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{ "count": 39508, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=16500", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=16300", "results": [ { "pk": 28416, "title": "Mechanisms of Differences in Cognitive Mapping and Navigational Ability:\nExplorations Using Virtual Reality Manipulations", "subtitle": null, "abstract": "Daily function depends on an ability to mentally map our environment. Environmental visibility\nand complexity can increase this challenge. Importantly, people vary dramatically in their ability\nto navigate flexibly and overcome such environmental challenges. In this paper, we will present\nexperimental work targeting the mechanisms that underlie different navigational abilities, and\nhow objective and introspective measures of ability interact to influence navigational strategy\nuse. Using virtual reality, we manipulated environmental visibility and complexity. Participants\nthen performed wayfinding, pointing, and route following tasks to probe cognitive map memory\nand navigational flexibility. Our findings reveal that individual differences in metacognition -\nsuch as perceived sense of direction - and in navigational strategy preference powerfully impact\nhow environmental features affect spatial memory. We also gathered data on the neurocognitive\nfoundations of these differences. Importantly, our methods highlight individualized interventions\nthat can improve spatial learning and specify the mechanisms through which they operate.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5861k8zt", "frozenauthors": [ { "first_name": "Thackery", "middle_name": "I.", "last_name": "Brown", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Qiliang", "middle_name": "", "last_name": "He", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Timothy", "middle_name": "P.", "last_name": "McNamara", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Jon", "middle_name": "", "last_name": "Starnes", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Goodroe", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28416/galley/18287/download/" } ] }, { "pk": 28667, "title": "Memory maintenance of gradient speech representations is mediated by theirexpected utility", "subtitle": null, "abstract": "Language understanding requires listeners to quickly compresslarge amounts of perceptual information into abstract linguis-tic categories. Critical cues to those categories are distributedacross the speech signal, with some cues appearing substan-tially later. Speech perception would thus be facilitated if gra-dient sub-categorical representations of the input are main-tained in memory, allowing optimal cue integration. How-ever, indiscriminate maintenance of the high-dimensional sig-nal would tax memory systems. We hypothesize that speechperception balances these pressures by maintaining gradientrepresentations that are expected to facilitate category recog-nition. Two perception experiments test this hypothesis. Be-tween participants, an initial exposure phase manipulated theutility of information maintenance: in the High-Informativitygroup, following context always was informative; in the Low-Informativity group, following context always was uninforma-tive. A subsequent test phase measured the extent to whichparticipants maintained gradient representations. The Low-Informativity group showed less maintenance, compared to theHigh-Informativity group (Experiment 1). We then increasedthe task demands and made the targets of the manipulation lessobvious to participants (Experiment 2). We found a qualita-tively similar pattern. Together, these results suggest that lis-teners are capable of allocating memory to gradient representa-tions of the speech input based on the expected utility of thoserepresentations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "speech perception; cue integration; memory; ex-pected utility" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6cw080rb", "frozenauthors": [ { "first_name": "Wednesday", "middle_name": "", "last_name": "Bushong", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "T. Florian", "middle_name": "", "last_name": "Jaeger", "name_suffix": "", "institution": "University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28667/galley/18538/download/" } ] }, { "pk": 29258, "title": "Mental simulation: A cognitive linguistic approach to language teaching", "subtitle": null, "abstract": "This paper illustrates the neural mechanisms underlying language processing. Based on evidence from neuroscience, theNeural Theory of Language supports the idea that, to fully understand an utterance, one should be able to imagine thescene evoked by that utterance. To achieve that, brain regions responsible for the action associated with that utteranceare activated in order to mentally simulate the action that is being described. In this report, I propose four activities thatimplement these findings to language teaching in order to boost the learning process and provide meaningful content, notonly about language itself but also about the processes behind.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/47f431jr", "frozenauthors": [ { "first_name": "Laura", "middle_name": "", "last_name": "Pissani", "name_suffix": "", "institution": "Concordia University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29258/galley/19129/download/" } ] }, { "pk": 29145, "title": "Metacognitive Modeling; using cognitive modeling to clarify philosophicalmetacognitive concepts", "subtitle": null, "abstract": "Metacognitive research is integral to understanding cognition, but a problem persists metacognition remains poorly definedand its basic terminology contested. To address this problem, we propose a new philosophical method for understandingmetacognition in a bottom up, computational way. We follow John Andersons principle that complex problems becomesystematic when analyzed within a cognitive model. Researchers agree that metacognition is cognition acting upon itself.Accepting this, we first define the fundamental units of cognition and then define how these units act upon themselves.We ground this within human cognition by using the Standard Model of Cognition (Laird et at. 2017, also known asthe Common Model). This model defines the mechanisms common to all computational architectures modeling humancognition. Our model is then compared to metacognitive theories within psychology, philosophy, and neuroscience. Thismethod clarifies metacognition by grounding it both within a computational cognitive architecture and present researchliterature.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7wj2w4x8", "frozenauthors": [ { "first_name": "Brendan", "middle_name": "", "last_name": "Conway-Smith", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "West", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29145/galley/19016/download/" } ] }, { "pk": 28479, "title": "Metaphors we teach by: A method for mapping metaphorical lay theories", "subtitle": null, "abstract": "People frequently use metaphors to communicate and reasonabout complex topics. However, many studies of metaphoricalreasoning exclusively rely on researcher intuitions aboutdifferent metaphors and their associated entailments. Here wedescribe a more principled method for mapping the structureof metaphorical lay theories, focusing on metaphors forteaching. Across two studies, we identified four common, aptmetaphors for the teacher-student relationship and used factoranalysis to explore whether these metaphors reflectsystematically different intuitions about the qualities of collegeteachers. Our findings demonstrate that (1) people endorse avariety of different teaching metaphors, and (2) thesemetaphors bring to mind distinct, coherent clusters of teacherattributes. This work demonstrates a novel method forsystematically mapping the structure of metaphorical laytheories and sets the stage for future research on metaphoricalreasoning as well as innovative educational interventionscentered on shifting lay theories of teaching.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "metaphors" }, { "word": "lay theories" }, { "word": "concepts" }, { "word": "Teaching" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8t03j1x9", "frozenauthors": [ { "first_name": "Stephen", "middle_name": "J.", "last_name": "Flusberg", "name_suffix": "", "institution": "Purchase College", "department": "" }, { "first_name": "Bridgette", "middle_name": "Martin", "last_name": "Hard", "name_suffix": "", "institution": "Duke University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28479/galley/18350/download/" } ] }, { "pk": 29318, "title": "Minimal but meaningful: Probing the limits of randomly assigned social identities", "subtitle": null, "abstract": "The present studies (total n = 151) experimentally manipulated meaningfulness in novel social groups and measured anyresulting ingroup biases. Study 1 showed that even when groups were arbitrary and presumptively meaningless, 5- to8-year-olds developed equally strong ingroup biases as did children in more meaningful groups. Study 2 explored thelengths required to effectively reduce ingroup biases by stressing the arbitrariness of the grouping dimension. Even in thiscase ingroup bias persisted in resource allocation behavior, though it was attenuated on preference and similarity measures.These results suggested that one has to go to great lengths to counteract childrens tendency to imbue newly encounteredsocial groups with rich affiliative meaning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6x2477rm", "frozenauthors": [ { "first_name": "Xin", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Yarrow", "middle_name": "", "last_name": "Dunham", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29318/galley/19189/download/" } ] }, { "pk": 29262, "title": "(Mis)interpretations of implausible passive sentences pattern with N400amplitudes", "subtitle": null, "abstract": "Representations formed during language comprehension do not always accurately reflect the linguistic input, but aresometimes just good enough (Ferreira et al., 2003). Here, we examined the electrophysiological correlates of such heuristicprocessing. Participants were presented with passive sentences where the plausibility of the fillers of the agent and patientthematic roles was manipulated. As expected, they made more errors in the interpretation of implausible sentences (e.g.,The doctor was treated by the patient). Intriguingly, N400 amplitudes patterned with (mis)interpretation, with increasedamplitudes to the second noun in correctly processed implausible sentences, and equally small amplitudes in plausiblesentences and in incorrectly interpreted implausible sentences. These results are in line with the view that N400 amplitudesreflect the change in an initial heuristic representation of sentence meaning (Rabovsky et al., 2018), but seem difficult toexplain by accounts suggesting that the N400 reflects lexical retrieval (Brouwer et al., 2017).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0wm0c4sn", "frozenauthors": [ { "first_name": "Milena", "middle_name": "", "last_name": "Rabovsky", "name_suffix": "", "institution": "Freie Universitt Berlin", "department": "" }, { "first_name": "Kazunaga", "middle_name": "", "last_name": "Matsuki", "name_suffix": "", "institution": "Behavioral Economics Works", "department": "" }, { "first_name": "Ken", "middle_name": "", "last_name": "McRae", "name_suffix": "", "institution": "University of Western Ontario", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29262/galley/19133/download/" } ] }, { "pk": 29216, "title": "Modal concepts: developing thoughts of the possible and the impossible", "subtitle": null, "abstract": "What is it to represent a single world as having alternative, mutually inconsistent possible futures? A large literatureexplores this question from philosophical and linguistic perspectives, along with a growing literature in developmentalpsychology. Recent findings suggest that 36 month olds (Redshaw and Suddendorf 2016) or even 14 month olds (Cesana-Arlotti et al. 2018) prepare for multiple alternative possibile futures. These experiments did not require participants tocontrast the possible with the impossible. We replicated Redshaw and Suddendorf (2016), and added conditions thatrequired participants to contrast the possible with the impossible. 36 month olds now failed, as did many 48 month olds,suggesting that their representations do not capture the structure of possibilities. 48 month olds tended to pass our test,but their understanding of possibilities was still fragile. These data converge with other results suggesting that concepts ofpossibility and impossibility are constructed in the late preschool years.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/86f9z632", "frozenauthors": [ { "first_name": "Brian", "middle_name": "", "last_name": "Leahy", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Carey", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29216/galley/19087/download/" } ] }, { "pk": 28625, "title": "Modality Effects in Vocabulary Acquisition", "subtitle": null, "abstract": "It is unknown whether modality affects the efficiency with\nwhich humans learn novel word forms and their meanings,\nwith previous studies reporting both written and auditory\nadvantages. The current study implements controls whose\nabsence in previous work likely offers explanation for such\ncontradictory findings. In two novel word learning\nexperiments, participants were trained and tested on\npseudoword - novel object pairs, with controls on: modality of\ntest, modality of meaning, duration of exposure and\ntransparency of word form. In both experiments word forms\nwere presented in either their written or spoken form, each\npaired with a pictorial meaning (novel object). Following a 20-\nminute filler task, participants were tested on their ability to\nidentify the picture-word form pairs on which they were\ntrained. A between subjects design generated four participant\ngroups per experiment 1) written training, written test; 2)\nwritten training, spoken test; 3) spoken training, written test; 4)\nspoken training, spoken test. In Experiment 1 the written\nstimulus was presented for a time period equal to the duration\nof the spoken form. Results showed that when the duration of\nexposure was equal, participants displayed a written training\nbenefit. Given words can be read faster than the time taken for\nthe spoken form to unfold, in Experiment 2 the written form\nwas presented for 300 ms, sufficient time to read the word yet\n65% shorter than the duration of the spoken form. No modality\neffect was observed under these conditions, when exposure to\nthe word form was equivalent. These results demonstrate, at\nleast for proficient readers, that when exposure to the word\nform is controlled across modalities the efficiency with which\nword form-meaning associations are learnt does not differ. Our\nresults therefore suggest that, although we typically begin as\naural-only word learners, we ultimately converge on\ndeveloping learning mechanisms that learn equally efficiently\nfrom both written and spoken materials.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "modality effects; word learning; vocabulary\nacquisition; reading" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0r76k9xk", "frozenauthors": [ { "first_name": "Merel", "middle_name": "C.", "last_name": "Wolf", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Alastair", "middle_name": "C.", "last_name": "Smith", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Antje", "middle_name": "S.", "last_name": "Meyer", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Caroline", "middle_name": "F.", "last_name": "Rowland", "name_suffix": "", "institution": "ESRC LuCiD Centre & Department of Psychological Sciences", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28625/galley/18496/download/" } ] }, { "pk": 28555, "title": "Model-based Approach with ACT-Rabout Benefits of Memory-based Strategy on Anomalous Behaviors", "subtitle": null, "abstract": "Users sometimes face anomalous behaviors of systems, such asmachine failures and autonomous agents. Predicting suchbehaviors of systems is difficult. We investigate the benefits ofthe memory-based strategy, which focuses on memorization ofinstances to predict anomalous and regular behaviors of thesystem, with ACT-R simulations with a cognitive model. Inthis study, we presumed the parameters defining the encodingprocesses on anomalous instances and regular instances in themodel of the memory-based strategy and performedsimulations to verify how these two parameters influenceprediction performance. The results of simulations showed that(1) regular instances are not encoded as default values in thememory-based strategy and that (2) such inactivity on regularinstances suppresses commission errors of regular instancesand does not suppress commission errors of anomalousinstances nor omission errors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "memory-based strategy; prediction; anomalousbehavior; regular behavior; ACT-R" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4kk5q08w", "frozenauthors": [ { "first_name": "Shota", "middle_name": "", "last_name": "Matsubayashi", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Kazuhisa", "middle_name": "", "last_name": "Miwa", "name_suffix": "", "institution": "Kindai University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28555/galley/18426/download/" } ] }, { "pk": 29059, "title": "Modeling Axonal Plasticity in Artificial Neural Networks", "subtitle": null, "abstract": "Axonal growth and pruning is the brains primary method of controlling the structured sparsity of its neural circuits, aswithout long distance axon branches connecting distal neurons no direct communication is possible. Further, artificialneural networks have almost entirely ignored axonal growth and pruning instead relying on implicit assumptions thatprioritize dendritic/synaptic learning above all other concerns. This project proposes a new model called the Axon Game,which allows the incorporation of biologically inspired axonal plasticity dynamics into most artificial neural networkmodels with computational efficiency. We will explore the qualities of receptive windows grown under this methodologyand discuss how they can integrate with neural network simulations.", "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/4x292998", "frozenauthors": [ { "first_name": "James", "middle_name": "", "last_name": "Ryland", "name_suffix": "", "institution": "University of Texas at Dallas", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29059/galley/18930/download/" } ] }, { "pk": 29154, "title": "Modeling Causal Learning with the Linear Ballistic Accumulator", "subtitle": null, "abstract": "Learning causal relationships is critical in our daily lives. To learn these causal relationships, one strategy we may use is thepositive testing strategy (PTS), in which we attempt to confirm a hypothesis about the causal relationship. Also, we mayuse the expected information gain (EIG) strategy to distinguish between multiple hypotheses. Here we use an experimentalparadigm in which subjects decide which of two causal patterns underlies a four-node causal system (Coenen, Rehder, &Gureckis, 2015) and fit the Linear Ballistic Accumulator (LBA) model to our data to investigate the precise mechanismsof different age groups using these strategies. We find that children and the elderly use PTS more than other groups.Yet, comparing drift rate and relative threshold parameters, we find no evidence for biases in strategy selection across agegroups, but find that the elderly are more cautious when choosing a strategy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8705g47s", "frozenauthors": [ { "first_name": "Yuhui", "middle_name": "", "last_name": "Du", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Nitisha", "middle_name": "", "last_name": "Desai", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Renlai", "middle_name": "", "last_name": "Zhou", "name_suffix": "", "institution": "Nanjing University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29154/galley/19025/download/" } ] }, { "pk": 28556, "title": "Modeling Children’s Early Linguistic Productivity Through the Automatic\nDiscovery and Use of Lexically-based Frames", "subtitle": null, "abstract": "A central question for cognitive science is whether children’s\nlinguistic productivity can be captured by item-based\nlearning, or whether the learner must be guided by abstract,\nsystem-wide principles governed by innate constraints. Here,\nwe present a computational model of early language\nacquisition which learns to discover and use lexically-based\nframes in a fully incremental, on-line fashion. The model is\nrooted in simple prediction- and recognition-based processes,\nsubject to the same memory limitations as language learners.\nWhen exposed to English corpora of child-directed speech,\nthe model is able learn developmentally plausible frames and\nuse them to capture over 70% of the utterances produced by\ntarget children aged 2 to 5. Across a typologically diverse\nrange of 29 languages, the model is able to capture over 68%\nof child utterances. Together, these findings suggest that\nmuch of children’s early linguistic productivity can be\ncaptured by item-based learning through computationally\nsimple mechanisms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language learning; language acquisition; usage-\nbased approaches; computational modeling; chunking" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/644529zb", "frozenauthors": [ { "first_name": "Stewart", "middle_name": "M.", "last_name": "McCauley", "name_suffix": "", "institution": "University of Iowa", "department": "" }, { "first_name": "Morten", "middle_name": "H.", "last_name": "Christiansen", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28556/galley/18427/download/" } ] }, { "pk": 28671, "title": "Modeling Delay Discounting using Gaussian Process with Active Learning", "subtitle": null, "abstract": "We explore a nonparametric approach to cognitive modeling.Traditionally, models in cognitive science have been paramet-ric. As such, the model relies on the assumption that the datadistribution can be defined by a finite set of parameters. How-ever, there is no guarantee that such an assumption will hold,and it may introduce undesirable biases. For these reasons, anonparametric approach to model building is appealing. Wepropose a novel framework that combines Gaussian Processeswith active learning (GPAL), and evaluate it in the context ofdelay discounting (DD), a well-studied task in decision mak-ing. We evaluate GPAL in a simulation and a behavioral exper-iment, and compare it against a traditional parametric model.The results show that GPAL is a suitable modeling frameworkthat is robust, reliable, and efficient, exhibiting high sensitivityto individual differences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Gaussian processes; optimal experimental design;delay discounting; nonparametric modeling; Bayesian infer-ence" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7zd5w9m1", "frozenauthors": [ { "first_name": "Jorge", "middle_name": "", "last_name": "Chang", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Jiseob", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Byoung-Tak", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Mark", "middle_name": "A.", "last_name": "Pitt", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Jay", "middle_name": "I.", "last_name": "Myung", "name_suffix": "", "institution": "The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28671/galley/18542/download/" } ] }, { "pk": 28924, "title": "Modeling Expertise with Neurally-Guided Bayesian Program Induction", "subtitle": null, "abstract": "Studies of human expertise suggest that experts and novices “see“ problems differently. Experts not only acquire a bodyof domain-specific strategies and knowledge, but also learn to quickly identify when those concepts apply to problemswithin the domain. We propose modeling these elements as an iterative process of domain-specific language (DSL)learning, while jointly training a neural network to recognize when learned concepts apply to new problems. We showthat the algorithm solves problems more accurately and quickly than either a neural network alone, or a model that simplyacquires new concepts without learning when to use them. We also examine the implicit problem representations learnedby the neural network recognition model, and find that they increasingly come to reflect abstract relationships betweenproblems, rather than surface features, as the model acquires domain expertise. A full paper and additional details areavailable at: https://sites.google.com/view/neurally-guided-expertise-mit", "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/0n48f5mz", "frozenauthors": [ { "first_name": "Catherine", "middle_name": "", "last_name": "Wong", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Elllis", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Mathias", "middle_name": "", "last_name": "Sabl-Meyer", "name_suffix": "", "institution": "PSL/Collge de France", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28924/galley/18795/download/" } ] }, { "pk": 28950, "title": "Modeling Gaze Distribution in Cross-situational Learning", "subtitle": null, "abstract": "Here we investigate the performance of two models in predicting human gaze behavior in cross situational word learning.Previous work has developed two diverging accounts of potential mechanisms that might serve this learning ability. Thefirst, associative learning, relies on the integration of contextual statistics across time. The second, hypothesis testing ofthe ”propose-but-verify” sort, suggests that learners do not track co-occurrence statistics, instead only tracking a singlelabel-object mapping at a time. To adjudicate between these two mechanisms, we examine real time selective attentionbehavior as a window into learning processes. We demonstrate systematic biasing in gaze allocation as a function of theassociative evidence accumulated for a label-object pairing over time, favoring the associative learning account. Moreover,we predict learning outcomes with model parameters controlling sensitivity and noise in memory encoding. This is novelevidence supporting associative learning and highlights the unique role of memory in cross-situational learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4qj9s8kj", "frozenauthors": [ { "first_name": "Andrei", "middle_name": "", "last_name": "Amatuni", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28950/galley/18821/download/" } ] }, { "pk": 28584, "title": "Modeling Human Syllogistic Reasoning:The Role of “No Valid Conclusion”", "subtitle": null, "abstract": "“No Valid Conclusion” (NVC) is one of the most frequently se-lected responses in syllogistic reasoning experiments and cor-responds to the logically correct conclusion for 58% of thesyllogistic problem domain. Still, NVC is often neglected incomputational models or just treated as a byproduct of theunderlying inferential mechanisms such as a last resort whenthe search for alternatives is exhausted. We illustrate thatNVC represents a major shortcoming of current models for hu-man syllogistic reasoning. By introducing heuristic rules, wedemonstrate that slight extensions of the existing models resultin substantial improvements of their predictive performances.Our results illustrate the need for better NVC handling in cog-nitive modeling and provide directions for modelers on how tointegrate it into their approaches.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive modeling; heuristics; syllogistic reason-ing; no valid conclusion" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5xm1m8h8", "frozenauthors": [ { "first_name": "Nicolas", "middle_name": "", "last_name": "Riesterer", "name_suffix": "", "institution": "Georges-K ̈ohler-Allee", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Brand", "name_suffix": "", "institution": "Georges-K ̈ohler-Allee", "department": "" }, { "first_name": "Hannah", "middle_name": "", "last_name": "Dames", "name_suffix": "", "institution": "Georges-K ̈ohler-Allee", "department": "" }, { "first_name": "Marco", "middle_name": "", "last_name": "Ragni", "name_suffix": "", "institution": "Georges-K ̈ohler-Allee", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28584/galley/18455/download/" } ] }, { "pk": 28519, "title": "Modeling individual performance in cross-situational word learning", "subtitle": null, "abstract": "What mechanisms underlie people’s ability to use cross-situational statistics to learn the meanings of words? Here wepresent a large-scale evaluation of two major models of cross-situational learning: associative (Kachergis, Yu, & Shiffrin,2012a) and hypothesis testing (Trueswell, Medina, Hafri, &Gleitman, 2013). We fit each model individually to over 1500participants across seven experiments with a wide range ofconditions. We find that the associative model better capturesthe full range of individual differences and conditions whenlearning is cross-situational, although the hypothesis testingapproach outperforms it when there is no referential ambiguityduring training.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cross-situational word learning; language acqui-sition; Zipfian distributions" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/134389ps", "frozenauthors": [ { "first_name": "Yung", "middle_name": "Han", "last_name": "Khoe", "name_suffix": "", "institution": "Radboud University Nijmegen", "department": "" }, { "first_name": "Amy", "middle_name": "", "last_name": "Perfors", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Andrew", "middle_name": "T.", "last_name": "Hendrickson", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28519/galley/18390/download/" } ] }, { "pk": 29252, "title": "Modeling Intuitive Teaching as Sequential Decision Making Under Uncertainty", "subtitle": null, "abstract": "Informal teaching is a ubiquitous social behavior with a rich evolutionary history. We model teaching as the decisionmaking problem of planning a sequence of actions to convey information to a naive learner. We compare humans intuitiveteaching actions in a simple collaborative game to the optimal solution of a Partially Observable Markov Decision Process(POMDP). In a teaching POMDP, the current state is the latent, unobservable knowledge of the student and pedagogicalactions may yield changes in that knowledge or provide partial information about the students state. In our experiment,human teachers balance assessment and instruction while incorporating prior information about student knowledge. View-ing teaching as a POMDP suggests specific predictions for when different teaching actions (e.g., testing versus instruction)should be preferred under different conditions. Improving our understanding of the decision making strategies that underlieintuitive teaching has a range of implications from education to clinical rehabilitation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6pb1d883", "frozenauthors": [ { "first_name": "Pamela", "middle_name": "Osborn", "last_name": "Popp", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Todd", "middle_name": "", "last_name": "Gureckis", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29252/galley/19123/download/" } ] }, { "pk": 28943, "title": "Modeling Judgment Errors in Naturalistic Numerical Estimation", "subtitle": null, "abstract": "We quantitatively modeled and compared two types of errorsin numerical estimation for naturalistic judgment targets: map-ping errors and knowledge errors. Mapping errors occur whenpeople make mistakes reporting their beliefs about a particularnumerical quantity (e.g. by inflating small numbers), whereasknowledge errors occur when people make mistakes usingtheir knowledge about the judgment target to form their be-liefs (e.g. by overweighting or underweighting cues). In twostudies, involving estimates of the calories of common fooditems and estimates of infant mortality rates in various coun-tries, we found that knowledge error models predicted partic-ipant estimates with very high out-of-sample accuracy rates,significantly outperforming the predictions of mapping errormodels. The knowledge error models were also able to iden-tify the objects and concepts most associated with incorrectestimates, shedding light on the psychological underpinningsof numerical judgment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "judgment errors; numerical estimation; word em-beddings; word vectors; knowledge representation; cognitivemodel" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7sn168xk", "frozenauthors": [ { "first_name": "Wanling", "middle_name": "", "last_name": "Zou", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Sudeep", "middle_name": "", "last_name": "Bhatia", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28943/galley/18814/download/" } ] }, { "pk": 28958, "title": "Modeling Long-Distance Cue Integration Strategies in Phonetic Categorization", "subtitle": null, "abstract": "Language temporally unfolds, with relevant cues arriving at different moments in time. For comprehension to be optimal,listeners must maintain gradient representations of cues in order to integrate with later-arriving cues. Several studies haveestablished during speech perception listeners integrate cues that occur far apart in time. There are several proposalsabout how restricted this is, but there’s little rigorous work establishing and testing models of long-distance cue integrationstrategies. We take a first step at addressing this gap by formalizing four different models of how listeners use cueinformation during real-time processing, testing them on two perception experiments. In one experiment, we find supportfor optimal integration of cues. In another, more attention-taxing experiment, we find evidence in favor of a strategy thatavoids maintaining detailed representations of cues in memory. These results represent a first step toward understandinghow listeners change their cue integration strategies across contexts.", "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/87h5t8kf", "frozenauthors": [ { "first_name": "Wednesday", "middle_name": "", "last_name": "Bushong", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "T. Florian", "middle_name": "", "last_name": "Jaeger", "name_suffix": "", "institution": "University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28958/galley/18829/download/" } ] }, { "pk": 28937, "title": "Modeling Number Sense Acquisition in A Number Board Game by CoordinatingVerbal, Visual, and Grounded Action Components", "subtitle": null, "abstract": "Previous studies including Ramani and Siegler (2008) haveshown that playing a number board game improved studentsperformance on several numerical tasks, including numeralidentification, magnitude comparison, counting and numberline estimation. However, the computational mechanismunderlying such number sense acquisition remains unclear.Here, we aim to fill this gap by building a model thatsimulates play of the game as well as the basic numericaltasks. We hypothesize that cognitive components that areused in the basic tasks are recruited to work together whenchildren play the game, so that the learning induced byplaying the game also manifests itself in those tasks. Wereproduced the empirical findings with a neural network modelimplementing our hypothesis. This computational approachdemonstrates how a single model that coordinates componentsof number processing in different modalities (visual, languageand spatially-guided action) can explain the number senseacquisition in number board game playing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Numerical Cognition; Mathematical Education;Neural Networks; Board Games" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/23p1s8vv", "frozenauthors": [ { "first_name": "Arianna", "middle_name": "", "last_name": "Yuan", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "James", "middle_name": "L.", "last_name": "McClelland", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28937/galley/18808/download/" } ] }, { "pk": 29326, "title": "Modeling of Complex Communicative Behavior for F-2 Companion Robot", "subtitle": null, "abstract": "We design F-2 companion robot, supporting natural multimodal communication. The robot is operated by a set of scripts,triggered by input speech and generating behavioral patterns in BML format. To make robots behavior as close as possibleto humans, we extract natural communication patterns from the Russian Emotional Corpus REC (over 400.000 annota-tions), reproduce key patterns in Blender 3D editor and export them to MySQL database (n = 220). For each generatedBML the software retrieves the corresponding movement from the database, joins compatible patterns and performs themon the robot. Robot can also receive the coordinates of surrounding human faces and simulate direct gazes towards theeyes of the addressee. It can also perform oriented (pointing) gestures: switch between directions or between severalinterlocutors. This allows us to model complex robot behavior, as shown in our experiment, increasing human satisfactionfrom robot-to-human interaction (Research is supported by the Russian Science Foundation, project No 19-18-00547).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/35k5d3g5", "frozenauthors": [ { "first_name": "Anna", "middle_name": "", "last_name": "Zinina", "name_suffix": "", "institution": "National Research Center Kurchatov Institute", "department": "" }, { "first_name": "Nikita", "middle_name": "", "last_name": "Arinkin", "name_suffix": "", "institution": "National Research Center Kurchatov Institute", "department": "" }, { "first_name": "Liudmila", "middle_name": "", "last_name": "Zaidelman", "name_suffix": "", "institution": "National Research Center Kurchatov Institute", "department": "" }, { "first_name": "Artemy", "middle_name": "", "last_name": "Kotov", "name_suffix": "", "institution": "National Research Center Kurchatov Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29326/galley/19197/download/" } ] }, { "pk": 29226, "title": "Modeling practice-related reaction time speedup using hierarchical Bayesianmethods: Evidence for a process-shift account", "subtitle": null, "abstract": "In skill-learning tasks, reaction times (RTs) typically decrease with practice. For example, in alphabet arithmetic tasks(e.g. J + 7 = ?), learners respond correctly (e.g. Q) faster on later than on earlier trials. A number of mathematicalmodels have been proposed to account for the functional form of practice-related RT speedup. We aim to evaluate whichof two candidates better fits observed speedup data for individual learners across several tasks. In particular, we comparea process-shift account in which learners initially execute an algorithm in constant time, but as trials accumulate, exhibitpower-law speedup as they directly retrieve a memorized solution to a delayed exponential model in which RTs decreaseexponentially after learners eventually achieve insight into a task-appropriate strategy. Using hierarchical Bayesian modelsof each account (which can flexibly model learning in individual subjects), we show that the process-shift model betterpredicts out-of-sample data than the delayed-exponential model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2b92m3j5", "frozenauthors": [ { "first_name": "Jarrett", "middle_name": "", "last_name": "Lovelett", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Ed", "middle_name": "", "last_name": "Vul", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Tim", "middle_name": "", "last_name": "Rickard", "name_suffix": "", "institution": "University of California San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29226/galley/19097/download/" } ] }, { "pk": 28703, "title": "Modeling socioeconomic effects on the development of brain and behavior", "subtitle": null, "abstract": "We used a population-level connectionist model ofcognitive development to unify a range of empiricalfindings on the influence of socioeconomic status (SES) onbehavior and brain development. The model capturedqualitative patterns of development in behavior and brainstructure, including reductions in connectivity acrossdevelopment (gray matter, cortical thickness) as behavioralaccuracy increases. Individual differences in SES wereimplemented by altering the level of stimulation available inthe environment. At the brain level, the model simulatednon-linear effects of SES on cortical surface area (Noble etal., 2015), and faster cortical thinning across development inchildren from lower SES backgrounds (Piccolo et al., 2016).At the behavioral level, the model simulated the effect ofSES on IQ, whereby gaps are observed to widen acrossdevelopment (von Stumm & Plomin, 2015). The model’smain shortcoming was insufficient growth in connectionmagnitude across development in lower SES groups,implying that some aspects of the growth of connectionstrengths may be maturational (e.g., myelination) rather thanexperience dependent.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Socioeconomic Status" }, { "word": "brain" }, { "word": "Behavior" }, { "word": "connectionistnetworks" }, { "word": "multi-scale models" }, { "word": "Population Modeling" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/37n6v7dh", "frozenauthors": [ { "first_name": "Selma", "middle_name": "", "last_name": "Dündar-Coecke", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Michael", "middle_name": "S. C.", "last_name": "Thomas", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28703/galley/18574/download/" } ] }, { "pk": 29264, "title": "Modeling students’ fraction arithmetic strategies using inverse planning", "subtitle": null, "abstract": "Fraction arithmetic is a challenging topic for students. Past work has found that many errors can be accounted for by alimited number of malrules, reflecting both execution errors and incorrect strategies (Braithwaite, Pyke, and Siegler 2017).We develop an inverse planning model for fraction arithmetic that computes students’ affinity for particular malrulesbased on their problem solutions. Inverse planning models people’s choices when solving problems, and has been used tomodel data from solving algebraic equations and playing educational games. The output of the fraction arithmetic inverseplanning model gives a more detailed assessment of a student’s knowledge than the number of problems she answerscorrectly, and does not require human interpretation of students’ solutions. Applying the model to the two datasets inBraithwaite et al. (2017) and inferring tendencies to use two specific malrules shows that its output is consistent withmanual annotations of students’ strategies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/80b3d5q3", "frozenauthors": [ { "first_name": "Anna", "middle_name": "", "last_name": "Rafferty", "name_suffix": "", "institution": "Carleton College", "department": "" }, { "first_name": "Rachel", "middle_name": "", "last_name": "Jansen", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Griffiths", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29264/galley/19135/download/" } ] }, { "pk": 29140, "title": "Modeling the Costly Rejection of Wrongdoers by Children using a BayesianApproach", "subtitle": null, "abstract": "In previous work, young children avoided associating with a wrongdoer, despite incurring a personal cost. Such aversionto wrongdoers, arguably a reflection of moral development, weakens when the cost becomes very large (Tasimi & Wynn,2016). We model this moral decision-making process using the nave utility calculus (Jara-Ettinger et al., 2016), assumingutility maximization amidst uncertainty using Bayesian framework. The cost is defined as the number of stickers forgoneby choosing a nice persons smaller offer over a mean persons larger one, following the ratios of 1:2, 1:4, 1:8, and 1:16. Ourmodel aims to explain previous findings, and test predictions for new ratios. Compared to a baseline condition where nobackground information is available, children are predicted to choose the nice person when the cost is low, but reverse theirpreference when the cost becomes increasingly high, which would suggest a utility account for moral decision making.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/33w6x9hk", "frozenauthors": [ { "first_name": "Theodore", "middle_name": "", "last_name": "Cheung", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Rachel", "middle_name": "", "last_name": "Eng", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Daphna", "middle_name": "", "last_name": "Buchsbaum", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29140/galley/19011/download/" } ] }, { "pk": 28620, "title": "Modeling Ungrammaticality: A Self-Organizing Model of Islands", "subtitle": null, "abstract": "Formal theories of grammar and traditional parsing models,insofar as they presuppose a categorical notion of grammar,face the challenge of accounting for gradient judgments ofacceptability. This challenge is traditionally met by explaininggradient effects in terms of extra-grammatical factors, positinga purely categorical core for the language system. We presenta new way of accounting for gradience in a self-organizedsentence processing (SOSP) model, which generates structureswith a continuous range of grammaticality values. We focuson islands, a family of syntactic domains out of whichmovement is generally prohibited. Islands are interestingbecause, although most linguistic theories treat them asfully ungrammatical and uninterpretable, experimental studieshave revealed gradient patterns of acceptability and evidencefor their interpretability. We report simulations in whichSOSP largely respects island constraints, but in certain cases,consistent with empirical data, coerces elements that blockdependencies into elements that allow them.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "whether islands; subject islands; D-linking;acceptability; ungrammaticality; gradient effects;self-organized sentence processing model; SOSP" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4ns9s9j5", "frozenauthors": [ { "first_name": "Sandra", "middle_name": "", "last_name": "Villata", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Jon", "middle_name": "", "last_name": "Sprouse", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Whitney", "middle_name": "", "last_name": "Tabor", "name_suffix": "", "institution": "University of Connecticut", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28620/galley/18491/download/" } ] }, { "pk": 28523, "title": "Modelling Emotion Based Reward Valuation with Computational ReinforcementLearning", "subtitle": null, "abstract": "We show that computational reinforcement learning can modelhuman decision making in the Iowa Gambling Task (IGT). TheIGT is a card game, which tests decision making under uncer-tainty. In our experiments, we found that modulating learningrate decay in Q-learning, enables the approximation of both thebehaviour of normal subjects and those who are emotionallyimpaired by ventromedial prefrontal lesions. Outcomes ob-served in impaired subjects are modeled by high learning ratedecay, while low learning rate decay replicates healthy sub-jects under otherwise identical conditions. The ventromedialprefrontal cortex has been associated with emotion based re-ward valuation, and, the value function in reinforcement learn-ing provides an analogous assessment mechanism. Thus rein-forcement learning can provide a good model for the role ofemotional reward as a modulator of the learning rate.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "reinforcement learning; Q-learning; learning ratedecay; Iowa Gambling Task; ventromedial prefrontal impair-ment" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2zk3x40z", "frozenauthors": [ { "first_name": "Can", "middle_name": "", "last_name": "Koluman", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Child", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Tillmann", "middle_name": "", "last_name": "Weyde", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28523/galley/18394/download/" } ] }, { "pk": 29271, "title": "Modelling eye tracking dynamics with quantum theory", "subtitle": null, "abstract": "Eye movements during decision making show systematic patterns such as increased fixations to the chosen option (i.e.gaze cascades) and multiple gaze transitions between fixated options. Existing formalisms, such as multivariate decisionfield theory, only provide limited scope for describing multiple reversals in the attentional focus and it is therefore unclearhow they can be applied to the underlying attentional dynamics. Here, we present an open systems dynamical model fromquantum theory to describe gaze transitions between choice options and the gaze cascade effect. Our model was tested ona decision task, in which participants repeatedly decided among two complex options (i.e. that lacked easily quantifiable,matched characteristics). The model can describe the gaze patterns on the individual trial level. It reveals structure inthe gaze dynamics that is predictive for choice behavior. The explanatory value of this account for studying attentionaldynamics during decision making will be discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/30h23583", "frozenauthors": [ { "first_name": "Agnes", "middle_name": "", "last_name": "Rosner", "name_suffix": "", "institution": "University of Zurich", "department": "" }, { "first_name": "Irina", "middle_name": "", "last_name": "Basieva", "name_suffix": "", "institution": "City Universtiy London", "department": "" }, { "first_name": "Albert", "middle_name": "", "last_name": "Barque-Duran", "name_suffix": "", "institution": "City Universtiy London", "department": "" }, { "first_name": "Andreas", "middle_name": "", "last_name": "Gloeckner", "name_suffix": "", "institution": "University of Cologne", "department": "" }, { "first_name": "Bettina", "middle_name": "", "last_name": "von Helversen", "name_suffix": "", "institution": "University of Zurich", "department": "" }, { "first_name": "Andrei", "middle_name": "", "last_name": "Khrennikov", "name_suffix": "", "institution": "Linnaeus University", "department": "" }, { "first_name": "Emmanuel", "middle_name": "", "last_name": "Pothos", "name_suffix": "", "institution": "City Universtiy London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29271/galley/19142/download/" } ] }, { "pk": 28843, "title": "Modelling mental imagery in the ACT-R cognitive architecture", "subtitle": null, "abstract": "I present a novel approach to modelling spatial mental im-agery within the ACT-R cognitive architecture. The proposedmethod augments ACT-R’s representation of visual objects toenable the processing of spatial extent and incorporates a set oflinear and affine transformation functions to allow the manip-ulation of internal spatial representations. The assumptions ofthe modified architecture are then tested by using it to developmodels of two classic mental imagery phenomena: the mentalscanning study of Kosslyn, Ball, and Reiser (1978) and mentalrotation (Shepard & Metzler, 1971). Both models provide veryclose fits to human response time data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Mental imagery; Mental rotation; Image scanning;ACT-R; Cognitive architectures." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1526h35x", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Peebles", "name_suffix": "", "institution": "University of Huddersfield", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28843/galley/18714/download/" } ] }, { "pk": 28861, "title": "Modelling semantics by integrating linguistic,\nvisual and affective information", "subtitle": null, "abstract": "A number of recent models of semantics combine linguistic\ninformation, derived from text corpora, and visual information,\nderived from image collections, demonstrating that the\nresulting multimodal models are better than either of their\nunimodal counterparts, in accounting for behavioural data.\nHowever, first, while linguistic models have been extensively\ntested for their fit to behavioural semantic ratings, this is not\nthe case for visual models which are also far more limited in\ntheir coverage. More broadly, empirical work on semantic\nprocessing has shown that emotion also plays an important role\nespecially for abstract concepts, however, models integrating\nemotion along with linguistic and visual information are\nlacking. Here, we first improve on visual representations by\nchoosing a visual model that best fit semantic data and\nextending its coverage. Crucially then, we assess whether\nadding affective representations (obtained from a neural\nnetwork model designed to predict emojis from co-occurring\ntext) improves model’s ability to fit semantic\nsimilarity/relatedness judgements from a purely linguistic and\nlinguistic-visual model. We find that adding both visual and\naffective representations improve performance, with visual\nrepresentations providing an improvement especially for more\nconcrete words and affective representations improving\nespecially fit for more abstract words.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language; vision; emotion; distributional models;\nmultimodal models; similarity/relatedness; concreteness." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/51r6h6n5", "frozenauthors": [ { "first_name": "Armand", "middle_name": "S.", "last_name": "Rotaru", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Gabriella", "middle_name": "", "last_name": "Vigliocco", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28861/galley/18732/download/" } ] }, { "pk": 28447, "title": "Modifying social dimensions of human faces with ModifAE", "subtitle": null, "abstract": "At first glance, humans extract social judgments from faces, in-cluding how trustworthy, attractive, and aggressive they look.These impressions have profound social, economic, and polit-ical consequences, as they subconsciously influence decisionslike voting and criminal sentencing. Therefore, understand-ing human perception of these judgments is important for thesocial sciences. In this work, we present a modifying autoen-coder (ModifAE, pronounced “modify”) that can model andalter these facial impressions. We assemble a face impressiondataset large enough for training a generative model by ap-plying a state-of-the-art (SOTA) impression predictor to facesfrom CelebA. Then, we apply ModifAE to learn generalizablemodifications of these continuous-valued traits in faces (e.g.,make a face look slightly more intelligent or much less aggres-sive). ModifAE can modify face images to create controlledsocial science experimental datasets, and it can reveal datasetbiases by creating direct visualizations of what makes a facesalient in social dimensions. The ModifAE architecture is alsosmaller and faster than SOTA image-to-image translation mod-els, while outperforming SOTA in quantitative evaluations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "neural networks; generative models; face recogni-tion; social perception; image modification" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0589b5fs", "frozenauthors": [ { "first_name": "Chad", "middle_name": "", "last_name": "Atalla", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Amanda", "middle_name": "", "last_name": "Song", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Bartholomew", "middle_name": "", "last_name": "Tam", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Asmitha", "middle_name": "", "last_name": "Rathis", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Cottrell", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28447/galley/18318/download/" } ] }, { "pk": 29107, "title": "Modulation of mood on eye movement pattern and performance in facerecognition", "subtitle": null, "abstract": "Research has suggested negative mood facilitates local attention while positive mood facilitates global attention. In facerecognition, looking at the eyes has been associated with engagement of local attention as well as better recognitionperformance. Accordingly, negative mood changes may lead to more eyes-focused eye movements and consequentlyenhance recognition performance. We tested this hypothesis using mood induction. Through Eye Movement analysis withHidden Markov Models (EMHMM), we discovered eyes-focused and nose-focused strategies. Although negative moodchanges predicted increased eye movement pattern similarity to the eyes-focused strategy, it did not predict changes inrecognition performance. Furthermore, most participants did not switch between eyes-focused and nose-focused strategiesdespite changes in mood. We conclude that mood changes lead to eye movement pattern changes that are not sufficientto modulate recognition performance as individuals may have preferred eye movement strategies impervious to transitorymood changes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2v99m36q", "frozenauthors": [ { "first_name": "Jeehye", "middle_name": "", "last_name": "An", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Janet", "middle_name": "", "last_name": "Hsiao", "name_suffix": "", "institution": "University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29107/galley/18978/download/" } ] }, { "pk": 28707, "title": "Moral Reasoning with Multiple Effects:Justification and Moral Responsibility for Side Effects", "subtitle": null, "abstract": "Many actions have both an intended primary effect and unin-tended, but foreseen side effects. In two experiments we inves-tigated how people morally evaluate such situations. While anegative side effect was held constant across conditions in Ex-periment 1, we varied features of the positive primary effect.We found that judgments of moral justification of actions weresensitive to the numerical ratios of helped versus harmed enti-ties as well as to the kind of state change that was induced byan agent’s action (saving entities from harm versus improvingtheir status quo). Judgments of moral responsibility for sideeffects were only sensitive to the latter manipulation. In Ex-periment 2, we found initial support for a subjective utilitarianexplanation of the moral justification judgments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Moral reasoning" }, { "word": "causal reasoning" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1nm0f631", "frozenauthors": [ { "first_name": "Neele", "middle_name": "", "last_name": "Engelmann", "name_suffix": "", "institution": "University of G ̈ottingen", "department": "" }, { "first_name": "Michael", "middle_name": "R.", "last_name": "Waldmann", "name_suffix": "", "institution": "University of G ̈ottingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28707/galley/18578/download/" } ] }, { "pk": 28509, "title": "Moral Reputation and the Psychology of Giving:Praise Judgments Track Personal Sacrifice Rather Than Social Good", "subtitle": null, "abstract": "Do we praise altruistic acts because they produce socialbenefits or because they require a personal sacrifice? Onthe one hand, utilitarianism demands that we maximize thesocial benefit of our actions, which could motivatealtruistic acts. On the other hand, altruistic acts signalreputation precisely because personal sacrifice is a strong,costly signal. Consistent with the reputational account,these studies find that in the absence of reputational cues,people mainly rely on personal cost rather than socialbenefit when evaluating prosocial actors (Study 1).However, when reputation is known, personal cost acts as amuch weaker signal and play a smaller role in moralevaluations (Study 2). We argue that these results have far-reaching implications for the psychology and philosophy ofaltruism, as well as practical import for charitable giving,particularly the effective altruism movement.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Moral psychology; reputation; decision-making; prosocial behavior; altruism" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/06r3b017", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "G.B.", "last_name": "Johnson", "name_suffix": "", "institution": "University of Bath", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28509/galley/18380/download/" } ] }, { "pk": 29133, "title": "Motivated Reasoning in Causally Ambiguous Explore-Exploit Situations", "subtitle": null, "abstract": "Two studies investigated how political attitudes affect causal learning. Participants were tasked with testing economicpolicies to maximize the economic output of an imaginary country. Based on their political attitudes, participants wereeither strongly in favor or strongly against the policies (Study 1), or could also have neutral attitudes (Study 2). Somepolicies had fairly clear positive or negative effects. But some were more ambiguous; they initially had positive effects buteventually had negative effects on the economy, or vice versa. After testing the policies, participants falsely believed thatthe policies that fit with their political attitudes were more effective, and this bias was exacerbated for the policies that haddifferent short vs. long-term effects. This research shows the power of motivated reasoning and provides a well-controlledmethod to study the effects of motivated reasoning on causal learning in explore-exploit situations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9d68d5m2", "frozenauthors": [ { "first_name": "Zachary", "middle_name": "", "last_name": "Caddick", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Rottman", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29133/galley/19004/download/" } ] }, { "pk": 28931, "title": "Mouse Tracking Measures Reveal Cognitive Conflicts Better than Response Timeand Accuracy Measures", "subtitle": null, "abstract": "Mouse-tracking is said to provide a real-time record of decisionmaking in a conflict situation (Stillman, Shen, & Ferguson,2018); yet precise benefit of this method is unknown. Usingtwo versions of the attention network task (ANT-R) (Fan et al.,2009), we investigated the extent to which mouse movementmeasures capture cognitive conflicts created in flanker andSimon tasks. The movement measures collected in theaugmented ANT-R (mouse movement condition) wereresponsive to both flanker and Simon incongruency butresponse time and accuracy measures in the regular ANT-R(key-press condition) were responsive primarily to flankerincongruency only. The mouse movement measures were alsosensitive to interaction effects involving incongruency andgender, trial order and congruency sequence, while responsetime and accuracy in the regular ANT-R (key-press condition)were mostly insensitive to these interactions. These resultssuggest that mouse movement measures are more perceptive tocognitive conflicts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mouse-cursor movement; cognitive conflict;cognitive control; flanker and Simon effect" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1143r956", "frozenauthors": [ { "first_name": "Takashi", "middle_name": "", "last_name": "Yamauchi", "name_suffix": "", "institution": "Texas A&M University", "department": "" }, { "first_name": "Anton", "middle_name": "", "last_name": "Leontyev", "name_suffix": "", "institution": "Texas A&M University", "department": "" }, { "first_name": "Moein", "middle_name": "", "last_name": "Razavi", "name_suffix": "", "institution": "Texas A&M University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28931/galley/18802/download/" } ] }, { "pk": 29121, "title": "Movements and Visuospatial Working Memory: Examining the Role of Movementand Attention to Movement", "subtitle": null, "abstract": "Previous studies have shown that, under specific conditions, pointed-to arrays can be recognized better than arrays that areonly visually observed. In the present study we investigated whether this memory advantage is due to movement per seor to attention to the movement. In two experiments we modulated the amount of attention devoted to the execution ofpointing movements by comparing the effects of passive and active pointing in a visuo-spatial working memory (VSWM)task. In Experiment 1, participants were instructed that their hands would be moved by the experimenter (passive pointing);in Experiment 2, participants performed active and passive pointing movements in random alternation. Results showedthat passive movements benefitted VSWM only when they were alternated with active movements. This finding suggeststhat the key factor underlying the positive effect of pointing on VSWM is the increased attention devoted to them in themixed pointing conditions of Experiment 2.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4h80w892", "frozenauthors": [ { "first_name": "Divya", "middle_name": "", "last_name": "Bhatia", "name_suffix": "", "institution": "Sapienza University of Rome", "department": "" }, { "first_name": "Pietro", "middle_name": "", "last_name": "Spataro", "name_suffix": "", "institution": "Universitas Mercatorum", "department": "" }, { "first_name": "Clelia", "middle_name": "", "last_name": "Rossi-Arnaud", "name_suffix": "", "institution": "Sapienza University of Rome", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29121/galley/18992/download/" } ] }, { "pk": 28657, "title": "Multimodal Event Knowledge in Online Sentence Comprehension: The Influenceof Visual Context on Anticipatory Eye Movements", "subtitle": null, "abstract": "People predict incoming words during online sentencecomprehension based on their knowledge of real-world eventsthat is cued by preceding linguistic contexts. We used thevisual world paradigm to investigate how event knowledgeactivated by an agent-verb pair is integrated with perceptualinformation about the referent that fits the patient role. Duringthe verb time window participants looked significantly more atthe referents that are expected given the agent-verb pair.Results are consistent with the assumption that event-basedknowledge involves perceptual properties of typicalparticipants. The knowledge activated by the agent iscompositionally integrated with knowledge cued by the verbto drive anticipatory eye movements during sentencecomprehension based on the expectations associated not onlywith the incoming word, but also with the visual features of itsreferent.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "event knowledge; anticipatory eye movements;visual perception; prediction" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2fn4n5s9", "frozenauthors": [ { "first_name": "Valentina", "middle_name": "", "last_name": "Benedettini", "name_suffix": "", "institution": "Scuola Normale Superiore", "department": "" }, { "first_name": "Pier", "middle_name": "Marco", "last_name": "Bertinetto", "name_suffix": "", "institution": "Scuola Normale Superiore", "department": "" }, { "first_name": "Alessandro", "middle_name": "", "last_name": "Lenci", "name_suffix": "", "institution": "Università di Pisa, Via Santa Maria", "department": "" }, { "first_name": "Ken", "middle_name": "", "last_name": "McRae", "name_suffix": "", "institution": "University of Western Ontario", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28657/galley/18528/download/" } ] }, { "pk": 28557, "title": "Multiword Units Predict Non-inversion Errors in Children’s Wh-questions: “What\nCorpus Data Can Tell Us?”", "subtitle": null, "abstract": "Subject-auxiliary inversion in interrogatives has been a topic\nof great interest in language acquisition research, and has\noften been held up as evidence for the structure-dependence\nof grammar. Usage-based and nativist approaches posit\ndifferent representations and processes underlying children’s\nquestion formation and therefore predict different causes for\nthese errors. Here, we explore the question of whether input\nstatistics predict children’s spontaneous non-inversion errors\nwith wh- questions. In contrast to previous studies, we look at\nproperties of the non-inverted, errorful forms of questions.\nThrough a series of corpus analyses, we show that the\nfrequency of uninverted subsequences (e.g., “she is going” in\n“what she is going to do?*”) is a good predictor of children’s\nerrors, consistent with recent evidence for multiword units in\nchildren’s comprehension and production. This finding has\nimplications for the types of mental representations and\ncognitive processes researchers ascribe to children acquiring a\nfirst language.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language acquisition; interrogatives; corpora;\ncorpus analyses; usage-based approach; chunking" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6vk5q6zg", "frozenauthors": [ { "first_name": "Stewart", "middle_name": "M.", "last_name": "McCauley", "name_suffix": "", "institution": "University of Iowa", "department": "" }, { "first_name": "Colin", "middle_name": "", "last_name": "Bannard", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Theakston", "name_suffix": "", "institution": "University of Manchester", "department": "" }, { "first_name": "Michelle", "middle_name": "", "last_name": "Davis", "name_suffix": "", "institution": "University of Manchester", "department": "" }, { "first_name": "Thea", "middle_name": "", "last_name": "Cameron-Faulkner", "name_suffix": "", "institution": "University of Manchester", "department": "" }, { "first_name": "Ben", "middle_name": "", "last_name": "Ambridge", "name_suffix": "", "institution": "University of Liverpool", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28557/galley/18428/download/" } ] }, { "pk": 28461, "title": "Natural concepts” revisited in the spatial-topological domain:Universal tendencies in focal spatial relations", "subtitle": null, "abstract": "It has long been noted that the best examples, or foci, ofcolor categories tend to align across diverse languages (Berlin& Kay, 1969)—but there is limited documentation of suchuniversal foci in other semantic domains. Here, we explorewhether spatial topological categories, such as “in” and “on”in English, have focal members comparable to those in color.We document names and best examples of topological spatialrelations in Dutch, English, French, Japanese, Korean, Man-darin Chinese, and Spanish, and find substantial consensus,both within and across languages, on the best examples of suchspatial categories. Our results provide empirical evidence forfocal best examples in the spatial domain and contribute fur-ther support for a theory of “natural concepts” in this domain.Keywords: Language and thought; spatial cognition; cate-gories; semantic universals.The central role of fociFor decades, discussions of natural language categories suchas “dog” or “blue” have emphasized prototypes, family re-semblance, and fuzzy sets—all notions specifying relationsbetween central cases and boundaries, and recognizing gra-dation in category membership. An especially well-studiedand debated case is that of focal colors, or best examplesof color categories (e.g. Berlin & Kay, 1969; Heider, 1972;Kay & McDaniel, 1978; Roberson et al., 2000; Regier etal., 2005; Abbott et al., 2016). Despite the ongoing debate,there is broad consensus that such best examples of color cat-egories often (but not always) align across languages, andthat languages sometimes have composite categories appar-ently organized around multiple foci—for example a com-posite green-blue or “grue” category.Despite the attention given to focal colors, studies of cate-gorization and semantic typology in many other semantic do-mains have not emphasized category best examples as promi-nently, but have instead tended to characterize categories assets, such that an exemplar may simply be a member of thecategory or not. Within the domain of spatial topological re-lations, previous work has drawn on extensional patterns innaming as evidence for central exemplars and core meaningsof categories like “in” and “on” (e.g., Levinson et al., 2003;Johannes, Wang, Papafragou, & Landau, 2015; Johannes,Wilson, & Landau, 2016; Landau, Johannes, Skordos, & Pa-pafragou, 2017), but without directly querying speakers aboutbest examples per se. Here, we employ empirical best ex-ample data to provide a long-overdue response to a call byFeist (2000: 236) to determine whether spatial relational cat-egories, like colors, have focal members.In what follows, we review key findings on focal colorsand their relationship to color category semantics. We thendescribe parallels to color in the domain of spatial topologicalrelations, and summarize an account (Levinson et al., 2003)of focal spatial relations that was developed and evaluatedon the basis of spatial naming data, but without groundingin empirical best examples. We then present our study, whichreexamines the hypotheses of this previous account using em-pirical best example data from seven languages. We explore", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language and thought; spatial cognition; cate-gories; semantic universals." } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7tq511sd", "frozenauthors": [ { "first_name": "Alexandra", "middle_name": "", "last_name": "Carstensen", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "George", "middle_name": "", "last_name": "Kachergis", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Noah", "middle_name": "", "last_name": "Hermalin", "name_suffix": "", "institution": "University of California at Berkeley", "department": "" }, { "first_name": "Terry", "middle_name": "", "last_name": "Regier", "name_suffix": "", "institution": "University of California at Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28461/galley/18332/download/" } ] }, { "pk": 28554, "title": "Navigating the “chain of command”: Enhanced integrative encoding throughactive control of study", "subtitle": null, "abstract": "A growing body of research indicates that “active learning” im-proves episodic memory for material experienced during study.It is less clear how active learning impacts the integration ofthose experiences into flexible, generalizable knowledge. Thisstudy used a novel active transitive inference task to investi-gate how people learn a relational hierarchy through activeselection of premise pairs. Active control improved memoryfor studied premises as well as transitive inferences involv-ing items that were never experienced together during study.Active learners also exhibited a systematic search preference,generating sequences of overlapping premises that may fa-cilitate relational integration. Critically, however, advantagesfrom active control were not universal: Only participants withhigher working memory capacity benefited from the opportu-nity to select premise pairs during learning. These findingssuggest that active control enhances integrative encoding ofstudied material, but only among individuals with sufficientcognitive resources.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "active learning; transitive inference; informationsearch; integrative encoding" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6d67f65v", "frozenauthors": [ { "first_name": "Douglas", "middle_name": "B.", "last_name": "Markant", "name_suffix": "", "institution": "University of North Carolina at Charlotte", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28554/galley/18425/download/" } ] }, { "pk": 28827, "title": "Neighborhood in Decay: Working Memory Modulates Effect of PhonologicalSimilarity on Lexical Access", "subtitle": null, "abstract": "A mainstay of models that account for the access of lexicalknowledge is that auditory words compete for selection basedon form similarity, commonly seen in an inhibitory effect togreater phonological neighborhood density (PND). PND is ametric that states that two words are neighbors if they differ bythe addition, deletion or substitution of a single phoneme. Adrawback to this account is that there is competing evidenceeven among the European languages investigated thus far. Wesought to verify whether the inhibitory effect of greater PNDwould hold for Mandarin Chinese in two auditory wordrepetition tasks with monosyllabic and disyllabic Mandarinwords. Results of Experiment 1 showed a facilitative effect togreater PND. Experiment 2 added a non-verbal distractor taskto lessen the putative effect of working memory load during thetask. The facilitative effect to greater PND was confirmedalong with a significant post-hoc interaction with memorydecay, operationalized as the duration spent on the distractortasks. The facilitative effects extend previous reports ofdifferential behavior due to linguistic typology.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Lexical access; phonological neighborhooddensity; memory decay; Mandarin Chinese" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7hq855t6", "frozenauthors": [ { "first_name": "Karl", "middle_name": "David", "last_name": "Neergaar", "name_suffix": "", "institution": "The Hong Kong Polytechnic University", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Britton", "name_suffix": "", "institution": "The Hong Kong Polytechnic University", "department": "" }, { "first_name": "Chu-Ren", "middle_name": "", "last_name": "Huang", "name_suffix": "", "institution": "The Hong Kong Polytechnic University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28827/galley/18698/download/" } ] }, { "pk": 28957, "title": "Neither the time nor the place: Omissive causes yield temporal inferences", "subtitle": null, "abstract": "Is it reasonable to draw temporal conclusions from omissive causal assertions? For example, if you learn that not chargingyour phone caused it to die, is it sensible to infer that your failure to charge your phone occurred before it died? Theconclusion seems intuitive, but no theory of causal reasoning explains how reasoners make the inference other than a recentproposal by Khemlani and colleagues (2018a). We present that theory and describe its consequences. If people conceiveof omissions as non-events, i.e., events unmoored in space and time, they might refrain from drawing conclusions whenasked whether an omissive cause precedes its effect. Two experiments speak against these predictions of the non-eventview and in favor of a view that omissive causation imposes temporal constraints on events and their effects. We concludeby considering whether drawing a temporal conclusion from an omissive cause constitutes a reasoning error.", "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/39s5v6kn", "frozenauthors": [ { "first_name": "Gordon", "middle_name": "", "last_name": "Briggs", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" }, { "first_name": "Hillary", "middle_name": "", "last_name": "Harner", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" }, { "first_name": "Christina", "middle_name": "", "last_name": "Wasylyshyn", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Bello", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" }, { "first_name": "Sangeet", "middle_name": "", "last_name": "Khemlani", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28957/galley/18828/download/" } ] }, { "pk": 28695, "title": "Nested Sets and Natural Frequencies", "subtitle": null, "abstract": "Is the nested sets approach to improving accuracy on Bayesian\nword problems simply a way of prompting a natural\nfrequencies solution, as its critics claim? Conversely, is it in\nfact, as its advocates claim, a more fundamental explanation of\nwhy the natural frequency approach itself works? Following\nrecent calls, we use a process-focused approach to contribute\nto answering these long-debated questions. We also argue for\na third, pragmatic way of looking at these two approaches and\nargue that they reveal different truths about human Bayesian\nreasoning. Using a think aloud methodology we show that\nwhile the nested sets approach does appear in part to work via\nthe mechanisms theorised by advocates (by encouraging a\nnested sets representation), it also encourages conversion of the\nproblem to frequencies, as its critics claim. The ramifications\nof these findings, as well as ways to further enhance the nested\nsets approach and train individuals to deal with standard\nprobability problems are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Nested Sets; Natural frequencies; Bayesian; Base\nrate neglect" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/459793xb", "frozenauthors": [ { "first_name": "Stephen", "middle_name": "H.", "last_name": "Dewitt", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Anne", "middle_name": "", "last_name": "Hsu", "name_suffix": "", "institution": "Queen Mary University of London", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Lagnado", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Saoirse", "middle_name": "Connor", "last_name": "Desai", "name_suffix": "", "institution": "City University, London", "department": "" }, { "first_name": "Norman", "middle_name": "E.", "last_name": "Fenton", "name_suffix": "", "institution": "Queen Mary University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28695/galley/18566/download/" } ] }, { "pk": 28606, "title": "Neural dynamic concepts for intentional systems", "subtitle": null, "abstract": "How may intentionality, the capacity of mental states to beabout the world, emerge from neural processes? We proposea set of theoretical concepts that enable a simulated agent tohave intentional states as it perceives, acts, memorizes, plans,and builds beliefs about a simulated environment. The con-cepts are framed within Dynamic Field Theory (Sch ̈oner et al.,2015), a mathematical language for neural processes modelsat the level of networks of neural populations. Inspired bySearle’s analysis of the two directions of fit of intentional states(Searle, 1980), we recognize that process models of intentionalstates must detect the match of the world to the mind (for “ac-tion” intentions) or the match of the mind to the world (for“perceptual” intentions). Neural representations of Searle’scondition of satisfaction implement these detection decisionsthrough dynamic instabilities that are instrumental in enablingautonomous switches among intentional states.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Dynamical systems modeling; Mathematicalmodeling; Neural networks; Intelligent agents; Cognitive Ar-chitectures" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6j917251", "frozenauthors": [ { "first_name": "Jan", "middle_name": "", "last_name": "Tek ̈ulve", "name_suffix": "", "institution": "Ruhr-Universit ̈at Bochum", "department": "" }, { "first_name": "Gregor", "middle_name": "", "last_name": "Sch ̈oner", "name_suffix": "", "institution": "Ruhr-Universit ̈at Bochum", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28606/galley/18477/download/" } ] }, { "pk": 29102, "title": "Neural Network Modeling of Learning to Actively Learn", "subtitle": null, "abstract": "Humans are not mere observers, passively receiving the information provided by their environment; they deliberatelyengage with their environment, actively participating in the information acquisition stage to improve their learning per-formance. Despite being a hallmark of human cognition, the computational underpinnings of this active (or self-directed)mode of learning have remained largely unexplored. Drawing on recent advances in machine learning, we present aneural-network model simulating the process of learning how to actively learn. To our knowledge, our work is the firstneural-network model of learning to actively learn. Extensive simulations demonstrate the efficacy of our model, partic-ularly in handling high dimensional domains. Notably, our work serves as the first computational account of the recentexperimental finding by MacDonald and Frank (2016) showing that prior passive learning improves subsequent activelearning. Our work exemplifies how a synergistic interaction between machine learning and cognitive science helps de-velop effective, human-like artificial intelligence.", "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/531426tt", "frozenauthors": [ { "first_name": "Lie", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Ardavan", "middle_name": "S.", "last_name": "Nobandegani", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Shultz", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29102/galley/18973/download/" } ] }, { "pk": 28831, "title": "Neural Substrates Mediating the Utility of Instrumental Divergence", "subtitle": null, "abstract": "We assessed the neural substrates mediating a recentlydemonstrated preference for environments with high levels ofinstrumental divergence – a formal index of flexible operantcontrol. Across choice scenarios, participants chose betweengambling environments that differed in terms of bothinstrumental divergence and expected monetary pay-offs.Using model-based fMRI, we found that activity in theventromedial prefrontal cortex scaled with a divergence-based measure of expected utility that reflected the value ofboth divergence and monetary reward. Implications for aneural common currency for information theoretic andeconomic variables are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "instrumental divergence; flexible control; utility;model-based fMRI" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9582f6bc", "frozenauthors": [ { "first_name": "Kaitlyn", "middle_name": "G.", "last_name": "Norton", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Mimi", "middle_name": "", "last_name": "Liljeholm", "name_suffix": "", "institution": "University of California, Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28831/galley/18702/download/" } ] }, { "pk": 29267, "title": "Neuromodulation of electrophysiological correlates of reinforcement learning inhumans", "subtitle": null, "abstract": "The feedback-related negativity (FRN) is an event-related potential that differentiates between positive and negative feed-back, occurring most prominently at frontocentral electrodes 200-300ms after delivery of feedback. The FRN seems tobe reflective of a reward prediction error, as the magnitude of the ERP component has been related to the magnitude ofprediction error estimated through reinforcement learning (RL) models. We aim to further understanding of the FRNand its relationship to behavior by replicating the study of Reinhart & Woodman (2014), replacing tDCS with focal, tar-geted transcranial magnetic stimulation (TMS) over the frontocentral region. Preliminary data shows that our participantsreliably generate a FRN when presented with incorrect feedback, and that single-trial estimates of theta power are signifi-cantly correlated with RL-derived single-trial estimates of prediction error for correct trials. We will examine the effect ofstimulation both on participant behavior as well as on RL parameter estimates.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9p25q2j9", "frozenauthors": [ { "first_name": "Patrick", "middle_name": "", "last_name": "Rice", "name_suffix": "", "institution": "University of Washington", "department": "" }, { "first_name": "Mathi", "middle_name": "", "last_name": "Manavalan", "name_suffix": "", "institution": "University of Washington", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Stocco", "name_suffix": "", "institution": "University of Washington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29267/galley/19138/download/" } ] }, { "pk": 29167, "title": "No Morphological Markers, No Problem: ERP Study Reveals Semantic\nFactors Differentiating Neural Mechanisms of Noun and Verb Processing", "subtitle": null, "abstract": "Neural mechanisms behind noun and verb processing are ubiquitously separate, yet it remains controversial which factor, syntax\nor semantics, is behind such separation. We conducted an ERP study using Chinese sentences with a specific construction, noun\nphrase + mei (“not/no”) + noun/verb/noun-verb-ambiguous-word, and excluding other grammatical or syntactic factors that\ncould hint at the target words’ part-of-speech. Results showed significantly distinct P200, N400 and P600 between noun and\nverb processing in native speakers, indicating that semantic factors are essential for the differentiated neural mechanisms behind\nnoun and verb processing. Similar results were also found between noun-verb-ambiguous-word and noun processing, but not\nbetween noun-verb-ambiguous-word and verb processing, suggesting that lacking clues on part-of-speech makes the dynamic\nproperties of the ambiguous words more salient than the static ones, thus causing interpretation of such words more likely as\nverbs. This further elaborates the crucial role of semantic factors in noun and verb processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5hj6180d", "frozenauthors": [ { "first_name": "Jun", "middle_name": "", "last_name": "Feng", "name_suffix": "", "institution": "Hangzhou Normal University", "department": "" }, { "first_name": "Tao", "middle_name": "", "last_name": "Gong", "name_suffix": "", "institution": "Educational Testing Service", "department": "" }, { "first_name": "Lan", "middle_name": "", "last_name": "Shuai", "name_suffix": "", "institution": "Educational Testing Service", "department": "" }, { "first_name": "Yicheng", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "Zhejiang University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29167/galley/19038/download/" } ] }, { "pk": 28740, "title": "Norms and the meaning of omissive enabling conditions", "subtitle": null, "abstract": "People often reason about omissions. One line of researchshows that people can distinguish between the semantics ofomissive causes and omissive enabling conditions: forinstance, not flunking out of college enabled you (but didn’tcause you) to graduate. Another line of work shows that peoplerely on the normative status of omissive events in inferringtheir causal role: if the outcome came about because theomission violated some norm, reasoners are more likely toselect that omission as a cause. We designed a novel paradigmthat tests how norms interact with the semantics of omissiveenabling conditions. The paradigm concerns the circuitry of amechanical device that plays music. Two experiments used theparadigm to stipulate norms and present a distinct set ofpossibilities to participants. Participants chose which causalverb best described the operations of the machine. The studiesrevealed that participants’ responses are best predicted by theirtendency to consider the semantics of omissive relations. Incontrast, norms had little to no effect in participants’ responses.We conclude by marshaling the evidence and considering whatrole norms may play in people’s understanding of omissions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "omissive causes; enabling; allowing; modalsemantics; norms; mental models" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6tp0j1h7", "frozenauthors": [ { "first_name": "Paul", "middle_name": "", "last_name": "Henne", "name_suffix": "", "institution": "Duke University", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Bello", "name_suffix": "", "institution": "Naval Research Laboratory", "department": "" }, { "first_name": "Sangeet", "middle_name": "", "last_name": "Khemlani", "name_suffix": "", "institution": "Naval Research Laboratory", "department": "" }, { "first_name": "Felipe", "middle_name": "", "last_name": "De Brigard", "name_suffix": "", "institution": "Duke University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28740/galley/18611/download/" } ] }, { "pk": 28867, "title": "Not All Exceptions Are the Same: Different Memory Demands for Differentiation,\nIsolation and Odd-ball Exceptions", "subtitle": null, "abstract": "There is an influential body of research arguing that category\nexceptions have a special status in memory compared to\nregular category members. However, the memory advantage\nfor category exceptions has typically been demonstrated using\none very specific category structure (Differentiation). Here we\npresent a study examining whether the reported memory\nadvantage is specific to this particular structure or whether it\ncan be generalized to other kinds of exceptions (Isolation and\nOdd-ball). We compare three different types of category\nexceptions that have varying memory demands due to\ndifferent levels of feature binding required for accurate\ncategorization. The results suggest that only those exceptions\nthat require binding together multiple features are\nremembered better than regular, rule-following items. The\npresent work clarifies that the memory advantage for\nexceptions characterizes certain kinds of exceptions rather\nthan exceptions in general.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category exceptions; rule-plus-exception; binding\nrequirement" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/56n4273f", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28867/galley/18738/download/" } ] }, { "pk": 28779, "title": "Novel categories are distinct from “Not”-categories", "subtitle": null, "abstract": "The categorization literature often considers two types of cat-egories as equivalent: (a) standard categories and (b) negationcategories. For example, category learning studies typicallyconflate learning categories A and B with learning categoriesA and NOT A. This study represents the first attempt at de-lineating these two separate types of generated categories. Wespecifically test for differences in the distributional structure ofgenerated categories, demonstrating that categories identifiedas not what was known are larger and wider-spread comparedto categories that were identified with a specific label. We alsoobserve consistency in distributional structure across multiplegenerated categories, replicating and extending previous find-ings. These results are discussed in the context of providing afoundation for future modeling work.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "categorization; category generation; contrast; cat-egory learning;" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/64n5z73q", "frozenauthors": [ { "first_name": "Shi", "middle_name": "Xian", "last_name": "Liew", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Joseph", "middle_name": "L.", "last_name": "Austerweil", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28779/galley/18650/download/" } ] }, { "pk": 29215, "title": "Novel labels modify visual attention in 2-year-old children", "subtitle": null, "abstract": "Labeling objects enhances fundamental cognitive capacities like categorization, individuation, and memory in young chil-dren. However, the mechanism by which labels support these cognitive processes remains unknown. One possibility isthat providing a label for an object changes childrens online visual processing of that object. To address this, we consid-ered several indices of visual attention, asking whether 2-year-old children attend to an object differently if it is labeled(Look at the dax) than if it is paired with a non-labeling phrase (Look at that). We find that 2-year-old childrens visualfixations are longer when objects are paired with a labeling phrase, rather than a non-labeling phrase. Indeed, after hearinga label, children showed a sustained increase in fixation duration. However, the number of fixations children made did notchange as a function of labeling. This illustrates an attentional mechanism by which language might enhance learning in2-year-old children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1833q076", "frozenauthors": [ { "first_name": "Alexander", "middle_name": "", "last_name": "LaTourrette", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Miriam", "middle_name": "A.", "last_name": "Novack", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Sandra", "middle_name": "", "last_name": "Waxman", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29215/galley/19086/download/" } ] }, { "pk": 28646, "title": "Numerosity capture of attention", "subtitle": null, "abstract": "Numerosity is informative for living organisms. It cantransmit, among many things, amount of food available,heading direction of the troop, which group could win aterritorial dispute, the decision of were to build a beehive.Given its ecological importance, we test the hypothesisthat numerosity captures visual selection. In five exper-iments we confirmed that an irrelevant visual stimulusthat was numerically large slowed down participants indetecting a task-relevant visual target (Exp. 1 and 2). Thiscapture was not driven by sensory variables that could cor-relate with numerosity: cumulative area (Exp. 3) and ele-ment size (Exp. 4). We also confirmed that the underlyingnumerosity representations were analogue, not set-based(Exp. 5). In a crowded visual scene numerosity is a rele-vant cue for visual selection, but represented only in ap-proximate/coarse fashion.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Attention; Attention capture; Numerosity" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6kd453xk", "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": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28646/galley/18517/download/" } ] }, { "pk": 28676, "title": "Observing child-led exploration improves parents’ causal inferences", "subtitle": null, "abstract": "Do children’s flexible causal inferences promote more cre-ative causal discovery for observing adults? Inspired by a taskin which children are more likely to consider unconventionalcausal forms (Lucas, Bridgers, Griffiths, & Gopnik, 2014;Wente et al., 2019), we designed a new method in which child-adult pairs work together to solve a causal task and assessedthe relative influence of each member of the pair on the other’scausal inference. Consistent with previous research, childrenwere better than parents at learning the unusual conjunctive re-lationship, suggesting that children make more flexible causalinferences than adults. Our research also revealed a surpris-ing and new result – that observing a child explore broadlyhelped parents to be more flexible and open-minded in theircausal learning. In contrast, a child observing an adult’s ex-ploratory interventions had no negative consequence on thechild’s ability to infer the correct relation. Follow-up exper-iments explored the degree to which this child-led bootstrap-ping for adults was due to the particular exploratory evidencegenerated by the child during play, or merely the presence ofa child. Results suggest that both factors may play a role inshaping adult’s causal inferences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causality" }, { "word": "Cognitive Development" }, { "word": "parent-child in-teraction" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/61h741kp", "frozenauthors": [ { "first_name": "Koeun", "middle_name": "", "last_name": "Choi", "name_suffix": "", "institution": "Virginia Tech", "department": "" }, { "first_name": "Milagros", "middle_name": "", "last_name": "Grados", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Bonawitz", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28676/galley/18547/download/" } ] }, { "pk": 29202, "title": "Offloading memory: serial position effects", "subtitle": null, "abstract": "Despite the long history and pervasiveness of cognitive offloading as a memory strategy, the memorial fate of offloaded in-formation is not well understood. Recent work has suggested that offloading information may engage similar mechanismsas instructions to forget (directed forgetting). Presently, we test this prediction by examining the serial position effectfor offloaded information. Previous research has demonstrated that forget instructions can eliminate the primacy effectwhile leaving an intact recency effect. Across two experiments, participants completed multiple free recall trials using anexternal aid and then a final recall trial without the external aid. We compared a group that was expecting to use the aid forthe final trial (offloading) with a group that was not (no offloading). We found a memory impairment for offloaded itemsthat was characterized by a reduced primacy effect but intact recency effect, similar to what has been reported in researchon directed forgetting.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0kr2s2m0", "frozenauthors": [ { "first_name": "Megan", "middle_name": "", "last_name": "Kelly", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Evan", "middle_name": "", "last_name": "Risko", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29202/galley/19073/download/" } ] }, { "pk": 29317, "title": "ommonality search shares processes with alternative categorization", "subtitle": null, "abstract": "We investigated how people find commonalities between unrelated objects as a basis of generating creative ideas by ex-amining the relationship between performances on commonality search and alternative categorization tasks. We predicteda positive correlation between performances on the two tasks because one needs to focus on some obscure features ofobjects to do both tasks well. Thirty-one undergraduates were asked to engage in both commonality search and alternativecategorization tasks. They were asked to list as many as commonalities between nine unrelated object pairs for 90 secondsfor each pair. They were then asked to list as many categories as possible that each of five objects belong to for 60 secondsper object. The results showed a significant positive correlation between the performances on these tasks. We concludedthat commonality search and alternative categorization both focus on obscure features of objects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sb903bg", "frozenauthors": [ { "first_name": "Mayu", "middle_name": "", "last_name": "Yamakawa", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Sachiko", "middle_name": "", "last_name": "Kiyokawa", "name_suffix": "", "institution": "Nagoya University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29317/galley/19188/download/" } ] }, { "pk": 29067, "title": "One-Object Decision-Making model: Fast and Frugal Heuristic for HumanActivity Classification", "subtitle": null, "abstract": "Consider an uncertain situation where an artificial intelligence (AI) system is called upon to determine a human action oractivity in an image or scene. The AI system has not been previously trained to recognize any human action or activity,and has no prior information on pose, parts, spatial layout of the object in an image. In such a situation, what is theAI system supposed to do? Its options are limited, and it must determine the action or activity with the aid of the mostprobable inanimate object (other than the human actor) that it can detect in the image. The AI system needs to formulatetwo hypotheses to infer the action or activity in a zero-shot manner; first, that the most probable inanimate object detectedin the image is one that is involved in the action or activity, and second, that the most likely action or activity associatedwith this object in the real world is the one actually occurring in the image. To what extent are these hypotheses valid?We propose that correct detection of the highly probable object and use of natural language word embeddings obtainedvia training on a general text corpus such as Wikipedia could enable the AI system to determine the underlying humanaction or activity in an image with reasonable classification accuracy. We conducted studies on the HICO dataset, whichis a challenging dataset containing many rare human action/activity categories. Our experimental results show that if theAI system can reliably detect the most probable inanimate object in the image and then infer the corresponding verb ina zero-shot manner using language models trained on general text corpora, then it has a reasonable chance of correctlyguessing the underlying action/activity in an image.", "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/7bn8121g", "frozenauthors": [ { "first_name": "Karan", "middle_name": "", "last_name": "Sharma", "name_suffix": "", "institution": "Keysight Technologies", "department": "" }, { "first_name": "Suchendra", "middle_name": "", "last_name": "Bhandarkar", "name_suffix": "", "institution": "The University of Georgia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29067/galley/18938/download/" } ] }, { "pk": 29245, "title": "On falsification and Optimal Experimental Design approaches to the value ofinformation", "subtitle": null, "abstract": "There is a great deal of discussion about whether people intuitively seek to falsify their working hypothesis. But therehas been little consideration of the relationships between falsificationist and probabilistic Optimal Experimental Design(OED) approaches to evaluating the usefulness of possible experiments. Recent work has shown that a variety of importantOED and heuristic models can be derived as special cases of the generalized Sharma-Mittal framework of information gainmeasures. We show how falsification-like behavior can also derive from a quasi-information gain model, based on high-degree Tsallis entropies. Our analysis shows that falsificationist and probabilistic approaches are not as far apart as theeast and the west. Rather, they can be built out of virtually the same set of ingredients, within a probabilistic framework.We report simulation studies showing how important falsificationist, OED, and hybrid models could be differentiated aspossible descriptive accounts of information-seeking behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0xv4s6zh", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "D.", "last_name": "Nelson", "name_suffix": "", "institution": "University of Surrey", "department": "" }, { "first_name": "Vincenzo", "middle_name": "", "last_name": "Crupi", "name_suffix": "", "institution": "University of Turin", "department": "" }, { "first_name": "Flavia", "middle_name": "", "last_name": "Filimon", "name_suffix": "", "institution": "University of Surrey", "department": "" }, { "first_name": "Garrison", "middle_name": "", "last_name": "Cottrell", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29245/galley/19116/download/" } ] }, { "pk": 28529, "title": "On Formal Verification of ACT-R Architectures and Models", "subtitle": null, "abstract": "Subject of this article is the question whether the potential forautomatic defect analysis for symbolic timed ACT-R models asdemonstrated in earlier work can be developed into a scalable andcomprehensible technique. We present a formal, operational modelof an ACT-R architecture and a translation scheme of ACT-Rmodels into timed automata. We have applied this translationto ACT-R models and report on scalability experiments withautomatic defect analysis.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "ACT-R; Cognitive Architecture; Formal Methods;Timed Automata; Modelling" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1190b539", "frozenauthors": [ { "first_name": "Vincent", "middle_name": "", "last_name": "Langenfeld", "name_suffix": "", "institution": "Albert-Ludwigs-Universit ̈at Freiburg", "department": "" }, { "first_name": "Bernd", "middle_name": "", "last_name": "Westphal", "name_suffix": "", "institution": "Albert-Ludwigs-Universit ̈at Freiburg", "department": "" }, { "first_name": "Andreas", "middle_name": "", "last_name": "Podelski", "name_suffix": "", "institution": "Albert-Ludwigs-Universit ̈at Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28529/galley/18400/download/" } ] }, { "pk": 29035, "title": "On Language and Thought: How Bilingualism Affects Conceptual Associations", "subtitle": null, "abstract": "Language experience influences cognition. Using behavioral and ERP measures, the present study examines whetherexperience with multiple languages can change how we form associations between concepts. Four experiments comparingbilingual and monolingual groups on semantic relatedness judgments indicate that highly proficient bilinguals perceiveconcepts as more related to one another than monolinguals. Results suggest that bilinguals denser lexical and phonologicalconnections across their two languages may shorten semantic distances between concepts. This finding is consistent withconnectionist models of language and suggests that the structure of the lexical and phonological systems may influenceconceptual level associations. We conclude that bilingualism has consequences for the structure of the language system atthe level of lexical-semantic connections.", "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/0xg4f2qw", "frozenauthors": [ { "first_name": "Siqi", "middle_name": "", "last_name": "Ning", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Bartolotti", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Viorica", "middle_name": "", "last_name": "Marian", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29035/galley/18906/download/" } ] }, { "pk": 28560, "title": "Online Phonetic Training ImprovesL2 Word Recognition", "subtitle": null, "abstract": "High-Variability Phonetic Training (HVPT) has been shown tobe effective in improving the perception of even the hardestsecond-language (L2) contrasts. However, little is known as towhether such training can improve phonological processing atthe lexical level. The present study tested whether this type oftraining also improves word recognition. Adult proficientFrench late learners of English completed eight online sessionsof HVPT on the perception of English word-initial /h/. Thissound does not exist in French and has been shown to bedifficult to process by French listeners both on the prelexical(Mah, Goad & Steinhauer, 2016) and the lexical level (Melnik& Peperkamp, 2019). In pretest and posttest participantscompleted an identification task as well as a lexical decisiontask. The results demonstrated that after training the learners’accuracy had improved in both tasks. The theoretical andapplied implications are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "second language acquisition; lexical processing;word recognition; speech perception; phonetic training" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0wh0b1t9", "frozenauthors": [ { "first_name": "Gerda", "middle_name": "Ana", "last_name": "Melnik", "name_suffix": "", "institution": "PSL University", "department": "" }, { "first_name": "Sharon", "middle_name": "", "last_name": "Peperkamp", "name_suffix": "", "institution": "PSL University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28560/galley/18431/download/" } ] }, { "pk": 28619, "title": "Onomatopoeia, gestures, actions and words:How do caregivers use multimodal cues in their communication to children?", "subtitle": null, "abstract": "Most research on how children learn the mapping betweenwords and world has assumed that language is arbitrary, andhas investigated language learning in contexts in which objectsreferred to are present in the environment. Here, we reportanalyses of a semi-naturalistic corpus of caregivers talking totheir 2-3 year-old. We focus on caregivers’ use of non-arbitrarycues across different expressive channels: both iconic(onomatopoeia and representational gestures) and indexical(points and actions with objects). We ask if these cues are useddifferently when talking about objects known or unknown tothe child, and when the referred objects are present or absent.We hypothesize that caregivers would use these cues moreoften with objects novel to the child. Moreover, they would usethe iconic cues especially when objects are absent becauseiconic cues bring to the mind’s eye properties of referents. Wefind that cue distribution differs: all cues except points are morecommon for unknown objects indicating their potential role inlearning; onomatopoeia and representational gestures are morecommon for displaced contexts whereas indexical cues aremore common when objects are present. Thus, caregiversprovide multimodal non-arbitrary cues to support children’svocabulary learning and iconicity – specifically – can supportlinking mental representations for objects and labels.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language development; word learning; iconicity;onomatopoeia; co-speech gestures; child directed speech;naturalistic observation." } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2tt167p6", "frozenauthors": [ { "first_name": "Gabriella", "middle_name": "", "last_name": "Vigliocco", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Yasamin", "middle_name": "", "last_name": "Motamedi", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Margherita", "middle_name": "", "last_name": "Murgiano", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Wonnacott", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Chloe", "middle_name": "", "last_name": "Marshall", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Iris", "middle_name": "Milan", "last_name": "Maillo", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Pamela", "middle_name": "", "last_name": "Perniss", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28619/galley/18490/download/" } ] }, { "pk": 29037, "title": "On Robustness: An Undervalued Dimension of Human Rationality", "subtitle": null, "abstract": "Human rationality is predominantly evaluated by the extent to which the mind respects the tenets of normative formalismslike logic and probability theory, and is often invoked by appealing to the notion of optimality. Drawing on bounded ratio-nality, there has been a surge in the understanding of human rationality with respect to the mind’s limited computationaland cognitive resources. In this work, we focus on a fairly underappreciated, yet crucial, facet of rationality, robustness:insensitivity of a model’s performance to miscalculations of its parameters. We argue that an integrative pursuit of threefacets (optimality, efficient use of limited resources, and robustness) would be a fruitful approach to understanding humanrationality. We present several novel formalizations of robustness and discuss a recently proposed metacognitively-rationalmodel of risky choice (Nobandegani et al., 2018) which is surprisingly robust to under- and over-estimation of its focalparameter, nicely accounting for well-known framing effects in human decision-making under risk.", "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/22k276rs", "frozenauthors": [ { "first_name": "Ardavan", "middle_name": "S.", "last_name": "Nobandegani", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "da Silva-Castanheira", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Odonnell", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Shultz", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29037/galley/18908/download/" } ] }, { "pk": 28437, "title": "On the nature of creative processes: performativity as a missing algorithm", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "performativity; creativity; embodied cognition;biolinguistics; schizophrenia" } ], "section": "Publication-based Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8f7125g8", "frozenauthors": [ { "first_name": "Antonino", "middle_name": "", "last_name": "Pennisi", "name_suffix": "", "institution": "The University of Messina", "department": "" }, { "first_name": "Gessica", "middle_name": "", "last_name": "Fruciano", "name_suffix": "", "institution": "The University of Messina", "department": "" }, { "first_name": "Giovanni", "middle_name": "", "last_name": "Pennisi", "name_suffix": "", "institution": "The University of Messina", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28437/galley/18308/download/" } ] }, { "pk": 29062, "title": "On the purpose of ambiguous utterances", "subtitle": null, "abstract": "Traditionally, linguists have treated ambiguity as a bug in the communication system, something to be avoided or ex-plained away. More recent research has taken notice of the efficiency ambiguity affords us. The current work identifies anadditional benefit of using ambiguous language: the extra information we gain from observing how our listeners resolveambiguity. We propose that language users learn about each others private knowledge by observing how they resolveambiguity. If language does not do the job of specifying the information necessary for full interpretation, then listenersare left to draw on their private knowledgeopinions, beliefs, and preferencesto fill in the gaps; by observing how listenersfill those gaps in, speakers learn about the private knowledge of their listeners. We implement this hypothesis as a com-putational model within the Rational Speech Act framework. We then test our hypothesis by using the model to predictbehavioral data from naive participants.", "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/14097746", "frozenauthors": [ { "first_name": "Gregory", "middle_name": "", "last_name": "Scontras", "name_suffix": "", "institution": "University of California, Irvine", "department": "" }, { "first_name": "Asya", "middle_name": "", "last_name": "Achimova", "name_suffix": "", "institution": "University of Tuebingen", "department": "" }, { "first_name": "Christian", "middle_name": "", "last_name": "Stegemann", "name_suffix": "", "institution": "University of Tuebingen", "department": "" }, { "first_name": "Martin", "middle_name": "", "last_name": "Butz", "name_suffix": "", "institution": "University of Tuebingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29062/galley/18933/download/" } ] }, { "pk": 29178, "title": "Optimal categorisation: the nature of nominal classification systems", "subtitle": null, "abstract": "Effective categorisation should be simple, to minimise cognitive load, and informative, to maximise communicative effi-ciency. Nominal classification systems (gender, classifiers) are a functional means of categorisation that vary enormouslyacross languages, revealing a trade-off between simplicity and informativeness. Closely related Oceanic languages ofMelanesia show staggering variation in their number and type of classifiers. How does the Iaai language carve up nounsinto 23 semantic groups whilst the Merei language uses only two; and what implications do these vastly different systemshave for the cognitive representations of their related concepts? We combined typological enquiry and psycholinguisticexperimentation (free listing, card sorting, video vignettes, possessive labelling, eye tracking, storyboards, category train-ing) comparing nominal classification systems in six Oceanic languages of Vanuatu and New Caledonia. We discuss howthese experiments uncover the nature of nominal classification systems, comparing objective data across languages andexperimental contexts to reveal a model for optimal categorisation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8p953774", "frozenauthors": [ { "first_name": "Alexandra", "middle_name": "", "last_name": "Grandison", "name_suffix": "", "institution": "University of Surrey", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Franjieh", "name_suffix": "", "institution": "University of Surrey", "department": "" }, { "first_name": "Greville", "middle_name": "", "last_name": "Corbett", "name_suffix": "", "institution": "University of Surrey", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29178/galley/19049/download/" } ] }, { "pk": 28413, "title": "Optimizing the Design of an Experiment using the ADOpy Package:An Introduction and Tutorial", "subtitle": null, "abstract": "computational cognition; Bayesian activelearning; autonomous experimentation; adaptive designoptimization; Python software package", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Tutorials", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/99q0r3wt", "frozenauthors": [ { "first_name": "Jay", "middle_name": "I.", "last_name": "Myung", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Mark", "middle_name": "A.", "last_name": "Pitt", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Jaeyeong", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "Seoul National University", "department": "" }, { "first_name": "Woo-Young", "middle_name": "", "last_name": "Ahn", "name_suffix": "", "institution": "Seoul National University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28413/galley/18284/download/" } ] }, { "pk": 29259, "title": "Ordinality trumps cardinality: What we spatialize when we spatialize numbers", "subtitle": null, "abstract": "People implicitly map numbers onto space, but what aspect of numbers do people spatialize? When cardinality (i.e. mag-nitude; 5 objects) is pitted against ordinality (i.e., sequential position; the 5th object), people show an implicit ordinalitymapping, at least in lateral space. We hypothesized that if people spatialize numerical magnitude at all, they should do soon the vertical axis, according to the way they talk about numbers (i.e. low, high). Participants memorized sequences ofrandomized numbers (e.g. 85913) and then classified them (as small or large) using two response keys, oriented either lat-erally or vertically. Participants showed reliable ordinality mappings on both axes; they were faster to press the left/upperkey for numbers earlier in the memorized sequence and the right/bottom key for later numbers, regardless of numbersmagnitudes. People map exact numbers onto both lateral and vertical space according to their ordinality.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6803649w", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "", "last_name": "Pitt", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Casasanto", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29259/galley/19130/download/" } ] }, { "pk": 29135, "title": "Origins of cross-domain asymmetries", "subtitle": null, "abstract": "Why do people use space to talk about time, and to think about time, more than vice versa? On one proposal, this space-time asymmetry arises from the greater perceptual availability of space. Alternatively, a space-time asymmetry in languagecould give rise to the space-time asymmetry in thought during early language acquisition. If this language-first view iscorrect, then parents should use space-time words (e.g., long) more often in their spatial senses than in their temporalsenses, imparting to children the primacy of the spatial senses. More generally, childrens space-time word use shouldreflect the statistics of parental input. Results of a corpus analysis contradict both predictions: English speaking adultsused polysemous words more often in their temporal senses than in their spatial senses, whereas young children showedthe opposite pattern, in the same conversations. Asymmetries between space and time appear to precede and guide theacquisition of spatio-temporal language.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3h75h844", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Casasanto", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Yamur", "middle_name": "Deniz", "last_name": "Ksa", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29135/galley/19006/download/" } ] }, { "pk": 28767, "title": "Orthogonal multi-view three-dimensional object representations in memoryrevealed by serial reproduction", "subtitle": null, "abstract": "The internal representations of three dimensional objectswithin visual memory are only partially understood. Previousresearch suggests that 3D object perception is viewpoint de-pendent, and that the visual system stores viewpoint perspec-tives in a biased manner. The aim of this project was to ob-tain detailed estimates of the distributions of 3D object viewsin shared human memory. We devised a novel experimentalparadigm based on transmission chains to investigate memorybiases for the 3D orientation of objects. We found that memorytends to be biased towards orthogonal diagrammatic perspec-tives aligned with the ends of the standard basis for a set ofcommon 3D objects, and that these biases are strongest for sideviews as well as top or bottom views for a small set of bilater-ally symmetric objects. Finally, we found that views sampledfrom the modes were easier to categorize in a recognition task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Memory; 3D object perception; Serial reproduc-tion; Iterated learning; Vision." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9885s6qj", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "A.", "last_name": "Langlois", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Nori", "middle_name": "", "last_name": "Jacoby", "name_suffix": "", "institution": "Max Planck Institute for Empirical Aesthetics", "department": "" }, { "first_name": "Jordan", "middle_name": "", "last_name": "Suchow", "name_suffix": "", "institution": "Stevens Institute of Technology", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28767/galley/18638/download/" } ] }, { "pk": 28850, "title": "Outcomes Speak Louder than Actions?\nTesting a Challenge to the Two-Process Model of Moral Judgment", "subtitle": null, "abstract": "Curiously, people assign less punishment to a person who\nattempts and fails to harm somebody if their intended victim\nhappens to suffer the harm for coincidental reasons. This\n“blame blocking” effect provides an important evidence in\nsupport of the two-process model of moral judgment\n(Cushman, 2008). Yet, recent proposals suggest that it might\nbe due to an unintended interpretation of the dependent\nmeasure in cases of coincidental harm (Prochownik, 2017; also\nMalle, Guglielmo, & Monroe, 2014). If so, this would deprive\nthe two-process model of an important source of empirical\nsupport. We report and discuss results that speak against this\nalternative account.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "blame blocking; two-process model; punishment;\noutcomes; actions; pragmatics" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8mq6491t", "frozenauthors": [ { "first_name": "Karolina", "middle_name": "", "last_name": "Prochownik", "name_suffix": "", "institution": "Ruhr University Bochum", "department": "" }, { "first_name": "Fiery", "middle_name": "A.", "last_name": "Cushman", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28850/galley/18721/download/" } ] }, { "pk": 28818, "title": "Outgroup Homogeneity Bias Causes Ingroup Favoritism", "subtitle": null, "abstract": "Ingroup favoritism, the tendency to favor ingroup over out-group, is often explained as a product of intergroup conflict, orcorrelations between group tags and behavior. Such accountsassume that group membership is meaningful, whereas humandata show that ingroup favoritism occurs even when it confersno advantage and groups are transparently arbitrary. Anotherpossibility is that ingroup favoritism arises due to perceptualbiases like outgroup homogeneity, the tendency for humans tohave greater difficulty distinguishing outgroup members thaningroup ones. We present a prisoner’s dilemma model, whereindividuals use Bayesian inference to learn how likely oth-ers are to cooperate, and then act rationally to maximize ex-pected utility. We show that, when such individuals exhibitoutgroup homogeneity bias, ingroup favoritism between arbi-trary groups arises through direct reciprocity. However, thisoutcome may be mitigated by: (1) raising the benefits of coop-eration, (2) increasing population diversity, and (3) imposing amore restrictive social structure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "ingroup favoritism; outgroup homogeneity; directreciprocity; Bayesian learning; conditional expected utility" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2jv605mj", "frozenauthors": [ { "first_name": "Marcel", "middle_name": "", "last_name": "Montrey", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Thomas", "middle_name": "R.", "last_name": "Shultz", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28818/galley/18689/download/" } ] }, { "pk": 28586, "title": "Parametric control of distractor-oriented attention", "subtitle": null, "abstract": "Traditional models of cognitive control account for a host ofclassic findings, but these classic tasks have limited our abil-ity to test a broader range of model predictions. In particu-lar, such models predict that control should vary parametricallyin response to cognitive demands and that control adjustmentsshould be targeted towards task-relevant stimulus features. Wedeveloped a task to probe these predictions across two exper-iments. Participants responded to one dimension of a stim-ulus while ignoring the other, and we parametrically variedthe conflict between those dimensions and the predictability ofthis conflict across trials. We found that control adjustments(1) varied parametrically in response to cognitive demands,(2) were sensitive to the predictability of those demands, and(3) were primarily targeted towards task-irrelevant dimensions.These results raise interesting questions about the structure ofcognitive control and demonstrate the utility of rich tasks forconstraining model predictions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive control; attention; conflict adaptation" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/62394748", "frozenauthors": [ { "first_name": "Harrison", "middle_name": "", "last_name": "Ritz", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Amitai", "middle_name": "", "last_name": "Shenhav", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28586/galley/18457/download/" } ] }, { "pk": 29261, "title": "Parent comparison and contrast speech is affected by variation of present visualdisplay and child language comprehension", "subtitle": null, "abstract": "Sometimes parents use comparison in speech to children and sometimes they do not. Comparison has been shown to havemultiple benefits for learning. This study investigates what types of situations afford and engender parent comparison talkto 12 children 20 to 24 months of age in a free form picture book context. Each page contained three pictures that variedon color and/or object. Parent speech was analyzed for color, object, question/statement use, and comparison/contrast use.Childrens color comprehension and MCDI score were also measured. The results indicated a quadratic relationship whereparents used comparison and contrast more often when their children knew few or many color words. Parents also usedcomparison more when the page had one dimension held constant across pictures. The results of this study inform existingunderstanding of comparison and demonstrate how this speech correlates with childrens understanding of language, andspecifically color words.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7vs8k11j", "frozenauthors": [ { "first_name": "Gwendolyn", "middle_name": "", "last_name": "Price", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Catherine", "middle_name": "", "last_name": "Sandhofer", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29261/galley/19132/download/" } ] }, { "pk": 28535, "title": "Parents Calibrate Speech to Their Children’s Vocabulary Knowledge", "subtitle": null, "abstract": "Young children learn language at an incredible rate. Whilechildren come prepared with powerful statistical learningmechanisms, the statistics they encounter are also prepared forthem: Children learn from caregivers motivated to communi-cate with them. Do caregivers modify their speech in orderto support children’s comprehension? We asked children andtheir parents to play a simple reference game in which the par-ent’s goal was to guide their child to select a target animal froma set of three. We show that parents calibrate their referringexpressions to their children’s language knowledge, produc-ing more informative references for animals that they thoughttheir children did not know. Further, parents learn about theirchildren’s knowledge over the course of the game, and cali-brate their referring expressions accordingly. These results un-derscore the importance of understanding the communicativecontext in which language learning happens.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "parent-child interaction; language development;communication" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2t85207x", "frozenauthors": [ { "first_name": "Ashley", "middle_name": "", "last_name": "Leung", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Alexandra", "middle_name": "", "last_name": "Tunkel", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Yurovsky", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28535/galley/18406/download/" } ] }, { "pk": 28694, "title": "Parents’ Linguistic Alignment Predicts Children’s Language Development", "subtitle": null, "abstract": "Children quickly gain enormous linguistic knowledge duringearly development, in part due to low-level features of theirparents’ speech. Some posit that parents contribute to theirchild’s language development by tuning their own languageaccording to their child’s developmental abilities and needs(Bruner, 1985; Snow, 1972). Here, we investigate this hypoth-esis by examining ‘alignment’ at the level of syntax and func-tion words in a large-scale corpus of parent-child conversationsand measuring its association with language development out-comes. To do so, we employ a statistical model of alignment toestimate its presence in our dataset and its predictive impact ona measure of vocabulary development. Our results corroborateprevious findings, showing strong alignment for both parentsand children; in addition, we demonstrate that parental align-ment is a significant predictor of language maturity indepen-dent of demographic features, suggesting that parental tuninghas strong ties to a child’s language development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language acquisition; statistical modeling; vocab-ulary development" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/88t7c1sn", "frozenauthors": [ { "first_name": "Joseph", "middle_name": "", "last_name": "Denby", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Yurovsky", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28694/galley/18565/download/" } ] }, { "pk": 28599, "title": "Partitioning the Perception of Physical and Social Events Within a UnifiedPsychological Space", "subtitle": null, "abstract": "Humans demonstrate remarkable abilities to perceive physi-cal and social events based on very limited information (e.g.,movements of a few simple geometric shapes). However, thecomputational mechanisms underlying intuitive physics andsocial perception remain unclear. In an effort to identify thekey computational components, we propose a unified psycho-logical space that reveals the partition between the perceptionof physical events involving inanimate objects and the percep-tion of social events involving human interactions with otheragents. This unified space consists of two prominent dimen-sions: an intuitive sense of whether physical laws are obeyedor violated; and an impression of whether an agent possessesintentions, as inferred from movements. We adopt a physicsengine and a deep reinforcement learning model to synthe-size a rich set of motion patterns. In two experiments, humanjudgments were used to demonstrate that the constructed psy-chological space successfully partitions human perception ofphysical versus social events.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social perception; intuitive physics; intention;deep reinforcement learning" }, { "word": "Heider-Simmel animations" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8gw068jj", "frozenauthors": [ { "first_name": "Tianmin", "middle_name": "", "last_name": "Shu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Yujia", "middle_name": "", "last_name": "Peng", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Hongjing", "middle_name": "", "last_name": "Lu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Song-Chun", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28599/galley/18470/download/" } ] }, { "pk": 28597, "title": "Patterns of coordination in simultaneously and sequentially improvising jazzmusicians", "subtitle": null, "abstract": "In Joint Action (JA) tasks, individuals must coordinate theiractions so as to achieve some desirable outcome at the group-level. Group function is an emergent outcome of ongoing,mutually constraining interactions between agents. Here weinvestigate JA in dyads of improvising jazz pianists. Partic-ipants’ musical output is recorded in one of two conditions:a real condition, in which two pianists improvise together asthey typically would, and a virtual condition, in which a singlepianist improvises along with a “ghost partner” – a recordingof another pianist taken from a previous real trial. The con-ditions are identical except for that in real trials subjects aremutually coupled to one another, whereas there is only unidi-rectional influence in virtual trials (i.e. recording to musician).We quantify ways in which the rhythmic structures sponta-neously produced in these improvisations is shaped by mutualcoupling of co-performers. Musical signatures of underlyingcoordination patterns are also shown to parallel the subjectiveexperience of improvisers, who preferred playing in trials withbidirectional influence despite not explicitly knowing whichcondition they had played in. These results illuminate howmutual coupling shapes emergent, group-level structure in thecreative, open-ended and fundamentally collaborative domainof expert musical improvisation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Joint Action; Music; Improvisation; Complex Dy-namical Systems; Situated Cognition" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2sd113c6", "frozenauthors": [ { "first_name": "Matt", "middle_name": "", "last_name": "Setzler", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Rob", "middle_name": "", "last_name": "Goldstone", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28597/galley/18468/download/" } ] }, { "pk": 28507, "title": "Pedagogical Questions Empower Exploration", "subtitle": null, "abstract": "Children are motivated to explore and learn about the world,but they vary in their degree of perseverance duringexploration. A growing body of literature suggests that ismalleable from an early age. Here, we ask whetherpedagogical questions empower children to persevere duringa difficult problem-solving task with a blicket detectormachine. Previous research has shown that when presentedwith a blicket detector, asking children “pedagogicalquestions” promotes more exploratory behaviors compared todirect instruction. A pedagogical question is a question askedby a knowledgeable person, whose intention is to teach ratherthan to seek an answer to that question. The current studyexamines whether pedagogical questions influence theamount of time children spend problem-solving beforeseeking help, compared to direct instruction, overheardpedagogical questions, and overheard questions asked by anaive other. We predicted that children who were asked apedagogical question prior to having the opportunity to playwith a machine would persevere longer in trying to make itwork, and would be less likely to ask for help. Results suggestthat pedagogical questioning encourages children to attemptmore hypothesis-test interventions in an effort to make themachine work. Results will be discussed in terms of the roleof pedagogical questioning in promoting perseverance duringproblem-solving.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "pedagogy; pedagogical question; perseverance" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9pz1p2wh", "frozenauthors": [ { "first_name": "Anishka", "middle_name": "", "last_name": "Jean", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Emily", "middle_name": "", "last_name": "Daubert", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Yue", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "National Institute of Education", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Shafto", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Bonawitz", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28507/galley/18378/download/" } ] }, { "pk": 28539, "title": "People’s perception of others’ risk preferences", "subtitle": null, "abstract": "Our everyday decisions are driven by costs, risk, and reward.How do people take these factors into account when they pre-dict and explain the decisions of others? In a two-part exper-iment, we assessed people’s perceptions of other people’s riskpreferences, relative to their own. In Part 1, participants re-ported their relative preference between a guaranteed payoutand lotteries with various probabilities and payouts, and madepredictions about other people’s preferences. In Part 2, partic-ipants estimated the lottery payout that generated a given rela-tive preference between a guaranteed payout and a lottery, bothfor themselves and others. We found considerable individualvariability in how people perceive the risk preferences of oth-ers relative to their own, and consistency in people’s percep-tions across our two measures. Future directions include for-mal computational models and developmental studies of howwe think about our own and each other’s decision-making.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "intuitive psychology; decision making; risk" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9ph3w743", "frozenauthors": [ { "first_name": "Shari", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Tomer", "middle_name": "", "last_name": "Ullman", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "McCoy", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28539/galley/18410/download/" } ] }, { "pk": 28631, "title": "Perceived area plays a dominant role in visual quantity estimation", "subtitle": null, "abstract": "Many studies have investigated the roles that area and number\nplay in visual quantity estimation. Yet, recent work has\nshown that perceived area is not equal to true, mathematical\narea. This simple fact calls into question many findings in\nnumerical cognition and suggests a new theoretical\nperspective: that area estimation plays a dominant role in\nvisual quantity estimation. We examine two ‘case studies’:\n(1) a ‘general magnitude’ account of visual quantity\nestimation, which posits bi-directional influences between\narea and number. In contrast with prior work, controlling for\nperceived area reveals a unidirectional relation between area\nand number (Experiments 1 and 2), and (2) acuity of area and\nnumber estimation (Experiment 3). We show how an\nunderstanding of the perception of area forces a reevaluation\nof several findings concerning the relative acuity of number\nand area estimation. Combined, and in contrast to many prior\nstudies, our findings suggest a dominant role of area in visual\nquantity estimation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "approximate number" }, { "word": "number" }, { "word": "area" }, { "word": "perception" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/01z290vh", "frozenauthors": [ { "first_name": "Sami", "middle_name": "R.", "last_name": "Yousif", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Emma", "middle_name": "", "last_name": "Alexandrov", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Bennette", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Frank", "middle_name": "C.", "last_name": "Keil", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28631/galley/18502/download/" } ] }, { "pk": 28844, "title": "Perception of Continuous Movements from Causal Actions", "subtitle": null, "abstract": "We see the world as continuous with smooth movements of\nobjects and people, even though visual inputs can consist of\nstationary frames. The perceptual construction of smooth\nmovements depends not only on low-level spatiotemporal\nfeatures but also high-level knowledge. Here, we examined the\nrole of causality in guiding perceptual interpolation of motion in\nthe observation of human actions. We recorded videos of natural\nhuman-object interactions. Frame rate was manipulated to yield\nshort and long stimulus-onset-asynchrony (SOA) displays for a\nshort clip in which a catcher prepared to receive a ball. The\nfacing direction of the catcher was either maintained intact to\ngenerate a meaningful interaction consistent with causality, or\nwas transformed by a mirror reflection to create a non-causal\nsituation lacking a meaningful interaction. Across three\nexperiments, participants were asked to judge whether the\ncatcher’s action showed smooth movements or sudden changes.\nParticipants were more likely to judge the catcher’s actions to be\ncontinuous in the causal condition than in the non-causal\ncondition, even with long SOA displays. This causal\ninterpolation effect was robust to manipulations of body\norientation (i.e. upright versus inverted). These findings indicate\nthat causality in human actions guides interpolation of body\nmovements, thereby completing the history of an observed\naction despite gaps in the sensory information. Hence, causal\nknowledge not only makes us see the future, but also fills in\ninformation about recent history.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causality; causal action; motion interpolation;\nhuman action; human interaction" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/49d107s3", "frozenauthors": [ { "first_name": "Yujia", "middle_name": "", "last_name": "Peng", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Nicholas", "middle_name": "", "last_name": "Ichien", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Hongjing", "middle_name": "", "last_name": "Lu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28844/galley/18715/download/" } ] }, { "pk": 28480, "title": "Phoneme learning is influenced by the taxonomic organizationof the semantic referents", "subtitle": null, "abstract": "Word learning relies on the ability to master the sound con-trasts that are phonemic (i.e., signal meaning difference) ina given language. Though the timeline of phoneme develop-ment has been studied extensively over the past few decades,the mechanism of this development is poorly understood. Pre-vious work has shown that human learners rely on referentialinformation to differentiate similar sounds, but largely ignoredthe problem of taxonomic ambiguity at the semantic level (twodifferent objects may be described by one or two words de-pending on how abstract the meaning intended by the speakeris). In this study, we varied the taxonomic distance of pairs ofobjects and tested how adult learners judged the phonemic sta-tus of the sound contrast associated with each of these pairs.We found that judgments were sensitive to gradients in thetaxonomic structure, suggesting that learners use probabilisticinformation at the semantic level to optimize the accuracy oftheir judgements at the phonological level. The findings pro-vide evidence for an interaction between phonological learningand meaning generalization, raising important questions abouthow these two important processes of language acquisition arerelated.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language acquisition; phonological development;word learning; speech perception." } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5hr6w7b3", "frozenauthors": [ { "first_name": "Abdellah", "middle_name": "", "last_name": "Fourtassi", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Emmanuel", "middle_name": "", "last_name": "Dupoux", "name_suffix": "", "institution": "Research University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28480/galley/18351/download/" } ] }, { "pk": 29046, "title": "Phonological and semantic processing in short-term memory", "subtitle": null, "abstract": "Much research has focused on phonological representation in verbal short-term memory (STM), with less attention paidto semantic representations despite evidence of linguistic long-term memory (LTM) effects. We investigate when phono-logical and semantic representations are activated in verbal STM: does it occur during retrieval (redintegration account)or there is direct access to language knowledge stored in LTM (language-based account). A probe recognition paradigmwas used to test phonological and semantic encoding in verbal STM. Participants studied a list of words and then judgedwhether a probe word presented after the list rhymed or was synonymous to any item in the word list. Probe recognitionwas better was semantically processed words than the phonological task, suggesting that semantic encoding was evidentat first exposure during encoding rather than a redintegration effect. It appears that semantic knowledge, in addition to andseparate from phonological knowledge, is actively maintained in verbal STM.", "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/0xn3v5rg", "frozenauthors": [ { "first_name": "Theresa", "middle_name": "", "last_name": "Pham", "name_suffix": "", "institution": "The University of Western Ontario", "department": "" }, { "first_name": "Lisa", "middle_name": "", "last_name": "Archibald", "name_suffix": "", "institution": "The University of Western Ontario", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29046/galley/18917/download/" } ] }, { "pk": 28922, "title": "Phonological Cues to Syntactic Structure in a Large-Scale Corpus", "subtitle": null, "abstract": "The Prosodic Bootstrapping Theory (PBT) states that prosodic and phonetic cues assist infant language learners to segmentthe speech stream into words and assemble those words into phrase structures. However, many of the studies demonstratinga link between prosody and syntax were conducted on small data sets and on a narrow range of syntactic structures.This work uses a state-of-the-art parser to syntactically annotate the BU Radio News Corpus of around 16,000 diversesentences, which are prosodically tagged and annotated. A decision tree classifier was fit, using six prosodic features andachieving 87% accuracy at differentiating words internal to major syntactic phrases vs. words that mark phrase boundaries.However, the models tested are unable to differentiate between phrasal categories based on prosodic information alone.These results provide new evidence in support of the Prosodic Bootstrapping Theory, suggesting it is possible to identifyphrasal boundaries based on prosodic information alone.", "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/5h4511gg", "frozenauthors": [ { "first_name": "Ethan", "middle_name": "", "last_name": "Wilcox", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28922/galley/18793/download/" } ] }, { "pk": 29029, "title": "Planning failures induced by budgetary overruns cause intertemporal impulsivity", "subtitle": null, "abstract": "Recent research has identified intertemporal impulsivity as a critical cognitive variable for explaining the autocatalyticnature of socioeconomic status (SES). But how exactly this relationship transpires has not been clearly identified. Wepresent results from a novel experimental study, demonstrating that decision-makers’ time preference becomes morepresent-focused when they experience budgetary overruns in a sequential decision-making task. On the basis of theseresults, we hypothesize that steep intertemporal discounting in low SES individuals may arise as a rational metacognitiveadaptation to persistently experiencing planning and control failures in long-term plans. Consilient evidence in support ofthis hypothesis and downstream policy implications are briefly 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/3g4544f2", "frozenauthors": [ { "first_name": "Arjun", "middle_name": "", "last_name": "Mitra", "name_suffix": "", "institution": "University of Allahabad", "department": "" }, { "first_name": "Narayanan", "middle_name": "", "last_name": "Srinivasan", "name_suffix": "", "institution": "University of Allahabad", "department": "" }, { "first_name": "Nisheeth", "middle_name": "", "last_name": "Srivastava", "name_suffix": "", "institution": "Indian Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29029/galley/18900/download/" } ] }, { "pk": 28459, "title": "Politically Motivated Causal Evaluations of Economic Performance", "subtitle": null, "abstract": "The current study seeks to extend research on motivated\nreasoning by examining how prior beliefs influence the\ninterpretation of objective graphs displaying quantitative\ninformation. The day before the 2018 midterm election,\nconservatives and liberals made judgments about four\neconomic indicators displaying real-world data of the US\neconomy. Half of the participants were placed in an 'alien\ncover story' condition where prior beliefs were reduced under\nthe guise of evaluating a fictional society. The other half of\nparticipants in the 'authentic condition' were aware they were\nbeing shown real-world data. Despite being shown identical\ndata, participants in the Authentic condition differed in their\njudgments of the graphs along party lines. The participants in\nthe Alien condition interpreted the data similarly, regardless\nof politics. There was no evidence of a „backfire‟ effect, and\nthere was some evidence of belief updating when shown\nobjective data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "motivated reasoning; politics; biases; reasoning;\ndecision-making" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8fg0p757", "frozenauthors": [ { "first_name": "Zachary", "middle_name": "A.", "last_name": "Caddick", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Benjamin", "middle_name": "M.", "last_name": "Rottman", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28459/galley/18330/download/" } ] }, { "pk": 28757, "title": "Polysemy and Verb Mutability: Differing Processes of Semantic Adjustment forVerbs and Nouns", "subtitle": null, "abstract": "Previous research has found that verbs are more likely to adapttheir meaning to the semantic context provided by a noun thanthe reverse (verb mutability). One possible explanation for thiseffect is that verbs are more polysemous than nouns, allowingfor more sense-selection. We investigated this possibility bytesting polysemy as a predictor of semantic adjustment. Ourresults replicated the verb mutability effect. However, wefound no evidence that polysemy predicts meaning adjustmentin verbs. Instead, polysemy was found to predict meaningadjustment in nouns, while semantic strain was found to predictmeaning adjustment in verbs (but not nouns). This suggeststhat processes of meaning adjustment may be different fornouns vs verbs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "polysemy" }, { "word": "mutability" }, { "word": "computational linguistics" }, { "word": "word2vec" }, { "word": "Semantics" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9g1200qz", "frozenauthors": [ { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28757/galley/18628/download/" } ] }, { "pk": 28696, "title": "Predicting Bias in the Evaluation of Unlabeled Political Arguments", "subtitle": null, "abstract": "While many solutions to the apparent civic online reasoningdeficit have been put forth, few consider how reasoning is of-ten moderated by the dynamic relationship between the user’svalues and the values latent in the online content they are con-suming. The current experiment leverages Moral FoundationsTheory and Distributed Dictionary Representations to developa method for measuring the alignment between an individual’svalues and the values latent in text content. This new measureof alignment was predictive of bias in an argument evaluationtask, such that higher alignment was associated with higherratings of argument strength. Finally, we discuss how theseresults support the development of adaptive interventions thatcould provide real-time feedback when an individual may bemost susceptible to bias.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "myside bias; moral foundations theory; distributeddictionary representations; civic reasoning" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4668d5jm", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": "", "last_name": "Diana", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Stamper", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Kenneth", "middle_name": "", "last_name": "Koedinger", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28696/galley/18567/download/" } ] }, { "pk": 29222, "title": "Predicting human decisions in a sequential planning puzzle with a large state space", "subtitle": null, "abstract": "We study human sequential decision-making in large state spaces using a puzzle game called Rush Hour. A puzzle consistsof a dense configuration of rectangular cars on a 6x6 grid. Each car moves only horizontally or vertically. The goal isto move a target car to an exit. In a given state (board position), a subject (n=86) could move a car, restart the puzzle,or surrender. A move is correct if it reduces the distance (number of moves) to the goal. Using mixed-effects logisticregression modeling, we find that the probabilities of an error, a restart, and a surrender are higher with a longer distanceto goal, higher mobility, and when the previous move was an error. The effects of distance to goal and mobility areconsistent with tree search. As a next step, we plan to investigate the heuristics that people might use for such tree search.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2nx113qk", "frozenauthors": [ { "first_name": "Yichen", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Zahy", "middle_name": "", "last_name": "Bnaya", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Wei", "middle_name": "Ji", "last_name": "Ma", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29222/galley/19093/download/" } ] }, { "pk": 28408, "title": "Predicting Individual Human Reasoning: The PRECORE-Challenge", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Modeling; Syllogistic Reasoning;Individual Modeling; Challenge" } ], "section": "Workshops", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/03c9z7r2", "frozenauthors": [ { "first_name": "Marco", "middle_name": "", "last_name": "Ragni", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Nicolas", "middle_name": "", "last_name": "Riesterer", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Sangeet", "middle_name": "", "last_name": "Khemlani", "name_suffix": "", "institution": "S Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28408/galley/18279/download/" } ] }, { "pk": 28659, "title": "Predicting Learned Inattention from Attentional Selectivity and Optimization", "subtitle": null, "abstract": "Although selective attention is useful in many situations, it alsohas costs. In addition to ignoring information that may becomeuseful later, it can have long term costs, such as learnedinattention – difficulty in learning from formerly irrelevantsources of information in novel situations. In the current study wetracked participants’ gaze while they completed a categorylearning task designed to elicit learned inattention. Duringlearning an unannounced shift occurred such that information thatwas most relevant became irrelevant, whereas formerly irrelevantinformation became relevant. We assessed looking patternsduring initial learning to understand how different aspects ofattention allocation contribute to learned inattention. Our resultsindicate that learned inattention depends on both the overall levelof selectivity (measured as entropy of proportion of looking toeach feature) and the extent to which participants optimizedattention (becoming more selective over time).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "selective attention; categorization; learning;attention" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/57d686ns", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28659/galley/18530/download/" } ] }, { "pk": 28897, "title": "Predicting the Appreciation of Multimodal Advertisements", "subtitle": null, "abstract": "Creativity is an essential factor in successful advertising wherecatchy and memorable media is produced to persuade the au-dience. The creative elements in the visual design and in theslogan of an advertisement elevate the overall appeal providinga perceptually grounded attractive message. In this study, wepropose the exploitation of creativity cues in textual and visualinformation for the appreciation prediction of multimodal ad-vertising prints. Moreover, as a novel dimension space of mul-timodality, we propose using the human sense (i.e., sight, hear-ing, taste, and smell) information embedded in the language.Our findings show that sensorial information is an invaluableindication of whether the advertisement is appreciated or not.Furthermore, combining linguistic and visual models signif-icantly improves the unimodal appreciation detection perfor-mances.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "advertising creativity; human senses; multimodalcreativity" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1g83q6hn", "frozenauthors": [ { "first_name": "Serra", "middle_name": "Sinem", "last_name": "Tekiro ̆glu", "name_suffix": "", "institution": "FBK", "department": "" }, { "first_name": "Carlo", "middle_name": "", "last_name": "Strapparava", "name_suffix": "", "institution": "FBK", "department": "" }, { "first_name": "G ̈ozde", "middle_name": "", "last_name": "Ozbal", "name_suffix": "", "institution": "FBK", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28897/galley/18768/download/" } ] }, { "pk": 28510, "title": "Predictions from Uncertain Moral Character", "subtitle": null, "abstract": "People assess others’ moral characters to predict what theywill do. Here, we study the computational mechanismsused to predict behavior from uncertain evidence aboutcharacter. Whereas previous work has found that peopleoften ignore hypotheses with low probabilities, we find thatpeople often account for the possibility of poor moralcharacter even when that possibility is relatively unlikely.There was no evidence that comparable inferences fromuncertain non-moralized traits integrate across multiplepossibilities. These results contribute to our understandingof moral judgment, probability reasoning, and theory ofmind.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Moral psychology; theory of mind; prediction;causal reasoning; categorization" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4zw0b76p", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "G.B.", "last_name": "Johnson", "name_suffix": "", "institution": "University of Bath", "department": "" }, { "first_name": "Gregory", "middle_name": "L.", "last_name": "Murphy", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Max", "middle_name": "", "last_name": "Rodrigues", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Frank", "middle_name": "C.", "last_name": "Keil", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28510/galley/18381/download/" } ] }, { "pk": 28809, "title": "Pre-exposure and learning in young children: Evidence of latent inhibition?", "subtitle": null, "abstract": "Previous research by Kaniel & Lubow in 1986 found that youngchildren (aged 4-5 years) exhibited poorer learning (latentinhibition) to pre-exposed stimuli than older children (aged 7-10years). The aim of our research was to develop a computer-based,child-friendly study that would replicate the work of Kaniel &Lubow. Sixty-three children took part in our experiment. Thisconsisted of a pre-exposure/study phase in which participants wereasked to press computer keys in response to clipart pictures ofanimals and dinosaurs. Each animal or dinosaur picture waspreceded by one of two “warning signals” which acted as the pre-exposed stimuli (to which no response was required). In the testphase that followed, the participants had to either press thespacebar or withhold their response to each pre-exposed stimulusand two novel stimuli. They learnt which response was correct bytrial and error using the feedback provided. The accuracy andreaction time of the responses during the test phase were analysedand indicated that the youngest children showed significantlylower mean accuracy and longer mean response times to the pre-exposed stimuli than to stimuli they had not been pre-exposed to.In contrast, the older children showed no significant differences intheir responses to pre-exposed and novel stimuli. These results areconsistent with those found by Kaniel & Lubow and could be takenas evidence for latent inhibition in young children. Further studiesare proposed in which variations in pre-exposure procedure areused to rule out explanations based on response inhibition ornegative priming.", "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/9tx6g62x", "frozenauthors": [ { "first_name": "R.P.", "middle_name": "", "last_name": "McLaren", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "I.P.L.", "middle_name": "", "last_name": "McLaren", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "C.", "middle_name": "", "last_name": "Civile", "name_suffix": "", "institution": "University of Exeter", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28809/galley/18680/download/" } ] }, { "pk": 28991, "title": "Prepare to Swear: Considering Phonological Preparation of Taboo Words", "subtitle": null, "abstract": "The current studies investigated whether speakers can prepare to swear the same way they prepare non-taboo words.Swearing, when produced reflexively, has greater right hemisphere activation than normal production suggesting thatswearing is a different linguistic process. We used a form preparation paradigm to consider phonological preparation fornon-reflexive swearing. Participants were given two types of lists; homogeneous - all words shared phonological onset(e.g. /f/ - feet, fork, film, fuck), and heterogeneous nothing shared (e.g. film, shit, dock, poll). Results indicated thetaboo words did not contravene preparation for homogeneous sets, and taboo words were facilitated similarly to non-taboo words. Next, we tested variable homogeneous sets (taboo item was inconsistent with majority onset, e.g. shit, film,fork, feet) to understand whether increased attention to taboo items would disable preparation. Results showed reducedpreparation for items sharing the majority onset in variable sets, but preparation was still significant.", "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/0v24w31v", "frozenauthors": [ { "first_name": "Kathryn", "middle_name": "", "last_name": "Hodges", "name_suffix": "", "institution": "Muhlenberg College", "department": "" }, { "first_name": "Alyce", "middle_name": "", "last_name": "Huot", "name_suffix": "", "institution": "Muhlenberg College", "department": "" }, { "first_name": "Alexandra", "middle_name": "", "last_name": "Frazer", "name_suffix": "", "institution": "Muhlenberg College", "department": "" }, { "first_name": "Hazem", "middle_name": "", "last_name": "Abdelaal", "name_suffix": "", "institution": "Muhlenberg College", "department": "" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Oxer", "name_suffix": "", "institution": "Muhlenberg College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28991/galley/18862/download/" } ] }, { "pk": 29056, "title": "Preparing not to Forget: Actions Take to Plan for Memory Error", "subtitle": null, "abstract": "The present study was designed to examine actions people take in everyday life to prevent potential memory errors.Many past studies focus on the nature of forgetting, and additional studies have assessed cognitive interventions for thosewith varying degrees of impairment from aging or injury. However, there are a limited number of studies examiningeveryday remembering for healthy, functioning adults. In this study, across two experiments (n1=136; n2=85), participantscompleted a self-reported questionnaire regarding various types of daily prospective memory actions. We hypothesizedthat people would report using external memory aids (ex. technology) rather than internal aids (ex. mnemonics) andparticipants would report lower forget scores when using external aids. Results showed that participants overwhelminglyused external memory aids to prevent future memory errors for all tasks analyzed. Results also showed that levels of self-reported forgetting were not associated with particular types of preventative actions. Thus, the results imply that peopletend to use what they perceive to work.", "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/53r3h31t", "frozenauthors": [ { "first_name": "Lorena", "middle_name": "", "last_name": "Rosales", "name_suffix": "", "institution": "California Lutheran University", "department": "" }, { "first_name": "AndreaJ", "middle_name": "J.", "last_name": "Sell", "name_suffix": "", "institution": "California Lutheran University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29056/galley/18927/download/" } ] } ] }