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{ "count": 39508, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=16400", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=16200", "results": [ { "pk": 29053, "title": "I Never Even Considered That!: Investigating explanations for adults failures tolearn conjunctive causal rules", "subtitle": null, "abstract": "Despite having sophisticated causal reasoning skills, there are a variety of cases in which adult learners consistently ignorethe available evidence and make an incorrect inference. Here, we focus on a specific case in which adults fail to inferand apply a conjunctive causal rule (Lucas et al., 2014), and examine two explanations for this failure. In Experiment1, we manipulate information about the probabilistic nature of the events to test whether adults failure results from anendorsement of noisy relations. In Experiment 2, we manipulate the physical design of the causal system to test analternative account: that this phenomenon is due to a failure to consider the correct, conjunctive hypothesis. Takentogether, our results suggest that failures to learn the conjunctive rule may not be entirely due to a noisy prior that affordsdiscounting of the evidence, but instead results from a failure to generate the relevant hypothesis.", "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/9pg0q0bk", "frozenauthors": [ { "first_name": "Alexandra", "middle_name": "", "last_name": "Rett", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Bonawitz", "name_suffix": "", "institution": "Rutgers University - Newark", "department": "" }, { "first_name": "Koeun", "middle_name": "", "last_name": "Choi", "name_suffix": "", "institution": "Virginia Tech", "department": "" }, { "first_name": "Caren", "middle_name": "", "last_name": "Walker", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29053/galley/18924/download/" } ] }, { "pk": 29117, "title": "Inferior frontal gyrus involvement during search and solution in verbal creativeproblem solving: A parametric fMRI study", "subtitle": null, "abstract": "In verbal creative problems like compound remote associates (CRAs), the solution is semantically distant and there is nopredefined path to the solution. Therefore, people first search through the space of possible solutions before retrieving thecorrect semantic content by extending their search space. We assume that search and solution are both part of a semanticcontrol process which involves the inferior frontal gyrus (IFG). Furthermore, the degree of the IFG involvement dependson how much the search space needs to be extended, i.e. how semantically distant the solution is. To demonstrate this,we created a modified CRA paradigm which systematically modulates the semantic distance from the first target wordto the solution via priming. We show that brain areas (left inferior frontal gyrus and middle temporal gyrus) associatedwith semantic control are already recruited during search. In addition, we found a linear correlation between the BOLDactivation of the IFG (pars orbitalis and triangularis) and the search space extension. However, this linear relationshipcould only be observed during and shortly before the correct solution but not during search. We discuss the role of the IFGin accessing semantically distant information during verbal creative problem solving.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6nh5d7gq", "frozenauthors": [ { "first_name": "Maxi", "middle_name": "", "last_name": "Becker", "name_suffix": "", "institution": "University Medical Center Hamburg-Eppendorf", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Sommer", "name_suffix": "", "institution": "University Medical Center Hamburg-Eppendorf", "department": "" }, { "first_name": "Simone", "middle_name": "", "last_name": "Khn", "name_suffix": "", "institution": "University Medical Center Hamburg-Eppendorf", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29117/galley/18988/download/" } ] }, { "pk": 28852, "title": "Inferring Structured Visual Concepts from Minimal Data", "subtitle": null, "abstract": "Humans can learn and reason about abstract concepts quickly,flexibly, and often from very little data. Here, we study howpeople learn novel concepts within a binary grid domain, andfind that even this minimal task nonetheless necessitates theinference of highly structured parts as well as their compo-sitional relationships. Furthermore, by changing the presen-tation condition of the learning examples, we reveal differentapproaches involved in learning such visual concepts: giventhe same images, human generalizations differ between rapidand static presentation conditions. We investigate this differ-ence by developing several computational models that vary intheir use of structured primitives and composition. We find thatlearning in the rapid presentation condition is best described asinference in simple models, while learning in the static presen-tation condition is best described as inference in a more struc-tured space of graphics programs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bayesian inference; concept learning; few-shotlearning; program induction" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/75n5b1sg", "frozenauthors": [ { "first_name": "Peng", "middle_name": "", "last_name": "Qian", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Luke", "middle_name": "", "last_name": "Hewitt", "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": "Roger", "middle_name": "", "last_name": "Levy", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28852/galley/18723/download/" } ] }, { "pk": 29020, "title": "Inferring the social meaning of objects with intuitive physics and Theory of Mind", "subtitle": null, "abstract": "Humans primarily communicate through words and gestures. In some cases, however, humans also communicate indirectlythrough objects, such as trafc cones or stanchion ropes. How does the human mind generate and interpret the socialmeaning of objects? Here we show that a computational model that uses commonsense physics and Theory of Mindspontaneously gives rise to the ability to communicate through objects. As predicted by our model, we show that peoplecan infer the communicative meaning of novel objects by reasoning about the costs they impose, even in the absence ofa pre-existing convention. Moreover, we show that people store the meaning of an object after a single exposure andrecognize it in subsequent encounters. Our model sheds light on how humans bootstrap cognitive capacities that we sharewith other animals to give rise to uniquely-human cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4n3143hw", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Lopez-Brau", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Jara-Ettinger", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29020/galley/18891/download/" } ] }, { "pk": 29172, "title": "Inflated inflation and superseded supersession: testing counterfactual samplingaccounts of causal strength judgments", "subtitle": null, "abstract": "Norm violations have been shown to influence causal judgments. Icard, Kominsky, and Knobe (2017) explained theinfluence of norms by appeal to a model of norm-weighted sampling of counterfactual possibilities. This model explainstwo well-known effects (among others): When two agents must act to bring about an outcome (i.e. both actions arenecessary), if an agent S violates a norm, they are judged more causal than when they do not violate a norm (abnormalinflation), and the other agent B is judged to be less causal than when S does not violate a norm (causal supersession).In the present study (N = 1008), we find empirical support for two untested further predictions of this sampling modelof causal strength judgments: Abnormal inflation of S is greater when B violates a norm (inflation increase), and causalsupersession of B is smaller when S violates a norm (supersession decrease).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3x7947b0", "frozenauthors": [ { "first_name": "Maureen", "middle_name": "", "last_name": "Gill", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Kominsky", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "Knobe", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Icard", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29172/galley/19043/download/" } ] }, { "pk": 28672, "title": "Influence of linguistic tense marking on temporal discounting:\nFrom the perspective of asymmetric tense marking in Japanese", "subtitle": null, "abstract": "There has been much discussion around the Linguistic-Savings\nHypothesis (LSH), which postulates that language can affect\nintertemporal choices of its speakers; the validity of this claim\nhas remained controversial. To test the LSH independent from\nthe possible influencing factors, such as cultural differences,\nwe focused on the Japanese language, which features\nasymmetric tense marking, in that past tense is grammatically\nmarked but future tense is not. Adopting a within-participant\ndesign, we compared the discounting behavior between past\nand future gains in native Japanese participants. Our results\nrevealed that Japanese speakers tended to discount the values\nplaced on rewards in an asymmetry way: to discount the value\nof past gains more heavily than that of future gains. We\nbelieved our results corroborated the LSH and linguistic\nrelativity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Intertemporal discounting; Intertemporal choice;\nLinguistic-Savings Hypothesis; Tense; Linguistic relativity" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7478111r", "frozenauthors": [ { "first_name": "Qixiang", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "The University of Tokyo", "department": "" }, { "first_name": "Hidehito", "middle_name": "", "last_name": "Honda", "name_suffix": "", "institution": "Yasuda Women’s University", "department": "" }, { "first_name": "Kazuhiro", "middle_name": "", "last_name": "Ueda", "name_suffix": "", "institution": "The University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28672/galley/18543/download/" } ] }, { "pk": 29007, "title": "Information Distribution Depends on Language-Specific Features", "subtitle": null, "abstract": "Language can be thought of as a code: A system for packaging a speakers thoughts into a signal that a listener mustdecode to recover some intended meaning. If language is a near-optimal code, then speakers should structure informationin their utterances to minimizes the impact of errors in production or comprehension. To examine the distribution ofinformation within utterances, we apply information-theoretic methods to a diverse set of languages in various spoken andwritten corpora. We find reliably non-uniform and cross-linguistically variable information distributions across languages.These distributions are consistent across contexts, and are predictable from typological features, most notably canonicalword order. However, when we include even a small amount of predictive context (bigrams or trigrams), the language-specific shapes disappear, and all languages are characterized by uniform information distribution. Despite cross-linguisticvariability in communicative codes, speakers structure their utterances to preserve uniform information distribution andsupport successful communication.", "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/2zc7p9vf", "frozenauthors": [ { "first_name": "Josef", "middle_name": "", "last_name": "Klafka", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Dan", "middle_name": "", "last_name": "Yurovsky", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29007/galley/18878/download/" } ] }, { "pk": 28947, "title": "Information Theory Meets Expected Utility: The Entropic Roots of ProbabilityWeighting Functions", "subtitle": null, "abstract": "This paper proposes that the shape and parameter fits of existing probability weighting functions can be explained withsensitivity to uncertainty (as measured by information entropy) and the utility carried by reductions in uncertainty. Build-ing on applications of information theoretic principles to models of perceptual and inferential processes, I suggest thatprobabilities are evaluated relative to the distribution of maximum entropy (the uniform distribution) and that the per-ceived distance between a probability and uniformity is influenced by the shape (relative entropy) of the distribution thatthe probability is embedded in. These intuitions are formalized in a novel probability weighting function, VWD(p), whichis simpler and has less free parameters than existing probability weighting functions. VWD(p) captures characteristicfeatures of existing probability weighting functions, introduces novel predictions, and provides a parsimonious account offindings in probability and frequency estimation related tasks.", "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/7fx1757h", "frozenauthors": [ { "first_name": "Mikaela", "middle_name": "", "last_name": "Akrenius", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28947/galley/18818/download/" } ] }, { "pk": 28537, "title": "Inquiry, Theory-Formation, and the Phenomenology of Explanation", "subtitle": null, "abstract": "Explanations not only increase understanding; they are oftendeeply satisfying. In the present research, we explore how thisphenomenological sense of “explanatory satisfaction” relatesto the functional role of explanation within the process ofinquiry. In two studies, we address the following questions: 1)Does explanatory satisfaction track the epistemic, learning-directed features of explanation? and 2) How doesexplanatory satisfaction relate to both antecedent andsubsequent curiosity? In answering these questions, weuncover novel determinants of explanatory satisfaction andcontribute to the broader literature on explanation and inquiry.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "explanation; curiosity; theories; inquiry; learning" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6061x5mv", "frozenauthors": [ { "first_name": "Emily", "middle_name": "G.", "last_name": "Liquin", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Tania", "middle_name": "", "last_name": "Lombrozo", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28537/galley/18408/download/" } ] }, { "pk": 28428, "title": "Insight and the Genesis of New Ideas", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "InSight" }, { "word": "Creativity" }, { "word": "working memory" }, { "word": "phenomenology" }, { "word": "first-order problem solving" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1tb336nk", "frozenauthors": [ { "first_name": "Frédéric", "middle_name": "", "last_name": "Vallée-Tourangeau", "name_suffix": "", "institution": "Kingston University", "department": "" }, { "first_name": "Linden", "middle_name": "J.", "last_name": "Ball", "name_suffix": "", "institution": "University of Central Lancashire Preston", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28428/galley/18299/download/" } ] }, { "pk": 29283, "title": "Instructions to Incorporate Music Themes into a Haiku Increases PerceivedCreativity of the Haiku", "subtitle": null, "abstract": "The current research examines the degree to which thematic/referential music affects performance in Amabiles AmericanHaiku task. Thematic music conveys meaning to the listener by activating concepts associated with the music in semanticmemory. Ward (1994) demonstrated that generating novel exemplars is influenced by activated concepts in memory. Con-sequently, participants listening to thematic music before writing a haiku should be more likely to incorporate thematicelements into the haiku which increases the perceived creativity of the haiku. Participants specifically instructed to incor-porate thematic elements into the haiku should include more thematic elements and write more creatively than participantsnot instructed to include thematic elements and participants who wrote their haiku without having listened to thematicmusic beforehand. 206 undergraduates listened to a 90 second sample of unfamiliar lullaby- or war-themed music. Partic-ipants were instructed to write a haiku inspired by the music (Inspire), write a haiku after listening to the music (Neutral)or write a haiku before listening to the music (Control). We found a significant main effect of the Inspire instruction onincorporation of thematic elements into the haiku. Participants in the Inspire condition included significantly more the-matic elements of the music into their haiku than participants in the Neutral condition or Control conditions. Participantsin the Inspired condition wrote haikus that were marginally more likely to be rated as more negatively valenced and weremore creative than the haikus written in the Neutral and Control conditions. Results suggest ways of increasing creativitythrough use of thematic music.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1vf014rh", "frozenauthors": [ { "first_name": "Cynthia", "middle_name": "Sifonis", "last_name": "Sifonis", "name_suffix": "", "institution": "Oakland University", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Sullivan", "name_suffix": "", "institution": "Oakland University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29283/galley/19154/download/" } ] }, { "pk": 28800, "title": "Insulating Distributional Semantic Models from Catastrophic Interference", "subtitle": null, "abstract": "Predictive neural networks, such as word2vec, have seenimpressive recent popularity as an architecture to learndistributional semantics in the fields of machine learning andcognitive science. They are particularly popular because theylearn continuously, making them more space efficient andcognitively plausible than classic models of semantic memory.However, a major weakness of this architecture is catastrophicinterference (CI): The sudden and complete loss of previouslylearned associations when encoding new ones. CI is an issuewith backpropagation; when learning sequential data, the errorsignal dramatically modifies the connection weights betweennodes—causing rapid forgetting of previously learnedinformation. CI is a huge problem for predictive semanticmodels of word meaning, because multiple word sensesinterfere with each other. Here, we evaluate a recentlyproposed solution to CI from neuroscience, elastic weightconsolidation, as well as a Hebbian learning architecture fromthe memory literature that does not produce an error signal.Both solutions are evaluated on an artificial and naturallanguage task in their ability to insulate a previously learnedsense of a word when learning a new one.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "distributional semantic models; catastrophicinterference; word2vec; random vector accumulation; elasticweight consolidation" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7ch0q5zr", "frozenauthors": [ { "first_name": "Willa", "middle_name": "M.", "last_name": "Mannering", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Michael", "middle_name": "N.", "last_name": "Jones", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28800/galley/18671/download/" } ] }, { "pk": 28454, "title": "Integrating Common Ground and Informativeness in Pragmatic Word Learning", "subtitle": null, "abstract": "Pragmatic inferences are an integral part of language learn-ing and comprehension. To recover the intended meaning ofan utterance, listeners need to balance and integrate differentsources of contextual information. In a series of experiments,we studied how listeners integrate general expectations aboutspeakers with expectations specific to their interactional his-tory with a particular speaker. We used a Bayesian pragmaticsmodel to formalize the integration process. In Experiments1 and 2, we replicated previous findings showing that listenersmake inferences based on speaker-general and speaker-specificexpectations. We then used the empirical measurements fromthese experiments to generate model predictions about howthe two kinds of expectations should be integrated, which wetested in Experiment 3. Experiment 4 replicated and extendedExperiment 3 to a broader set of conditions. In both experi-ments, listeners based their inferences on both types of expec-tations. We found that model performance was also consistentwith this finding; with better fit for a model which incorporatedboth general and specific information compared to baselinesincorporating only one type. Listeners flexibly integrate dif-ferent forms of social expectations across a range of contexts,a process which can be described using Bayesian models ofpragmatic reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Pragmatics; Word learning; Common ground;Bayesian models" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/69v4v60b", "frozenauthors": [ { "first_name": "Manuel", "middle_name": "", "last_name": "Bohn", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "Henry", "last_name": "Tessler", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28454/galley/18325/download/" } ] }, { "pk": 28964, "title": "Integrating Methods to Improve Model-based Performance Prediction", "subtitle": null, "abstract": "The initial performance of individuals is often difficult for models of learning and retention to predict. One such modelis the predictive performance equation (PPE) a mathematical model of learning and retention that uses regularities seenin human learning to predict future performance.To generate predictions, PPEs free parameters must be calibrated to aminimum amount of historical performance data, preventing valid predictions for initial learning events.Prior research(Collins, Gluck, Walsh, Krusmark & Gunzelmann, 2016; Collins, Gluck, & Walsh, 2017), has shown that the generaliza-tion of best fitting parameters from prior data can improve initial performance predictions.Here we build on that research,using Bayesian hierarchical modeling to estimate free parameters from various sources of prior data. Bayesian hierarchalmodeling allows an opportunity to improve and add structure to the parameters used by PPE, improving its application tocognitive technology in education and training.", "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/7j1600m8", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Collins", "name_suffix": "", "institution": "Air Force Research Laboratory, Dayton", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Gluck", "name_suffix": "", "institution": "Air Force Research Laboratory, Wright-Patterson", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28964/galley/18835/download/" } ] }, { "pk": 29307, "title": "Integrating stereotypes and individuating information based on informativenessunder cognitive load", "subtitle": null, "abstract": "When making inferences about another person (the target), perceivers often have to integrate multiple sources of informa-tion. This can include stereotypes about the targets groups (e.g., age, race, occupation) as well as other information aboutthe target (individuating information). In simple situations, perceivers approximate ideal Bayesian information integra-tion, relying more heavily on information that is more informative for the judgement. However under cognitive load withcognitive resources taken up by other demands people may instead rely on simplifying heuristics. We investigate severalpossible heuristics that people may use under load, including relying primarily on stereotypes rather than individuatinginformation, as suggested by previous research, and we test if and how these heuristics depend on how informative eachsource of information is. By clarifying how stereotypes are used in less-than-ideal cognitive conditions, this work hasimplications for when stereotypes will tend to be overused in real-world situations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1qk5h60f", "frozenauthors": [ { "first_name": "Thalia", "middle_name": "", "last_name": "Vrantsidis", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "William", "middle_name": "", "last_name": "Cunningham", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29307/galley/19178/download/" } ] }, { "pk": 29021, "title": "Integration of gaze information during online language comprehension andlearning", "subtitle": null, "abstract": "Face-to-face communication provides access to visual information that can support language processing. But do listenersautomatically seek social information without regard to the language processing task? Here, we present two eye-trackingstudies that ask whether listeners’ knowledge of word-object links changes how they actively gather a social cue to refer-ence (eye gaze) during real-time language processing. First, when processing familiar words, children and adults did notdelay their gaze shifts to seek a disambiguating gaze cue. When processing novel words, however, children and adultsfixated longer on a speaker who provided a gaze cue, which led to an increase in looking to the named object and lesslooking to the other objects in the scene. These results suggest that listeners use their knowledge of object labels whendeciding how to allocate visual attention to social partners, which in turn changes the visual input to language processingmechanisms.", "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/21g2p91g", "frozenauthors": [ { "first_name": "Kyle", "middle_name": "", "last_name": "MacDonald", "name_suffix": "", "institution": "University of California Los Angeles", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Swanson", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29021/galley/18892/download/" } ] }, { "pk": 28749, "title": "Interacting physically with insight problems does not affect problem solving process", "subtitle": null, "abstract": "So-called insight problems are believed to tap into sudden,\ncreative thinking that is crucial for real problems. In contrast,\nrecent findings suggest that solving insight problems depends\non the same cognitive mechanisms that underpin systematic,\nanalytical thinking. However, existing studies may have low\necological validity, because insight problems were usually\npresented in static formats (on paper, computer screen) which\nallowed no physical interaction with the problem elements.\nThis study administered 8 established insight problems either\nin the static or interactive variants. It also probed two markers\nof analytical thinking: working memory capacity and reasoning\nability. Virtually no difference in performance was observed\nbetween the static and interactive variants of insight problems\nwith regard to (1) solution rate, (2) subjective experience of\nsuddenness, pleasure, and relief accompanying the solutions,\nas well as (3) correlations with the working memory capacity\nand analytical reasoning tests. These results suggest that\nexternalized/embodied/situated factors play no substantial role\nin insight problem solving and the crucial parts of this process\nseem to occur in the mind of a solver.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "insight problem solving; analytical thinking; working\nmemory; interactivity." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9p24s87r", "frozenauthors": [ { "first_name": "Jan", "middle_name": "", "last_name": "Jastrzębski", "name_suffix": "", "institution": "Jagiellonian University", "department": "" }, { "first_name": "Hanna", "middle_name": "", "last_name": "Kucwaj", "name_suffix": "", "institution": "Jagiellonian University", "department": "" }, { "first_name": "Adam", "middle_name": "", "last_name": "Chuderski", "name_suffix": "", "institution": "Jagiellonian University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28749/galley/18620/download/" } ] }, { "pk": 28598, "title": "Interaction between Idea-generation and Idea-externalization Processes inArtistic Creation: Study of an Expert Breakdancer", "subtitle": null, "abstract": "This study develops a cognitive model to explain the processof artistic creation in a dance domain. Many researchers in thefield of psychology and cognitive science have investigatedthe process of creativity and developed various theories thatexplain this process. Their efforts have mostly focused onhigher cognitive functions of artists and scientists. However,in recent years, several studies that have highlighted theimportance of the interaction between idea generation andidea externalization processes suggest that people can findand develop new aspects of images and ideas by perceivingand reflecting on the images and ideas they externalize. Thisstudy develops a cognitive model that explains this interactionprocess in dance creation by referring to a famous theory ofmotor learning, the closed-loop model. We also investigatedance creation of an expert breakdancer and check thevalidity of our proposed model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Creativity" }, { "word": "artistic creation" }, { "word": "externalization ofideas" }, { "word": "closed-loop model" }, { "word": "performing arts" }, { "word": "breakdance" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9hz9n35s", "frozenauthors": [ { "first_name": "Daichi", "middle_name": "", "last_name": "Shimizu", "name_suffix": "", "institution": "University of Tokyo", "department": "" }, { "first_name": "Masaya", "middle_name": "", "last_name": "Hirashima", "name_suffix": "", "institution": "National Institute of Information and Communication Technology", "department": "" }, { "first_name": "Takeshi", "middle_name": "", "last_name": "Okada", "name_suffix": "", "institution": "University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28598/galley/18469/download/" } ] }, { "pk": 29242, "title": "Interactive Cognitive Modeling: Understanding and Supporting IndividualHuman Cognition", "subtitle": null, "abstract": "Cognitive modeling, approximation of human cognitive functions in a computational system, is a traditional methodologyin the field of cognitive science. Usually this methodology has been used as a tool for scientific understanding of humanmind, and evaluated by fitting to human data. In this presentation, the author proposes a framework of interactive cognitivemodeling as an application of the above methodology for understanding and supporting individual human cognition. Theframework consists of cognitive architecture, visualization of the model behavior, knowledge database of personal userand sensing devices to include the users reaction. This presentation shows two systems of interactive cognitive modelingin the field of web browsing and photo browsing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/19g4j73q", "frozenauthors": [ { "first_name": "Junya", "middle_name": "", "last_name": "Morita", "name_suffix": "", "institution": "Shizuoka University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29242/galley/19113/download/" } ] }, { "pk": 28839, "title": "Interference in Language Processing Reflects Direct-Access Memory Retrieval:Evidence from Drift-Diffusion Modeling", "subtitle": null, "abstract": "Many studies on memory retrieval in language processing haveidentified similarity-based interference as a key determinant ofcomprehension. The broad consensus is that similarity-basedinterference reflects erroneous retrieval of a non-target itemthat matches some of the retrieval cues. However, themechanisms responsible for such effects remain debated.Activation-based models of retrieval (e.g., Lewis & Vasishth,2005) claim that any differences in processing difficulty due tointerference in standard RT measures and judgments reflectdifferences in the speed of retrieval (i.e., the amount of time ittakes to retrieve a memory item). But this claim is inconsistentwith empirical data showing that retrieval time is constant dueto the use of a direct-access procedure (e.g., McElree, 2000,2006). According to direct-access accounts, differences injudgments or RTs due to interference arise from differences inthe quality or availability of the candidate memoryrepresentations, rather than differences in retrieval speed. Toadjudicate between these accounts, we employed a novelmethodology that combined a high-powered (N = 200) two-alternative forced-choice study on interference effects withdrift diffusion modeling to disassociate the effects of retrievalspeed and representation quality. Results showed that thepresence of a distractor that matched some of the retrieval cueslowered asymptotic accuracy, reflecting an effect ofrepresentation quality, but did not affect retrieval speed,consistent with a direct-access procedure. These results suggestthat the differences observed in RTs and judgment studiesreflect differences in the ease of integrating the retrieved itemback into the current processing stream, rather than differencesin retrieval speed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language processing; working memory;interference; two-alternative forced-choice task; drift diffusionmodeling" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2s24z3nr", "frozenauthors": [ { "first_name": "Dan", "middle_name": "", "last_name": "Parker", "name_suffix": "", "institution": "College of William & Mary", "department": "" }, { "first_name": "Adam", "middle_name": "", "last_name": "An", "name_suffix": "", "institution": "College of William & Mary", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28839/galley/18710/download/" } ] }, { "pk": 29025, "title": "Interlocutors preserve complexity in language", "subtitle": null, "abstract": "Why do languages change? One possibility is they evolve in response to two competing pressures: (1) to be easily learned,and (2) to be effective for communication. In a number of domains, variation in the worlds natural languages appears tobe accounted for by different but near-optimal tradeoffs between these pressures. Models of these evolutionary processeshave used transmission chain paradigms in which errors of learning by one agent become the input for the subsequentgeneration. However, a critical feature of human language is that children do not learn in isolation. Rather, they learn incommunicative interactions with caregivers who draw inferences from their errorful productions to their intended interests.In a set of iterated reproduction experiments, we show that this supportive context can have a powerful stabilizing role inthe development of artificial patterned systems, allowing them to achieve higher levels of complexity than they would byvertical transmission alone while retaining equivalent transmission accuracies.", "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/3699n54h", "frozenauthors": [ { "first_name": "Madeline", "middle_name": "", "last_name": "Meyers", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Dan", "middle_name": "", "last_name": "Yurovsky", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29025/galley/18896/download/" } ] }, { "pk": 29322, "title": "Interpretation of Generic Language is Dependent on Listener’s BackgroundKnowledge", "subtitle": null, "abstract": "Generic statements, like ”birds lay eggs” or ”dogs bark” are simple and ubiquitous in naturally produced speech. However,the inherent vagueness of generics makes their interpretation highly context-dependent. Building on work by Tessler &Goodman (in press) showing that generics can be thought of as inherently relative (i.e. more birds lay eggs than youwould expect), we explore the consequences of different implied comparison categories on the interpretation of novelgenerics. In Experiments 1 and 2, we manipulated the set of categories salient to a listener by directly providing themthe comparison sets. In Experiments 3 and 4, we collected participants demographic information and used these naturallyoccurring differences as a basis for differences in the participants’ comparison sets. Our results confirmed the hypothesisthat prevalence judgments of features in novel categories are sensitive to differences in their corresponding comparisoncategories. These results suggest a possible source for well-intentioned miscommunications.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/76b49043", "frozenauthors": [ { "first_name": "Xiuyuan", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Dan", "middle_name": "", "last_name": "Yurovsky", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29322/galley/19193/download/" } ] }, { "pk": 28840, "title": "Interpreting Metaphors in Real-time: Cross-modal Evidence for Exhaustive Access", "subtitle": null, "abstract": "Natural language is replete with figurative expressions like\nmy lawyer is a shark, and listeners are expected to intuitively\nunderstand the intended, rather than the literal, meaning of\nsuch expressions. But what cognitive resources are involved\nin attaining meaning for such sentences? Most research into\nmetaphor comprehension has employed offline reading tasks\nthat provide no insight into the time-course of metaphor\nprocessing. In order to investigate the moment-by-moment\non-line processes involved in metaphor comprehension, the\npresent study used a naturalistic cross-modal lexical decision\nparadigm (Swinney, 1979) with novel brief masked target\npresentations during and after the vehicle word (shark).\nResults obtained from a preliminary sample demonstrated\npriming of related target words across conditions, but no\nsignificant differences between conditions. These results may\nbest be interpreted as supporting an exhaustive-access account\nof metaphor interpretation, which suggests that literal and\nmetaphorical interpretations are simultaneously accessed\nduring the early stages of metaphor/simile interpretation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "metaphors; similes; language comprehension;\npsycholinguistics; cross-modal lexical decision task;\npragmatics" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/33p734k5", "frozenauthors": [ { "first_name": "Iola", "middle_name": "", "last_name": "Patalas", "name_suffix": "", "institution": "Concordia University", "department": "" }, { "first_name": "Roberto", "middle_name": "G.", "last_name": "de Almeida", "name_suffix": "", "institution": "Concordia University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28840/galley/18711/download/" } ] }, { "pk": 28647, "title": "Intrinsic whole number bias in an indigenous population", "subtitle": null, "abstract": "Probabilities can be described by a numerator and a de-nominator and students and decision-makers are not in-different to numerical values of the components. For in-stance, when people compare two equal ratios their choicesgravitate to the option with larger number, even if theyknow both ratios are equal. To the date, however, it is un-clear if whole number biases are present in other cultures.We tested a farming-foraging group living in the Bolivianrain forest in a simple 2AFC ratio comparison task. Af-ter appropriate training, the Tsimane were highly accu-rate in this task, confirming that visual proportional rea-soning is present across cultures. Importantly, they hada strong tendency to favor large numbers in equal ratiocomparisons, similar to what is found in educated popu-lations. Even though our sample size is moderate (n=76),the whole number bias we found occurred under good pro-portional reasoning. The bias may be a general feature ofcognition, rather than a cultural or education artifact, thatmay help humans solve ambiguous situations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Tsimane; Numerical cognition; Fraction;Probability; Whole number bias" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/69w031hg", "frozenauthors": [ { "first_name": "Santiago", "middle_name": "", "last_name": "Alonso-Díaz", "name_suffix": "", "institution": "Universidad Javeriana", "department": "" }, { "first_name": "Jessica", "middle_name": "F.", "last_name": "Cantlon", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Steven", "middle_name": "T.", "last_name": "Piantadosi", "name_suffix": "", "institution": "Berkeley University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28647/galley/18518/download/" } ] }, { "pk": 28876, "title": "Introducing quantitative cognitive analysis: ubiquitous reproduction, cognitive\ndiversity and creativity", "subtitle": null, "abstract": "The rise of ubiquitous computing has cemented ubiquitous\nreproduction (UR) as a defining feature of contemporary\nhuman environments. UR is most obvious on our televisions\nand smartphones but has homogenised most material aspects\nof our lives. Emerging technologies such as 3D printing and\nrobotics will ensure that this trend intensifies. UR is an issue\nof global scale that is relatively intractable to qualitative\ntreatment. This paper introduces a novel quantitative\napproach to cognitive science and to analysis of UR. The\napproach uses the finiteness of cognition to establish a\nminimal ontology with which to model cognitive diversity\nunder UR. It demonstrates that, despite widespread\nvalorisation of diversity, cognitive diversity must be declining\nat a global level. The implications of this for creativity are\nthat the arc for creative impact is growing shorter as the need\nto be immediately intelligible promotes the formulaic at the\nexpense of the interpretable.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "ubiquitous computing; ubiquitous reproduction;\ncognitive diversity; creativity; intelligibility" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2zv7170x", "frozenauthors": [ { "first_name": "Cameron", "middle_name": "", "last_name": "Shackell", "name_suffix": "", "institution": "Queensland University of Technology", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Bruza", "name_suffix": "", "institution": "Queensland University of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28876/galley/18747/download/" } ] }, { "pk": 29286, "title": "Introducing Recursive Linear Classification (RELIC) for Machine Learning", "subtitle": null, "abstract": "Numerous classifiers for machine learning are powerful and effectivean important path forward is decreasing the complex-ity and increasing the transparency of the solutions achieved. RELIC (REcursive LInear Classifer) consists of recursivelyapplying a classifier to the training items not successfully accounted for in the previous iteration to find subsets within thetraining data that yield simpler classification schemes. Chooser models are iteratively added and trained on item-to-subsetassignments to learn a mapping between input space and the classifier ensemble. Test examples are passed through the setof choosers to select the appropriate subset-classifier pairing to generate a classification. While applicable to any classifier,we begin by evaluating RELIC using logistic regression and linear SVM to determine whether they perform better underthe recursive approach and become competitive with non-linear classifiers. Application of this approach to non-linearclassifiers and potential implications for the broader science of learning are also addressed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1hm6s09g", "frozenauthors": [ { "first_name": "Sean", "middle_name": "", "last_name": "Snoddy", "name_suffix": "", "institution": "Binghamton University", "department": "" }, { "first_name": "Kenneth", "middle_name": "", "last_name": "Kurtz", "name_suffix": "", "institution": "Binghamton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29286/galley/19157/download/" } ] }, { "pk": 29159, "title": "Investigating bidirectionality of associations in young infants as an approach to thesymbolic system", "subtitle": null, "abstract": "Symbolic associations in human children and adults are based on forming equivalence classes which include three mainrelations between the tokens. 1) A = A (Reflexivity), if 2) A –¿ B and B –¿ C then A –¿ C (Transitivity) and 3) if A –¿B then B –¿ A or Symmetry (1). Extensive studies on non-human primates have demonstrated success in Reflexivity andTransitivity in several species but a consistent failure in Symmetry in any given association. Comprehension of symmetryof an association can be a key contribution to linking abstract words to their corresponding tokens and later on in couplingwriting forms of words to their spoken form (2). However to our knowledge it hasnt been investigated whether infants arecapable of spontaneously reversing the direction of an association to any extent. In two EEG studies we investigated if4.5-month-old infants are capable of applying symmetry in the context of word-learning.In the first study we trained 2 groups of 25 infants, to two pairs of word-categories (bird or vehicle). At each trial infantswere presented with a word and an image. The critical consideration was to introduce a 1 s of SOA between the two stimuli.In one group infants were trained on words always preceding the images (Word-Image group) and in the other group infantswere trained on the opposite direction (Image-Word group). In the test blocks 70% of trials were as in the training andthe other 30% were either with the incongruent trials in the original direction or the congruent and incongruent trials inthe reversed direction. We observed significant cluster of electrodes, mainly in the right temporal, in both the trained andreversed directions while contrasting the congruent and incongruent conditions, with the word-image group showing astronger effect.In a 2nd experiment, designed as a comparative study between infants, adult humans and adult macaques, we sought totrain each participant on 4 pairs of word-images, 2 pairs following a word-image direction and the other 2 an image-worddirection, with a 1s SOA between the two stimuli similar to experiment 1. In this experiment the infants attended thetraining phase at home prior to the experiment through three YouTube videos on three consecutive days and on the testday, they were being tested either on the trained or the reversed direction of each single pair in a similar ERP design as instudy 1. The results in a group of 54 4.5-month-old infants follow the pattern of results in study 1 that infants show an earlyas well as a late surprise effect relative to the onset of the second stimulus of the trial, while contrasting the incongruentversus congruent trials in both directions. Furthermore we utilized frequency tagging in both studies as an extra measureto compare the conditions of interest. The overall results suggest that contrary to the consistent failure of non-humananimals, infants can readily learn an association in a bi-directional manner, which can be suggestive of an early access totheir symbolic system.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1129w54p", "frozenauthors": [ { "first_name": "Milad", "middle_name": "", "last_name": "Ekramnia", "name_suffix": "", "institution": "Neurospin", "department": "" }, { "first_name": "Ghislaine", "middle_name": "", "last_name": "Dehaene", "name_suffix": "", "institution": "Neurospin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29159/galley/19030/download/" } ] }, { "pk": 28736, "title": "Investigating sound and structure in concert: A pupillometry study of relativeclause attachment", "subtitle": null, "abstract": "Listeners must integrate multiple sources of information toconstruct an interpretation of a sentence. We concentrate hereon the alignment of prosodic and syntactic grouping duringonline sentence comprehension. We present the results from apupillometry study on the use of prosodic boundaries in resolv-ing well-known attachment ambiguities. Using growth curveanalyses to capture the non-linear dynamics of pupil dilation,we found increased pupil excursions for sentences that weredisambiguated towards the dispreferred, non-local relation, es-pecially when accompanied by supporting prosodic informa-tion. However, when prosodic and structural information didnot align, pupillary response was muted, potentially indicatinga failure to commit to a specific interpretation. More generally,the study shows how the currently under-utilized pupillometrymethod offers insights into spoken language comprehension.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Relative clause attachment; prosody; pupillometry" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/83t7q6tv", "frozenauthors": [ { "first_name": "Jesse", "middle_name": "A.", "last_name": "Harris", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Alexandra", "middle_name": "", "last_name": "Lawn", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Marju", "middle_name": "", "last_name": "Kaps", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28736/galley/18607/download/" } ] }, { "pk": 28838, "title": "Investigating the exploration-exploitation trade-off in dynamic environments withmultiple agents", "subtitle": null, "abstract": "Exploration and Exploitation represent two mutually exclusive goals associated with choices within an environment:search too little and the lack of information will make it difficult to distinguish good options penalizing the agent inthe long run (exploiting) or search too much and suffer sub-optimal performance in the short term (exploring). Striking abalance between exploiting and exploring requires the learner to behave optimally in different environments. Managingthis trade-off is an important process of our lives but isnt completely understood from a cognitive science perspective. Tothis end we present the findings from an experiment where the main objective was to examine how much the presence ofcompetition and threats affects both behaviors: the presence of competition directs greater exploration and the presenceof threats reduces this behavior, suggesting that learners prioritize their learning behavior in response to the presence ofdifferent types of agents in the environment.", "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/49n146d7", "frozenauthors": [ { "first_name": "Denis", "middle_name": "Omar", "last_name": "Palencia", "name_suffix": "", "institution": "Queen Mary University of London", "department": "" }, { "first_name": "Magda", "middle_name": "", "last_name": "Osman", "name_suffix": "", "institution": "Queen Mary University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28838/galley/18709/download/" } ] }, { "pk": 29171, "title": "Investigating the factorial structure of widespread false beliefs", "subtitle": null, "abstract": "Cognitive science often views human learning as rational. Why then do false beliefs arise, and why are they resistantto change? False beliefs might arise when people (1) lack knowledge in some domain, (2) adopt beliefs aligning withimplicit causal theories, or (3) encounter, through media or social networks, sets of beliefs that strongly covary. To testthese hypotheses we composed a survey assessing beliefs about matters of fact across a wide range of knowledge domainsand collected responses from 500 MTurkers. We then conducted a factor analysis to determine which false beliefs co-vary together, clustered respondents to find groups that adopt comparable false belief sets, and used regression to identifysociodemographic and media-consumption features that predict susceptibility to different kinds of false beliefs. The resultssuggest that some kinds of false belief may arise and persist merely from covariance in the opinions learners encounter insocial life.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3cc599z3", "frozenauthors": [ { "first_name": "Vincent", "middle_name": "", "last_name": "Frigo", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Rogers", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29171/galley/19042/download/" } ] }, { "pk": 28829, "title": "Investigating the Intrinsic Integration Hypothesis for the Designof Game-Based Learning Activities", "subtitle": null, "abstract": "The intrinsic integration hypothesis proposes that using coregame mechanisms to teach learning material makeseducational games more fun to play and better for learning.Our study tests the intrinsic integration hypothesis with twoeducational versions of Battleship that were designed for thisexperiment, in the domain of complex numbers. We examinethe learning gains and motivation of 58 participants whointeracted with either the intrinsically-integrated orextrinsically-integrated version of the game. Our resultscontradict previous findings supporting the intrinsicintegration hypothesis: participants reported similar levels ofmotivation from both versions of the game and participantswho interacted with the extrinsically-integrated versionlearned significantly more as measured by pretest to posttestgains. This work contributes empirical data to the debateconcerning intrinsic integration, and it highlights the need foradditional studies exploring the integration of learningmaterial into educational games.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Intrinsic integration; games; student learning" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8453p0gf", "frozenauthors": [ { "first_name": "Graeme", "middle_name": "", "last_name": "Nidd", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Kasia", "middle_name": "", "last_name": "Muldner", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28829/galley/18700/download/" } ] }, { "pk": 29034, "title": "Investigating the Role of Future-orientated Feedback in Self-Monitoring Devices", "subtitle": null, "abstract": "Standard self-monitoring devices provide real-time daily feedback. This may not help users learn the long-term futurecumulative effects of their behaviour because it orientates attention on the now. We test the hypothesis that future orientedfeedback is more effective than real-time feedback in increasing users propensity to exercise. We asked 54 female treadmillusers in a gym to report the feedback they got from the machine (calories burnt, time spent running and distance covered)upon finishing their workout and were then provided with additional feedback which varied in format across three between-subject conditions: day only feedback (no additional feedback), monthly feedback (additional projection of the futurecumulative effect of the activity repeated daily after one month), and all times feedback (additional projection of the futurecumulative effect of the activity repeated daily after one month and after one year). All participants were then asked aboutthe extent to which they felt their own running workout affected their weight loss, as well the extent to which runningleads to weight loss in general. They also all answered two questions aimed at measuring their time perspective afterbeing exposed to the various feedbacks. In comparison to participants who had been exposed to the standard real timefeedback, participants who had been exposed to the future oriented feedbacks perceived the causal connection betweentheir own running workout and their weight loss as significantly higher, and reported a significantly more future orientedtime perspective. The results highlight the need to consider time orientation as an important dimension to aid decisionsthrough technologies.", "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/5f9452rr", "frozenauthors": [ { "first_name": "Milena", "middle_name": "", "last_name": "Nikolic", "name_suffix": "", "institution": "Queen Mary University London", "department": "" }, { "first_name": "Magda", "middle_name": "", "last_name": "Osman", "name_suffix": "", "institution": "Queen Mary University London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29034/galley/18905/download/" } ] }, { "pk": 28864, "title": "Investigating the role of the visual system in solving the traveling salespersonproblem", "subtitle": null, "abstract": "This article used an empirical experiment and a computationalmodel to test the hypothesis that humans rely on the visualsystem to solve the traveling salesperson problem (TSP). Wetested two consequences of this hypothesis: (1) humans shouldperform better on Euclidean TSP than not–Euclidean TSP; (2)a model of the visual system should account for performance inEuclidean TSP. Participants were asked to solve Euclidean ornot–Euclidean TSP, and a pyramid model of the visual systemwas used to solve the same tours as the humans. The resultsshow that deviations from the optimal tour were smaller in Eu-clidean problems than in not–Euclidean problems, and the fitof the pyramid model to human performance was worse onnot–Euclidean problems then on Euclidean problems. Theseresults suggest that participants solve Euclidean problems withthe visual system, but that other mechanisms are needed to suc-cesfully solve non–visual problems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Problem Solving; Visual Processing; Traveling SalespersonProblem; Pyramid Mode" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1vg3d893", "frozenauthors": [ { "first_name": "Zahra", "middle_name": "", "last_name": "Sajedinia", "name_suffix": "", "institution": "Perdue University", "department": "" }, { "first_name": "Zygmunt", "middle_name": "", "last_name": "Pizlo", "name_suffix": "", "institution": "University of California, Irvine", "department": "" }, { "first_name": "S ́ebastien", "middle_name": "", "last_name": "H ́elie", "name_suffix": "", "institution": "Perdue University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28864/galley/18735/download/" } ] }, { "pk": 28656, "title": "Investigating the Use of Word Embeddingsto Estimate Cognitive Interest in Stories", "subtitle": null, "abstract": "Narrative processing is an important skill to model bothfrom a cognitive science perspective and a computa-tional modeling perspective which applies to intelligentagents. Communication between humans often involvesstorytelling patterns that make the mundane exchange ofinformation more interesting and with proper emphasison important communicative goals. Current narrativegeneration models evaluate their generations basedon either a priori domain semantics (e.g. game statefor an in-game conversation with player agents) orgeneric text quality measures (e.g. coherence). However,in utilizing storytelling as a communicative tool forreal-world interactions, domain-specific approaches failto generalize and text quality measures fail to ensurethat the narrative is perceived as interesting. Hence, suchgeneration needs to consider the cognitive processesinvolved in the perception of narrative. Using theories ofcognitive interest, we present results of an investigationof whether word embeddings (e.g. GloVe (Pennington,Socher, & Manning, 2014)) could be used to model andestimate cognitive interestingness in stories.", "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/4hz904z3", "frozenauthors": [ { "first_name": "Morteza", "middle_name": "", "last_name": "Behrooz", "name_suffix": "", "institution": "University of California Santa Cruz", "department": "" }, { "first_name": "Justus", "middle_name": "", "last_name": "Robertson", "name_suffix": "", "institution": "North Carolina State University", "department": "" }, { "first_name": "Arnav", "middle_name": "", "last_name": "Jhala", "name_suffix": "", "institution": "North Carolina State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28656/galley/18527/download/" } ] }, { "pk": 28422, "title": "In Vivo Studies of Solo and Team Performance", "subtitle": null, "abstract": "We bring together four researchers who study exper-tise in team or in solo (i.e., individual) performance. Teamresearch tends to either collect a lot of questionnaire dataafter performance or a little data, in real-time, by humanobservers. Studies of solo performers are often restrictedto convenience samples of task novices, who often spendless than an hour learning and performing the task. Incontrast, the research of all four of our panelists is no-table for using tasks which require days-to-years of prac-tice and for the quantities of data collected. Discussionswill emphasize the contributions these approaches aremaking to theoretical cognitive science.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5gc7v1qc", "frozenauthors": [ { "first_name": "Ray", "middle_name": "", "last_name": "Perez", "name_suffix": "", "institution": "Office of Naval Research", "department": "" }, { "first_name": "Wayne", "middle_name": "D.", "last_name": "Gray", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" }, { "first_name": "Jerad", "middle_name": "H.", "last_name": "Moxley", "name_suffix": "", "institution": "Weill Cornell Medicine", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Mendonça", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" }, { "first_name": "Jamie", "middle_name": "C.", "last_name": "Gorman", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28422/galley/18293/download/" } ] }, { "pk": 28878, "title": "Is an over-polite compliment worse than an impolite insult?:Pragmatic effects of non-normative politeness in Korean", "subtitle": null, "abstract": "Honorifics in Korean appear as verbal inflections and havebeen considered as markers of politeness. This study inves-tigates the pragmatic effects of honorifics, and suggests thathonorifics can contribute to the semantic interpretation of verbphrases in complex ways. Native Korean speakers reporteddifferent inferred meanings of “did very well” and “did verypoorly” based on the normative or non-normative honorificforms. We found significant effects of non-normative hon-orifics in positive assessments: over-polite honorifics broughtnegative interpretations. This suggests that pragmatic listen-ers interpret utterances based on the interaction between lit-eral meanings, honorifics, and the normativity of the hon-orifics within a relationship context, to obtain an estimate ofthe speaker’s intended meaning. This is inconsistent with theprevious explanations of honorific usage as discernment or vo-litional politeness. We suggest that non-literal meaning infer-ences reflect listeners treating the honorifics as signals to po-tential communicative goals.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "pragmatics; semantics; politeness; honorifics;pragmatic inference; Korean" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9k34v1hw", "frozenauthors": [ { "first_name": "Hagyeong", "middle_name": "", "last_name": "Shin", "name_suffix": "", "institution": "San Diego State University", "department": "" }, { "first_name": "Gabriel", "middle_name": "", "last_name": "Doyle", "name_suffix": "", "institution": "San Diego State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28878/galley/18749/download/" } ] }, { "pk": 29254, "title": "Is Font Type and General Recommendation Really Playing Role in DyslexicComfortable Reading?", "subtitle": null, "abstract": "Different visualizations of texts have been studies within dyslexia and significant effect of font attributes have been proved.However, the newest studies show that dyslexia is not only a matter of visual or phonological deficit and could be con-nected to blue cone area spots. We present a study that was designed on the basis of previous published articles andrecommendations. Participants were splitted into two groups of dyslexic and nondyslexic readers. We measured readingtime, comprehension and personal preferences of font types. The results show that the fastest reading time does not cor-respond with highest preference. Moreover, we have an interesting observation concerning preferences and reading timeof participants with computer science background. This article brings new insights which could serve for further researchand new design of effect of font type studies and can support blue cone theory and critical role that different languagesplay in dyslexia.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/260627gk", "frozenauthors": [ { "first_name": "Tereza", "middle_name": "", "last_name": "Pailov", "name_suffix": "", "institution": "Masaryk University", "department": "" }, { "first_name": "Bruno", "middle_name": "", "last_name": "Mik", "name_suffix": "", "institution": "Masaryk University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29254/galley/19125/download/" } ] }, { "pk": 28661, "title": "Is It Better to Be in Shape or on Top of It? The Impact of Control, Valence, and\nExpectedness on Non-Spatial Uses of in and on", "subtitle": null, "abstract": "Using the prepositions in and on, Jamrozik and Gentner (2015;\n2014; 2011) explored a particular factor of meaning that was\nhypothesized to serve as a metaphorical link between spatial\nand abstract concepts. Across several studies, these researchers\nhave provided evidence for the idea that there is a “continuum\nof control” that exists for both spatial and abstract uses of in\nand on. Our research explores other potential meaning factors\nthat might play a role in non-spatial uses of in and on. Our\nresults replicate and extend Jamrozik and Gentner’s (2011)\nfindings. We advocate using a multi-componential approach as\nresearch involving indirect metaphors continues moving\nforward.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "prepositions; spatial language; abstract language;\nmetaphor; language understanding; semantics" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3n87t7dk", "frozenauthors": [ { "first_name": "Brooke", "middle_name": "O.", "last_name": "Breaux", "name_suffix": "", "institution": "University of Louisiana at Lafayette", "department": "" }, { "first_name": "Jessi", "middle_name": "Lynne", "last_name": "LaSalle", "name_suffix": "", "institution": "University of Louisiana at Lafayette", "department": "" }, { "first_name": "Peyton", "middle_name": "", "last_name": "Lute", "name_suffix": "", "institution": "University of Louisiana at Lafayette", "department": "" }, { "first_name": "Catherine", "middle_name": "", "last_name": "Brousse", "name_suffix": "", "institution": "University of Louisiana at Lafayette", "department": "" }, { "first_name": "Claudia", "middle_name": "", "last_name": "Mijares", "name_suffix": "", "institution": "University of Louisiana at Lafayette", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28661/galley/18532/download/" } ] }, { "pk": 28785, "title": "Is it easier to segment words from infant- than adult-directed speech?Modeling evidence from an ecological French corpus", "subtitle": null, "abstract": "Infants learn language by exposure to streams of speech pro-duced by their caregivers. Early on, they manage to segmentword forms out of this continuous input, which is either di-rectly addressed to them, or directed to other adults, thus over-heard. It has been suggested that infant-directed speech is sim-plified and could facilitate language learning. This study aimedto investigate whether features such as utterance length, seg-mentation entropy and lexical diversity could account for anadvantage in segmentability of infant-directed speech. A largeset of word segmentation algorithms was used on an ecolog-ically valid corpus, consisting of 18 sets of recordings gath-ered from French-learning infants aged 3-48 months. A se-ries of textual analyses confirmed several simplicity featuresof infant-, compared to adult-directed speech. A small seg-mentation advantage was also documented, which could notbe attributed to any of those corpus features. Some particular-ities of the data invite further research on more corpora.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language acquisition; infant-directed speech;computational modeling; word segmentation; unsuper-vised learning" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/95w1g3x0", "frozenauthors": [ { "first_name": "Georgia", "middle_name": "", "last_name": "Loukatou", "name_suffix": "", "institution": "PSL University Paris", "department": "" }, { "first_name": "Marie-Th ́er`ese", "middle_name": "", "last_name": "Le Normand", "name_suffix": "", "institution": "Universit ́e Paris Descartes, Sorbonne", "department": "" }, { "first_name": "Alejandrina", "middle_name": "", "last_name": "Cristia", "name_suffix": "", "institution": "PSL University Paris", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28785/galley/18656/download/" } ] }, { "pk": 29123, "title": "Its About Time: Temporal Problem Solving With Static Drawings in AnimationDesign", "subtitle": null, "abstract": "Drawings and diagrams have long been researched as supporting design thinking in many domains. However, real-worlddesign that deals with, in, and about time as part of the process and outcome is less studied. How do designers in authenticpractices use static drawings to think about time in different frames of reference? With a view of situated, mediatedcognition as in Activity Theory, this presentation is a case study of an expert animator at the National Film Board ofCanada. It focuses on the use of static drawings in finding temporal problems in the key frames of references used increating narrative animation. The study suggests that the icons forming the basis of his drawings are used strategically, asindices to his design process, the fictive motion, and the sequence and duration of actions that must be seen at 24 framesper second.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8n3932p5", "frozenauthors": [ { "first_name": "Janet", "middle_name": "", "last_name": "Blatter", "name_suffix": "", "institution": "Independent Research, Montreal", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29123/galley/18994/download/" } ] }, { "pk": 28883, "title": "It’s Alive! Animate Sources Produce Mnemonic Benefits", "subtitle": null, "abstract": "The mnemonic benefits of animate (e.g., Tiger) over inanimate\n(e.g., Table) stimuli have been demonstrated across several\ndifferent memory paradigms. Given the ubiquity of inanimate,\ncomputer-generated voices we investigated if the animacy of a\npresentation source confers mnemonic benefits. We asked: is\ninformation delivered by a human voice better remembered\nthan information presented by a computer-generated voice?\nWord-lists were presented auditorily by either a human or a\ncomputer-generated voice and memory was measured using a\nfree recall assessment. In Experiment 1, words presented in a\nhuman voice were better remembered than words presented in\na computer voice. Experiment 2 demonstrated that beliefs\nabout the animacy of a computer-generated voice were not\nsufficient for any benefits to accrue, suggesting a possible\nboundary condition for the effect. Both experiments replicated\nthe mnemonic benefits of animate words and demonstrated\nfurther extensions of the effect to spoken word presentation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Animacy; Recall; Memory" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4g36q3d7", "frozenauthors": [ { "first_name": "Sean", "middle_name": "", "last_name": "Snoddy", "name_suffix": "", "institution": "Binghamton University", "department": "" }, { "first_name": "Daniel", "middle_name": "C.", "last_name": "Silliman", "name_suffix": "", "institution": "Binghamton University", "department": "" }, { "first_name": "Joseph", "middle_name": "C.", "last_name": "Wilson", "name_suffix": "", "institution": "Binghamton University", "department": "" }, { "first_name": "Kenneth", "middle_name": "J.", "last_name": "Houghton", "name_suffix": "", "institution": "Binghamton University", "department": "" }, { "first_name": "Deanne", "middle_name": "L.", "last_name": "Westerman", "name_suffix": "", "institution": "Binghamton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28883/galley/18754/download/" } ] }, { "pk": 28892, "title": "It’s not the treasure, it’s the hunt:Children are more explorative on an explore/exploit task than adults", "subtitle": null, "abstract": "The current study investigates how children act on a standardexploreexploit bandit task relative to adults. In Experiment 1,we used childfriendly versions of the bandit task and foundthat children did not play in a way that maximized payout.However, children were able to identify the machines thathad the highest level of payout and overwhelmingly preferredit. We also show that children’s exploration is not random. Forexample, children selected the bandits from left to rightmultiple times. In Experiment 2, we had adults complete thetask in Experiment 1 with different sets of instructions. Whentold to maximize learning, adults explored the task in muchthe same way that children did. Together, these results suggestthat children are more interested in exploring than exploiting,and a potential explanation for this is that children are tryingto learn as much about the environment as they can.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; exploreexploit; decisionmaking" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/61r509wq", "frozenauthors": [ { "first_name": "Emily", "middle_name": "", "last_name": "Sumner", "name_suffix": "", "institution": "University of California, Irvine", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Steyvers", "name_suffix": "", "institution": "University of California, Irvine", "department": "" }, { "first_name": "Barbara", "middle_name": "W.", "last_name": "Sarnecka", "name_suffix": "", "institution": "University of California, Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28892/galley/18763/download/" } ] }, { "pk": 28605, "title": "Jessie and Gary or Gary and Jessie?:Cognitive Accessibility Predicts Order in English and Japanese", "subtitle": null, "abstract": "Notably, while English tends to prefer shorter before longercomplements (explained to us a very clear effect), Japanesedisplays the opposite tendency. Far less cross-linguistic workhas investigated possible differences in the ordering of nounswithin conjunctions (“binomials’), although a corpus studysuggests that the same factors predict binomial ordering inJapanese and English. To investigate the issue experimentally,we report Japanese and English speakers’ productions of namesof the members of couples that they knew personally. Resultsconfirm that conceptual accessibility is the most importantfactor in the ordering of familiar name binomials in bothlanguages. That is, both groups tended to name the memberthey felt closer to first. Length (syllables/mora) was not asignificant predictor in either language. Differences in thepreferred order of verbs’ complements are then attributable toother factors, possibly a very general preference to minimizethe average distance between semantically related elements.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "accessibility; binomials; Japanese; English; wordorder" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3ts7p1r7", "frozenauthors": [ { "first_name": "Karina", "middle_name": "", "last_name": "Tachihara", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Miah", "middle_name": "", "last_name": "Pitcher", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Adele", "middle_name": "E.", "last_name": "Goldberg", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28605/galley/18476/download/" } ] }, { "pk": 35937, "title": "Keeping Language in Mind: An Exploratory Study of English Learners’ Performance on Three Language and Literacy Assessments", "subtitle": null, "abstract": "Assessing English learners (ELs) in US schools is challenging because many widely used assessments have not been designed with ELs in\nmind. Yet if teachers are sensitive to how ELs may perform differently from native speakers on such assessments, these assessments reveal\nuseful information about ELs’ language and literacy skills. This mixedmethod study compared adolescent ELs’ performance on the Qualitative Reading Inventory-5 (QRI-5), Peabody Picture Vocabulary Test-4 (PPVT-4), and Words Their Way Elementary Spelling Inventory (ESI)\nto existing data from English-proficient examinees’ performance to explore how ELs’ performance may differ. The observed differences suggest that linguistic aspects of the QRI-5, PPVT-4, and ESI, including syntax, phonology, orthography, and especially vocabulary, played a role in ELs’ performance and indicate that ELs may benefit from linguistic modification or first-language support during test administration. The process used in this analysis also demonstrates how teachers can examine test data alongside test scores as they interpret ELs’ results.", "language": "eng", "license": null, "keywords": [ { "word": "English learner" }, { "word": "adolescent" }, { "word": "Literacy" }, { "word": "Assessment" } ], "section": "Theme Section - Teaching and Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4h03m030", "frozenauthors": [ { "first_name": "Melissa", "middle_name": "Latham", "last_name": "Keh", "name_suffix": "", "institution": "Bridgewater State University", "department": "TESOL" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35937/galley/26791/download/" } ] }, { "pk": 28682, "title": "Kinematic Specification of Intention in Full-body Motion", "subtitle": null, "abstract": "Kinematic specification of dynamics (KSD) states that full-\nbody kinematic patterns of daily activities are reflective of a\nperson’s plans, goals, and intentions. Furthermore, it has been\nshown that observers of those activities are well attuned to\ndifferences between those kinematic patterns. However,\ndespite a substantial body of research on the identification of\nintentional motion, it is not yet clear what the essential\nkinematic information is required to perceive the intention\nfrom the kinematic pattern. Therefore, we analyzed four\ndifferent intentional full body motions (sit-to-stand\ntransitions: stand, press-stand, press-sit, and reach-up), to\ndetermine the essential kinematic information that\ndifferentiates them. We utilized principal component analysis\n(PCA), linear mixed models, and hierarchical multinomial\nlogistic regression to create two predictive regression models\nthat allow us to successfully identify and distinguish the four\nintentional motions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Intention Recognition; Kinematic Specification\nof Dynamics; Sit-to-Stand Transition; Point-Light Displays;" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8q63g9nh", "frozenauthors": [ { "first_name": "Sierra", "middle_name": "F.", "last_name": "Corbin", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Charles", "middle_name": "H.", "last_name": "Moore", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Gaurav", "middle_name": "", "last_name": "Patil", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Lillian", "middle_name": "", "last_name": "Rigoli", "name_suffix": "", "institution": "Macquarie University", "department": "" }, { "first_name": "Tehran", "middle_name": "", "last_name": "Davis", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Shockley", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Tamara", "middle_name": "", "last_name": "Lorenz", "name_suffix": "", "institution": "University of Cincinnati", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28682/galley/18553/download/" } ] }, { "pk": 29028, "title": "L1 Influence on Content Word errors in Learner English Corpora: Insights fromDistributed Representation of Words.", "subtitle": null, "abstract": "The first language of a person has been shown to influence the processing of words when they learn a new language. Thishas been previously researched in behavioral studies, as well as by using lexical distributions or co-occurrence countsbetween word combinations to detect errors. In this paper we follow the findings of two recent studies and test theirhypotheses within the framework of two different word embedding models, based on their representation of the erroneoususage of concent words. Using an error-annotated corpus of essays written by learnings bellowing to 16 different firstlanguages, we compare incorrect words and their correct replacements as vectors in English and the learners first language.The results are consistent with previous findings that the first language has an influence on errors in the second language.The relationships between typologically similar languages differed between the models of embedding, suggesting anavenue for future explorations.", "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/0c52g1j3", "frozenauthors": [ { "first_name": "Kanishka", "middle_name": "", "last_name": "Misra", "name_suffix": "", "institution": "Purdue University", "department": "" }, { "first_name": "Hemanth", "middle_name": "", "last_name": "Devarapalli", "name_suffix": "", "institution": "Purdue University", "department": "" }, { "first_name": "Julia", "middle_name": "", "last_name": "Rayz", "name_suffix": "", "institution": "Purdue University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29028/galley/18899/download/" } ] }, { "pk": 29142, "title": "L2 learners’ phonemic sensitivity: MMN & L2 proficiency", "subtitle": null, "abstract": "This study examined the acquisition of Korean stop sounds /t/(), /t/() and /th/() by Chinese learners of Korean using ERPfocusing on the role of L2 proficiency. A total of 28 learners (16 advanced and 11 intermediate) and 18 native controlsparticipated in the experiment with four conditions: (i) standard /ta/ vs. deviant /tha/, (ii) standard /ta/ vs. deviant /t/, (iii)standard /tha/ vs. deviant /ta/, and (iv) standard /ta/ vs. deviant /ta/. The results of the AX discrimination task found nosignificant differences between groups showing high accuracy rates from 73% to 84%. However, their brain responseswere different: P3 was found only for the intermediate group in condition (iii) although MMN was elicited in both groupsin the other three conditions. The results indicate that learners sensitivity to the differences of stop sounds develops astheir general proficiency improves. Still, their sensitivity is weaker than native speakers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0v33360j", "frozenauthors": [ { "first_name": "Jeongwha", "middle_name": "", "last_name": "Cho", "name_suffix": "", "institution": "Seoul National University", "department": "" }, { "first_name": "Sun-Young", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "Cyber Hankuk University of Foreign Studies", "department": "" }, { "first_name": "Mijung", "middle_name": "", "last_name": "Sung", "name_suffix": "", "institution": "Seoul National University", "department": "" }, { "first_name": "Ki-Chun", "middle_name": "", "last_name": "Nam", "name_suffix": "", "institution": "Korea University", "department": "" }, { "first_name": "Hyeon-Ae", "middle_name": "", "last_name": "Jeon", "name_suffix": "", "institution": "Daegu Kyungbook Institue of Science and Technology", "department": "" }, { "first_name": "Youngjoo", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Kyung Hee University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29142/galley/19013/download/" } ] }, { "pk": 28439, "title": "Language and event recall in memory for time", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5m06p39h", "frozenauthors": [ { "first_name": "Yaqi", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "University of York", "department": "" }, { "first_name": "Silvia", "middle_name": "P.", "last_name": "Gennari", "name_suffix": "", "institution": "University of York", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28439/galley/18310/download/" } ] }, { "pk": 29180, "title": "Language facilitates 2.5-year-olds reasoning by the disjunctive syllogism", "subtitle": null, "abstract": "Children and animals successfully reason by elimination: if a reward is hidden in A or B, and they see A empty, theysearch in B (Call, 2004; Hill et al., 2012). Twenty-seven-month-olds also solve similar tasks when emptiness is conveyedverbally, through negation (The toy is not in the box, Feiman et al., 2017). However, it is unclear whether participantssolved these tasks with the disjunctive syllogism (A OR B, NOT A, THEREFORE B); in a 4-cup paradigm requiringdisjunctive reasoning only 3-5-year-olds but not 2.5-year-olds succeeded (Mody & Carey, 2016). We used a linguisticversion of the 4-cup task to examine childrens ability to reason disjunctively using verbal negation. We found that 3- and2.5-year-olds performed significantly above chance (58.1%, 54.2%, respectively, ps¡.05). Thus, presenting the negativepremise verbally facilitated 2.5-year-olds deductions. We conclude that older 2-year-olds have a robust understanding ofnegation, which they apply in abstract reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5cg6h7jh", "frozenauthors": [ { "first_name": "Myrto", "middle_name": "", "last_name": "Grigoroglou", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Sharon", "middle_name": "", "last_name": "Chan", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Patricia", "middle_name": "", "last_name": "Ganea", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29180/galley/19051/download/" } ] }, { "pk": 29312, "title": "Language in Math Problem Solving", "subtitle": null, "abstract": "Children enrolled in language-immersion programmes may be required to learn math in the immersion language. Fol-lowing the framework of the Pathways Model (LeFevre et al., 2010; Sowinski et al., 2014), the goal of the present studywas to understand how instructional language supports math learning by comparing patterns of performance of immersionand non-immersion students. Participants included 182 grade 2 students (Mean age= 7.8 years): 108 students were en-rolled in French immersion programs and were learning math in French (their second language) and 74 were enrolled innon-immersion programs and were learning math in English (their home language). Participants were tested on a numberof general cognitive measures as well as math specific outcome measures. Results show that overall, across both immer-sion and non-immersion students, linguistic, quantitative and working memory components contributed to math problemsolving. However, within the linguistic component there were differences between the direct and indirect pathways.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6ms33693", "frozenauthors": [ { "first_name": "Renee", "middle_name": "", "last_name": "Whittaker", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Chang", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Jo-Anne", "middle_name": "", "last_name": "LeFevre", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Helena", "middle_name": "P.", "last_name": "Osana", "name_suffix": "", "institution": "Concordia University", "department": "" }, { "first_name": "Jill", "middle_name": "", "last_name": "Turner", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Heather", "middle_name": "", "last_name": "Douglas", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Anne", "middle_name": "", "last_name": "Lafay", "name_suffix": "", "institution": "Concordia University", "department": "" }, { "first_name": "Sheri-Lynn", "middle_name": "", "last_name": "Skwarchuk", "name_suffix": "", "institution": "University of Winnipeg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29312/galley/19183/download/" } ] }, { "pk": 29170, "title": "Language stability and change in age-dependent networks", "subtitle": null, "abstract": "People’s social and linguistic environment changes over the course of their life: infants learn language from a small setof caregivers; children and adolescents practice language skills with their peers; adults speak to other adults and also passon their language to the next generation (Kerswill, 1996, Sankoff 2018). Population models of language change haveexplored network effects but neglected changing networks as a function of agent age. We model a population of Bayesianagents that go through life phases of initial learning, subsequent peer interactions, and transmission to the next generation.We find these age-dependent networks to be more stable than other network architectures. This stability counters previousBayesian modelling results in which languages reliably and rapidly change, converging to the learners prior, suggestingthat languages spoken in populations in which interactions are organised assortatively by age may only weakly reflecthuman priors on language learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3846k02n", "frozenauthors": [ { "first_name": "Stella", "middle_name": "", "last_name": "Frank", "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": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29170/galley/19041/download/" } ] }, { "pk": 35938, "title": "Leaps of Faith: Cuyamaca College’s ESL “BOOST Program”.", "subtitle": null, "abstract": "This article recounts some of the motivations, hurdles, and successes the Cuyamaca ESL Department in San Diego encountered while transforming its curriculum to an accelerated model. The college discovered that the new program, while challenging, increased the success and rate of passing among its language learners and improved the quality of their writing in ways even the implementers did not expect. The concerns, philosophy, and results behind Cuyamaca’s move away from traditional ESL classes are examined.", "language": "eng", "license": null, "keywords": [ { "word": "AB705" }, { "word": "accelerated ESL curriculum" } ], "section": "Theme Section - Teaching and Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1rt2014m", "frozenauthors": [ { "first_name": "Guillermo", "middle_name": "R.", "last_name": "Colls", "name_suffix": "", "institution": "Cuyamaca College, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35938/galley/26792/download/" } ] }, { "pk": 29163, "title": "Learned social values modulate representations of faces in the Fusiform Face Area", "subtitle": null, "abstract": "Social value processing has been shown to recruit specific neural systems, yet how they are associated with person-specificinformation, such as facial identity, processed in separate regions remains to be established. The present study examinedchanges in neural representations in face-selective visual areas due to social value learning. Over four days, participantslearned combinations of social (generosity) and reward (point) values orthogonally assigned to naturalistic face images.We found that after learning, activity similarity (measured with fMRI) in the fusiform face area evoked by viewing thefaces was related to social value as well as a measure of future social preferences, but was not related to reward value. Thisshows how learned social values can influence representations in face-selective brain regions thought to primarily encodevisual information, and provides a potential neural mechanism for the association of social and visual information relevantto propensities in future social behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/06q667wr", "frozenauthors": [ { "first_name": "Ariana", "middle_name": "", "last_name": "Familiar", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Alice", "middle_name": "", "last_name": "Xia", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Sharon", "middle_name": "", "last_name": "Thompson-Schill", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29163/galley/19034/download/" } ] }, { "pk": 29064, "title": "Learning and Production in the Explanation of Regularization Behaviour: aComputational Model", "subtitle": null, "abstract": "We propose a computational model to account for the regularization behaviour that characterizes language learning andthat has emerged from experimental studies, specifically from concurrent multiple frequency learning tasks (Ferdinand,2015). These experiments show that learners regularize the input frequencies they observe, suggesting that domain-generalfactors might underlie regularization behaviour. Standard models have failed to capture this pattern, so we explore theconsequences of adding a production bias that follows the learning stage in a probabilistic model of frequency learning.We simulate and fit to experimental data a beta-binomial Bayesian sampler model, which allows an explicit quantificationof both the learning and the production bias. Our results reveal that adding a production component to the model leadsto a better fit to data. Given our results, we hypothesize that linguistic regularization may result from general-domainconstraints on learning combined to biases in production, which need not to be considered innate.", "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/17j8t9hs", "frozenauthors": [ { "first_name": "Chiara", "middle_name": "", "last_name": "Semenzin", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Vanessa", "middle_name": "", "last_name": "Ferdinand", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Kirby", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29064/galley/18935/download/" } ] }, { "pk": 29058, "title": "Learning a novel rule-based conceptual system", "subtitle": null, "abstract": "Humans have developed complex rule-based systems to explain and exploit the world around them. When a learner hasalready mastered a system’s core dynamicsidentifying its primitives and their interrelationsfurther learning can be effec-tively modeled as discovering useful compositions of these primitives. It nevertheless remains unclear how the dynamicsthemselves might initially be acquired. Composing primitives is no longer a viable strategy, as the primitives themselvesare what must be explained. To explore this problem, we introduce and assess a novel concept learning paradigm in whichparticipants use a two-alternative forced-choice task to learn an unfamiliar rule-based conceptual system: the MUI system(Hofstadter, 1980). We show that participants reliably learn this system given a few dozen examples of the systems rules,leaving open the mechanism by which novel conceptual systems are acquired but providing a useful paradigm for furtherstudy.", "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/6j3214nc", "frozenauthors": [ { "first_name": "Joshua", "middle_name": "", "last_name": "Rule", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Piantadosi", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29058/galley/18929/download/" } ] }, { "pk": 28708, "title": "Learning a smooth kernel regularizer for convolutional neural networks", "subtitle": null, "abstract": "Modern deep neural networks require a tremendous amountof data to train, often needing hundreds or thousands of la-beled examples to learn an effective representation. For thesenetworks to work with less data, more structure must be builtinto their architectures or learned from previous experience.The learned weights of convolutional neural networks (CNNs)trained on large datasets for object recognition contain a sub-stantial amount of structure. These representations have par-allels to simple cells in the primary visual cortex, where re-ceptive fields are smooth and contain many regularities. In-corporating smoothness constraints over the kernel weightsof modern CNN architectures is a promising way to improvetheir sample complexity. We propose a smooth kernel regu-larizer that encourages spatial correlations in convolution ker-nel weights. The correlation parameters of this regularizer arelearned from previous experience, yielding a method with ahierarchical Bayesian interpretation. We show that our corre-lated regularizer can help constrain models for visual recogni-tion, improving over an L2 regularization baseline.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "convolutional neural networks; regularization;model priors; visual recognition" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/63c6q8p9", "frozenauthors": [ { "first_name": "Reuben", "middle_name": "", "last_name": "Feinman", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Brenden", "middle_name": "M.", "last_name": "Lake", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28708/galley/18579/download/" } ] }, { "pk": 28951, "title": "Learning by doing: Supporting experimentation in inquiry-based modeling", "subtitle": null, "abstract": "Inquiry-based modeling plays an important role in science; Science makes progress through formulating and evaluatingquestions, hypothesis, and arguments. The inquiry-based modeling approach also enhances learning about science. How-ever, engaging in modeling requires domain knowledge as well as quantitative skills. The Virtual Ecological ResearchAssistant (VERA) is an interactive learning environment that supports inquiry-based modeling for citizen and studentscientists. VERA provides a visual language for conceptual modeling in the domain of ecology and an AI compiler forautomatic generation of agent-based simulations in the process of constructing, evaluating, and revising the models. Weconducted a pilot study with college-level biology students (N=15) using VERA for modeling ecological phenomena. The2-hour pre- and post-test study demonstrates gains in the learning of ecological content knowledge. We also found that theuse of the Encyclopedia of Life as a source of domain knowledge helped students create more complex models.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/67t4g7fj", "frozenauthors": [ { "first_name": "Sungeun", "middle_name": "", "last_name": "An", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Bates", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Hammock", "name_suffix": "", "institution": "Smithsonian Institution", "department": "" }, { "first_name": "Spencer", "middle_name": "", "last_name": "Rugaber", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Emily", "middle_name": "", "last_name": "Weigel", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Ashok", "middle_name": "", "last_name": "Goel", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28951/galley/18822/download/" } ] }, { "pk": 28718, "title": "Learning Cross-linguistic Word Classes through Developmental DistributionalAnalysis", "subtitle": null, "abstract": "In this paper, we examine the success of developmentaldistributional analysis in English, German and Dutch. Weembed the mechanism for distributional analysis within anexisting model of language acquisition (MOSAIC) thatencodes increasingly long utterances, and compare resultsagainst a measure of ‘noun richness’ in child speech. We showthat, cross-linguistically, the mechanism’s success in buildingan early noun class is inversely related to the complexity of thedeterminer and noun gender system, and that merging ofdeterminers gives very similar results across languages. Theseresults suggest that children may represent grammaticalcategories at multiple levels of abstraction that reflect both thelarger category as well as its finer structure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language acquisition; cross-linguistic;distributional analysis." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5r36g3r0", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Freudenthal", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Fernand", "middle_name": "", "last_name": "Gobet", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Julian", "middle_name": "M.", "last_name": "Pine", "name_suffix": "", "institution": "University of Liverpool", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28718/galley/18589/download/" } ] }, { "pk": 28732, "title": "Learning deep taxonomic priors for concept learning from few positive examples", "subtitle": null, "abstract": "Human concept learning is surprisingly robust, allowing forprecise generalizations given only a few positive examples.Bayesian formulations that account for this behavior requireelaborate, pre-specified priors, leaving much of the learningprocess unexplained. More recent models of concept learningbootstrap from deep representations, but the deep neural net-works are themselves trained using millions of positive and neg-ative examples. In machine learning, recent progress in meta-learning has provided large-scale learning algorithms that canlearn new concepts from a few examples, but these approachesstill assume access to implicit negative evidence. In this paper,we formulate a training paradigm that allows a meta-learningalgorithm to solve the problem of concept learning from fewpositive examples. The algorithm discovers a taxonomic prioruseful for learning novel concepts even from held-out supercat-egories and mimics human generalization behavior—the firstto do so without hand-specified domain knowledge or negativeexamples of a novel concept.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "concept learning; deep neural networks; objecttaxonomies" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8q32x650", "frozenauthors": [ { "first_name": "Erin", "middle_name": "", "last_name": "Grant", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Joshua", "middle_name": "C.", "last_name": "Peterson", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28732/galley/18603/download/" } ] }, { "pk": 29249, "title": "Learning Preferences as an Index of Individual Differences in Cognitive Flexibility", "subtitle": null, "abstract": "Recent findings suggest that when solving problems involving cognitive flexibility (CF), individuals who approach alearning task using reinforcement learning (RL), outperform those who approach the task using supervised learning (SL).Based on these data, we hypothesized that CF is a function of individual differences in learning preference and taskdemands. Healthy native English speakers were administered three CF tasks that incorporated (i) shifting, (ii) divergentthinking, or (iii) both shifting and divergent thinking elements. Participants response selection history on a reward-basedlearning task, which could be approached either through SL or RL, was used to determine each participants learning styleand predict CF performance. Results showed that different CF task components (i.e., whether the task involved divergentthinking) interacted with participants learning preferences as measured by the independent learning task. We discuss howlearning preferences might capture individual differences in CF.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/87f3t5d5", "frozenauthors": [ { "first_name": "Hayley", "middle_name": "", "last_name": "O’Donnell", "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": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29249/galley/19120/download/" } ] }, { "pk": 28834, "title": "Learning the Proportional Nature of Probability from Feedback", "subtitle": null, "abstract": "People make decisions based on probabilistic information everyday and often use innacurate, heuristic decision rules. Although a great deal of research has investigated the developmental trajectory of accurate probability ojudgements, very little research has investigated how the learning process unfolds. In the current study a microgenetic experimental design was deployed to investigate the influence of feedback on children's probailistic decision making strategies. Seven- to ten-year-old children (N = 50) first performed a computer-based task to asses the type of strategy they use in a probabilitstic judgement task. Next, children recieve feedback on a series of 24 trials and then perform a post-test consisting of the same computer based strategy assessment. Findings revealed that some strategies may benefit from feedback more than others. These results suggest that children can learn about the proportional nature of probability from feedback alone and that the amount and type of feedback influence the learning process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "probabilistic reasoning; numerical cognition" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/33s8p02x", "frozenauthors": [ { "first_name": "Shaun", "middle_name": "", "last_name": "O'Grady", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Geoffery", "middle_name": "", "last_name": "Saxe", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Fei", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28834/galley/18705/download/" } ] }, { "pk": 29293, "title": "Learning to calibrate age estimates", "subtitle": null, "abstract": "Age is a primary social category and, with little effort, we can quickly approximate it from photographs. Here, we analyze1.5 million age judgments derived from a popular online website where participants estimate the age of a person depicted ina photograph, with feedback. We find that median age judgments across participants are linear in the actual age, with littlebias. However, the slope is considerably less than one, such that the aggregate overestimates the age of younger peopleand underestimates the age of older people. Age estimates are found to be unbiased at 37.5 years, which coincides with themedian age across all the depicted persons. These results are consistent with an account in which, over time, participantslearn to calibrate an analogue magnitude to the learned distribution of encountered ages, combining photographic evidencewith distributional information to arrive at an estimate that balances the two.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6tn8g7mn", "frozenauthors": [ { "first_name": "Jordan", "middle_name": "", "last_name": "Suchow", "name_suffix": "", "institution": "Stevens Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29293/galley/19164/download/" } ] }, { "pk": 28997, "title": "Learning to control the others body facilitates the embodied perspective taking", "subtitle": null, "abstract": "Perspective taking, a cognitive process of understanding information from the others viewpoint, is essential for formingcommunication skills. Whereas this process is considered to involve detachment of the reference frame from the own eyeand attachment of it to the others eye, we instead hypothesized here that it is mediated by representing the others intrinsic(i.e., proprioceptive) coordinate frame, since our cognitive abilities often rely on the physical presence. To examinethis possibility, we asked the participants to learn to control avatars motion in the virtual reality space from the third-person perspective and sought interaction between the ability to represent avatars intrinsic coordinate systems via motoradaptation and the ability to take avatars spatial perspective. We found significant facilitation of perspective taking abilityby the motor adaptation experience, which supports our hypothesis that the perspective taking encompasses a process ofrepresenting the others intrinsic coordinate frame. We suggest that the perspective taking is an embodied cognitive processwhich underpins theory of mind and empathy.", "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/08k8n4f0", "frozenauthors": [ { "first_name": "Ryota", "middle_name": "", "last_name": "Ishikawa", "name_suffix": "", "institution": "University of Tsukuba", "department": "" }, { "first_name": "Kyohei", "middle_name": "", "last_name": "Sasaki", "name_suffix": "", "institution": "University of Tsukuba", "department": "" }, { "first_name": "Saho", "middle_name": "", "last_name": "Ayabe-Kanamura", "name_suffix": "", "institution": "University of Tsukuba", "department": "" }, { "first_name": "Jun", "middle_name": "", "last_name": "Izawa", "name_suffix": "", "institution": "University of Tsukuba", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28997/galley/18868/download/" } ] }, { "pk": 29005, "title": "Learning to Recognize Uncertainty: Effects of Disconfirming Evidence onConfidence Scale Use in Preschoolers", "subtitle": null, "abstract": "Although young learners often express overconfidence, research has demonstrated that 3- to 4-year-old children maybe able to use a confidence scale to discriminate between their correct and incorrect responses. The current researchintroduces a novel paradigm to facilitate childrens reflection and reporting of confidence, based on the presentation ofdisconfirming evidence. This paradigm presents 3-, 4- and 5-year-olds with windows of varying occlusion (none, partial,and full). Children used a 3-point scale to assess their confidence that a target shape was behind each window. In fourconditions, we varied when and whether children received disconfirming evidence. Results suggest that violating childrensexpectations about the presence of the target shape on the first trial results in improves confidence calibration on futuretrials. Results also suggest that baseline confidence scale use improves with age. We discuss theoretical implications fordevelopment of uncertainty monitoring and potential applications of this novel paradigm.", "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/1d79c8s3", "frozenauthors": [ { "first_name": "Isabella", "middle_name": "", "last_name": "Killeen", "name_suffix": "", "institution": "University of California- San Diego", "department": "" }, { "first_name": "Caren", "middle_name": "", "last_name": "Walker", "name_suffix": "", "institution": "University of California- San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29005/galley/18876/download/" } ] }, { "pk": 28865, "title": "Learning with an algebra computer tutor: What type of hint isbest?", "subtitle": null, "abstract": "While there is substantial evidence showing that assistanceprovided to students during problem-solving activitiesinfluences learning outcomes, it is not yet clear how to bestdesign educational technologies to maximize learning throughvarious types of assistance. One common type of assistancecorresponds to hints delivered by an educational technology.To date, however, there is little research on the impact ofdifferent types of hints, including high-level hints vs. specificbottom-out hints. Our research takes a step in filling this gap,through an experimental study with an intelligent tutoringsystem we implemented in the domain of algebra (N = 50).We did not find evidence that the type of hint, high level vs.bottom out, influenced learning, with both types of hintsproducing similar outcomes. We did, however, find supportfor the conclusion that the number of hints accessed interactedwith the type of hint to influence learning, and specifically,that accessing more hints was correlated with learning butonly in the high-level hint condition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Intelligent Tutoring Systems; high-level andbottom-out hints" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8gv8k0t5", "frozenauthors": [ { "first_name": "Kyle", "middle_name": "", "last_name": "Sale", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Kasia", "middle_name": "", "last_name": "Muldner", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28865/galley/18736/download/" } ] }, { "pk": 28810, "title": "Leveraging Thinking to Facilitate Causal Learning from Intervention", "subtitle": null, "abstract": "Intervention selection is at once crucial in causal learning andchallenging for causal learners. While the optimal strategy ismaximizing the expected information gain (EIG), both chil-dren and adults often combine it with suboptimal ones suchas the positive test strategy (PTS). In the current study, wesought to facilitate causal learning from intervention by asking5- to 7-year-olds to explain why they chose a certain interven-tion to identify the true structure of a three-node causal sys-tem that might work in one of two ways. Our findings suggestthat while engaging in self-explaining did not help children se-lect more informative interventions, asking them to think abouttheir intervention choices (explaining or reporting) might helpthem better utilize interventional data to infer causal structures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal learning; intervention; explanation; learn-ing by thinking" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2867h2t8", "frozenauthors": [ { "first_name": "Yuan", "middle_name": "", "last_name": "Meng", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Fei", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28810/galley/18681/download/" } ] }, { "pk": 29103, "title": "Lexical diversity and language development", "subtitle": null, "abstract": "Previous research has demonstrated a relationship between quantity of language input and childrens rate of languagedevelopment: Children who hear more words learn faster. This work takes on two mutually-constraining questions:(1) How should we define quality, and (2) what is the relationship between input quality and language development?We analyzed a longitudinal corpus of interactions between 50 children and their parents using four measures of lexicaldiversity: Type Token Ratio (TTR), Moving Average TTR, and two more recent measuresvocd-D and MTLD. We foundthat only MTLD gave a prima-facie correct characterization of childrens development, and parents MTLD was correlatedwith childrens over development. Results of simulations showed that MTLD was distinct from the other measures in itssensitivity to both lexical diversity and word order, suggesting that quality should be defined not just by diversity of words,but also by the variability of sentence structures in which they occur.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/27f4t830", "frozenauthors": [ { "first_name": "Yawen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Dan", "middle_name": "", "last_name": "Yurovsky", "name_suffix": "", "institution": "University of Chicago, Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29103/galley/18974/download/" } ] }, { "pk": 29243, "title": "Lexical iconicity facilitates word learning in situated and displaced learningcontexts", "subtitle": null, "abstract": "We present an experimental study that examines how lexical iconicity (i.e. onomatopoeia) affects early word learning,across learning contexts. Children aged 24-36 months (N=37) were first trained on labels that are either iconic or neutralwith respect to the referent event, and then tested using a forced-choice task to select the correct referent given a label. Weassessed learning across two contexts: situated, where label and referent co-occur, and displaced, where children learn thelabel following the referent event. We predicted that iconicity would aid word learning, and would have a more facilitatoryeffect in the displaced condition, helping the child to associate label and referent. Our findings demonstrate that childrenlearn iconic labels in the experiment better than they do neutral labels. However, we find no difference across learningcontextsiconicity facilitates word learning in both situated and displaced learning scenarios.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9hz8x1m6", "frozenauthors": [ { "first_name": "Yasamin", "middle_name": "", "last_name": "Motamedi", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Wonnacott", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Chloe", "middle_name": "", "last_name": "Marshall", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Pamela", "middle_name": "", "last_name": "Perniss", "name_suffix": "", "institution": "University of Cologne", "department": "" }, { "first_name": "Gabriella", "middle_name": "", "last_name": "Vigliocco", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29243/galley/19114/download/" } ] }, { "pk": 28974, "title": "Liars Intent: A Multidimensional Recurrence Quantification Analysis Approachto Deception Detection", "subtitle": null, "abstract": "The current study utilizes dynamical systems and embodiment theory to better understand how movement dynamics impactdeception detection. While research has consistently revealed humans are often no better than chance at discriminatinga truth from a lie, individuals may reveal more than they know through the dynamic movement of the face and the bodybeyond discrete gestures traditionally examined in deception detection research (e.g., rise of a brow). As expected, thepresent study found that the dynamic stabilities of facial and body movements were significantly influenced by deceptiveintent such that untruthful statements elicited less stability in both the face and upper body. Moreover, despite detectionlevels no greater than chance, the accuracy of observers to detect deceptive intent covaried with these dynamic stabilities.The research presented provides another piece to the illusive puzzle of deception detection, affording researchers andpractitioners a possible tool to tap into deceptive intent.", "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/35c72807", "frozenauthors": [ { "first_name": "Hannah", "middle_name": "", "last_name": "Douglas", "name_suffix": "", "institution": "Macquarie University", "department": "" }, { "first_name": "Adriana", "middle_name": "", "last_name": "Rossi", "name_suffix": "", "institution": "Macquarie University", "department": "" }, { "first_name": "Rachel", "middle_name": "W.", "last_name": "Kallen", "name_suffix": "", "institution": "Macquarie University", "department": "" }, { "first_name": "Michael", "middle_name": "J.", "last_name": "Richardson", "name_suffix": "", "institution": "Macquarie University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28974/galley/18845/download/" } ] }, { "pk": 28688, "title": "Lifting the Curse of Knowing: How Feedback Improves Readers’ Perspective-Taking", "subtitle": null, "abstract": "Previous studies have shown that readers often overestimatethe similarity between their perspective and the perspective ofprotagonists in a story. This egocentric projection is argued tooriginate from readers’ tendency to use their own knowledgeas a frame of reference from which they (insufficiently) adjustaway to account for protagonists’ less informed perspective.This experimental study demonstrated that readers usefeedback about protagonists’ knowledge status to drawinferences that are more accurate on future perspective-takingtrials. Readers who were given the opportunity to learn throughfeedback not only adjusted their perspective-judgment morethan those who did not receive feedback, these readers alsoshowed less egocentric projection on future assessments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "perspective-taking; egocentricity bias; anchoringand adjustment; privileged information; feedback" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6ww4s2zr", "frozenauthors": [ { "first_name": "Debby", "middle_name": "", "last_name": "Damen", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Marije", "middle_name": "", "last_name": "van Amelsvoort", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Per", "middle_name": "", "last_name": "van der Wijst", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Emiel", "middle_name": "", "last_name": "Krahmer", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28688/galley/18559/download/" } ] }, { "pk": 28544, "title": "Limits on the Use of Simulation in Physical Reasoning", "subtitle": null, "abstract": "In this paper, we describe three experiments involving simplephysical judgments and predictions, and argue their results aregenerally inconsistent with three core commitments of proba-bilistic mental simulation theory (PMST). The first experimentshows that people routinely fail to track the spatio-temporalidentity of objects. The second experiment shows that peopleoften incorrectly reverse the order of consequential physicalevents when making physical predictions. Finally, we demon-strate a physical version of the conjunction fallacy where par-ticipants rate the probability of two joint events as more likelyto occur than a constituent event of that set. These results high-light the limitations or boundary conditions of simulation the-ory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "intuitive physics; mental simulation; inference;conjunction fallacy" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2rs3b62r", "frozenauthors": [ { "first_name": "Ethan", "middle_name": "", "last_name": "Ludwin-Peery", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Neil", "middle_name": "R.", "last_name": "Bramley", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Ernest", "middle_name": "", "last_name": "Davis", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Todd", "middle_name": "M.", "last_name": "Gureckis", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28544/galley/18415/download/" } ] }, { "pk": 29047, "title": "Linguist Alignment in Collaborative and Conversational Contexts", "subtitle": null, "abstract": "Effective communication is a crucial factor contributing to successful collaborative problem solving (CPS) teams. Re-search in cognitive science has long shown evidence of linguistic alignment, or convergence in ways of speaking, but itsfunctional role, if any, during CPS is unknown. Based on recent theorizing, we expected that both goal-oriented dialogueand non-goal-oriented dialogue should exhibit alignment. However, if linguistic alignment contributes to effective CPS,then conversations in this context should exhibit higher levels of alignment. In this study, we compared levels of syntacticand lexical alignment between a corpus of CPS dialogue and a corpus of spontaneous dialogue. Contrary to our predic-tion, we observed that the mean lexical alignment level was lower in the CPS corpus than in the Switchboard corpus.Implications for future research into linguistic alignment in CPS 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/50r8g0jh", "frozenauthors": [ { "first_name": "Ramon", "middle_name": "", "last_name": "Pieternella", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Travis", "middle_name": "", "last_name": "Wiltshire", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29047/galley/18918/download/" } ] }, { "pk": 29153, "title": "Linguistic descriptions of action influence object perception: The role of actionreadiness", "subtitle": null, "abstract": "Does hearing a story about performing an action activate corresponding motor representations? If so, can linguistically-activated motor representations affect our visual experience of the world? The present study tested whether hearing a storyabout performing power or precision grasps would cause people to perceive an ambiguous object in a grasp-congruentmanner. Participants listened to a story in which they tossed water balloons either (1) without touching their knots (powergrasp condition) or (2) by only touching their knots (precision grasp condition). Afterward, participants interpreted anobject that could either be seen as an apple (power grasp) or cherry (precision grasp). To further manipulate participantsavailability for subsequent action in the story, participants either (1) had just grasped, (2) prepared to grasp, or (3) hadrepeatedly grasped the water balloons before the ambiguous image appeared. People perceived the object in a grasp-congruent manner only when their hands were available for action.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0jw7d2c9", "frozenauthors": [ { "first_name": "Victoria", "middle_name": "", "last_name": "DiRubba", "name_suffix": "", "institution": "SUNY at Purchase", "department": "" }, { "first_name": "Tommy", "middle_name": "", "last_name": "Anderson", "name_suffix": "", "institution": "SUNY at Purchase", "department": "" }, { "first_name": "Alexia", "middle_name": "Toskos", "last_name": "Dils", "name_suffix": "", "institution": "SUNY at Purchase", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29153/galley/19024/download/" } ] }, { "pk": 28953, "title": "Linguistic Distributional Information and Sensorimotor Similarity BothContribute to Semantic Category Production", "subtitle": null, "abstract": "We investigated the contribution of sensorimotor and linguistic distributional information in a semantic category produc-tion task, hypothesizing that the task would rely on both but particularly on linguistic distributional information, whichmay provide a shortcut for conceptual processing. In a pre-registered study, we asked participants to name members ofsemantic categories and tested whether responses were predicted by a novel measure of sensorimotor proximity (based onan 11-dimension representation of sensorimotor experience) and linguistic proximity (based on word co-occurrence de-rived from a large subtitle corpus). Both proximity measures predicted the order and frequency of responses and, critically,linguistic proximity had an effect above and beyond sensorimotor proximity. Our findings support linguistic-sensorimotoraccounts of the conceptual system and suggest that category production is based on both the similarity of sensorimotor ex-perience between the category and member concepts, and on the linguistic distributional relationship between the categoryand member labels.", "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/8s12536t", "frozenauthors": [ { "first_name": "Briony", "middle_name": "", "last_name": "Banks", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Cai", "middle_name": "", "last_name": "Wingfield", "name_suffix": "", "institution": "University of Lancaster", "department": "" }, { "first_name": "Louise", "middle_name": "", "last_name": "Connell", "name_suffix": "", "institution": "University of Lancaster", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28953/galley/18824/download/" } ] }, { "pk": 28499, "title": "Linguistic syncopation: Alignment of musical meterto syntactic structure and its effect on sentence processing", "subtitle": null, "abstract": "Language and music are structured at multiple temporal scalesand have been characterized as having meter: a hierarchical andperiodic alternation of the prominence of syllables/beats. Meter isthought to emerge from the entrainment of neural oscillators,affording temporal expectations and selective attention. Higher-levels of a metric hierarchy also tend to track syntactic phrasestructure, however, it is not clear within the framework oftemporal attending why this would be advantageous. Neuraloscillations have recently been shown to also track syntacticphrases. We propose that meter aligns to phrase structure so as tomake syntactic processing more efficient. In two experiments(both visual and auditory language), we show that certainalignments of meter to syntax influence sentence comprehensionand we suggest potential mechanisms for why certain alignmentstend to be preferred. Our results underline the rhythmicity of notonly low-level perception but also of higher-level cognitiveprocessing of syntactic sequences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language" }, { "word": "time" }, { "word": "oscillations" }, { "word": "musical meter" }, { "word": "Syntax" }, { "word": "merge" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7jw1b4g5", "frozenauthors": [ { "first_name": "Courtney", "middle_name": "", "last_name": "Hilton", "name_suffix": "", "institution": "The University of Sydney", "department": "" }, { "first_name": "Micah", "middle_name": "", "last_name": "Goldwater", "name_suffix": "", "institution": "The University of Sydney", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28499/galley/18370/download/" } ] }, { "pk": 28954, "title": "Listeners use descriptive contrast to disambiguate novel referents", "subtitle": null, "abstract": "People often face referential ambiguity; one cue to resolve it is adjectival description. Beyond narrowing potential referentsto those that match a descriptor, listeners may infer that a described object is one that contrasts with other present objectsof the same type (tall cup contrasts with another, shorter cup). This contrastive inference guides the visual identificationof a familiar referent as an utterance progresses (Sedivy et al., 1999). We extend this work, asking whether listeners usethis type of inference to guide explicit referent choice when reference is ambiguous, and whether this varies with adjectivetype. We find that participants consistently use size adjectives contrastively, but not color adjectives (Experiment 1)evenwhen color is described with more relative language (Experiment 2) or emphasized with prosodic stress (Experiment 3).Listeners can use adjective contrast to disambiguate a novel words referent, but do not treat all adjective types as equallycontrastive.", "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/4x19q2b6", "frozenauthors": [ { "first_name": "Claire", "middle_name": "", "last_name": "Bergey", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Dan", "middle_name": "", "last_name": "Yurovsky", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28954/galley/18825/download/" } ] }, { "pk": 28429, "title": "Logicist Computational Cognitive Modeling of Infinitary False Belief Tasks", "subtitle": null, "abstract": "We synoptically describe having achieved the unprecedentedlogicist cognitive computational simulation of quantified ver-sions of any n-level (FBTn, ∀n ∈ N) false-belief task, andhence of what we call the infinitary false-belief task (FBTω);the achievement is enabled by the automated reasoner Shad-owProver. Logicist cognitive computational simulation of thelevel-one (or, as it’s currently known, “first-order”) false-belieftask (FBT1) was achieved circa 2007 by Bringsjord et al. Butsubsequently cognitive science has seen the arrival such mod-eling and simulation successfully applied to the second-orderfalse-belief task (FBT2); see e.g. (Blackburn & Polyanskaya,forthcoming). (This is the level-two FBT in our hierarchy oftasks.) But now, courtesy of what we report, logicist cognitivecomputational simulation of any FBTn is accomplished for thefirst time, and hence the infinitary false-belief task (FBTω) isreached as well", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "logic; cognitive modeling; false-belief task; sally-anne task; infinitary reasoning" } ], "section": "Publication-based Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0f5833v2", "frozenauthors": [ { "first_name": "Selmer", "middle_name": "", "last_name": "Bringsjord", "name_suffix": "", "institution": "RPI", "department": "" }, { "first_name": "Naveen", "middle_name": "Sundar", "last_name": "Govindarajulu", "name_suffix": "", "institution": "RPI", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28429/galley/18300/download/" } ] }, { "pk": 28491, "title": "Looking Patterns during Analogical Reasoning: Generalizable or Task-Specific?", "subtitle": null, "abstract": "Given the importance of developing analogical reasoning tobootstrapping children’s understanding of the world, why isthis ability so challenging for children? Two commonmechanisms have been implicated: 1) children’s inability toprioritize relational information during initial problem solving;2) children’s inability to disengage from salient distractors.Here, we use eye tracking to examine children and adults’looking patterns when solving scene analogies, allowing fordifferentiation between attention to relations versus tofeaturally salient distractors. In contrast to a recent study withpropositional analogies, our data suggest prioritization ofsource information does not differ between adults and children,nor is it predictive of performance; however, children andadults attend differently to distractors, and this attentionpredicts performance. These results suggest that feature-baseddistraction is a key way children and adults differ duringanalogical reasoning, and that the analogy problem formatshould be taken into account when considering children’sanalogical reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogy" }, { "word": "attention" }, { "word": "eye tracking" }, { "word": "Reasoning" }, { "word": "Pattern recognition" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8hm0n8dw", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28491/galley/18362/download/" } ] }, { "pk": 29210, "title": "Look out, its going to fall!: Does physical instability capture attention and lead todistraction?", "subtitle": null, "abstract": "Physical scene understanding requires not only detecting the current state of the world, but also predicting how the futurewill unfold. The need for such prediction is especially salient in the context of physical instability as when an object isteetering, about to fall off a surface. Here we asked whether such scenes automatically capture attention, such that themere presence of instability will impair performance on a central attention-demanding task. Observers viewed scenesin which an object (e.g. an open laptop) was either sitting stably, or was about to fall off a table. Observers simplycompleted a central Multiple Object Tracking (MOT) task (e.g which could appear on the screen of the depicted laptop).MOT Performance was indeed worse in the presence of physical instability, despite its task irrelevance, and even whenobservers failed to notice the physical stability vs. instability in the first place.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9bq7890n", "frozenauthors": [ { "first_name": "Marta", "middle_name": "", "last_name": "Kryven", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Sholei", "middle_name": "", "last_name": "Croom", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Brian", "middle_name": "", "last_name": "Scholl", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29210/galley/19081/download/" } ] }, { "pk": 29241, "title": "Looks delicious? Cerebral blood flow in young adults with eating disordertendencies on exposure to food pictures", "subtitle": null, "abstract": "We examined the physiological changes brought on by the sight of foods in people with high eating disorder tendencies rel-ative to normal controls. Graduate students were assessed for eating disorder tendencies using a questionnaire. Functionalnear-infrared spectroscopy was used to observe participants when five pictures were presented, in five categories: popularfood (fried chicken), non-popular food (Japanese simmered dishes), inedible object (screw), comfortable animal (rabbit),and uncomfortable animal (cockroach). Most participants oxyhemoglobin density was found to be different in response totwo pictures (fried chicken and cockroach). This indicates that this level of cerebral blood flow corresponds to unpleasantfeelings. However, students with higher eating disorder tendencies showed high-level oxyhemoglobin density in the samechannel, indicating discomfort, in response to popular food, neutral objects, and the uncomfortable animal. Our studyimplies the attitudes toward foods totally differ at cognition in people with high eating disorder tendencies compared withhealthy people.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/956840w4", "frozenauthors": [ { "first_name": "Kozue", "middle_name": "", "last_name": "Miyashiro", "name_suffix": "", "institution": "Utsunomiya University", "department": "" }, { "first_name": "Reiko", "middle_name": "", "last_name": "Ohmori", "name_suffix": "", "institution": "Utsunomiya University", "department": "" }, { "first_name": "Satoko", "middle_name": "", "last_name": "Shiraishi", "name_suffix": "", "institution": "Utsunomiya University", "department": "" }, { "first_name": "Yumiko", "middle_name": "", "last_name": "Ishikawa", "name_suffix": "", "institution": "Utsunomiya University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29241/galley/19112/download/" } ] }, { "pk": 28770, "title": "Low Entropy Facilitates Word Segmentation in Adult Learners", "subtitle": null, "abstract": "Do language learners benefit from exposure to input that is\nmore predictable and has lower entropy? Frequency is known\nto facilitate learning (more frequent words acquired earlier).\nHowever, frequency is only one measure of the distributional\nstructure of the linguistic input. Here, we show that entropy\nalso impacts language learning: adults show better word\nsegmentation in an artificial language when the sequence has\nlower entropy (created by making one word more frequent).\nSegmentation improved both for the language as a whole, and\nfor the less frequent words, despite appearing half the number\nof times. These results illustrate the facilitative effect of\nentropy reduction on language learning. Theoretically, they\nshow that the effect of frequency is relative, not absolute, and\nthat language learners are sensitive to more complex measures\nof the environment. Methodologically, they suggest that the\nprevalent use of uniform distributions in word segmentation\nstudies may underestimate learners’ abilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Statistical learning; Word segmentation;\nLanguage Learning; Information." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8dw432n8", "frozenauthors": [ { "first_name": "Ori", "middle_name": "", "last_name": "Lavi-Rotbain", "name_suffix": "", "institution": "The Hebrew University Jerusalem", "department": "" }, { "first_name": "Inbal", "middle_name": "", "last_name": "Arnon", "name_suffix": "", "institution": "The Hebrew University Jerusalem", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28770/galley/18641/download/" } ] }, { "pk": 29155, "title": "Lying in public: Revealing the microstructure of real-time false respondingthrough action dynamics", "subtitle": null, "abstract": "It is commonly agreed that, in most scenarios, deception involves cognitive demands. Prime amongst these demandsis competition between a default true response and an alternative false response. What is less understood are issuessurrounding the mechanistic underpinnings of how and when this competition enacts its influence during responding. Inprevious work (Duran, Dale, & McNamara, 2011), we have used an action dynamics paradigm to capture millisecond-timing information in how people use their mouse movements to respond yes or no to autobiographical information. Inthe current study, we employed a similar paradigm to collect response data from hundreds of anonymous participants,who freely used an interactive touchscreen exhibit at a public science museum exhibit, aiming to replicate and extendour previous findings. As expected, during false responding, the truth appears to be initially activated and dissipatescontinuously over the course of the response.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6zd369g4", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": "D.", "last_name": "Duran", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Denis", "middle_name": "", "last_name": "O’Hora", "name_suffix": "", "institution": "National University of Ireland Galway", "department": "" }, { "first_name": "Sam", "middle_name": "", "last_name": "Redfern", "name_suffix": "", "institution": "National University of Ireland Galway", "department": "" }, { "first_name": "Arkady", "middle_name": "", "last_name": "Zgonnikov", "name_suffix": "", "institution": "University of Aizu", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29155/galley/19026/download/" } ] }, { "pk": 28968, "title": "Magnitude Comparisons of Discounted Prices: Are They Similar to Fractions?", "subtitle": null, "abstract": "The present study examines whether peoples mental representation of discounted prices, which have a part-whole relation-ship of the current price to the original price, is similar to that of fractions. Participants performed a fraction comparisontask and a deal comparison task on the same set of fractional magnitudes. In two experiments, we observed worse perfor-mance (error rate, RT of correct trials) on the deal comparison task. The distance effect, where magnitude comparisons aremade more slowly and less accurately the closer two magnitudes are, observed in the two tasks was best modeled usinglogarithmic distance between the fractional magnitudes as a predictor of performance.", "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/2r97187z", "frozenauthors": [ { "first_name": "Lucy", "middle_name": "", "last_name": "Cui", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Zili", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28968/galley/18839/download/" } ] }, { "pk": 28967, "title": "Magnitude Comparisons of Improper Fractions", "subtitle": null, "abstract": "Previous studies examining the mental representations of fractions have focused on fractions with magnitudes less thanone (e.g., 2/3). In the current study, we examine the mental representations of fractions with magnitudes greater than one,specifically those of improper fractions. Participants were asked to make magnitude comparisons of these improper frac-tions to a reference that was in an improper fraction, a mixed fraction, or a decimal format. Results show that magnitudesof improper fractions were more accurately accessed when they were compared to mixed fractions and decimals. Thissuggests that the reinterpretation of these improper fractions benefited magnitude processing. Distance effects on errorrate and response time were observed for all three reference formats and more consistently took the form of a Welfordfunction, which predicts worse performance above rather than below the reference. Possible explanations of these resultsare 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/7n37f75r", "frozenauthors": [ { "first_name": "Lucy", "middle_name": "", "last_name": "Cui", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Zili", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28967/galley/18838/download/" } ] }, { "pk": 28969, "title": "Magnitude Processing of Improper Fractions When Comparing Bundle Deals", "subtitle": null, "abstract": "People encounter improper fractions in real life contexts on a regular basis. One such example is with bundling at thegrocery store (2/$4 or two for $4). The present study seeks to understand how people process these bundle prices comparedto improper fractions. Participants completed a magnitude comparison task with different bundling formats (2/$4 vs. $4/2)and their fractional equivalents. We found a reliable difference between the bundle format (2/$4) seen in grocery storesand the most visually similar fraction (2/4). This difference shows that participants are not using a heuristic (larger fractionmeans cheaper per item) when comparing these bundle deals and instead do need to process them like improper fractions.Overall, we found that participants were better at comparing fractional magnitudes in a math context than in a financialcontext and that this effect of context also depended on format (2/4 vs. 4/2).", "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/9061h066", "frozenauthors": [ { "first_name": "Lucy", "middle_name": "", "last_name": "Cui", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Zili", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28969/galley/18840/download/" } ] }, { "pk": 28801, "title": "Making the Implicit Explicit:Effects of Verbalization in Decisions from Experience", "subtitle": null, "abstract": "What do people learn from experience with repeated decisions?Is it merely implicit behavioral tendencies? If so, wouldarticulating or summarizing what is learned change behavior?Online participants (N=126) experienced 100 trials of adecisions-from-experience problem with outcome feedback.Some participants then verbally summarized what they hadlearned and estimated the probability of the risky gain eitherfor themselves (Self condition) or for another hypotheticalplayer (Other condition); others did not summarize (Controlcondition). Finally, they faced 20 more decision trials.Verbalizing a social message to another person significantlyincreased sure choices (that is, decreased risk-taking) insubsequent decision making. In general, participantsunderestimated the probabilities of both certain and riskyprospects, and articulating a summary message (Self or Other)seemed to increase this conservatism.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decisions from experience; explicit learning;verbalization; dual process theory" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2955h0k9", "frozenauthors": [ { "first_name": "Yaoli", "middle_name": "", "last_name": "Mao", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "James", "middle_name": "E.", "last_name": "Corter", "name_suffix": "", "institution": "Columbia University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28801/galley/18672/download/" } ] }, { "pk": 29204, "title": "Making Young Childrens Design Cognition Visible", "subtitle": null, "abstract": "There are emerging innovative educational interventions through automated computational analytics so-called learninganalytics (LA) to utilize a large amount of student participation. However, LA is a relatively unexplored area in EarlyChildhood Education (ECE). To respond to this gap, LA is defined as a tool for co-designing pedagogical documentationpractices with ECE teachers to visualize student design cognition. Drawing upon a Multiliteracies pedagogy framework,this qualitative study investigates how two kindergarten teachers co-designed pedagogical documentation practices usinga digital portfolio app (Seesaw) to leverage 25 young childrens design cognition in multiple modes and technologies.Using the constant comparison method, two themes were emerged from multiple data sources (e.g., digital portfolioson Seesaw, teacher assessment, fieldnotes, interviews): teachers-as-(Co)Designers of LA Interventions; and Portfolio ofStudent Learning Progression, not Portfolio of Student Work. Our findings suggest the need for effective pedagogicalsupports for young childrens design cognition and their teachers LA interventions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0x832408", "frozenauthors": [ { "first_name": "Mi", "middle_name": "Song", "last_name": "Kim", "name_suffix": "", "institution": "University of Western Ontario", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29204/galley/19075/download/" } ] }, { "pk": 28709, "title": "Mapping Space: A Comparative Study", "subtitle": null, "abstract": "The semantics of spatial terms has attracted substantialattention in the cognitive sciences, revealing both compellingsimilarities and striking differences across languages.However, much of the evidence regarding cross-linguisticvariation pertains to fine-grained comparisons betweenindividual lexical items, while cross-linguistic similarities arefound in more coarse-grained studies of the conceptual spaceunderlying semantic systems. We seek to bridge this gap,moving beyond the semantics of individual terms to ask whatthe comparison of spatial semantic systems may reveal aboutthe conceptualization of locations in English and MandarinChinese and about the nature of potential universals in thisdomain. We subjected descriptions of 116 spatial scenes tomultidimensional scaling analyses in order to reveal thestructures of the underlying conceptual spaces in eachlanguage. In addition to revealing overlaps and divergences inthe conceptualization of space in English and Mandarin, ourresults suggest a difference in complexity, whereby Mandarinterms are accommodated by a lower-dimensional similarityspace than are English terms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "spatial semantics; universals; cross-linguisticvariation" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8446t7bn", "frozenauthors": [ { "first_name": "Michele", "middle_name": "I.", "last_name": "Feist", "name_suffix": "", "institution": "University of Louisiana at Lafayette", "department": "" }, { "first_name": "Yuan", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28709/galley/18580/download/" } ] }, { "pk": 28664, "title": "Mapping visual features onto numbers", "subtitle": null, "abstract": "Modern society frequently requires that we express our sub-jective senses in objective, shared formal systems; this en-tails mapping multiple internal variables onto a common scale.Here we ask whether we accomplish this feat in the case ofestimating number by learning a single mapping between ex-plicit numbers and one integrated subjective estimate of nu-merosity, or if we separately map different perceptual featuresonto numbers. We present people with arrays of dots and askthem to report how many dots there are; we rely on the sys-tematic under/overestimation of number at higher quantities toestimate error in the mapping function. By comparing how thiserror changes over time, as the mapping fluctuates for differentvisual cues to numerosity, we can evaluate whether these cuesshare a single mapping, or are mapped onto number individu-ally. We find that area, size, and density all share a commonmapping, indicating that people obtain a unified subjective es-timate of numerosity before mapping it onto the formal numberline.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "numerosity; number; estimation" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7hd7s44t", "frozenauthors": [ { "first_name": "Erik", "middle_name": "", "last_name": "Brockbank", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Vul", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28664/galley/18535/download/" } ] }, { "pk": 29120, "title": "Masterminding in Education: Bringing cognition, emotion and motivationtogether in a unified mathematical framework", "subtitle": null, "abstract": "In this research project, a novel app-based version of the code breaking game Mastermind, Entropy Mastermind, wasintroduced and evaluated as a learning medium in undergraduate cognitive psychology and in primary mathematics ed-ucation. In a quasi-experimental pre- and posttest design we investigated a) the role of individual differences in gameplay and learning, b) the effectiveness of Entropy Mastermind for giving students of different age groups experientiallygrounded access to the fundamental concepts of proportions and mathematical entropy, and c) effects of game play onstudents academic emotions, motivation and attitudes. Data analyses revealed significant associations between cognitivevariables, emotional-motivational factors and game play parameters. We present computational modeling results of stu-dents search strategies and entropy intuitions within a unified framework of entropy measures, the Sharma-Mittal space.Potential applications in digitalized learning environments at the interface between mathematics and computer science willbe discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2778g11k", "frozenauthors": [ { "first_name": "Lara", "middle_name": "", "last_name": "Bertram", "name_suffix": "", "institution": "University of Surrey, Guildford", "department": "" }, { "first_name": "Eric", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "Harvard", "department": "" }, { "first_name": "Elif", "middle_name": "", "last_name": "Zel", "name_suffix": "", "institution": "Ludwigsburg University of Education", "department": "" }, { "first_name": "Matthias", "middle_name": "", "last_name": "Hofer", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Martignon", "name_suffix": "", "institution": "Ludwigsburg University of Education", "department": "" }, { "first_name": "Jonathan", "middle_name": "D.", "last_name": "Nelson", "name_suffix": "", "institution": "University of Surrey", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29120/galley/18991/download/" } ] }, { "pk": 29141, "title": "Math ability varies independently of number estimation in the Tsiman", "subtitle": null, "abstract": "How do people reason about mathematical concepts like addition and subtraction? According to one proposal, mathemat-ical thinking is supported in part by the approximate number system (ANS), a primitive cognitive system for estimatingthe numerosity of a set, without counting. Here we tested this proposal in the Tsiman, a culture of farmer-foragers inthe Bolivian Amazon. Compared to industrialized societies like the US, the Tsiman have high variability in their level ofeducation and number knowledge. In a large sample of Tsiman adults, math ability was positively correlated with ANSperformance, consistent with previous findings. However, this correlation disappeared when controlling for participantseducation, and when controlling for their ability to sustain attention. These findings challenge the claim that the ANSsupports math ability. Rather, performance on ANS tasks and math tasks may both be shaped by non-numerical abilitiespracticed (or selected for) in educational settings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9v46c36h", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "", "last_name": "Cheyette", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Pitt", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Piantadosi", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Gibson", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29141/galley/19012/download/" } ] }, { "pk": 29281, "title": "Mathematical Creativity: Incubation, Serial Order Effect, and Relation toDivergent Thinking", "subtitle": null, "abstract": "The current study explored whether creative processes specifically incubation and the serial order effect extend to creativityin mathematics, and if there is a relation to divergent thinking. A total of 155 postsecondary students completed an unusualuse task and a multiple-strategy math task. Participants were given 8 minutes to generate as many strategies as they couldfor the math task, and then after a brief break, were given another problem with the same underlying structure for 4minutes. We find evidence for a serial order effect in math, whereas across trials it became more difficult for participantsto generate a new strategy, but the strategies were rated as more creative. The brief break also provided some evidence ofincubation, as there was a boost in the number of overall strategies and creativity. We also found that divergent thinkingand mathematical creativity were significantly related.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0862b021", "frozenauthors": [ { "first_name": "Stacy", "middle_name": "", "last_name": "Shaw", "name_suffix": "", "institution": "Univeristy of California, Los Angeles", "department": "" }, { "first_name": "Gerardo", "middle_name": "", "last_name": "Ramirez", "name_suffix": "", "institution": "Ball State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29281/galley/19152/download/" } ] }, { "pk": 28642, "title": "Mathematics Skills and Executive Functions Following Preterm Birth:A Longitudinal Study of 5- to 7-Year Old Children", "subtitle": null, "abstract": "Early mathematics skills are an important predictor of lateracademic, economic and personal success. Children bornpreterm, about 10% of the US population, have an increasedrisk of deficits in mathematics. These deficits may be relatedto lower levels of executive functions and processing speed.We investigated the development of mathematics skills,working memory, inhibitory control and processing speed ofhealthy children born very preterm (between 25 and 32 weeksgestational age, n=51) and full-term (n=29). Children weretested annually from ages 5 to 7 years. We found persistentlower overall mathematics skills in the preterm group, drivenby differences in more informal skills (e.g. counting) at earliertime points, and by differences in more formal skills (e.g.calculation) at later time points. We did not find significantdifferences between preterm and full-term born children inspatial working memory capacity or processing speed.However, these cognitive measures were significantpredictors of mathematics skills in the preterm but not thefull-term group, hinting towards the use of different strategieswhen solving problems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Early Mathematics; Executive Functions;Cognitive Development; Preterm Birth; longitudinal;" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9p54z0mg", "frozenauthors": [ { "first_name": "Julia", "middle_name": "Anna", "last_name": "Adrian", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Frank", "middle_name": "", "last_name": "Haist", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Natacha", "middle_name": "", "last_name": "Akshoomoff", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28642/galley/18513/download/" } ] }, { "pk": 28601, "title": "Measuring Creative Ability in Spoken Bilingual Text: The Role of LanguageProficiency and Linguistic Features", "subtitle": null, "abstract": "Whereas first language (L1) research has demonstrated thatperceptions of creative ability are influenced by the complexityand diversity of language used to answer verbal tests ofcreativity, relatively little is known about the linguisticcomponents of bilingual creative task performance. In thisstudy, we analyze written transcripts of speech produced by466 Japanese learners of English produced during a creativenarrative task for features related to linguistic and cognitivedimensions of creativity. Then, we extract various linguisticfeatures and test whether these features can predict humanperceptions of creativity for the transcripts. Unlike L1 data,results suggest text length and L2 proficiency comprise themost parsimonious explanation of creativity scores in this L2data. At the same time, linguistic features related to positivesentiment explained a significant yet small amount ofadditional variance in perceptions of creativity, suggestingtexts with more positive language were perceived to be morecreative.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Creativity" }, { "word": "NLP" }, { "word": "language proficiency" }, { "word": "bilingualism" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/73k1g915", "frozenauthors": [ { "first_name": "Stephen", "middle_name": "", "last_name": "Skalicky", "name_suffix": "", "institution": "Victoria University of Wellington", "department": "" }, { "first_name": "Scott", "middle_name": "A.", "last_name": "Crossley", "name_suffix": "", "institution": "Georgia State University", "department": "" }, { "first_name": "Danielle", "middle_name": "S.", "last_name": "McNamara", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Kasia", "middle_name": "", "last_name": "Muldner", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28601/galley/18472/download/" } ] }, { "pk": 29229, "title": "Measuring Creativity in the Classroom: Linking Group Patterns with IndividualOutcomes", "subtitle": null, "abstract": "Although creativity has traditionally been measured as an individual trait (Runco & Jaeger, 2012), contemporary researchon workplace innovation (Kelley & Littman, 2001; Nonaka, 2008) suggests that creativity is a collaborative process ofworking with ideas (Amabile & Pratt, 2016). Furthermore, organizational creativity can be measured using social networkanalysis (Gloor, 2006) the more emergent leaders, the more creative the outcome (Gloor et al., 2016). Gloor’s creativitymeasure was adapted in a grade 1 class (n=22) to explore whether leaders would emerge when students engaged in creativeproblem-solving through online discussions in Knowledge Forum (Scardamalia, 2017). Social network analysis revealsthat 13 students emerged as leaders, and content analysis of the discussion indicates that leaders proposed new ideas thathelped deepen the progression of ideas. Additional analyses are underway to explore correlations between leadership andcreativity scores. Educational implications for developing the creative potential of young students are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/49p0h6z4", "frozenauthors": [ { "first_name": "Leanne", "middle_name": "", "last_name": "Ma", "name_suffix": "", "institution": "OISE/University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29229/galley/19100/download/" } ] }, { "pk": 28407, "title": "Measuring Creativity - Workshop Proposal", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "creative cognition; creativity psychometrics; cre-ative problem solving; computational modelling; computa-tional creativity; creativity metrics and methods; intelligentsystems; creativity assistive sy" } ], "section": "Workshops", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/80c6p8hw", "frozenauthors": [ { "first_name": "Ana-Maria", "middle_name": "", "last_name": "Oltet ̧eanu", "name_suffix": "", "institution": "Freie Universit ̈at Berlin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28407/galley/18278/download/" } ] }, { "pk": 28748, "title": "Measuring how people learn how to plan", "subtitle": null, "abstract": "How can people learn to make better decisions and be-come more far-sighted? To make the underlying learningmechanisms more accessible to scientific inquiry, we developa computational method for measuring the time course ofexperience-dependent changes in people’s planning strategies.We validated our method on simulated and empirical data: onsimulated data its inferences were significantly more accuratethan simpler approaches, and when evaluated on human datait correctly detected the plasticity-enhancing effect of perfor-mance feedback. Having validated our method, we illustratehow it can be used to gain new insights into the time courseand nature of cognitive plasticity. Future work will leverageour method to i) reverse-engineer the learning mechanismsenabling people to acquire complex cognitive skills such asplanning and problem-solving and ii) measure individual dif-ferences in cognitive plasticity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive plasticity; planning; decision-making;process-tracing; statistical methods" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6wj6z9v0", "frozenauthors": [ { "first_name": "Yash", "middle_name": "", "last_name": "Raj Jain", "name_suffix": "", "institution": "MPI for Intelligent System", "department": "" }, { "first_name": "Frederick", "middle_name": "", "last_name": "Callaway", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Falk", "middle_name": "", "last_name": "Lieder", "name_suffix": "", "institution": "MPI for Intelligent System", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28748/galley/18619/download/" } ] }, { "pk": 28442, "title": "Measuring Programming Competence byAssessing Chunk Structures in a Code Transcription Task", "subtitle": null, "abstract": "In a simple transcription task in which sections of Java programcode are copied by freehand writing, it is demonstrated thatchunk related temporal signals are sufficiently robust to permitthe measurement of programming competence. An experimentwith 24 participants revealed that the number of views of thestimulus per trial and the duration of writing per stimulus vieware both strongly correlated with independent measures of Javacompetence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Chunking" }, { "word": "program comprehension; competencemeasurement; transcription." } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0v08f2g9", "frozenauthors": [ { "first_name": "Noorah", "middle_name": "", "last_name": "Albehaijan", "name_suffix": "", "institution": "University of Sussex Brighton", "department": "" }, { "first_name": "Peter", "middle_name": "C-H.", "last_name": "Cheng", "name_suffix": "", "institution": "Imam Abdulrahman Bin Faisal University Jubail", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28442/galley/18313/download/" } ] }, { "pk": 29006, "title": "Measuring Selective Sustained Attention in Children with TrackIt andEyetracking", "subtitle": null, "abstract": "Measuring selective sustained attention (SSA) development in preschool-aged children has been difficult due to challengesin designing age-appropriate measurement paradigms. The TrackIt task, together with eye-tracking and a recently pro-posed Bayesian-model based eye-tracking analysis method, creates opportunity for fine-grained measurement of SSA inyoung children. The current study 1) provides the first rigorous validation of this method by comparing model judgmentswith human video-coding of the data, and 2) further explores potential uses of this method for providing nuanced measuresof SSA. More specifically, we use the analysis method to explore different ways of characterizing SSA based on eye-gazedata obtained during TrackIt with 3- to 6-year old children. We look at patterns of in-trial eye-gazing across age and acrosstime.", "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/3jz830cq", "frozenauthors": [ { "first_name": "Jaeah", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Shashank", "middle_name": "", "last_name": "Singh", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Emily", "middle_name": "", "last_name": "Keebler", "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": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29006/galley/18877/download/" } ] }, { "pk": 28418, "title": "Measuring Spatial Perspective Taking:\nAnalysis of Four Measures using Item Response Theory", "subtitle": null, "abstract": "Research on spatial thinking needs reliable and valid measures of individual differences in skills.\nVisuospatial Perspective Taking (PT)—the ability to mentally maintain and transform spatial\nrelationships between objects within an environment—is one kind of spatial skill that is\nespecially relevant to navigation and building cognitive maps. However, the psychometric\nproperties of various PT tasks have yet to be examined. The present study examines three main\npsychometric properties of PT tasks: 1) the reliability of two tasks developed for children but\nadapted in difficulty level for use in adult populations, 2) item difficulty and discriminability\nwithin and between four tasks using item response theory, and 3) relation of scores with general\nintelligence, working memory, and mental rotation. Results showed that two of the four PT tasks\nhave promising psychometric properties for measuring a wide range of PT ability based on item\ndifficulty, discriminability, and efficiency of a test information function.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9br3b8cq", "frozenauthors": [ { "first_name": "Maria", "middle_name": "", "last_name": "Brucato", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Frick", "name_suffix": "", "institution": "University of Fribourg", "department": "" }, { "first_name": "Alina", "middle_name": "", "last_name": "Nazareth", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Nora", "middle_name": "S.", "last_name": "Newcombe", "name_suffix": "", "institution": "University of Fribourg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28418/galley/18289/download/" } ] } ] }