_name": "Goyal", "name_suffix": "", "institution": "International Institute of Infromation Technology", "department": "" }, { "first_name": "Dhiraj", "middle_name": "", "last_name": "Jagadale", "name_suffix": "", "institution": "International Institute of Infromation Technology", "department": "" }, { "first_name": "Kavita", "middle_name": "", "last_name": "Vemuri", "name_suffix": "", "institution": "International Institute of Infromation Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29177/galley/19048/download/" } ] }, { "pk": 29015, "title": "Expertise and Anchoring Bias in Medical Decision Making", "subtitle": null, "abstract": "Anchoring bias describes the tendency to base an estimate around a previously given value, the anchor. Herein, a cohortof 124 medical providers and trainees, from medical students to practicing physicians, were shown to display anchoringbias when faced with medical scenarios including an anchoring value in the form of a prior assessment. Anchoringbias did not vary significantly with participants level of training although tolerance to risk did. However, they showedincreased reliance on the anchor when its source had greater expertise. Analyses showed no correlation between anchoringsusceptibility and participants preference for Rationality or Intuition as measured by the Decision Styles Scale. The resultssuggest that medical decisions can be vulnerable to anchoring effects, particularly when the anchor is sourced from anauthoritative source. Given that authoritative sources should be more knowledgeable, this is reasonable, but will hold trueregardless of the accuracy of the anchoring value.", "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/70m5x6n0", "frozenauthors": [ { "first_name": "Aron", "middle_name": "", "last_name": "Liaw", "name_suffix": "", "institution": "University of California, San Francisco", "department": "" }, { "first_name": "Matthew", "middle_name": "", "last_name": "Welsh", "name_suffix": "", "institution": "University of Adelaide", "department": "" }, { "first_name": "Hillary", "middle_name": "", "last_name": "Copp", "name_suffix": "", "institution": "University of California, San Francisco", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Breyer", "name_suffix": "", "institution": "University of California, San Francisco", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29015/galley/18886/download/" } ] }, { "pk": 28629, "title": "Explaining intuitive difficulty judgments by modeling physical effort and risk", "subtitle": null, "abstract": "The ability to estimate task difficulty is critical for many real-world decisions such as setting appropriate goals for ourselvesor appreciating others’ accomplishments. Here we give a computational account of how humans judge the difficultyof a range of physical construction tasks (e.g., moving 10 loose blocks from their initial configuration to their targetconfiguration, such as a vertical tower) by quantifying two key factors that influence construction difficulty: physical effortand physical risk. Physical effort captures the minimal work needed to transport all objects to their final positions, and iscomputed using a hybrid task-and-motion planner. Physical risk corresponds to stability of the structure, and is computedusing noisy physics simulations to capture the costs for precision (e.g., attention, coordination, fine motor movements)required for success. We show that the full effort-risk model captures human estimates of difficulty and construction timebetter than either component alone. Preprint link https://arxiv.org/abs/1905.04445.", "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/0hr316x2", "frozenauthors": [ { "first_name": "Ilker", "middle_name": "", "last_name": "Yildirim", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Basil", "middle_name": "", "last_name": "Saeed", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Grace", "middle_name": "", "last_name": "Bennett-Pierre", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Gerstenberg", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Hyowon", "middle_name": "", "last_name": "Gweon", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28629/galley/18500/download/" } ] }, { "pk": 29184, "title": "Explaining without Information: The Role of Label Entrenchment", "subtitle": null, "abstract": "In categorical explanation a category label is used to explain an associated property. We show that label entrenchment,whether a label is commonly used by ones community, affects the judged quality of a categorical explanation whetherthe explanation offers substantive information or not. In Experiments 1 and 2, explanations using unentrenched labels arerated as less comprehensive and less natural independent of causal or featural information, even when the label is merely aname for the explanandum. Experiments 3 and 4 replicate the effect with unentrenched labels coined by groups of expertdiscoverers and rule out explanations like familiarity and communicative principles. Most participants in Experiments3 and 4 could not report the impact of entrenchment on their judgments. We argue that reliance on entrenchment arosebecause the community often has useful information. Common use of labels as conduits for this knowledge inducesreliance on community cues even when uninformative.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8wm329ks", "frozenauthors": [ { "first_name": "Babak", "middle_name": "", "last_name": "Hemmatian", "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": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29184/galley/19055/download/" } ] }, { "pk": 28903, "title": "Explanation Versus Prediction: Statistical Differences in Detecting Fraudulent\nEvents Do Not Necessarily Have Predictive Power", "subtitle": null, "abstract": "A large body of research in the cognitive sciences relies on\nexamining statistical differences. While the approach of\nexamining differences can aid in explaining behavior, it does\nnot necessarily mean that these differences have predictive\npower. Yet, understanding behavior both involves explaining\nand predicting behavior. As a point in case, the current study\nused a naturalistic email dataset to examine statistical\ndifferences and predictive power in fraudulent activities.\nDifferences between 1st and 3rd person pronoun use in liars and\npeople telling the truth are widely reported in the literature. The\ncurrent study aimed to test for the effect of fraudulent events\non pronoun use in emails using the Enron corpus and\nadditionally applied a machine learning approach to estimate\nwhether pronoun use predicts fraud. While the ratio between\n1st and 3rd person pronoun use was related to fraud, this\nconstruct did not have predictive power. The current study\nhighlights an important conclusion for the cognitive sciences:\nThe importance of not only testing for differences, but of also\napplying predictive models. In this way it can be determined\nwhether effects of a construct on an outcome can also predict\nthe outcome.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "corpus linguistics; machine learning; deception;\npronouns" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1xm754bd", "frozenauthors": [ { "first_name": "Angelica", "middle_name": "M.", "last_name": "Tinga", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Welmoed", "middle_name": "", "last_name": "Kuperus", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Maira", "middle_name": "B.", "last_name": "Carvalho", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Max", "middle_name": "M.", "last_name": "Louwerse", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28903/galley/18774/download/" } ] }, { "pk": 28561, "title": "Explanatory Considerations Guide Pursuit", "subtitle": null, "abstract": "Evidence is typically consistent with more than one hypothesis.How do we decide which hypothesis to pursue (e.g., to subjectto further consideration and testing)? Research has shown thatexplanatory considerations play an important role in learningand inference: we tend to seek and favor hypotheses thatoffer good explanations for the evidence we invoke them toexplain. Here we report three studies testing the proposal thatexplanatory considerations similarly inform decisions concern-ing pursuit. We find that ratings of explanatory goodness predictpursuit (though to a lesser extent than they predict belief), andthat these effects hold after adjusting for subjective probability.These findings contribute to a growing body of work suggestingan important role for explanatory considerations in shapinginquiry.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "explanation; pursuit; abduction; active learning" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5sf191t1", "frozenauthors": [ { "first_name": "Patricia", "middle_name": "", "last_name": "Mirabile", "name_suffix": "", "institution": "Sorbonne Universit ́e", "department": "" }, { "first_name": "Tania", "middle_name": "", "last_name": "Lombrozo", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28561/galley/18432/download/" } ] }, { "pk": 28814, "title": "Explanatory Virtues and Belief in Conspiracy Theories", "subtitle": null, "abstract": "Conspiracy theories are “alternative” explanations ofwell-understood events or phenomena. What makes themattractive explanations to so many people? We investigatewhether people ascribe characteristics typical of goodexplanations to conspiracy theories and whether they areperceived as more appealing explanations when they arearticulated as a refutation of the official version of events. Intwo experiments, participants read explanations of fourconspiracy theories and rated them along six dimensions ofexplanatory quality. We find that some explanatory virtues areascribed to conspiracy theories even by people who do notbelieve the conspiracy. Contrary to our predictions, we alsofind that framing a conspiracy as a refutation did not generallyelicit higher ascriptions of explanatory virtues. These resultssuggest that explanatory considerations may play a morecentral role in conspiracist beliefs than was previously thought.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Explanation; conspiracy theories; open science" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/22d0g2ch", "frozenauthors": [ { "first_name": "Patricia", "middle_name": "", "last_name": "Mirabile", "name_suffix": "", "institution": "Sorbonne Universite", "department": "" }, { "first_name": "Zachary", "middle_name": "", "last_name": "Horne", "name_suffix": "", "institution": "Arizona State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28814/galley/18685/download/" } ] }, { "pk": 29109, "title": "Explicit cues lead to reward-related enhancements in motor skill performance", "subtitle": null, "abstract": "A large body of evidence suggests that motor sequencing skills can be trained either implicitly or explicitly. That is,participants can learn implicitly outside of conscious awareness or they can be explicitly told and/or cued to existenceof repeating sequences. Although explicit learning often coincides with faster skill acquisition, the role of consciousawareness in skill learning is still debated. Some recent work has suggested that the benefits seen from explicit learningare not due to added conscious knowledge per se, but rather an increase in intrinsic motivation. Here we show that althoughperformance-contingent monetary incentives lead to improved performance in all subjects, this effect is larger for explicitlytrained subjects. This suggests that intrinsic motivation alone cannot explain the superior performance in explicitly trainedtasks and that explicit knowledge can confer an additional benefit in that it can allow individuals to better contextuallymodulate their behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/58f5h2sg", "frozenauthors": [ { "first_name": "Sean", "middle_name": "", "last_name": "Anderson", "name_suffix": "", "institution": "University of Michigan", "department": "" }, { "first_name": "Taraz", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "University of Michigan", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29109/galley/18980/download/" } ] }, { "pk": 28780, "title": "Exploration and Exploitation Reflect System-Switching in Learning", "subtitle": null, "abstract": "Mounting evidence suggests that human category learning is\nachieved by multiple qualitatively distinct biological and\npsychological systems. In an information-integration (II)\ncategorization task, optimal performance requires switching\naway from rule and adopting a procedural response strategy.\nHowever, many participants perseverate with rules. This article\nattempts at understanding the difference between optimal and\nsuboptimal participants in II categorization. To this end, we\ncollected data in the Iowa Gambling Task (IGT) and an II\ncategorization task. Performance in the IGT was used to\nestimate each participant’s sensitivity to reward, punishment,\nand propensity to explore. The results show that optimal\nparticipants in the II task explored more in the IGT than\nsuboptimal participants. However, optimal participants in the\nII task did not show higher sensitivity to punishment or lower\nsensitivity to reward. We conclude by discussing the\nimplications of these findings on system-switching and\ntheoretical work on multiple-systems model of perceptual\ncategory learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "perceptual categorization; decision-making; dual\nsystems; exploration-exploitation" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/48f7b4wd", "frozenauthors": [ { "first_name": "Li", "middle_name": "Xin", "last_name": "Lim", "name_suffix": "", "institution": "Perdue University", "department": "" }, { "first_name": "Sebastien", "middle_name": "", "last_name": "Hélie", "name_suffix": "", "institution": "Perdue University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28780/galley/18651/download/" } ] }, { "pk": 29139, "title": "Exploring Aha! moments during science learning", "subtitle": null, "abstract": "The Aha! experience has mainly been studied in the context of insightful problem solving, but less work has investigatedAha! experiences that can occur during learning. In these studies, participants were asked to self-report Aha! momentswhen learning about principles in Biology, such as symbiosis or mimicry, from sets of three divergent examples. In theproblem-oriented condition, participants saw the examples and were asked to generate their common principle. In thedirect instruction condition, participants were told the principle directly. Participants were significantly more likely toreport Aha! moments in the problem-oriented condition. Although having an Aha! experience did not always lead tobetter learning, the likelihood of having an Aha! moment was positively correlated with several student characteristics,particularly in the problem-oriented condition. These studies offer another perspective on the potential benefits of learningfrom invention activities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/50j5d3tp", "frozenauthors": [ { "first_name": "Christine", "middle_name": "", "last_name": "Chesebrough", "name_suffix": "", "institution": "Drexel University", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Wiley", "name_suffix": "", "institution": "University of Illinois Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29139/galley/19010/download/" } ] }, { "pk": 29181, "title": "Exploring cognitive states through real-time classification and sonification of braindata", "subtitle": null, "abstract": "With the recent advances in EEG technology and the popularization of low-cost mobile EEG devices, brain-computerinterface (BCI) systems and neurofeedback tools have become more accessible. Real-time EEG signal processing isincreasingly popular in the context of digital arts projects powered by a neuroaesthetic approach. CoCo Brain Channelis one such project : designed to use real-time processing of EEG signal in order to generate a musical environment, itprovides the user with a means to hear and control his own brain activity. This is achieved by hooking-up a commercialmobile EEG device to a music generation algorithm built in PureData. The generative algorithm uses features fromEEG signals to modulate harmonic and rhythmic structures of multiple oscillators. The result is a continuous musicalsoundscape reflecting the evolution of EEG signals. Improvements and possible applications for basic research will bediscussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0r9981gh", "frozenauthors": [ { "first_name": "Yann", "middle_name": "", "last_name": "Harel", "name_suffix": "", "institution": "Universit de Montral", "department": "" }, { "first_name": "Antoine", "middle_name": "", "last_name": "Bellemare", "name_suffix": "", "institution": "Concordia University", "department": "" }, { "first_name": "Arthur", "middle_name": "", "last_name": "Dehgan", "name_suffix": "", "institution": "Universit de Montral", "department": "" }, { "first_name": "Anne-Lise", "middle_name": "", "last_name": "Saive", "name_suffix": "", "institution": "Universit de Montral", "department": "" }, { "first_name": "Karim", "middle_name": "", "last_name": "Jerbi", "name_suffix": "", "institution": "Universit de Montral", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29181/galley/19052/download/" } ] }, { "pk": 29101, "title": "Exploring How People Use Star Rating Distributions", "subtitle": null, "abstract": "When purchasing products online, often two products may have similar mean ratings and numbers of reviews, but suchapparent similarities may hide important differences. Sometimes, the distribution of star ratings is also available to decisionmakers in addition to these two attributes. Will the decision still be as undifferentiated as before or will the distributionsof stars engender a preference towards one of the products? To answer this question, the current study manipulated thedisplayed variability of ratings for choices with the same average rating. The behavioral studies showed that participantsexhibited distinctive choice patterns when the distribution of ratings was provided even when the average rating andtotal number of reviews were the same between two compared products. A utility-based cognitive model was thereforedeveloped to identify the underlying mechanism as to why people chose the way they did.", "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/3xg2j794", "frozenauthors": [ { "first_name": "Jingqi", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Landy", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29101/galley/18972/download/" } ] }, { "pk": 28752, "title": "Exploring informal science interventions to promote children’s understanding ofnatural categories", "subtitle": null, "abstract": "Categories carve up the world in a structured way, allowingpeople to inductively reason about the properties of novel ex-emplars. Children are still in the process of learning categorystructure, and often fail to leverage the inductive power of theserepresentations to their advantage. For example, young chil-dren generally fail to recognize the value of sampling diverseexemplars to support category-wide generalization. This studyinvestigates whether teaching children the structure within anatural category increases diversity-based inductive reasoning.In an informal science learning environment, we presented 259children aged 5 to 8 years with exemplars of the three maintypes of birds: raptors, songbirds, and waterbirds. After a shortdialogue pointing out the various within-type similarities andbetween-type differences, children’s diversity-based inductivereasoning did not significantly improve, despite them evidenc-ing a better understanding of the category’s structure. Instead,children tended to avoid sampling waterbirds, the least typicalcluster of birds. These patterns suggest that children’s neglectof sample diversity is unlikely to be solely due to their relativeignorance of category structure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category induction; diversity-based reasoning;category learning; conceptual development" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2065s9dg", "frozenauthors": [ { "first_name": "George", "middle_name": "", "last_name": "Kachergis", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Todd", "middle_name": "M.", "last_name": "Gureckis", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Marjorie", "middle_name": "", "last_name": "Rhodes", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28752/galley/18623/download/" } ] }, { "pk": 29008, "title": "Exploring Monaural Auditory Displays that Convey Positional Information toUsers", "subtitle": null, "abstract": "The purpose of this study is to confirm whether monaural auditory displays that indicate leftward and rightward directionsto users can be used together with speech sounds in order to convey positional information to users. We conducted twoexperiments; experiment 1 was for investigating how a speech sound followed by auditory displays can convey threepositions, right, center, and left, to participants, and experiment 2 was for exploring the effects of the durations of theseauditory displays on how users interpreted these pieces of positional information. As a result of experiment 1, a speechsound followed by monaural auditory displays with durations of 0.25, 0.50, and 0.75 sec succeeded in conveying the threepieces of positional information to users. As a result of experiment 2, the speech sound followed by monaural auditorydisplays with durations of 0.25, 0.50, 0.75 or 1.00 sec was interpreted by users correctly.", "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/0p5605pj", "frozenauthors": [ { "first_name": "Takanori", "middle_name": "", "last_name": "Komatsu", "name_suffix": "", "institution": "Meiji University", "department": "" }, { "first_name": "Masahiro", "middle_name": "", "last_name": "Yamada", "name_suffix": "", "institution": "Meiji University", "department": "" }, { "first_name": "Seiji", "middle_name": "", "last_name": "Yamada", "name_suffix": "", "institution": "National Institute of Informatics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29008/galley/18879/download/" } ] }, { "pk": 28807, "title": "Exploring the Early Childhood Executive Function and Language Relationship: APreliminary Analysis", "subtitle": null, "abstract": "Recent studies demonstrate strong, concurrent relationships between language and EF, particularly during early childhood.However, the literature remains controversial with respect to this relationship. Whereas some studies cite a bidirectionalrelationship, others suggest that EF is predictive of language gains, while others suggest that it is language which affectsEF through conversational practice. Further controversy remains in the literature regarding which components of EF areengaged in the processes. The bidirectionality of current research in this area suggests that perhaps EF and languageare best fitted by a curvilinear relationship. This is compounded by the fact that a large number of these studies haveemployed linear statistical analyses to examine the relationship of the two constructs. Thus, in order to further specifythe relationship between EF and language development, we examined monolingual and bilingual infants and toddlers todetermine the utility of a curvilinear model to assess the EF and language relationship, what aspect of language inhibitorycontrol most correlates to EF, and whether there is a monolingual/bilingual difference. Results indicate that the EF andlanguage early childhood relationship is best fitted by a curvilinear model.", "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/6m26x5b0", "frozenauthors": [ { "first_name": "Kaitlyn", "middle_name": "", "last_name": "May", "name_suffix": "", "institution": "University of Alabama, Tuscaloosa", "department": "" }, { "first_name": "Ursula", "middle_name": "", "last_name": "Johnson", "name_suffix": "", "institution": "University of Texas Health Science Center", "department": "" }, { "first_name": "Janelle", "middle_name": "", "last_name": "Montroy", "name_suffix": "", "institution": "University of Texas Health Science Center", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28807/galley/18678/download/" } ] }, { "pk": 29306, "title": "Exploring the linguistic landscape: How individual differences among bilingualadults modulate eye movements when viewing multilingual artificial signs", "subtitle": null, "abstract": "Eye movement research reveals how people allocate visual attention when reading, scanning the environment around them(Rayner, 2012). These cognitive processes come together when people view what sociolinguists refer to as, the linguisticlandscape, consisting of signage in the public space. Linguistic landscapes around the world are jointly determined by top-down socio-legal provisions, and bottom-up capacities and attitudes of individual people (Leimgruber, Vingron, & Titone,2019). In a preliminary study, we found that bilinguals differed in how they viewed naturally occurring linguistic landscapeimages (Vingron et al., 2018). We are currently analyzing data from a follow-up study that investigated whether individualdifferences in language experience among bilinguals modulate their eye movements to artificial linguistic landscape imagesthat systematically manipulate text language, position, and size, while controlling for linguistic content.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0sx712sm", "frozenauthors": [ { "first_name": "Naomi", "middle_name": "", "last_name": "Vingron", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Jason", "middle_name": "", "last_name": "Gullifer", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Debra", "middle_name": "", "last_name": "Titone", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29306/galley/19177/download/" } ] }, { "pk": 28772, "title": "Exploring the Representation of Linear Functions", "subtitle": null, "abstract": "Function learning research has highlighted the importance ofhuman inductive biases that facilitate long-range extrapola-tions. However, most previous research is focused on aggre-gate errors or single-criterion extrapolations. Thus, little isknown about the underlying psychological space in which con-tinuous relationships are represented. We ask whether peoplecan learn the distributional properties of new classes of rela-tionships, using Markov Chain Monte Carlo with People, andfind that (1) people are able to track not just the expected pa-rameters of a linear function, but information about the vari-ability of functions in a specific context and (2) in many casesthese spaces over parameters exhibit multiple modes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Generalization" }, { "word": "Function learning" }, { "word": "Representation" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6ts2b90h", "frozenauthors": [ { "first_name": "Pablo", "middle_name": "", "last_name": "Le ́on-Villagr ́a", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Verena", "middle_name": "S.", "last_name": "Klar", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Adam", "middle_name": "N.", "last_name": "Sanborn2", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Christopher", "middle_name": "G.", "last_name": "Lucas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28772/galley/18643/download/" } ] }, { "pk": 28960, "title": "Exploring the Role of Social Priming in Alcohol Attentional Bias", "subtitle": null, "abstract": "Recent studies have linked the Stroop Effect with social priming, suggesting that social concept priming tends to triggerautomatic behaviour aligned with the primed concept (Augustinova & Ferrand, 2014; Goldfarb, Aisenberg, & Henik,2011). This study attempts to test the efficacy of social priming on alcohol attentional bias, integrating a social priminginterference task into an alcohol-Stroop test to measure Stroop interference before and after participants have been sociallyprimed. Results show no significant interaction between stimulus category (alcohol and neutral), experiment block, andsocial priming condition (alcohol addiction, alcohol preoccupation and control) to indicate that social priming had trig-gered expedited, automatic behaviour. Our results do show a significant interaction between experiment block and socialpriming condition (F(6, 426) = 2.166, p = .045), suggesting the alcohol social priming tasks may have induced a greatergeneral interference for participants in those conditions, than for participants receiving the neutral interference task.", "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/37b32044", "frozenauthors": [ { "first_name": "Stephen", "middle_name": "", "last_name": "Cantarutti", "name_suffix": "", "institution": "City University of London", "department": "" }, { "first_name": "Emmanuel", "middle_name": "", "last_name": "Pothos", "name_suffix": "", "institution": "City University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-02T04:00:00+10:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28960/galley/18831/download/" } ] } ] }