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{ "count": 39508, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=16600", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=16400", "results": [ { "pk": 28936, "title": "Preschool children’s understanding of polite requests", "subtitle": null, "abstract": "As adults, we use polite speech on a daily basis. What do chil-dren understand about polite speech? Looking at children’s po-lite speech comprehension can help examine children’s prag-matic understanding more generally, and can be informativefor caregivers who want to teach children what it means to bepolite. Even though children start to produce polite speechfrom early on, there is little known about whether they under-stand intentions behind polite language. Here we show that by3 years, English-speaking preschool children understand that itis more polite and nicer (and less rude and mean) to use polite-ness markers such as “please” when making requests, and by4 years, they understand that the use of these politeness mark-ers indicates that the speaker is more socially likeable and ismore likely to gain compliance from their conversational part-ners. This work can help lay the foundation for future work onchildren’s understanding of polite speech and pragmatic devel-opment more generally.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "politeness" }, { "word": "pragmatic development" }, { "word": "online experi-ment" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8vg4x1wc", "frozenauthors": [ { "first_name": "Erica", "middle_name": "J.", "last_name": "Yoon", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28936/galley/18807/download/" } ] }, { "pk": 28910, "title": "Preschoolers’ Evaluations of Ignorant Agents are Situation-Specific", "subtitle": null, "abstract": "Preschool children’s preference for knowledgeable agents over\nignorant and inaccurate agents (Sabbagh & Baldwin, 2001;\nKoenig & Harris, 2005; Rakoczy et al., 2015), is generally\ninterpreted as epistemic vigilance. However, Kushnir and\nKoenig (2017) recently found that without a contrasting\naccurate agent, preschoolers will learn new information from\nan agent who professed ignorance, but not from one who was\ninaccurate. Employing a two-speaker design contrasting an\nagent who professed ignorance about familiar object labels\nwith a speaker whose knowledge state was not revealed, we\nfound that preschoolers (N = 41; 3.50-4.89 years, M = 4.08\nyears) avoided requesting and endorsing novel information\nfrom the ignorant agent in the same domain as her previous\nignorance (i.e., labels). In different domains, however, (i.e.\nnovel function learning, resource sharing, etc.) they were at\nchance in choosing the ignorant agent. This suggests that\npreschoolers’ view of ignorance is situational, rather than\nuniformly negative.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "learning; testimony; social cognition; credibility;\ncognitive development; epistemic trust; accuracy; epistemic\nvigilance" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7dq966f9", "frozenauthors": [ { "first_name": "Alyssa", "middle_name": "R.", "last_name": "Varhol", "name_suffix": "", "institution": "Beebe Hall", "department": "" }, { "first_name": "Tamar", "middle_name": "", "last_name": "Kushnir", "name_suffix": "", "institution": "Beebe Hall", "department": "" }, { "first_name": "Melissa", "middle_name": "A.", "last_name": "Koenig", "name_suffix": "", "institution": "Beebe Hall", "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/28910/galley/18781/download/" } ] }, { "pk": 28627, "title": "Preschoolers jointly consider others expressions of surprise and common groundto decide when to explore", "subtitle": null, "abstract": "Prior work on early social learning suggests that children are sensitive to adults pedagogical demonstrations and ver-bal instructions. Yet, people also display various emotional expressions when interacting with children. Here we showthat young children draw rich causal inferences and guide their own exploration based on others expressions of surprise.Preschoolers (age:3.0-4.9) saw an experimenter discover a function of a novel causal toy. Then, either the same experi-menter or a nave confederate expressed surprise while playing with the toy behind an occluder. Children explored the toymore broadly to search for a hidden function following the experimenters surprise than following the confederates surprise,suggesting that children integrated others expressions of surprise and others epistemic states to infer the presence of hiddenfunctions and explore accordingly. This study synthesizes perspectives from literature on social learning, exploration, andaffective cognition towards a more comprehensive science of learning. Preprint:https://psyarxiv.com/ckh6j", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9k689409", "frozenauthors": [ { "first_name": "Yang", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Hyowon", "middle_name": "", "last_name": "Gweon", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28627/galley/18498/download/" } ] }, { "pk": 28819, "title": "Pressure to communicate across knowledge asymmetries leads to pedagogicallysupportive language input", "subtitle": null, "abstract": "Children do not learn language from passive observation ofthe world, but from interaction with caregivers who want tocommunicate with them. These communicative exchanges arestructured at multiple levels in ways that support support lan-guage learning. We argue this pedagogically supportive struc-ture can result from pressure to communicate successfully witha linguistically immature partner. We first characterize onekind of pedagogically supportive structure in a corpus analy-sis: caregivers provide more information-rich referential com-munication, using both gesture and speech to refer to a singleobject, when that object is rare and when their child is young.Then, in an iterated reference game experiment on MechanicalTurk (n = 480), we show how this behavior can arise from pres-sure to communicate successfully with a less knowledgeablepartner. Lastly, we show that speaker behavior in our experi-ment can be explained by a rational planning model, withoutany explicit teaching goal. We suggest that caregivers’ desireto communicate successfully may play a powerful role in struc-turing children’s input in order to support language learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language learning; communication; computa-tional modeling" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/40m452d4", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "C.", "last_name": "Morris", "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/28819/galley/18690/download/" } ] }, { "pk": 29272, "title": "Priming Effects on the Interpretation of Ambiguous Discourse Relations", "subtitle": null, "abstract": "Many theories of discourse structure rely on the idea that the segments comprising the discourse are linked through inferredrelations such as causality and temporal contiguity. These theories often suggest that the information needed to determinethe relation can be found when the discourse is interpreted through the application of world knowledge. However, Sanders(1997) found that the interpretation of ambiguous relations can be affected by the discourses genre. Similarly, Sagi (2006)reported that participants were faster to interpret discourse relations when they were preceded by the same discourserelation. The present study demonstrates that exposure to discourse relations such as result (e.g., John passed Mark ina marathon. He won.) or explanation (e.g., John ... He was in great shape.) can affect the interpretation of subsequentambiguous relations encountered in an unrelated context. This result suggests that discourse relations are representedindependently of the context in which they appear.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4d29d5vw", "frozenauthors": [ { "first_name": "Eyal", "middle_name": "", "last_name": "Sagi", "name_suffix": "", "institution": "University of St. Francis", "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/29272/galley/19143/download/" } ] }, { "pk": 28725, "title": "Privileged Computations for Closed-Class Items in Language Acquisition", "subtitle": null, "abstract": "In natural languages, closed-class items predict open-classitems but not the other way around. For example, in English, ifthere is a determiner there will be a noun, but nouns can occurwith or without determiners. Here, we asked whether languagelearners’ computations are also asymmetrical. In threeexperiments we exposed adults to a miniature language withthe one-way dependency “if X then Y”: if X was present, Ywas also present, but X could occur without Y. We createddifferent versions of the language in order to ask whetherlearning depended on which of these categories was an open orclosed class. In one condition, X was a closed class and Y wasan open class; in a contrasting condition, X was an open classand Y was a closed class. Learning was significantly betterwith closed-class X, even though learners’ exposure wasotherwise identical. Additional experiments demonstrated thatthe perceptual distinctiveness of closed-class items driveslearners to analyze them differently; and, crucially, that theprimary determinant of learning is the mathematicalrelationship between closed- and open-class items and not theirlinear order. These results suggest that learners privilegecomputations in which closed-class items are predictive of,rather than predicted by, open-class items. We suggest that thedistributional asymmetries of closed-class items in naturallanguages may arise in part from this learning bias.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language acquisition; statistical learning;computational mechanisms; morphosyntax; function words;closed-class items" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5712299p", "frozenauthors": [ { "first_name": "Heidi", "middle_name": "R.", "last_name": "Getz", "name_suffix": "", "institution": "Georgetown University Medical Center", "department": "" }, { "first_name": "Elissa", "middle_name": "L.", "last_name": "Newport", "name_suffix": "", "institution": "Georgetown University Medical Center", "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/28725/galley/18596/download/" } ] }, { "pk": 28675, "title": "Problem Difficulty in Arithmetic Cognition: Humans and Connectionist Models", "subtitle": null, "abstract": "In mathematical cognition, problem difficulty is a central vari-able. In the present study, problem difficulty was operational-ized through five arithmetic operators — addition, subtrac-tion, multiplication, division, and modulo — and through thenumber of carries required to correctly solve a problem. Thepresent study collected data from human participants solvingarithmetic problems, and from multilayer perceptrons (MLPs)that learn arithmetic problems. Binary numeral problems werechosen in order to minimize other criteria that may affect prob-lem difficulty, such as problem familiarity and the problemsize effect. In both humans and MLPs, problem difficulty washighest for multiplication, followed by modulo and then sub-traction. The human study found that problem difficulty wasmonotonically increasing with respect to the number of car-ries, across all five operators. Furthermore, a strict increasewas also observed for addition in the MLP study", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "problem difficulty; arithmetic cognition; binarynumeral system; connectionist model; multilayer perceptron" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2nz5x3sv", "frozenauthors": [ { "first_name": "Sungjae", "middle_name": "", "last_name": "Cho", "name_suffix": "", "institution": "Seoul National University", "department": "" }, { "first_name": "Jaeseo", "middle_name": "", "last_name": "Lim", "name_suffix": "", "institution": "Seoul National University", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Hickey", "name_suffix": "", "institution": "Seoul National University", "department": "" }, { "first_name": "Byoung-Tak", "middle_name": "", "last_name": "Zhang", "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/28675/galley/18546/download/" } ] }, { "pk": 28885, "title": "Processing of affirmation and negation in contexts with unique and multiplealternatives: Evidence from event-related potentials", "subtitle": null, "abstract": "We employ a scenario-sentence-verification paradigm to inves-tigate the role of scenario-given alternatives for the process-ing of affirmative and negative sentences. We show that forboth affirmative and negative sentences the N400 amplitude islarger if the context model provides multiple alternatives fora true sentence continuation relative to the case when it pro-vides only a unique referent. Additionally, we observe a latepositivity effect for negative relative to affirmative sentences,independent of the context model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Negation; alternatives; N400; P600" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2q45j0hv", "frozenauthors": [ { "first_name": "Maria", "middle_name": "", "last_name": "Spychalska", "name_suffix": "", "institution": "University of Cologne", "department": "" }, { "first_name": "Viviana", "middle_name": "", "last_name": "Haase", "name_suffix": "", "institution": "Ruhr University Bochum", "department": "" }, { "first_name": "Jarmo", "middle_name": "", "last_name": "Kontinen", "name_suffix": "", "institution": "Ruhr University Bochum", "department": "" }, { "first_name": "Markus", "middle_name": "", "last_name": "Werning", "name_suffix": "", "institution": "Ruhr University 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/28885/galley/18756/download/" } ] }, { "pk": 28498, "title": "Productivity depends on communicative intention and accessibility, not thresholds", "subtitle": null, "abstract": "When do children extend a construction (“rule”) productively?A recent Threshold proposal claims that a construction isproductive if and only if it has been witnessed applying to asufficient proportion of cases and sufficiently few exceptions.An alternative proposal, Communicate and Access (C&A),argues that children extend a construction productively becausethey wish to express an intended message and are unable toaccess a “better” (appropriate and more conventional) way todo so. Accessibility, in turn, is negatively affected byinterference from competing alternatives. In a preregisteredexperiment, 32 4-6-year-old children were provided withexposure to 2 mini-artificial languages for which the twoproposals make opposite predictions. Results support the C&Aproposal: children were more productive after witnessing 3rule-following cases than after 5, due to differences ininterference. We conclude that productivity is encouraged by adesire to communicate a message and is constrained byaccessibility and interference.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "productivity" }, { "word": "Communication" }, { "word": "accessibility" }, { "word": "Tolerance Principle" }, { "word": "Sufficiency Principle" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2sq0r49x", "frozenauthors": [ { "first_name": "Alexia", "middle_name": "", "last_name": "Hernandez", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Sammy", "middle_name": "", "last_name": "Floyd", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Adele", "middle_name": "E.", "last_name": "Goldberg", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28498/galley/18369/download/" } ] }, { "pk": 29050, "title": "Proposing a Cognitive System for Universal Mental Spatial Transformations", "subtitle": null, "abstract": "Mental spatial transformation processes are often modeled by assuming imaginal processes, highly task-specific assump-tions, or both. We propose the existence of a dedicated, unified cognitive system for the simulation of spatial processes,and show ways to model this system, including an ACT-R implementation that is currently in development. Results ofspatial cognition and brain-imaging research support this proposal. Operations of this system are proposed to be influencedby their complexity, which we assume to be a product of the extent and amount of necessary transformation steps. Thiscomplexity is further assumed to be limited in its extent, possibly explaining decision time effects between task difficul-ties in a mental folding task as being caused by cognitive re-encoding processes. A model for the mental folding tasklacking such a spatial system is presented, serving as a baseline to demonstrate the need of a system dedicated to mentaltransformations.", "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/9z54s521", "frozenauthors": [ { "first_name": "Kai", "middle_name": "", "last_name": "Preuss", "name_suffix": "", "institution": "Technical University Berlin", "department": "" }, { "first_name": "Nele", "middle_name": "", "last_name": "Russwinkel", "name_suffix": "", "institution": "Technical University Berlin", "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/29050/galley/18921/download/" } ] }, { "pk": 28614, "title": "Prosodic cues signal the intent of potential indirect requests", "subtitle": null, "abstract": "Ambiguity pervades language. One prevalent kind ofambiguity is indirect requests. For example, “My office isreally hot” could be intended not only as a complaint aboutthe temperature, but as a request to turn on the AC. How docomprehenders determine whether a speaker is making arequest? We ask whether the prosody of an utterance providesinformation about a speaker’s intentions. In a behavioralexperiment, we find that human listeners can identify whichof two utterances a speaker intended as a request, suggestingthat speakers can produce discriminable cues. We then showthat the acoustic features associated with an utterance allow aclassifier to detect the original intent of an utterance (74%accuracy). Finally, we ask which of these features predictlistener accuracy on the behavioral experiment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "indirect requests; prosody; language production;language comprehension; inference" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3fq178fd", "frozenauthors": [ { "first_name": "Sean", "middle_name": "", "last_name": "Trott", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Stefanie", "middle_name": "", "last_name": "Reed", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Victor", "middle_name": "", "last_name": "Ferreira", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Bergen", "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/28614/galley/18485/download/" } ] }, { "pk": 29138, "title": "Providing Stroke Sequence of Chinese Characters Facilitates HandwritingLearning in Children with Developmental Coordination Disorder", "subtitle": null, "abstract": "The study investigated whether providing instruction on the stroke sequence would facilitate the learning of writing Chi-nese characters in children with developmental coordination disorder (DCD) and typically developing (TD) children. Thechildren wrote six characters, three with stroke sequence instruction and three without. Each character was repeated 40times. Trajectory, speed, on-paper time, in-air time, and number of changes in velocity direction per stroke (NCV) weremeasured with Wacom Intuos 5 digitizing writing tablet. The results showed a significant group effect, time (practice)effect and instruction effect but no interaction effects. Both groups of children showed a similar trend of improvementover practice with decreasing trajectory, increasing speed, decreasing on-paper time and in-air time. With stroke sequenceinstruction, both groups of children learned at a similar rate on most of the writing parameters. Instruction on strokesequences helped the character writing of both the DCD children and the TD children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0v66k4v3", "frozenauthors": [ { "first_name": "Rong-Ju", "middle_name": "", "last_name": "Cherng", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Yi-Wen", "middle_name": "", "last_name": "Liao", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Jenn-Yeu", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "National Taiwan Normal University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29138/galley/19009/download/" } ] }, { "pk": 28430, "title": "PUBLICATION-BASED PRESENTATION: Modeling\nHuman Creative Cognition using AI Techniques", "subtitle": null, "abstract": "DiPaola’s research endeavors to build top down Artificial\nIntelligence (AI) models of human creativity, empathy and\nexpression for both use in new forms of computation systems\nas well as analysis of how the creative mind works. In doing\nso he has interviewed hundreds of artists, writers and\nmusicians on how they perceive their creative talent and its\noriginals. Combined with research from neuro-aesthetics and\ncomputer modelling, DiPaola notes that while many creative\nindividuals report that they believe new insights as coming\ninto them from an external source during creative flow, that\nevidence point to these new creative ideas and interpretations\noften more likely have internal roots from the individual’s,\nmid and long term past experiences and processes. DiPaola\nattempts to model this and other human creativity processes\nin computational form often as AI systems such as deep\nlearning, reinforcement learning and evolution programming.\nTwo efforts underway in DiPaola’s research lab are mapping\nout the creative process of a fine art portrait painter using 5\nhierarchical AI systems, as well as modelling an empathetic\nembodied character agent who can understand emotions from\nthose she talks with and construct creative narrative or quote\nlike responses.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "computational creativity; fine art painting;\ncreativity; empathy; artificial intelligence; deep learning;\nevolutionary programming" } ], "section": "Publication-based Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2hv483j3", "frozenauthors": [ { "first_name": "Steve", "middle_name": "", "last_name": "DiPaola", "name_suffix": "", "institution": "Simon Fraser University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28430/galley/18301/download/" } ] }, { "pk": 29149, "title": "Pupillometry as a Measure of Effort Exertion in Cognitive Control Tasks", "subtitle": null, "abstract": "Despite recent interest in pupillometry as a psychophysiological measure, it remains unclear what construct the physio-logical measure is assessing in cognitive control tasks: task load or mental exertion. This debate is of particular interestas cognitive effort remains an elusive construct partly due to the difficulty in empirically quantifying mental exertion.The current research aims to differentiate these disparate accounts by leveraging rewards as motivation for effort exertion.Using an individual differences approach, a sample of 80 undergraduate students performed a cognitive control taskTaskswitching. Critically, monetary incentives were used to motivate participants to exercise cognitive control, and found toimprove overall performance. Pupillary responses were found to increase in response to trials requiring more cognitivecontrol, and relate to performance improvements in the rewarded conditions. The present findings provide some supportfor the effort account, and suggest that pupillometry may be a viable index of cognitive effort.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2rf241xs", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "", "last_name": "da Silva-Castanheira", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Myles", "middle_name": "", "last_name": "LoParco", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "A. Ross", "middle_name": "", "last_name": "Otto", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29149/galley/19020/download/" } ] }, { "pk": 29196, "title": "Pupillometry measures of cognitive load in meta-T dynamic task environment", "subtitle": null, "abstract": "Pupillometry uses pupil diameter as a physiological measure of cognitive effort and load. In static tasks, pupillometry hasrevealed that cognitive effort varies with expertise, and, combined with gaze analysis, shows that experts can exert effort tofocus on non-salient visual input. Much real-life expertise is practiced in dynamic tasks, and expert effort in dynamic tasksremains unstudied. Using tetris as a dynamic task environment, we collected pupil and gameplay data from individuals ofvarying expertise levels. We then use collected data and examine cognitive workload differences across levels of expertise.Consistent with studies of image saliency and gaze, our results indicate that experts and novices engage differently withthe task and do not experience the same cognitive workload. Further inspection will likely reveal strategy-level sources ofthese differences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/17v3m376", "frozenauthors": [ { "first_name": "Chris", "middle_name": "", "last_name": "Joanis", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" }, { "first_name": "Evan", "middle_name": "", "last_name": "Pierce", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" }, { "first_name": "Wayne", "middle_name": "", "last_name": "Gray", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29196/galley/19067/download/" } ] }, { "pk": 29239, "title": "Quality of STEM Learning from Childrens Books", "subtitle": null, "abstract": "Promoting STEM knowledge early in development helps prepare children for school success. Exposing children to STEMbooks may be a simple and effective means for promoting early STEM knowledge. However, whether preschool-agedchildrens STEM books are optimally designed is unknown. Children and adults learn new information more effectivelywhen there is support for encoding and demand for active processing. We have conducted a textual analysis of 50 STEMbooks designed for preschool-aged children. The books are coded for (a) support for encoding (narratively cohesive andtopic maintaining), and (b) demand of active processing (posing questions and including interactive prompts). Preliminarydata shows that on average the books include limited support for encoding and demand for active processing. This suggeststhat these books are not fulling their potential of promoting early STEM knowledge. Next steps in this research involveidentifying means for enhancing STEM childrens books efficacy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5z2523x2", "frozenauthors": [ { "first_name": "Hilary", "middle_name": "", "last_name": "Miller", "name_suffix": "", "institution": "Emory University", "department": "" }, { "first_name": "Lucy", "middle_name": "", "last_name": "Cronin-Golomb", "name_suffix": "", "institution": "Emory University", "department": "" }, { "first_name": "Patricia", "middle_name": "J.", "last_name": "Bauer", "name_suffix": "", "institution": "Emory University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29239/galley/19110/download/" } ] }, { "pk": 28645, "title": "Quantifying the Conceptual Combination Effect on Word Meanings", "subtitle": null, "abstract": "How do people understand concepts such as dog, aggressive\ndog, dog house or house dog? The meaning of a concept\ndepends crucially on the concepts around it. While this\nhypothesis has existed for a long time, only recently it has\nbecome possible to test it based on neuroimaging and quantify\nit using computational modeling. In this paper, a neural\nnetwork is trained with backpropagation to map attribute-\nbased semantic representations to fMRI images of subjects\nreading everyday sentences. Backpropagation is then\nextended to the attributes, demonstrating how word meanings\nchange in different contexts. Across a large corpus of\nsentences, the new attributes are more similar to the attributes\nof other words in the sentence than they are to the original\nattributes, demonstrating that the meaning of the context is\ntransferred to a degree to each word in the sentence. Such\ndynamic conceptual combination effects could be included in\nnatural language processing systems to encode rich contextual\nembeddings to mirror human performance more accurately.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Context Effect; Concept Representations;\nConceptual Combination; fMRI Data Analysis; Neural\nNetworks; Embodied Cognition" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3qd9r5gm", "frozenauthors": [ { "first_name": "Nora", "middle_name": "", "last_name": "Aguirre-Celis", "name_suffix": "", "institution": "The University of Texas at Austin", "department": "" }, { "first_name": "Risto", "middle_name": "", "last_name": "Miikkulainen", "name_suffix": "", "institution": "The University of Texas at Austin", "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/28645/galley/18516/download/" } ] }, { "pk": 28677, "title": "Query-guided visual search", "subtitle": null, "abstract": "How do we seek information from our environment to find solutions to the questions facing us? We pose an open-endedvisual search problem to adult participants, asking them to identify targets of questions in scenes guided by only an in-complete question prefix (e.g. Why is..., Where will...). Participants converged on visual targets and question completionsgiven just these function words, but the preferred targets and completions for a given scene varied dramatically dependingon the query. We account for this systematic query-guided behavior with a model linking conventions of linguistic refer-ence to abstract representations of scene events. The ability to predict and find probable targets of incomplete queries maybe just one example of a more general ability to pay attention to what problems require of their solutions, and to use thoserequirements as a helpful guide in searching for solutions.", "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/0bv5j581", "frozenauthors": [ { "first_name": "Junyi", "middle_name": "", "last_name": "Chu", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Jon", "middle_name": "", "last_name": "Gauthier", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Roger", "middle_name": "", "last_name": "Levy", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Schulz", "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/28677/galley/18548/download/" } ] }, { "pk": 28933, "title": "Race and gender are automatically encoded in visual working memory", "subtitle": null, "abstract": "Research has suggested that perceivers automatically categorize faces based on gender and race but gaps remain regardingwhether effects emerge at encoding or recall and the extent to which they are reducible to perceptual similarities (sincefaces from the same category are generally more similar to each other). We address these limitations using change detectionparadigms adapted from visual working memory literature where one face from an array of faces changes to a face fromthe same or a different gender or racial category. We show that individuals are considerably faster and more accurate toidentify changes that cross a category boundary, even when controlling for a range of perceptual differences and subjectivefeatures of faces. Our results suggest that social category information is automatically encoded in visual working memoryin a format that is not reducible to lower-level perceptual features.", "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/34b7g688", "frozenauthors": [ { "first_name": "Xin", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "Langfus", "name_suffix": "", "institution": "John Hopkins University", "department": "" }, { "first_name": "Justiin", "middle_name": "", "last_name": "Halberda", "name_suffix": "", "institution": "John Hopkins 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/28933/galley/18804/download/" } ] }, { "pk": 28782, "title": "Rapid information gain explains cross-linguistic tendencies in numeral ordering", "subtitle": null, "abstract": "One previously unexplained observation about numeral sys-tems is the shared tendency in numeral expressions: Numer-als greater than 20 often have the larger constituent numberexpressed before the smaller constituent number (e.g., twenty-four as opposed to four-twenty in English), and systems thatoriginally adopt the reverse order of expression (e.g., four-and-twenty in Old English) tend to switch order over time. Toexplore these phenomena, we propose the view of Rapid In-formation Gain and contrast it with the established theory ofUniform Information Density. We compare the two theoriesin their ability to explain the shared tendency in the orderingof numeral expressions around 20. We find that Rapid Infor-mation Gain accounts for empirical patterns better than the al-ternative theory, suggesting that there is an emphasis on infor-mation front-loading as opposed to information smoothing inthe design of large compound numerals. Our work shows thatfine-grained generalizations about numeral systems can be un-derstood in information-theoretic terms and offers an opportu-nity to characterize the design principles of lexical compoundsthrough the lens of informative communication.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language universals; numeral system; lexical com-pound; information theory; informative communication" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/13p343jc", "frozenauthors": [ { "first_name": "Emmy", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Yang", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28782/galley/18653/download/" } ] }, { "pk": 28690, "title": "Rapid learning of word meanings from distributional and morpho-syntactic cues", "subtitle": null, "abstract": "What does it take to learn a new word? Many of the words welearn, we have learned from language itself – by encounteringthem in various informative contexts. Here, we investigate thelimits of learning from context by studying how people learnnew words from very sparse contexts, at the extreme, a contextin which all content words are replaced by nonsense words. Wefind that participants exposed to even such extremely sparsecontexts nevertheless learn something about the meaning ofwords embedded in those contexts. Performance tended to bebetter when knowledge was assessed by first directing people’sattention to the part of speech of the target words.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language; word learning; distributional semantics;syntactic bootstrapping." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5s50w37d", "frozenauthors": [ { "first_name": "Margherita", "middle_name": "", "last_name": "De Luca", "name_suffix": "", "institution": "University of Rome ”La Sapienza”", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Lupyan", "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/28690/galley/18561/download/" } ] }, { "pk": 28612, "title": "Rapid Presentation Rate Negatively Impacts the Contiguity Effect in Free Recall", "subtitle": null, "abstract": "It is well-known that in free recall participants tend to recallwords presented close together in time in sequence, reflectinga form of temporal binding in memory. This contiguity effectis robust, having been observed across many different experi-mental manipulations. In order to explore a potential boundaryon the contiguity effect, participants performed a free recalltask in which items were presented at rates ranging from 2 Hzto 8 Hz. Participants were still able to recall items even atthe fastest presentation rate, though accuracy decreased. Im-portantly, the contiguity effect flattened as presentation ratesincreased. These findings illuminate possible constraints onthe temporal encoding of episodic memories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Free recall" }, { "word": "lag-CRP" }, { "word": "contiguity effect" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0418n1x3", "frozenauthors": [ { "first_name": "Claudio", "middle_name": "", "last_name": "Toro-Serey", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "Ian", "middle_name": "M.", "last_name": "Bright", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "Brad", "middle_name": "P.", "last_name": "Wyble", "name_suffix": "", "institution": "Penn State", "department": "" }, { "first_name": "Marc", "middle_name": "W.", "last_name": "Howard", "name_suffix": "", "institution": "Boston University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28612/galley/18483/download/" } ] }, { "pk": 28868, "title": "Rapid Semantic Integration of Novel Words Following Exposure to Distributional\nRegularities", "subtitle": null, "abstract": "Our knowledge of words consists of a lexico-semantic\nnetwork in which different words and their meanings\nare connected by relations, such as similarity in\nmeaning. This research investigated the integration of\nnew words into lexico-semantic networks.\nSpecifically, we investigated whether new words can\nrapidly become linked with familiar words given\nexposure to distributional regularities that are\nubiquitous in real-world language input, in which\nfamiliar and new words either: (1) directly co-occur in\nsentences, or (2) never co-occur, but instead share\neach other’s patterns of co-occurrence with another\nword. We observed that, immediately after sentence\nreading, familiar words came to be primed not only by\nnew words with which they co-occurred in sentences,\nbut also by new words with which they shared co-\noccurrence. This finding represents a novel\ndemonstration that new words can be rapidly\nintegrated into lexico-semantic networks from\nexposure to distributional regularities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word learning; semantic priming;\ndistributional semantics; semantic integration" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/84h5s2vx", "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/28868/galley/18739/download/" } ] }, { "pk": 28444, "title": "Rapid Trial-and-Error Learning in Physical Problem Solving", "subtitle": null, "abstract": "We introduce a new problem solving paradigm: solving physical puzzles by placing tool-like objects in a scene. Thepuzzles are designed to explicitly evoke different physical concepts such as support, blocking, tipping, and launching, andare typically solved in a handful of trials. We study human participants’ problem solving strategies, including what theytry first, how they update their actions based on failed attempts, and how many attempts they eventually take to solvethe puzzles. We introduce the ‘Sample, Simulate, Remember’ model that incorporates object-based priors to generatehypotheses, mental simulation to test hypotheses, and a memory and generalization system to update across simulationsand real-world trials, and show that all three components are needed to explain human performance. Further results canbe found at https://k-r-allen.github.io/tool-games/", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7gg6566t", "frozenauthors": [ { "first_name": "Kelsey", "middle_name": "", "last_name": "Allen", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28444/galley/18315/download/" } ] }, { "pk": 28739, "title": "Rapid Unsupervised Encoding of Object Files for Visual Reasoning", "subtitle": null, "abstract": "Visual thinking plays a central role in human cognition, yet weknow little about the algorithmic operations that make itpossible. Starting with outputs of a JIM-like model of shapeperception, we present a model that generates object file-likerepresentations that can be stored in memory for futurerecognition, and can be used by a LISA-like inference engineto reason about those objects. The model encodes structuralrepresentations of objects on the fly, stores them in long termmemory, and simultaneously compares them to previouslystored representations in order to identify candidate sourceanalogs for inference. Preliminary simulation results suggestthat the representations afford the flexibility necessary forvisual thinking. The model provides a starting point forsimulating not only object recognition, but also reasoningabout the form and function of objects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "visual reasoning; shape perception; object files;structural description; type-token problem" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2bt5b5mf", "frozenauthors": [ { "first_name": "Rachel", "middle_name": "Flood", "last_name": "Heaton", "name_suffix": "", "institution": "University of Illinois", "department": "" }, { "first_name": "John", "middle_name": "E.", "last_name": "Hummel", "name_suffix": "", "institution": "University of Illinois", "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/28739/galley/18610/download/" } ] }, { "pk": 29072, "title": "Real-time inference of physical properties in dynamic scenes", "subtitle": null, "abstract": "Human scene understanding involves not just localizing objects, but also inferring the latent causal properties that giverise to the scene for instance, how heavy those objects are. These properties can be guessed based on visual features(e.g., material texture), but we can also infer them from how they impact the dynamics of the scene. Furthermore, theseinferences are performed rapidly in response to dynamic, ongoing information. Here we propose a computational frame-work for understanding these inferences, and three models that instantiate this framework. We compare these models tothe evolution of human beliefs about object masses. We find that while peoples judgments are generally consistent withBayesian inference over these latent parameters, the models that best explain human judgments are approximations to thisinference that hold and dynamically update beliefs. An earlier version of this work was published in the proceedings ofCCN 2018 at https://ccneuro.org/2018/proceedings/1091.pdf.", "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/0xc8x7xs", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Mario", "middle_name": "", "last_name": "Belledonne", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Ilker", "middle_name": "", "last_name": "Yildirim", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Jiajun", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29072/galley/18943/download/" } ] }, { "pk": 28792, "title": "Reasoning about dissent: Expert disagreement and shared backgrounds", "subtitle": null, "abstract": "Sequential testimonies where more or less reliable sourcesargue about an issue are central to public debates. Often, themajority of sources may argue that a hypothesis is true whilea minority dissenter may claim the opposite (e.g. scientistsand lobbyists in the climate change debate).In this paper, we show that people are sensitive to sourcereliability as well as the structural relationship between thesources. Participants follow Bayesian predictions for revisingbelief in the hypothesis and the reliability of the competingsources given majority consent, minority dissent, and sharedreliability between sources. Shared reliability and dissent is akey issue for public debate and belief revision. The paperprovides novel insight into the workings of these aspects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Source reliability; Shared reliability; Sourcedependency; Bayesian modelling; Belief revision" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5z91p1c9", "frozenauthors": [ { "first_name": "Jens", "middle_name": "Koed", "last_name": "Madsen", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Ulrike", "middle_name": "", "last_name": "Hahn", "name_suffix": "", "institution": "Birkbeck, University of London", "department": "" }, { "first_name": "Toby", "middle_name": "", "last_name": "Pilditch", "name_suffix": "", "institution": "University of Oxford", "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/28792/galley/18663/download/" } ] }, { "pk": 29070, "title": "Recombinant building: the ability to generate and recombine navigationstructures is difficult to acquire through just reinforcement learning", "subtitle": null, "abstract": "Humans build novel tools, external knowledge structures (markers, maps etc.), and internal structures (analogies, mentalmodels etc.) to facilitate cognition. Humans also recombine these building strategies to suit any task. Other organismsgenerate such structures as well, but they use them to optimize single tasks. This suggests that the human species’ cognitiveadvantage stems from the capability to recombine built structures, and the resulting extended mind. Chandrasekharan& Stewart (2007) hypothesized that this capacity could emerge from reinforcement learning. We tested this proposal,by studying three foraging models, which examined whether novel recombinations of building (external and internalnavigation structures) emerged in reactive agents, from just reinforcement learning. Results showed that recombinationdoes not emerge with just reinforcement. This was because the building of external structures provided a very high rewardprofile, including free riding, thus acting as an attractor, blocking the recombination strategy. We discuss the implicationsof these results.", "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/0p56b05g", "frozenauthors": [ { "first_name": "Ganesh", "middle_name": "", "last_name": "Shinde", "name_suffix": "", "institution": "Savitribai Phule Pune University", "department": "" }, { "first_name": "Harshit", "middle_name": "", "last_name": "Agrawal", "name_suffix": "", "institution": "Homi Bhabha Centre for Science Education", "department": "" }, { "first_name": "Sanjay", "middle_name": "", "last_name": "Chandrasekharan", "name_suffix": "", "institution": "Homi Bhabha Centre for Science Education", "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/29070/galley/18941/download/" } ] }, { "pk": 29274, "title": "Reducing Smartphone Overuse through Behavioural Nudges", "subtitle": null, "abstract": "We identified smartphone usage patterns predicting overuse and developed an intervention to reduce these effects. In Study1, 54 undergraduate students reported their daily screen time and the reasons for their smartphone use. A cluster analysisrevealed two usage patterns: as a tool (e.g., for directions), and to socialize or pass time. Only the latter pattern correlatedwith daily phone use (r=.35). In Study 2, 28 pilot participants underwent a two-week-long behavioural interventioninvolving disabling non-essential notifications and keeping their phone out of reach when not in use. All participantscomplied with these guidelines, leading to a 1.2 hours/day reduction in usage (4h to 2.8h), a decrease in smartphoneaddiction scores to normal levels, and a 30% decrease of scores on the Beck Depression Inventory-II (10.1 to 7). Weexplore potential cognitive benefits of the intervention on memory and attention (measured by Operational Span andSustained Attention to Response tasks).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2461z3dd", "frozenauthors": [ { "first_name": "Dasha", "middle_name": "", "last_name": "Sandra", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Jay", "middle_name": "A.", "last_name": "Olson", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Denis", "middle_name": "", "last_name": "Chmoulevitch", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Signy", "middle_name": "", "last_name": "Sheldon", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Amir", "middle_name": "", "last_name": "Raz", "name_suffix": "", "institution": "Chapman University", "department": "" }, { "first_name": "Samuel", "middle_name": "", "last_name": "Veissire", "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/29274/galley/19145/download/" } ] }, { "pk": 28721, "title": "Reframing Convergent and Divergent Thought for the 21 st Century", "subtitle": null, "abstract": "Convergent and divergent thought are promoted as keyconstructs of creativity. Convergent thought is defined andmeasured in terms of the ability to perform on tasks wherethere is one correct solution, and divergent thought is definedand measured in terms of the ability to generate multiplesolutions. However, these characterizations of convergent anddivergent thought presents inconsistencies, and do not capturethe reiterative processing, or ‘honing’ of an idea thatcharacterizes creative cognition. Research on formal modelsof concepts and their interactions suggests that differentcreative outputs may be projections of the same underlyingidea at different phases of a honing process. This leads us toredefine convergent thought as thought in which the relevantconcepts are considered from conventional contexts, anddivergent thought as thought in which they are consideredfrom unconventional contexts. Implications for the assessmentof creativity are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Alternate Uses Task; concepts; context;convergent thinking; divergent thinking; potentiality;quantum model; Remote Associates test" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5810816n", "frozenauthors": [ { "first_name": "Liane", "middle_name": "", "last_name": "Gabora", "name_suffix": "", "institution": "University of British Columbia", "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/28721/galley/18592/download/" } ] }, { "pk": 28680, "title": "Reinforcement Learning and Insight in the Artificial Pigeon", "subtitle": null, "abstract": "The phenomenon of insight (also called “Aha!” or “Eureka!”moments) is considered a core component of creative cogni-tion. It is also a puzzle and a challenge for statistics-basedapproaches to behavior such as associative learning and rein-forcement learning. We simulate a classic experiment on in-sight in pigeons using deep Reinforcement Learning. We showthat prior experience may produce large and rapid performanceimprovements reminiscent of insights, and we suggest theo-retical connections between concepts from machine learning(such as the value function or overfitting) and concepts frompsychology (such as feelings-of-warmth and the einstellung ef-fect). However, the simulated pigeons were slower than thereal pigeons at solving the test problem, requiring a greateramount of trial and error: their “insightful” behavior was sud-den by comparison with learning from scratch, but slow bycomparison with real pigeons. This leaves open the questionof whether incremental improvements to reinforcement learn-ing algorithms will be sufficient to produce insightful behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "reinforcement learning; insight; creativity" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/18w9n1gf", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "R.", "last_name": "Colin", "name_suffix": "", "institution": "University of Plymouth", "department": "" }, { "first_name": "Tony", "middle_name": "", "last_name": "Belpaeme", "name_suffix": "", "institution": "University of Plymouth", "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/28680/galley/18551/download/" } ] }, { "pk": 28701, "title": "Reinforcing Rational Decision Making in a Risk Elicitation task through Visual\nReasoning", "subtitle": null, "abstract": "Metrics seeking to predict financial risk-taking behaviors typically\nexhibit limited validity. This is due to the fluid nature of an\nindividual’s risk taking, and the influence of the mode and medium,\nwhich presents a decision. This paper presents two experiments that\ninvestigate how an existing risk elicitation task’s predictive capacity\nmay be enhanced through the application of an interactive model of\nvisual reasoning in a digitized version. In the first experiment, 60\nparticipants demonstrated their reasoning process. In the second\nexperiment, 225 participants were randomly assigned into three\ngroups, with the validated risk elicitation task compared as a control\nto interactive digital and non-interactive digital stimuli with pie\ncharts. The experiments yielded significant results, highlighting that\nwhen participants interact with a graph to reason their choices, it\nleads to consistent choices. The findings have implications for\nimprovement of the risk task's validity and the deployment of digital\ninteractive assessments beyond laboratory settings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Visualization" }, { "word": "decision-making" }, { "word": "risk-taking" }, { "word": "external representations" }, { "word": "Reasoning" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4qw3n3n8", "frozenauthors": [ { "first_name": "Stella", "middle_name": "", "last_name": "Doukianou", "name_suffix": "", "institution": "University of Greenwich", "department": "" }, { "first_name": "Damon", "middle_name": "", "last_name": "Daylamani-Zad", "name_suffix": "", "institution": "University of Greenwich", "department": "" }, { "first_name": "Petros", "middle_name": "", "last_name": "Lameras", "name_suffix": "", "institution": "Coventry University", "department": "" }, { "first_name": "Ian", "middle_name": "", "last_name": "Dunwell", "name_suffix": "", "institution": "Coventry 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/28701/galley/18572/download/" } ] }, { "pk": 28983, "title": "Reinstatement of Old Memories and Integration with New Memories", "subtitle": null, "abstract": "The acquisition of new knowledge relies on our ability to connect old information to new information using semanticnetworks. This process can be referred to as memory integration. In this study, we investigated how such integrationmay aid memory reactivation, defined as the retrieval of previously encoded information. In addition, we were interestedin whether congruency (or semantic similarity) between two separately learned associations (AB-AC) enhances memoryintegration. University students learned congruent and incongruent AB-AC associations in an fMRI scanner and reportedsubjective reactivation. In addition to a behavioral score, we measured the degree of neural activity in the PPA to test forpotential effects of reinstatement (neural reactivation) using the multivoxel pattern analysis (MVPA) technique. Our anal-yses revealed a robust effect of memory reactivation (behaviorally) and reinstatement (neurally). An effect of congruencywas also found behaviorally, but was not evident in the PPA.", "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/45t0m2kb", "frozenauthors": [ { "first_name": "Pierre", "middle_name": "", "last_name": "Gianferrara", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Marlieke", "middle_name": "", "last_name": "van Kesteren", "name_suffix": "", "institution": "Vrije Universiteit", "department": "" }, { "first_name": "Martijn", "middle_name": "", "last_name": "Meeter", "name_suffix": "", "institution": "Vrije Universiteit", "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/28983/galley/18854/download/" } ] }, { "pk": 28805, "title": "Relationship Between Creative Experience, Recognition of Creative Process andAesthetic Impression in Art-Viewing", "subtitle": null, "abstract": "This study examined the roles recognition of the creative process behind artworks plays in cognitive processes of art-viewing. To this end, we conducted an experiment (N = 45) in which prior experience of participants was manipulatedand investigated whether and how creative experience influences subsequent cognitive processes while viewing artworks.We revealed that having creative experience before art viewing changes viewers recognition of the creative process behindartworks and causes them to have a more positive impression of the artworks. It was also revealed that these two changesare correlated. In particular, the emotion of admiration, which is considered a kind of social emotion, was found to behighly correlated with the recognition of assessed difficulty of the creative process. These results suggest the importance ofrecognition of the creative process behind artworks and contribute to understanding the cognitive process of art-viewing.", "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/3cp2f59h", "frozenauthors": [ { "first_name": "Kazuki", "middle_name": "", "last_name": "Matsumoto", "name_suffix": "", "institution": "University of Tokyo", "department": "" }, { "first_name": "Takeshi", "middle_name": "", "last_name": "Okada", "name_suffix": "", "institution": "University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28805/galley/18676/download/" } ] }, { "pk": 28451, "title": "Relative Evaluation of Location:How Spatial Frames of Reference Affect What We Value", "subtitle": null, "abstract": "How we mentally represent spatial relations is known to haveeffects on cognitive processes such as inferences, co-speechgesture, or memorizing. In addition, spatial positions oftenserve as metaphors that carry valence. For instance, “movingup the social ladder, “getting it right”, or being “in front” feelscertainly better than “moving down”, “having two left feet”,or “lagging behind”. Spatial position, however, depends onperspective, more concretely on which frame of reference(FoR) one adopts—and hence on cross-linguisticallydiverging preferences. What is conceptualized as “in front” inone variant of the relative FoR (e.g., translation) is “behind”under another variant (reflection), and vice versa. Do suchdiverging conceptualizations of an object’s location also leadto diverging evaluations? We tested this with speakers ofGerman, Chinese, and Japanese using an Implicit AssociationTest (IAT). Data from two studies suggest that acrosslanguages the object “in front of” another object is evaluatedmore positively than the one “behind”, and that both locationand evaluation depend on the adopted FoR. In other words:linguistically imparted FoR preferences appear to impact onevaluative processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Spatial Cognition" }, { "word": "frames of reference" }, { "word": "valence" }, { "word": "IAT" }, { "word": "cross-linguistic comparison" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7dq5g8zv", "frozenauthors": [ { "first_name": "Andrea", "middle_name": "", "last_name": "Bender", "name_suffix": "", "institution": "University of Bergen", "department": "" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Teige-Mocigemba", "name_suffix": "", "institution": "Philipps University Marburg", "department": "" }, { "first_name": "Annelie", "middle_name": "", "last_name": "Rothe-Wulf", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Miriam", "middle_name": "", "last_name": "Seel", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Sieghard", "middle_name": "", "last_name": "Beller", "name_suffix": "", "institution": "University of Bergen", "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/28451/galley/18322/download/" } ] }, { "pk": 28654, "title": "Representing lexical ambiguity in prototype models of lexical semantics", "subtitle": null, "abstract": "We show, contrary to some recent claims in the literature, thatprototype distributional semantic models (DSMs) are capa-ble of representing multiple senses of ambiguous words, in-cluding infrequent meanings. We propose that word2vec con-tains a natural, model-internal way of operationalizing the dis-ambiguation process by leveraging the two sets of represen-tations word2vec learns, instead of just one as most workon this model does. We evaluate our approach on artifi-cial language simulations where other prototype DSMs havebeen shown to fail. We furthermore assess whether these re-sults scale to the disambiguation of naturalistic corpus exam-ples. We do so by replacing all instances of sampled pairsof words in a corpus with pseudo-homonym tokens, and test-ing whether models, after being trained on one half of the cor-pus, were able to disambiguate pseudo-homonyms on the ba-sis of their linguistic contexts in the second half of the cor-pus. We observe that word2vec well surpasses the baselineof always guessing the most frequent meaning to be the rightone. Moreover, it degrades gracefully: As words are moreunbalanced, the baseline is higher, and it is harder to surpassit; nonetheless, Word2vec succeeds at surpassing the baseline,even for pseudo-homonyms whose most frequent meaning ismuch more frequent than the other.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "distributed semantic models; word meaning; am-biguity; prototype models; exemplar models; word2vec" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3v88f307", "frozenauthors": [ { "first_name": "Barend", "middle_name": "", "last_name": "Beekhuizen", "name_suffix": "", "institution": "University of Toronto, Mississauga", "department": "" }, { "first_name": "Chen", "middle_name": "Xuan", "last_name": "Cui", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Suzanne", "middle_name": "", "last_name": "Stevenson", "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/28654/galley/18525/download/" } ] }, { "pk": 28790, "title": "Representing spatial relations with fractional binding", "subtitle": null, "abstract": "We propose a cognitively plausible method for representingand querying spatial relationships in a neural architecture. Thistechnique employs a fractional binding operator that capturescontinuous spatial information in spatial semantic pointers(SSPs). We propose a model that takes an image with severalobjects, parses the image into an SSP memory representation,and answers queries about the objects. We demonstrate thatour model allows us to not only store and extract objects andtheir spatial information, but also perform queries based on lo-cation and in relation to other objects. We show that we canquery images with 2, 3, and 4 objects with relative spatial lo-cations. We also show that the model qualitatively reproducesKosslyn’s famous map experiment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Semantic Pointer Architecture; spatial represen-tation; spatial memory; spatial relations; fractional binding;continuous spaces; cognitively plausible representation" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3m52p2nx", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "", "last_name": "Lu", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Aaron", "middle_name": "R.", "last_name": "Voelker", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Brent", "middle_name": "", "last_name": "Komer", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Eliasmith", "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/28790/galley/18661/download/" } ] }, { "pk": 28735, "title": "Resource-Rich versus Resource-Poor Assessment in Introductory Computer Science\nand its Implications on Models of Cognition: An in-Class Experimental Study", "subtitle": null, "abstract": "Outside university, students encounter disciplinary practices\nmediated by technological resources. In this sense, the real\nworld is decidedly resource-rich. In contrast, most educational\nassessments remain decidedly resource-poor. Situated versus\nmindbased perspectives of cognition fundamentally differ in\nthe role they ascribe to such resources in cognition and\nlearning. To mindbased perspectives, they are a source of input,\nto situated perspectives they are constitutive to cognition itself.\nWe assessed the validity of resource-rich versus resource-poor\nassessments of learning outcomes from resource-rich versus\nresource-poor learning activities. The study implemented an\nin-class 2x2 between-subjects experimental design in an\nintroductory programming course with 192 first semester BSc\nengineering students. Both types of assessment were sensitive\nto differences in learning outcomes, indicating validity for\nboth. Results indicate resource-rich assessments may be more\necologically valid, while – intriguingly – the resource-poor\nassessments were more sensitive to transfer of learning.\nFurthermore, the resource-rich learning activities better\nfacilitated learning for transfer.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "assessment; examinations; resource-rich\nassessment; resource-affordances; higher education; learning\nscience; computer science education; e-assessment;\neducational technology; situated cognition" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8s28n505", "frozenauthors": [ { "first_name": "Tobias", "middle_name": "", "last_name": "Halbherr", "name_suffix": "", "institution": "ETH Zurich", "department": "" }, { "first_name": "Hermann", "middle_name": "", "last_name": "Lehner", "name_suffix": "", "institution": "ETH Zurich", "department": "" }, { "first_name": "Manu", "middle_name": "", "last_name": "Kapur", "name_suffix": "", "institution": "ETH Zurich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28735/galley/18606/download/" } ] }, { "pk": 29097, "title": "Revealing Long-term Language Change with Subword-incorporated WordEmbedding Models", "subtitle": null, "abstract": "We propose an augmented word embedding model that better incorporates subword information with additional parametersthat characterize the semantic weights of characters in composing words. Our model can reveal some interesting patternsof long-term change in Chinese language, which provides novel evidence and methodology that enriches existing theoriesin evolutionary linguistics. The resulting word vectors also has decent performance in NLP-related tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1818j7tg", "frozenauthors": [ { "first_name": "Yang", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "San Diego State University", "department": "" }, { "first_name": "Jiasheng", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "The Pennsylvania State University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Reitter", "name_suffix": "", "institution": "Penn State", "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/29097/galley/18968/download/" } ] }, { "pk": 28817, "title": "Reward Function Complexity and Goals in Exploration-Exploitation Tasks", "subtitle": null, "abstract": "People are often faced with choices where there is a conflictbetween seeking reward and gathering information. In manyof these cases there exists a functional relationship betweenthe features associated with actions and their correspondingrewards. Accounts of how people make decisions in thesecircumstances have not considered how peoples’ strategiesdepend on the complexity of this function, as well as theperson’s goal. In a sequential decision making task we foundthat people chose between a number of different explorationstrategies, but that strategy selection did not necessarily alignwith goal or account for function complexity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Decision Making; Exploration-Exploitation;Contextual Multi-Armed Bandits" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6tb6g436", "frozenauthors": [ { "first_name": "Brian", "middle_name": "", "last_name": "Montambault", "name_suffix": "", "institution": "Tufts University", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Lucas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28817/galley/18688/download/" } ] }, { "pk": 28575, "title": "Risk is Preferred at Lower Causal Depth", "subtitle": null, "abstract": "Risk and uncertainty are inherent in life, and how people perceive, respond to, and manage both are topics of great aca-demic interest. One critical insight is that people distinguish between types of uncertainty (see, e.g., Fox & lkmen, 2011)and, consequently, may respond to objectively equally probabilistic events differently (e.g., with more polarized predic-tions of those events outcomes). The current work identifies another way in which risk (a specific form of uncertainty)is differentiated: on the basis of causal depth (Sloman, Love, & Ahn, 1998). Specifically, in contexts where an uncertainoutcome (e.g., win/lose) is determined by a causal chain, people tend to prefer for the uncertainty to arise at lower causaldepth within the chain (i.e., at later causal stages). This occurs even though the causal depth at which the uncertainty arisesmakes no difference in the overall probability that the causal chain will generate one outcome or another.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/76s461qt", "frozenauthors": [ { "first_name": "Jeffrey", "middle_name": "", "last_name": "Parker", "name_suffix": "", "institution": "University of Illinois at 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/28575/galley/18446/download/" } ] }, { "pk": 28941, "title": "Robustness of Object Recognition under Extreme Occlusionin Humans and Computational Models", "subtitle": null, "abstract": "Most objects in the visual world are partially occluded, buthumans can recognize them without difficulty. However, it re-mains unknown whether object recognition models like convo-lutional neural networks (CNNs) can handle real-world occlu-sion. It is also a question whether efforts to make these modelsrobust to constant mask occlusion are effective for real-worldocclusion. We test both humans and the above-mentionedcomputational models in a challenging task of object recogni-tion under extreme occlusion, where target objects are heavilyoccluded by irrelevant real objects in real backgrounds. Ourresults show that human vision is very robust to extreme oc-clusion while CNNs are not, even with modifications to han-dle constant mask occlusion. This implies that the ability tohandle constant mask occlusion does not entail robustness toreal-world occlusion. As a comparison, we propose anothercomputational model that utilizes object parts/subparts in acompositional manner to build robustness to occlusion. Thisperforms significantly better than CNN-based models on ourtask with error patterns similar to humans. These findings sug-gest that testing under extreme occlusion can better reveal therobustness of visual recognition, and that the principle of com-position can encourage such robustness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "visual recognition; occlusion; computationalmodel; neural network; psychophysics" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0d5666gw", "frozenauthors": [ { "first_name": "Hongru", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "The Johns Hopkins University, Baltimore", "department": "" }, { "first_name": "Peng", "middle_name": "", "last_name": "Tang", "name_suffix": "", "institution": "The Johns Hopkins University, Baltimore", "department": "" }, { "first_name": "Jeongho", "middle_name": "", "last_name": "Park", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Soojin", "middle_name": "", "last_name": "Park", "name_suffix": "", "institution": "Yonsei University", "department": "" }, { "first_name": "Alan", "middle_name": "", "last_name": "Yuille", "name_suffix": "", "institution": "The Johns Hopkins University, Baltimore", "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/28941/galley/18812/download/" } ] }, { "pk": 29114, "title": "Role of Variety in Cognitive Improvement From Action Video Games", "subtitle": null, "abstract": "Participants were divided into three groups. One group played Call of Duty: Black Ops Multiplayer in a variety of mapsfor 9 hours over 2 weeks, another played in the just one map for 9 hours over 2 weeks, and the last did not play any videogames for the duration of the study. All groups took three measures of visual attention skill at the start and close of thestudy: Useful Field of View (UFOV), Multiple Object Tracking (MOT) and Attentional Blink (AB). Results indicate thatthose who played Call of Duty did not improve more than those who did not from pretest to posttest, regardless of group.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6q5920zp", "frozenauthors": [ { "first_name": "Katie", "middle_name": "", "last_name": "Bainbridge", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Mayer", "name_suffix": "", "institution": "University of California, Santa Barbara", "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/29114/galley/18985/download/" } ] }, { "pk": 28546, "title": "Role of Working Memory on Strategy Use in the Probability Learning Task", "subtitle": null, "abstract": "Extensive research on probability learning has reported on the\nubiquity of the probability matching strategy—choosing\noptions in proportion to their probability of being correct. The\ncurrent paper explores why the optimal strategy in this task\n(always choosing the higher probability option) is not\nintuitive for participants, by examining their decisions in\nrelation to their working memory capacities. We hypothesize\nthat probability matching is a by-product of an automatic\nrecency-based strategy produced by limits in working\nmemory storage and that deliberate strategizing mediated by\nworking memory processing can override recency in favor of\noptimal responding. A variant of the Expectancy-Valence\nLearning Model is fit to participant data from a two-choice\nprobability learning task using hierarchical Bayesian\nmodelling. Point estimates of the best-fitting parameter values\nare then correlated with working memory measures. Results\nindicate close relations between them, providing support for\nour hypothesis.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "working memory; probability learning; recency" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/70x5r6sb", "frozenauthors": [ { "first_name": "Mahi", "middle_name": "", "last_name": "Luthra", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Peter", "middle_name": "M.", "last_name": "Todd", "name_suffix": "", "institution": "Indiana 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/28546/galley/18417/download/" } ] }, { "pk": 29013, "title": "Rudimentary modeling of acceptability judgement from a large scale, unbiaseddata", "subtitle": null, "abstract": "Acceptability Rating Data for Japanese (ARDJ) is a project that explores the true nature of acceptability judgement basedon a large-scale survey using theoretically unbiased stimuli. Its main survey was carried out in 2018 in two phases withcarefully constructed 300 stimulus sentences: Phrase 1 was a smaller scale experiment with roughly 300 college students;Phase 2 was a large scale web survey with over 1,600 participants.This paper reports on phase 2 and provides two results: Analysis 1 brought us a good typology of 300 sentences; Analysis2 implements explicit modeling of acceptability judgement using Semi-supervised local Fisher discriminant analysis.The results, if combined, suggest that i) acceptability is not a simple dichotomous partitioning of stimuli; ii) acceptabilityis a complex property that emerges through an interplay among the three factors: 1) degree or strength of deviance, 2)syntactic and/or semantic complexity of stimulus, and 3) localizability of deviance.", "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/22h5686k", "frozenauthors": [ { "first_name": "Kow", "middle_name": "", "last_name": "Kuroda", "name_suffix": "", "institution": "Kyorin University", "department": "" }, { "first_name": "Hikaru", "middle_name": "", "last_name": "Yokono", "name_suffix": "", "institution": "Fujitsu Laboratories, Ltd.", "department": "" }, { "first_name": "Keiga", "middle_name": "", "last_name": "Abe", "name_suffix": "", "institution": "Gifu Shotoku Colledge", "department": "" }, { "first_name": "Tomoyuki", "middle_name": "", "last_name": "Tsuchida", "name_suffix": "", "institution": "Kyushu University", "department": "" }, { "first_name": "Yoshihiko", "middle_name": "", "last_name": "Asao", "name_suffix": "", "institution": "National Institute of Communications Technology", "department": "" }, { "first_name": "Yuichiro", "middle_name": "", "last_name": "Kobayashi", "name_suffix": "", "institution": "Nihon University", "department": "" }, { "first_name": "Toshiyuki", "middle_name": "", "last_name": "Kanamaru", "name_suffix": "", "institution": "Kyoto University", "department": "" }, { "first_name": "Takumi", "middle_name": "", "last_name": "Tagawa", "name_suffix": "", "institution": "University of Tsukuba", "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/29013/galley/18884/download/" } ] }, { "pk": 28966, "title": "Rule-following, Lexical Competence and Categorization Processes", "subtitle": null, "abstract": "The article addresses the issues of extending a category and updating a lexical concept, and determining its reference. Wetry to answer the questions: how can an object seen for the first time extend a category or update a concept? How is itpossible to determine the reference of a concept that represents a behaviour? Firstly, we discuss the learning of inferentiallinguistic competence used to update a concept through an approach based on prototype theory. Secondly, we discuss thelearning of referential linguistic competence used to determine the reference of a concept through an approach based onembodied cognition. Finally, on the basis of the dual dimension of the praxis of rule-following, we show how it is possibleto combine the two approaches into a single model that deals with both the extension of a category and the updating of aconcept, and the determination of the reference.", "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/27d099fn", "frozenauthors": [ { "first_name": "Marco", "middle_name": "", "last_name": "Cruciani", "name_suffix": "", "institution": "University of Trento", "department": "" }, { "first_name": "Francesco", "middle_name": "", "last_name": "Gagliardi", "name_suffix": "", "institution": "Ministry of University and Research", "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/28966/galley/18837/download/" } ] }, { "pk": 29303, "title": "RunTheLine: An infinite runner serious game to train comprehension of societallyrelevant large numbers", "subtitle": null, "abstract": "Large numbers play a significant role in personal and political financial choices and the understanding of exponentialgrowth. Large numbers are also often misjudged, showing a logarithmic number understanding. Small numbers are how-ever represented in a linear fashion, due to direct experience on for example number lines. Earlier, it was shown that largenumber comprehension can be trained, influencing societally relevant choices. We trained large number comprehensionusing a serious game (RunTheLine): an infinite runner game where an avatar runs on a number line ranging till one billion.Due to the game mechanics, the players walk the number line at both small and large numbers in small steps, making themaware of the continuity of the number line. Pre-post test differences show a change in economic judgments compared toa control group. This offers a scientific manipulation of behavioral and cortical number line representations and potentialeducational applications.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/79x4c6md", "frozenauthors": [ { "first_name": "Thijs", "middle_name": "", "last_name": "van Den Hout", "name_suffix": "", "institution": "Radboud University Nijmegen", "department": "" }, { "first_name": "Hanna", "middle_name": "", "last_name": "Schraffenberger", "name_suffix": "", "institution": "Radboud University Nijmegen", "department": "" }, { "first_name": "Florian", "middle_name": "", "last_name": "Krauze", "name_suffix": "", "institution": "Radboud University Nijmegen", "department": "" }, { "first_name": "Tibor", "middle_name": "", "last_name": "Bosse", "name_suffix": "", "institution": "Radboud University Nijmegen", "department": "" }, { "first_name": "Frank", "middle_name": "", "last_name": "Leone", "name_suffix": "", "institution": "Radboud 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/29303/galley/19174/download/" } ] }, { "pk": 28802, "title": "Same Words, Same Context, Different Meanings:People are unaware that their own concepts are not always shared", "subtitle": null, "abstract": "A long-standing assumption in cognitive science has been thatconcepts are shared among individuals for common words.However, given that concepts are formed by the data we ob-serve, and observations vary wildly across individual experi-ences, our concepts are not likely identical. Here, we presentdata in which 104 participants answer questions regarding theirbeliefs about the definitions of common everyday words, andthe degree to which they think others agree. Our results sug-gest that even for common words, there exist many distinctextensions of ordinary and political concepts across individu-als. There is also a pervasive bias which leads individuals tooverestimate the degree to which others agree, which may ex-plain why “talking past each other” is an anecdotally commonexperience when discussing important topics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Concepts; Metacognition; Individual Differences;Miscommunication" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6f00w1ct", "frozenauthors": [ { "first_name": "Louis", "middle_name": "", "last_name": "Mart ́", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Piantadosi", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Celeste", "middle_name": "", "last_name": "Kidd", "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/28802/galley/18673/download/" } ] }, { "pk": 28687, "title": "Sample-based Variant of Expected Utility Explains Effects of Time Pressure andIndividual Differences in Processing Speed on Risk Preferences", "subtitle": null, "abstract": "While previous models of economic decision-making offer de-scriptive accounts of behavior, they often overlook the com-putational complexity of estimating expected utility. Here,we seek to understand how both environmental and individualconstraints on cognition shape our daily decision. Informedby the predictions of a recently-proposed resource-rationalprocess model of risky choice, sample-based expected utility(SbEU; Nobandegani, da Silva Castanheira, Otto, & Shultz,2018), we reveal that both time pressure and individual dif-ferences in processing speed have a convergent effect on riskpreferences during a risky decision-making task. Under severetime constraints, participants’ risk preferences manifested astrong framing effect compared to little time pressure in whichchoice adhered to the classic fourfold pattern of risk prefer-ences. Similarly, individual differences in processing speed,measured using an established task, predicted similar effectsupon risk attitudes as extrinsic time pressure. These findingsreveal a converging contribution of environmental and individ-ual limitations on risky choice, and provide empirical supportfor SbEU as a resource-rational process model of risky deci-sion making. Notably, SbEU serves as a single-process modelof two well-established biases, and the transition between thetwo, in risky choice.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Behavioral economics; Risky decision-making;Time pressure; Processing speed; resource-rational processmodels" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4tf7b6bw", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "da Silva", "last_name": "Castanheira", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Ardavan", "middle_name": "S.", "last_name": "Nobandegani", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "A. Ross", "middle_name": "", "last_name": "Otto", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28687/galley/18558/download/" } ] }, { "pk": 28634, "title": "Sampling to learn words:Adults and children sample words that reduce referential ambiguity", "subtitle": null, "abstract": "How do learners gather new information during wordlearning? We present evidence that adult learners will chooseto receive additional training on object-label associations thatreduce ambiguity about reference during cross-situationalword learning. This ambiguity-reduction strategy is related toimproved test performance. We find mixed evidence thatchildren (4-8 years of age) show a similar preference to seekinformation about words experienced in ambiguous wordlearning situations. In an initial experiment, children did notpreferentially select object-label associations that remainedambiguous during cross-situational word learning. However,this may be explained by some children having relatively highcertainty about object-label associations for which they didnot see evidence disconfirming their initial hypothesis. In asecond experiment that increased the relative ambiguity oftwo sets of novel object-label associations, we found evidencethat children preferentially make selections that reduceambiguity about novel word meanings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cross-situational word learning; mutualexclusivity; active learning; self-directed learning; sampling" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6gc06634", "frozenauthors": [ { "first_name": "Martin", "middle_name": "", "last_name": "Zettersten", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Jenny", "middle_name": "", "last_name": "Saffran", "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/28634/galley/18505/download/" } ] }, { "pk": 29257, "title": "Scheduling an Information Search: Heuristics and Meaningful Metrics", "subtitle": null, "abstract": "Many domains involve gathering evidence, from forensic investigations and medical diagnosis, to everyday life. Howshould one order this collection, given the costs involved (e.g. time, financial, information)? Scheduling theory offersoptimal solutions, but requires clear metrics. Evidence can have many influences on it, which affect prioritization, e.g.degradation, contamination, etc. However, to date there has been no clear way to bring this into a unified metric, andthus optimal scheduling has remained out of reach. We propose a new information-based measure, KL, as a way ofencapsulating these information costs, and present maximum KL preservation as a clear rule & metric for scheduling. Wego on to test several heuristic rules for scheduling evidence collection, based on optimally derived algorithms, providingnovel formal backing for a dominant heuristic strategy for scheduling information gathering.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/21d6126f", "frozenauthors": [ { "first_name": "Toby", "middle_name": "", "last_name": "Pilditch", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Alice", "middle_name": "", "last_name": "Liefgreen", "name_suffix": "", "institution": "University College London", "department": "" } ], "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/29257/galley/19128/download/" } ] }, { "pk": 29223, "title": "Scientific knowledge organized through question network", "subtitle": null, "abstract": "Research in science is usually built uponcomplex background knowledge and assumptions, making it difficult to organizeand overview. We propose using question network to dynamically maintain scientific knowledge, with each nodes beingeither a question or an answer, linked with relations such as specification, contrast and so on. Publications can then be fittedinto nodes of the network. By constructing example networks around cognitive concepts, we observed a big question (e.g.What is curiosity?) being answered with theoretical speculation initially, then specified into the operationalized definition(How to measure curiosity as a personality?) and computational algorithms. Similar patterns are repeated in differentbranches of the network. We also compare research topics starting with similar questions yet develop differently.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/44c5b1t5", "frozenauthors": [ { "first_name": "Zhiwei", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Kai", "middle_name": "", "last_name": "Kai Ren", "name_suffix": "", "institution": "National University of Singapore", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29223/galley/19094/download/" } ] }, { "pk": 29147, "title": "Scrape, rub, and roll: causal inference in the perception of sustained contactsounds", "subtitle": null, "abstract": "We experience our soundscape in terms of physical events; for instance, a friend sweeping up after a plate crashed onthe floor. The underlying perceptual inferences are typically ill-posed: without constraints, there are infinite possiblecauses of the observed sound. Thus, a core task for cognitive science is specifying the variables we perceive along withthe constraints that allow them to be estimated. We identified sustained contact sounds (e.g., hands rubbing together,scraping a pan) as a rich domain with which to explore perceptual constraints. We developed a simple physics-basedsound-synthesis model that can generate a diverse set of realistic scraping sounds. We find that listeners perceive thegenerative physical variables from scraping sounds, including velocity, motion trajectory, and surface roughness. Furtherexperiments and acoustic analyses will address whether perception is constrained by a holistic generative model of soundor by invariant features that specify each perceived variable.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4rw2k51g", "frozenauthors": [ { "first_name": "Maddie", "middle_name": "", "last_name": "Cusimano", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "McDermott", "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/29147/galley/19018/download/" } ] }, { "pk": 28516, "title": "Season naming and the local environment", "subtitle": null, "abstract": "Seasonal patterns vary dramatically around the world, andwe explore the extent to which systems of season categoriessupport efficient communication about the local environment.Our analyses build on a domain-general information-theoreticmodel of categorization across languages, and we identify sev-eral qualitative predictions that emerge when this model is ap-plied to season naming, including the prediction that systemswith even numbers of categories should be more common thansystems with odd sizes. We test the model quantitatively usinga collection of season systems drawn from the linguistic andanthropological literature and data specifying temperature andprecipitation in locations associated with these systems. Ourresults support the predicted even-odd asymmetry, and we alsofind that the model makes a number of successful predictionsabout the locations of boundaries between seasons.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "categorization; efficient communication; informa-tion theory" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6z0453jg", "frozenauthors": [ { "first_name": "Charles", "middle_name": "", "last_name": "Kemp", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Alice", "middle_name": "", "last_name": "Gaby", "name_suffix": "", "institution": "Monash University", "department": "" }, { "first_name": "Terry", "middle_name": "", "last_name": "Regier", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28516/galley/18387/download/" } ] }, { "pk": 28600, "title": "Seeing the big picture: Do some cultures think more abstractly than others?", "subtitle": null, "abstract": "Do some cultures think more abstractly than others? According to tests of formal logic and rule-based reasoning, Western-ers tend to think more abstractly than East Asians. Yet, rule-based reasoning is only one type of abstract thinking. Moregenerally, thinking abstractly involves discerning relationships and seeing the big picture. Here we argue that previous testsof attention, perception, and memory can be interpreted as showing that East Asians tend to think more abstractly thanWesterners. To test this hypothesis directly we gave a validated measure of abstract thinking (Vallacher & Wegner, 1989)to Chinese and US individuals. Participants chose either abstract or concrete definitions of events. Across six indepen-dent national samples (total N=1,798), Chinese participants tended to construe events more abstractly, and US participantsmore concretely. Within China, more independent (Western-like) groups chose more concrete definitions. Together, theseresults challenge the generalization that Westerners have a greater propensity for abstract thought.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4st3c923", "frozenauthors": [ { "first_name": "Amritpal", "middle_name": "", "last_name": "Singh", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Qi", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "Cornell University", "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/28600/galley/18471/download/" } ] }, { "pk": 28788, "title": "Seeing the Meaning: Vision Meets Semanticsin Solving Pictorial Analogy Problems", "subtitle": null, "abstract": "We report a first effort to model the solution of meaningful four-termvisual analogies, by combining a machine-vision model (ResNet50-A) that can classify pixel-level images into object categories, with acognitive model (BART) that takes semantic representations of wordsas input and identifies semantic relations instantiated by a word pair.Each model achieves above-chance performance in selecting the bestanalogical option from a set of four. However, combining the visualand the semantic models increases analogical performance above thelevel achieved by either model alone. The contribution of vision toreasoning thus may extend beyond simply generating verbalrepresentations from images. These findings provide a proof ofconcept that a comprehensive model can solve semantically-richanalogies from pixel-level inputs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogy; relations; learning; machine vision; wordembeddings" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0gv2n7w3", "frozenauthors": [ { "first_name": "Hongjing", "middle_name": "", "last_name": "Lu", "name_suffix": "", "institution": "University of California, Los Angeles, Los Angeles", "department": "" }, { "first_name": "Qing", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Nicholas", "middle_name": "", "last_name": "Ichien", "name_suffix": "", "institution": "University of California, Los Angeles, Los Angeles", "department": "" }, { "first_name": "Alan", "middle_name": "L.", "last_name": "Yuille", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Keith", "middle_name": "J.", "last_name": "Holyoak", "name_suffix": "", "institution": "University of California, Los Angeles, 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/28788/galley/18659/download/" } ] }, { "pk": 28728, "title": "Seeking evidence and explanation signals religious and scientific commitments", "subtitle": null, "abstract": "Scientific norms value skepticism; many religious traditionsvalue faith. We test the hypothesis that these differentattitudes towards inquiry and belief result in differentinferences from epistemic behavior: Whereas the pursuit ofevidence or explanations is taken as a signal of commitmentto science, forgoing further evidence and explanation is takenas a signal of commitment to religion. Two studies (N = 401)support these predictions. We also find that deciding topursue inquiry is judged more moral and trustworthy, withmoderating effects of participant religiosity and scientism.These findings suggest that epistemic behavior can be a socialsignal and shed light on the epistemic and social functions ofscientific vs. religious belief.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "explanation; evidence; information search;science; religion; moral cognition" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9h83g4vx", "frozenauthors": [ { "first_name": "Maureen", "middle_name": "", "last_name": "Gill", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Tania", "middle_name": "", "last_name": "Lombrozo", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28728/galley/18599/download/" } ] }, { "pk": 29016, "title": "Selecting and evaluating evidence: The garden of forking information paths", "subtitle": null, "abstract": "In order to make accurate inferences and judgments, one needs to not only be able to aptly evaluate and integrate informa-tion, but be able to seek and acquire the right information in the first place. The present work explored human informationacquisition and evaluation in a novel probability context and utilising a more naturalistic criminal investigation scenario.Focus was placed on exploring the relationship between searching for information, evaluating it and integrating it withinones belief model in order to make a causal judgement. Results indicated that although participants search choices ap-proximated those of informed Bayesian OED models, belief updating accuracy systematically decreased throughout thetask. Findings suggested a dichotomy between information evaluation and belief integration, questioning the descriptiveabilities of OED principles to account for these processes. The implications of these finding in relation to the psychologicalliterature of human inquiry are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9bc0175j", "frozenauthors": [ { "first_name": "Alice", "middle_name": "", "last_name": "Liefgreen", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Toby", "middle_name": "", "last_name": "Pilditch", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Lagnado", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29016/galley/18887/download/" } ] }, { "pk": 28723, "title": "Selectivity metrics provide misleading estimates of the selectivity of single units inneural networks", "subtitle": null, "abstract": "To understand the representations learned by neural networks(NNs), various methods of measuring unit selectivity havebeen developed. Here we undertake a comparison of four suchmeasures on AlexNet: localist selectivity (Bowers et al., 2014);precision (Zhou et al., 2015); class-conditional mean activityselectivity CCMAS (Morcos et al., 2018); and top-class se-lectivity. In contrast with previous work on recurrent neuralnetworks (RNNs), we fail to find any 100% selective ‘local-ist units’ in AlexNet, and demonstrate that the precision andCCMAS measures are misleading and suggest a much higherlevel of selectivity than is warranted. We also generated ac-tivation maximization (AM) images that maximally activatedindividual units and found that under (5%) of units in fc6 andconv5 produced interpretable images of objects, whereas fc8produced over 50% interpretable images. Furthermore, theinterpretable images in the hidden layers were not associatedwith highly selective units. We also consider why localist rep-resentations are learned in RNNs and not AlexNet.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "localist representation; grandmother cells; dis-tributed representations." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6p15m57n", "frozenauthors": [ { "first_name": "Ella", "middle_name": "M.", "last_name": "Gale", "name_suffix": "", "institution": "University of Bristol", "department": "" }, { "first_name": "Ryan", "middle_name": "", "last_name": "Blything", "name_suffix": "", "institution": "University of Bristol", "department": "" }, { "first_name": "Nicholas", "middle_name": "", "last_name": "Martin", "name_suffix": "", "institution": "University of Bristol", "department": "" }, { "first_name": "Jeffrey", "middle_name": "S.", "last_name": "Bowers", "name_suffix": "", "institution": "University of Bristol", "department": "" }, { "first_name": "Anh", "middle_name": "", "last_name": "Nguyen", "name_suffix": "", "institution": "Auburn 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/28723/galley/18594/download/" } ] }, { "pk": 28445, "title": "Self-Organized Division of Cognitive Labor", "subtitle": null, "abstract": "The division of labor phenomenon has been observed with re-spect to both manual and cognitive labor, but there is no clearunderstanding of the intra- and inter-individual mechanismsthat allow for its emergence, especially when there are multipledivisions possible and communication is limited. Situationsfitting this description include individuals in a group splittinga geographical region for resource harvesting without explicitnegotiation, or a couple tacitly negotiating the hour of the dayfor each to shower so that there is sufficient hot water. We stud-ied this phenomenon by means of an iterative two-person gamewhere multiple divisions are possible, but no explicit commu-nication is allowed. Our results suggest that there are a lim-ited number of biases toward divisions of labor, which serveas attractors in the dynamics of dyadic coordination. How-ever, unlike Schelling’s focal points, these biases do not attractplayers’ attention at the onset of the interaction, but are onlyrevealed and consolidated by the in-game dynamics of dyadicinteraction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Group cognition; Divergent behavioral norms; Fo-cal points; Cooperation." } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3zg3586c", "frozenauthors": [ { "first_name": "Edgar", "middle_name": "", "last_name": "Andrade-Lotero", "name_suffix": "", "institution": "Universidad del Rosario", "department": "" }, { "first_name": "Robert", "middle_name": "L.", "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/28445/galley/18316/download/" } ] }, { "pk": 28925, "title": "Semantic and Visual Interference in Solving Pictorial Analogies", "subtitle": null, "abstract": "Neuropsychological investigations with frontal patientshave revealed selective deficits in selecting the relationalanswer to pictorial analogy problems when the correctoption is embedded among foils that exhibit highsemantic or visual similarity. In contrast, normal age-matched controls solve the same problems with near-perfect accuracy regardless of whether high-similarityfoils are present (in the absence of speed pressure).Using more sensitive measures, the present study soughtto determine whether or not normal young adults aresubject to such interference. Experiment 1 used eye-tracking while participants answered multiple-choice 4-term pictorial analogies. Total looking time was longerfor semantically similar foils relative to an irrelevantfoil. Experiment 2 presented the same problems in atrue/false format with emphasis on rapid responding andfound that reaction time to correctly reject falseanalogies was greater (and errors rates higher) for thosebased on semantically or visually similar foils. Thesefindings demonstrate that healthy young adults aresensitive to both semantic and visual similarity whensolving pictorial analogy problems. Results areinterpreted in relation to neurocomputational models ofrelational processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogy" }, { "word": "Semantics" }, { "word": "perception" }, { "word": "Interference" }, { "word": "eye-tracking" }, { "word": "reaction time" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5b97f8vb", "frozenauthors": [ { "first_name": "Emily", "middle_name": "F.", "last_name": "Wong", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Guido", "middle_name": "F.", "last_name": "Schauer", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Peter", "middle_name": "C.", "last_name": "Gordon", "name_suffix": "", "institution": "University of North Carolina at Chapel Hill", "department": "" }, { "first_name": "Keith", "middle_name": "J.", "last_name": "Holyoak", "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/28925/galley/18796/download/" } ] }, { "pk": 28633, "title": "Semantic categories of artifacts and animals reflect efficient coding", "subtitle": null, "abstract": "It has been argued that semantic categories across languagesreflect pressure for efficient communication. Recently, thisidea has been cast in terms of a general information-theoreticprinciple of efficiency, the Information Bottleneck (IB) prin-ciple, and it has been shown that this principle accounts forthe emergence and evolution of named color categories acrosslanguages, including soft structure and patterns of inconsistentnaming. However, it is not yet clear to what extent this ac-count generalizes to semantic domains other than color. Herewe show that it generalizes to two qualitatively different se-mantic domains: names for containers, and for animals. First,we show that container naming in Dutch and French is near-optimal in the IB sense, and that IB broadly accounts for softcategories and inconsistent naming patterns in both languages.Second, we show that a hierarchy of animal categories derivedfrom IB captures cross-linguistic tendencies in the growth ofanimal taxonomies. Taken together, these findings suggest thatfundamental information-theoretic principles of efficient cod-ing may shape semantic categories across languages and acrossdomains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "information theory; language evolution; semantictypology; categories" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7hv2c0xb", "frozenauthors": [ { "first_name": "Noga", "middle_name": "", "last_name": "Zaslavsky", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Terry", "middle_name": "", "last_name": "Regier", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Naftali", "middle_name": "", "last_name": "Tishby", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Charles", "middle_name": "", "last_name": "Kemp", "name_suffix": "", "institution": "University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28633/galley/18504/download/" } ] }, { "pk": 28944, "title": "Semantic coordination of speech and gesture in young children", "subtitle": null, "abstract": "People use speech and gesture together when describing an event or action, where both modalities have different expressiveopportunities (Kendon, 2004). One question is how the two modalities are semantically coordinated, i.e. how meaning isdistributed across speech and accompanying gestures. While this has been studied only for adult speakers so far, here, wepresent a study on how young children (4 years of age) semantically coordinate speech and gesture, and how this relatesto their cognitive and (indirectly) their verbal skills. Results indicate significant positive correlations between cognitiveskills of the children and gesture-speech coordination. In addition, high cognitive skills correlate with the number ofsemantically relevant child descriptions revealing a link between verbal and cognitive skills.", "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/9dq7h1mj", "frozenauthors": [ { "first_name": "Olga", "middle_name": "", "last_name": "Abramov", "name_suffix": "", "institution": "Bielefeld University", "department": "" }, { "first_name": "Stefan", "middle_name": "", "last_name": "Kopp", "name_suffix": "", "institution": "Bielefeld University", "department": "" }, { "first_name": "Katharina", "middle_name": "", "last_name": "Rohlfing", "name_suffix": "", "institution": "Paderborn University", "department": "" }, { "first_name": "Friederike", "middle_name": "", "last_name": "Kern", "name_suffix": "", "institution": "Bielefeld University", "department": "" }, { "first_name": "Ulrich", "middle_name": "", "last_name": "Mertens", "name_suffix": "", "institution": "Paderborn University", "department": "" }, { "first_name": "Anne", "middle_name": "", "last_name": "Nmeth", "name_suffix": "", "institution": "Bielefeld 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/28944/galley/18815/download/" } ] }, { "pk": 28611, "title": "Semantic influences on episodic memory distortions", "subtitle": null, "abstract": "Semantic knowledge can facilitate or distort new memories,depending on their alignment. We aimed to quantifydistortions in memory by examining how categorymembership biases new encoding. Across two experiments,participants encoded and retrieved image-locationassociations on a 2D grid. The locations of images weremanipulated so that most members of a category (e.g. birds)were clustered near each other, but some were in randomlocations. Memory for an item’s location was more precisewhen it was near members of the same category.Furthermore, typical category members’ retrieved locationswere more biased towards their semantic neighbors, relativeto atypical members. This demonstrates that the organizationof semantic knowledge can explain bias in new memories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "episodic memory; semantic memory; categorymembership; typicality; distortion" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2430m6d9", "frozenauthors": [ { "first_name": "Alexa", "middle_name": "", "last_name": "Tompary", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Sharon", "middle_name": "L.", "last_name": "Thompson-Schill", "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/28611/galley/18482/download/" } ] }, { "pk": 29314, "title": "Semantic structure of infant first-person scenes changes with development", "subtitle": null, "abstract": "The co-occurrence of objects in visual scenes reflects the semantic structure of the world: cups are more likely to appearin scenes with tables than airplanes, for example. Both human and machine vision use these co-occurrences to supportrecognition of individual objects. A reasonable assumption is that these co-occurrences are ubiquitous and present forall perceivers. However, the scenes observed by infants are highly dependent on their body postures and locations, bothof which change dramatically over the first year of post-natal life. To measure these changing co-occurrences in infant-perspective scenes, we collected images from infants wearing head cameras in everyday home environments comparingthree age groups: 1-3, 6-8 and 11-12 months. Using graph theoretical analysis, we conclude that the semantic structure ofscenes in 6-8 months differs from whats in younger and older infants.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/45k9p3bw", "frozenauthors": [ { "first_name": "Ziyu", "middle_name": "", "last_name": "Xiang", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Linda", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Crandall", "name_suffix": "", "institution": "Indiana 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/29314/galley/19185/download/" } ] }, { "pk": 29255, "title": "Semi-supervised Learning with 2D Categories", "subtitle": null, "abstract": "Research has shown that 1D category representations acquired through supervision change after unsupervised exposuresthat suggest a different boundary. However, it is unclear whether this effect generalizes to categories in which multipledimensions are relevant. To address this question, we trained participants on a 2D information integration structure (adiagonal boundary) under supervision. Participants then classified unsupervised items that implied either a steeper orflatter boundary than that established by supervision creating a conflict region where items should switch membership.Participants classified a grid of the stimulus space both immediately before (pretest) and after (posttest) unsupervisedlearning to assess for differences. We found that conflict-region items were more likely to be classified as members ofthe opposite class on the posttest, relative to pretest in a manner consistent with the unsupervised learning condition.Implications of these findings for semi-supervised learning research and theories of category learning are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/938845vn", "frozenauthors": [ { "first_name": "John", "middle_name": "", "last_name": "Patterson", "name_suffix": "", "institution": "Binghamton University", "department": "" }, { "first_name": "Kenneth", "middle_name": "", "last_name": "Kurtz", "name_suffix": "", "institution": "Binghamton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29255/galley/19126/download/" } ] }, { "pk": 28766, "title": "Sensitivity to Temporal Community Structure in the Language Domain", "subtitle": null, "abstract": "The interrelatedness of lexical items, typically defined in termsof semantic or phonological overlap, has been shown toinfluence language learning. Given that language also containssequential structure, we investigate here whether temporaloverlap among words, formalized in graph theoretical terms asdisplaying the property of community structure, might alsohave consequences for learning. We create a graph organizedinto clusters of densely interconnected nodes with relativelysparse external connections. After assigning a novelpseudoword to each node in the graph, we generate acontinuous sequence of visually-presented items by walkingalong its edges. Word-by-word reading times suggest thatlearners are indeed sensitive to temporal overlap.Compellingly, we also demonstrate that prior exposure tosequences organized into temporal communities influencesperformance on a subsequent word recognition task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "network science; statistical learning; languageacquisition" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4xk1m3m5", "frozenauthors": [ { "first_name": "Kendra", "middle_name": "V.", "last_name": "Lange", "name_suffix": "", "institution": "The Pennsylvania State University", "department": "" }, { "first_name": "Carol", "middle_name": "A.", "last_name": "Miller", "name_suffix": "", "institution": "The Pennsylvania State University", "department": "" }, { "first_name": "Daniel", "middle_name": "J.", "last_name": "Weiss", "name_suffix": "", "institution": "The Pennsylvania State University", "department": "" }, { "first_name": "Elisabeth", "middle_name": "A.", "last_name": "Karuza", "name_suffix": "", "institution": "The Pennsylvania 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/28766/galley/18637/download/" } ] }, { "pk": 28547, "title": "Sensorimotor Norms: Perception and Action Strength norms for 40,000 words", "subtitle": null, "abstract": "Sensorimotor information plays a fundamental role incognition. However, datasets of ratings of sensorimotorexperience have generally been restricted to several hundredwords, leading to limited linguistic coverage and reducedstatistical power for more complex analyses. Here, we presentmodality-specific and effector-specific norms for 39,954concepts across six sensory modalities (touch, hearing, smell,taste, vision, and interoception) and five action effectors(mouth/throat, hand/arm, foot/leg, head excluding mouth, andtorso), which were gathered from 4,557 participants whocompleted a total of 32,456 surveys using Amazon'sMechanical Turk platform. The dataset therefore representsone of the largest set of semantic norms currently available.We describe the data collection procedures, provide summarydescriptives of the data set, demonstrate the utility of thenorms in predicting lexical decision times and accuracy, aswell as offering new insights and outlining avenues for futureresearch. Our findings will be of interest to researchers inembodied cognition, cognitive semantics, sensorimotorprocessing, and the psychology of language generally. Thescale of this dataset will also facilitate computationalmodelling and big data approaches to the analysis of languageand conceptual representations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "embodied cognition; semantics; norms" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9wj2b4w4", "frozenauthors": [ { "first_name": "Dermot", "middle_name": "", "last_name": "Lynott", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Louise", "middle_name": "", "last_name": "Connell", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Marc", "middle_name": "", "last_name": "Brysbaert", "name_suffix": "", "institution": "Ghent University", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Brand", "name_suffix": "", "institution": "University of Canterbury", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Carney", "name_suffix": "", "institution": "Brunel 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/28547/galley/18418/download/" } ] }, { "pk": 28501, "title": "Separating object resonance and room reverberation in impact sounds", "subtitle": null, "abstract": "Everyday hearing requires inferring the causal factors that produce a sound, as when we separate the acoustic effectsof the environment (reverberation) from those of sound sources. Here we consider perceptual inferences from impactsounds, in which the resonance of a struck object provides cues to its material, but via acoustic effects that might benontrivial to disentangle from reverberation. We investigated whether and how humans separate the effects of objectresonance and reverberation in a material classification task. For comparison, we implemented a Bayesian observer thatinferred material from a generative model of object sounds without reverberation. Humans were robust to reverberation,whereas the model was not. However, human robustness was specific to reverberation consistent with the statistics ofnatural environments. The results suggest that humans use internal models of room and object acoustics to determine theirrespective contributions to sound, providing an example of causal inference in audition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/00h8w7q9", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "", "last_name": "Hu", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Traer", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "McDermott", "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/28501/galley/18372/download/" } ] }, { "pk": 28899, "title": "Sequential diagnostic reasoning with independent causes", "subtitle": null, "abstract": "In real world contexts of reasoning about evidence, that evi-dence frequently arrives sequentially. Moreover, we often can-not anticipate in advance what kinds of evidence we will even-tually encounter. This raises the question of what we do to ourexisting models when we encounter new variables to consider.The standard normative framework for probabilistic reasoningyields the same ultimate outcome whether multiple pieces ofevidence are acquired in sequence or all at once, and it is in-sensitive to the order in which that evidence is acquired. Thisequivalence, however, holds only if all potential evidence isincorporated in a single model from the outset. Hence little isknown about what happens when evidence sets are expandedincrementally. Here, we examine this contrast formally and re-port the results of the first study, to date, that examines howpeople navigate such expansions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "sequential diagnostic reasoning; sequential causalstructure learning; causal Bayesian networks; order effects" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5t09h3pb", "frozenauthors": [ { "first_name": "Marko", "middle_name": "", "last_name": "Tesic", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Ulrike", "middle_name": "", "last_name": "Hahn", "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/28899/galley/18770/download/" } ] }, { "pk": 29295, "title": "Shame on you! A computational linguistic analysis of shame expressions", "subtitle": null, "abstract": "The current study explored the unique linguistic characteristics\nof the self-conscious emotion shame. The data used for the\nanalyses were part of two larger studies in which semi-\nstructured interview techniques were used that had learners\ndescribe shameful or frustrating experiences in the context of\npsychology and engineering courses. Results revealed when\ndescribing an experience of shame, learners use significantly\nmore positive emotional words, significantly more words\nassociated with anxiety, and significantly fewer words\nassociated with anger. Additionally, learners use simpler\nsyntax, more abstract words, and have less cohesive speech.\nEducational implications are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "emotions; shame; learning centered emotions;\ncognition; computational linguistic analysis" } ], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/80v4m3jd", "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/29295/galley/19166/download/" } ] }, { "pk": 28846, "title": "Shared Evidence: It all depends…", "subtitle": null, "abstract": "When reasoning about evidence, we must carefully consider\nthe impact of different structures. For instance, if in the\nprocess of evaluating multiple reports, we find they rely on\nthe same, shared evidence, then the support proffered by\nthose reports is dependent on that evidence. Critically,\nnormative accounts suggest that such a dependency results in\nredundant information across reports (reducing evidential\nsupport), relative to reports based on distinct items of\nevidence. In the present work we disentangle the structural\nand observation-based indicators of this form of dependency.\nIn so doing, we present novel findings that lay reasoners are\nnot only insensitive to shared evidence structures when\nupdating their beliefs, but also that reasoners do not\nnecessarily prefer more diverse sources of evidence. Finally,\nwe replicate prior effects in reasoning under uncertainty,\nincluding conservative sequential updating, and difficulty in\nintegrating contradictory reports.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "evidential reasoning; probabilistic reasoning;\ndependence; Bayesian Networks; belief updating" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5008d3h5", "frozenauthors": [ { "first_name": "Toby", "middle_name": "D.", "last_name": "Pilditch", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Ulrike", "middle_name": "", "last_name": "Hahn", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Lagnado", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28846/galley/18717/download/" } ] }, { "pk": 28939, "title": "She Helped Even Though She Wanted to Play: Children Consider PsychologicalCost in Social Evaluations", "subtitle": null, "abstract": "Sometimes we incur a high psychological cost (for example,forgo something we really like) in order to fulfill social ormoral obligations. How would the information of incurringpsychological costs influence children’s social evaluations?Prior work suggests that children do not recognize the virtueof resolving inner conflicts until age 8. In two studies, we de-confounded costs from inner conflicts and found that whenthe difficulty was not explicitly stated as having conflictingdesires (a self-interested desire and a moral desire) at once,most 8- to 9-year-olds and some 6 to 7-year-olds gave adult-like favorable evaluations of the character who overcamepsychological or physical difficulty to act morally. Moreover,neither adults nor children inferred conflicting moral andpersonal desires spontaneously. These together suggest thatchildren’s evaluation of moral virtue depends onunderstanding of cost rather than conflict: Physical cost isincorporated early in development, and psychological costlater.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Development" }, { "word": "social cognition" }, { "word": "moraldevelopment" }, { "word": "Moral cognition" }, { "word": "costs" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7c90s1vc", "frozenauthors": [ { "first_name": "Xin", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Tamar", "middle_name": "", "last_name": "Kushnir", "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/28939/galley/18810/download/" } ] }, { "pk": 28836, "title": "Shift of probability weighting by joint and separate evaluations:Analyses of cognitive processesbased on behavioral experiment and cognitive modeling", "subtitle": null, "abstract": "We examined whether probability weighting in decisions madeunder risk changed depending on the difference in evaluationmethods. In particular, we focused on two methods, joint eval-uation (JE) and separate evaluation (SE). We conducted a be-havioral experiment and found that participants put more prob-ability weight on small probability when using the SE methodthan when using JE, and that for large probabilities, the inversewas observed (i.e., participants put more weight in JE). We an-alyzed these results using a cognitive model and found that par-ticipants’ subjective value of money does not change owing todifferences in evaluation methods. However, beliefs concern-ing uncertain events shifted depending on evaluation methods,which led to the differences in probability weight. In this paper,we also discuss psychological mechanisms that produce differ-ent judgments or evaluations between SE and JE.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "probability weight; separate evaluation; joint eval-uation; computer simulation; cognitive model of decision mak-ing" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5fb4d74p", "frozenauthors": [ { "first_name": "Yutaro", "middle_name": "", "last_name": "Onuki", "name_suffix": "", "institution": "The University of Tokyo", "department": "" }, { "first_name": "Hidehito", "middle_name": "", "last_name": "Honda", "name_suffix": "", "institution": "Yasuda Women’s University", "department": "" }, { "first_name": "Toshihiko", "middle_name": "", "last_name": "Matsuka", "name_suffix": "", "institution": "Chiba University", "department": "" }, { "first_name": "Kazuhiro", "middle_name": "", "last_name": "Ueda", "name_suffix": "", "institution": "The University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28836/galley/18707/download/" } ] }, { "pk": 28949, "title": "Showing without telling: Indirect identification of psychosocial risks during andafter pregnancy", "subtitle": null, "abstract": "During the perinatal period, psychosocial health risks, including depression and intimate partner violence, are associatedwith serious adverse health outcomes for both parent and child. To appropriately intervene, healthcare professionals mustfirst identify those at risk, yet stigma often prevents people from disclosing the information needed to prompt an assess-ment. We use techniques from natural language processing to indirectly identify psychosocial risks in the perinatal period.We apply latent Dirichlet allocation (LDA) and latent semantic indexing (LSI) to categorize themes from brief diary entriesby pregnant and postpartum women and apply sentiment analysis to characterize affect, then perform regularized regres-sion to predict diagnostic measures of depression and emotional intimate partner violence. Journal text entries quantifiedthrough sentiment analysis and topic models show promise for improved identification of depression and intimate partnerviolence, both stigmatized risks. Such methods may serve as an initial or complementary screening approach.", "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/6bb643k4", "frozenauthors": [ { "first_name": "Kristen", "middle_name": "", "last_name": "Allen", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Alex", "middle_name": "", "last_name": "Davis", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Tamar", "middle_name": "", "last_name": "Krishnamurti", "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/28949/galley/18820/download/" } ] }, { "pk": 28666, "title": "Simplicity and Probability in Human Judgment", "subtitle": null, "abstract": "Children and adults prefer simpler to more complex explanations, a penchant they share with scientists and philoso-phers. While the preference has been widely remarked, its mechanisms and justification remain contested (Kitcher1987,Lombrozo 2007, Lombrozo2015). Explanations for the simplicity preference have included over-hypotheses, resourcerationality, pragmatic justifications, and quirks of the hypothesis generation process. We present a model of key resultsfrom Pacer and Lombrozo (Pacer2017) and show that one form of the simplicity bias can be explained on probabilisticgrounds alone. This modeling work provides an explanation for one manifestation of the simplicity bias, and allows usto formalize questions within the ’Explanation for Best Inference’ Framework (Lombrozo2015), asking explicitly whatmakes the best explanation ’best.’", "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/65t4179b", "frozenauthors": [ { "first_name": "Tyler", "middle_name": "", "last_name": "Brooke-Wilson", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Jonathan", "middle_name": "S.", "last_name": "Rosenfeld", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Matthias", "middle_name": "", "last_name": "Hofer", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Junyi", "middle_name": "", "last_name": "Chu", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28666/galley/18537/download/" } ] }, { "pk": 28959, "title": "Simplicity preferences in young childrens decision-making", "subtitle": null, "abstract": "Classic theories of multi-attribute choice typically assume that preferences are an additive function of attribute values.However recent work (Evers et al.) demonstrates a preference for simplicity that can violate the most basic assumptionsand predictions of conventional models. For example, a set of 7 colored pencils that are all unique colors are preferred overa set of 8 colored pencils with one redundant color. This preferential choice, however, cannot be explained by the utilityof consumption itself. Does this preference emerge as a result of adults substantial experience with such sets in the world(e.g., through shopping or organizing ones possessions), or is this preference present much earlier? Does the preference forsimplicity, in fact, facilitate cognitive encoding? We investigate these questions through a series of experiments conductedwith children in an effort to understand the emergence of this simplicity bias, and its connection to the development ofworking memory.", "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/6hd2m4vf", "frozenauthors": [ { "first_name": "Rebecca", "middle_name": "", "last_name": "Canale", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "George", "middle_name": "", "last_name": "Loewenstein", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Celeste", "middle_name": "", "last_name": "Kidd", "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/28959/galley/18830/download/" } ] }, { "pk": 28670, "title": "Simulating Bilingual Word Learning: Monolingual and Bilingual Adults’ Use ofCross-Situational Statistics", "subtitle": null, "abstract": "Children learning language in multilingual settings have tolearn that objects take different labels within each differentlanguage to which they are exposed. Previous research hasshown that adults can learn one-to-one and two-to-one word-object mappings via cross-situational statistical learning(CSSL), and that socio-pragmatic cues may differentiallyinfluence monolingual and bilingual adults’ learning of suchmappings. However, the extent to which monolingual andbilingual learners can keep track of multiple labels frommultiple speakers has not yet been investigated. Wemanipulated the number of speakers in a CSSL task thatinvolved learning both mapping types. We successfullyreplicated previous studies that found that both monolingualsand bilinguals could learn both types of mappings via CSSL.In addition, we found that bilinguals showed a steeper learningrate for two-to-one mappings than monolinguals, andbilinguals were more likely to accept two words for the sameobject than monolinguals. These results show that the effect ofspeaker identity on tracking word-object mappings variesaccording to language experience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "statistical learning; bilingualism; mutualexclusivity; cross-situational learning; word learning" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/83k2z2bx", "frozenauthors": [ { "first_name": "Kin", "middle_name": "Chung Jacky", "last_name": "Chan", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Padraic", "middle_name": "", "last_name": "Monaghan", "name_suffix": "", "institution": "Lancaster University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28670/galley/18541/download/" } ] }, { "pk": 28484, "title": "Simulating Explanatory Coexistence:Integrated, Synthetic, and Target-Dependent Reasoning", "subtitle": null, "abstract": "Understanding the cognitive structure of explanations— andthe cognitive processes that assemble them— is a milestonefor understanding how people learn and communicate. Re-cent research on explanatory coexistence suggests that peo-ple’s causal beliefs are less globally coherent than previouslythought: people use seemingly-competing supernatural and bi-ological causes to explain different aspects of the same phe-nomenon, or they assemble supernatural and biological causesinto single, coherent explanations (Legare & Gelman, 2008;Legare & Shtulman, 2018; Shtulman & Lombrozo, 2016).This coexistence— and unexpected coherence— of diversecausal mechanisms poses interesting questions about the roleof coherence and fragmentation in people’s mental models andexplanations. This paper presents a computational model ofexplanatory coherence in the well-characterized domain of dis-ease transmission, extending a previous cognitive model ofexplanation-based conceptual change (Friedman, Forbus, &Sherin, 2018). Our approach (1) retrieves diverse causal modelfragments based on the phenomenon to explain, (2) assem-bles coherent causal models using relevance-directed abduc-tive reasoning, and (3) selects explanatory paths that supportwithin-explanation and within-scenario coherence. Our modelsimulates the three different types of explanatory coexistencedetailed in the literature.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive modeling; explanatory coexistence; AI;abductive reasoning; explanation" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7k97m6jd", "frozenauthors": [ { "first_name": "Scott", "middle_name": "E.", "last_name": "Friedman", "name_suffix": "", "institution": "Smart Information Flow Technologies", "department": "" }, { "first_name": "Micah", "middle_name": "B.", "last_name": "Goldwater", "name_suffix": "", "institution": "The University of Sydney", "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/28484/galley/18355/download/" } ] }, { "pk": 29001, "title": "Single Template vs. Multiple Templates: Examining the Effects of ProblemFormat on Performance", "subtitle": null, "abstract": "Classroom and lab-based research have shown the advantages of exposing students to a variety of problems with formatdifferences between them, compared to giving students problem sets with a single problem format. The rapid developmentof technologies such as intelligent tutoring systems (ITS) in education affords the opportunity to automatically generateand adapt problem content for practice and assessment purposes. In this paper, we investigate whether this approach canbe effectively deployed to an ITS, conducting a randomized controlled trial to compare students who practiced problemsbased on a single template and those who were exposed to problems based on multiple templates, both in the same ITS.Results show no statistically significant difference in the two conditions on students post-test performance and hint requestbehavior. However, students who saw multiple templates spent more time to answer the practice items compared tostudents who solved problems of a single structure.", "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/0rm0s8p8", "frozenauthors": [ { "first_name": "Yang", "middle_name": "", "last_name": "Jiang", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Victoria", "middle_name": "", "last_name": "Almeda", "name_suffix": "", "institution": "Cambridge", "department": "" }, { "first_name": "Shimin", "middle_name": "", "last_name": "Kai", "name_suffix": "", "institution": "Teachers College Columbia University", "department": "" }, { "first_name": "Ryan", "middle_name": "", "last_name": "Baker", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Korinn", "middle_name": "", "last_name": "Ostrow", "name_suffix": "", "institution": "Worcester Polytechnic Institute", "department": "" }, { "first_name": "Paul", "middle_name": "Salvador", "last_name": "Inventado", "name_suffix": "", "institution": "California State University Fullerton", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Scupelli", "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/29001/galley/18872/download/" } ] }, { "pk": 29209, "title": "Sizing Up Relations: Dimensions on Which Stimuli Vary Affect Likelihood ofAdults’ Relational Processing", "subtitle": null, "abstract": "Relational reasoning is central to much of human-unique cognition including artistic metaphor, scientific analogy. Whilemuch research has addressed the process of relational reasoning, the conditions under which relational reasoning is en-gaged in at all remains under-explored.This work examines the relationship between dimensions on which stimuli vary and the likelihood that these stimuli willbe processed relationally by adults. We use a modified relational-match-to-sample paradigm: One of the two choicescontains a relational match with the target, the other contains a partial object match. Changing dimensions on which thestimuli vary dramatically effects the likelihood that adults process them relationally (i.e. make relational matches) - from56% when stimuli vary on shape and color to 98% when stimuli vary on size alone. This is despite the relational contentof the task remaining identical throughout.We discuss implications of these results for designing stimuli, and for theories of relational reasoning generally.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/21b389zm", "frozenauthors": [ { "first_name": "Ivan", "middle_name": "", "last_name": "Kroupin", "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/29209/galley/19080/download/" } ] }, { "pk": 28973, "title": "Skill Acquisition in a Dynamic Collaborative Task", "subtitle": null, "abstract": "Skill acquisition studies have generally focused on individual tasks, such as language learning, learning how to use a texteditor or how to play video games. Here we present a study that investigates how subjects learn to work in a team in adynamic collaborative task. The task - Coop Space Fortress - is a modification of a computer game used extensively inresearch, in which subjects fly space ships in a frictionless environment and coordinate to destroy a space fortress. Whenlearning to play this computer game, subjects not only master the game controls, but also typically settle on team roles tomore efficiently achieve their goal, despite not being allowed to communicate.", "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/6p70k44t", "frozenauthors": [ { "first_name": "Cvetomir", "middle_name": "", "last_name": "Dimov", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "John", "middle_name": "R.", "last_name": "Anderson", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Shawn", "middle_name": "", "last_name": "Betts", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Dan", "middle_name": "", "last_name": "Bothell", "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/28973/galley/18844/download/" } ] }, { "pk": 28893, "title": "Slang Generation as Categorization", "subtitle": null, "abstract": "Slang is a common device for expressivity in natural lan-guage. While slang has been studied extensively as a socialphenomenon, its cognitive bases are not well understood. Weformulate the processes of slang generation as a categoriza-tion problem. We explore a set of cognitive models of catego-rization that recommend slang words based on intended refer-ents of the speaker beyond the existing senses of words. Wetest these models against a large repertoire of slang sense def-initions from the Online Slang Dictionary and show that thecategorization models predict slang word choices substantiallybetter than chance, without explicit consideration of externalsocial factors. We also show that words similar in existingsenses tend to extend to similar novel slang senses, reflecting aprocess of parallel semantic change. Our work helps to groundtheories of slang in cognitive models of categorization and pro-vides the potential for machine processing of informal naturallanguage.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "informal language; slang; generative model; cate-gorization; language and cognition" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4dv6n703", "frozenauthors": [ { "first_name": "Zhewei", "middle_name": "", "last_name": "Sun", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Zemel", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Yang", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28893/galley/18764/download/" } ] }, { "pk": 28487, "title": "Sleep Does not Help Relearning Declarative Memories in Older Adults", "subtitle": null, "abstract": "How sleep affects memory in older adults is a critical topic,since age significantly impacts both sleep and memory. Fordeclarative memory, previous research reports contradictoryresults, with some studies showing sleep-dependent memoryconsolidation and some other not. We hypothesize that thisdiscrepancy may be due to the use of recall as the memorymeasure, a demanding task for older adults. The present paperfocuses on the effect of sleep on relearning, a measure thatproved useful to reveal subtle, implicit memory effects.Previous research in young adults showed that sleeping afterlearning was more beneficial to relearning the same Swahili-French word pairs 12 hours later, compared with the sameinterval spent awake. In particular, those words that could notbe recalled were relearned faster when participants previouslyslept. The effect of sleep was also beneficial for retention aftera one-week and a 6-month delay. The present study used thesame experimental design in older adults aged 71 on averagebut showed no significant effect of sleep on consolidation, onrelearning, or on long-term retention. Thus, even when usingrelearning speed as the memory measure, the consolidatingeffect of sleep in older adults was not demonstrated, inalignment with some previous findings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "sleep-dependent memory consolidation; ageing;learning; relearning; repeated practice" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8d08w6dd", "frozenauthors": [ { "first_name": "Emilie", "middle_name": "", "last_name": "Gerbier", "name_suffix": "", "institution": "Université Côte d’Azur", "department": "" }, { "first_name": "Guillaume", "middle_name": "T.", "last_name": "Vallet", "name_suffix": "", "institution": "Université Clermont Auvergne", "department": "" }, { "first_name": "Thomas", "middle_name": "C.", "last_name": "Toppino", "name_suffix": "", "institution": "Villanova University", "department": "" }, { "first_name": "Stéphanie", "middle_name": "", "last_name": "Mazza", "name_suffix": "", "institution": "Université Lyon", "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/28487/galley/18358/download/" } ] }, { "pk": 35945, "title": "Social Justice Literacies in the English Classroom: Teaching Practice in Action by Ashley S. Boyd", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8hm4x3c1", "frozenauthors": [ { "first_name": "Xiatinghan", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of Southern California", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35945/galley/26799/download/" } ] }, { "pk": 29089, "title": "Social Learning and Decisional Constraints in Uncertain Environments", "subtitle": null, "abstract": "The ability to learn from others is central to our species. At the same time, we are more than able to independently learnfrom our own experience. Investigating how these pathways function in concert, past research has looked at how we inte-grate what can be learned from others with our own observations. To do so, social information is typically operationalizedas observed behavior. However, social information often comes in the form of normative advice. Humans have been shownto value decisional freedom and reject constraints to it. Some forms of social information, such as normative advice, plau-sibly comprise potential for both social learning and perceived constraint. Past research on decisional constraints posed bysocial information has been of limited granularity. We present an experimental framework to study behavior in the face ofnormative social information and explore data from two experiments using computational modeling.", "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/5260g6g6", "frozenauthors": [ { "first_name": "Marius", "middle_name": "", "last_name": "Vollberg", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Matthias", "middle_name": "", "last_name": "Hofer", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Mina", "middle_name": "", "last_name": "Cikara", "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/29089/galley/18960/download/" } ] }, { "pk": 29270, "title": "Socio-economic related differences in the use of variation sets in naturalistic childdirected speech. A study with Argentinian population", "subtitle": null, "abstract": "Child-directed speech (CDS), compared to speech between adults, shows a higher amount of repetitiveness, particularlyof sequences of utterances with self-repetitions. This phenomena, known as variation sets, has been found to be beneficialfor learning. Although previous findings indicated socio-economic status (SES) effects on the quantity of variation sets,they were based on data from child-parent dyadic interactions in play situations. Given that SES comprises interrelatedfactors affecting childrens quotidianity, here we examine SES effects on the use of variation sets in long recordings ofthe family naturalistic environment of 30 low and middle SES Argentinian children (8 to 20 months). Variation sets wereautomatically extracted from CDS provided by all the participants. Results demonstrated the effects of two factors relatedto SES-differences: while parents education showed a positive relation to the quantity and extension of variation sets, thenumber of people living in the household influenced it negatively.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5p29c1j7", "frozenauthors": [ { "first_name": "Celia", "middle_name": "Rosemberg", "last_name": "Rosemberg", "name_suffix": "", "institution": "National Council of ScientificResearch, Argentina", "department": "" }, { "first_name": "Florencia", "middle_name": "Alam", "last_name": "Alam", "name_suffix": "", "institution": "National Council of Scientific and Technical Research", "department": "" }, { "first_name": "Leandro", "middle_name": "", "last_name": "Garber", "name_suffix": "", "institution": "CONICET", "department": "" }, { "first_name": "Alejandra", "middle_name": "", "last_name": "Stein", "name_suffix": "", "institution": "CONICET", "department": "" }, { "first_name": "Maia", "middle_name": "Julieta", "last_name": "Migdalek", "name_suffix": "", "institution": "National Council of ScientificResearch, Argentina", "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/29270/galley/19141/download/" } ] }, { "pk": 28551, "title": "Something about us: Learning first person pronoun systems", "subtitle": null, "abstract": "Languages partition semantic space into linguistic cate-gories in systematic ways. In this study, we investigatea semantic space which has received sustained attentionin theoretical linguistics: person. Person systems con-vey the roles entities play in the conversational context(i.e., speaker(s), addressee(s), other(s)). Like other lin-guistic category systems (e.g. color and kinship terms),not all ways of partitioning the person space are equallylikely. We use an artificial language learning paradigm totest whether typological frequency correlates with learn-ability of person paradigms. We focus on first personsystems (e.g., ‘I’ and ‘we’ in English), and test the predic-tions of a set of theories which posit a universal set of fea-tures (±exclusive, and ±minimal) to capture this space.Our results provide the first experimental evidence forfeature-based theories of person systems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "artificial language learning; categorization;person systems; extrapolation; typology; linguistic uni-versals" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8nh3s85p", "frozenauthors": [ { "first_name": "Mora", "middle_name": "", "last_name": "Maldonado", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Culbertson", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28551/galley/18422/download/" } ] }, { "pk": 28793, "title": "Source reliability and the continued influence effect of misinformation: A Bayesiannetwork approach", "subtitle": null, "abstract": "Misinformation, and its impact on society, has become anincreasingly topical field of study of late. A body of literatureexists that suggests misinformation can retain an influenceover beliefs despite subsequent retraction, known as theContinued Influence Effect (CIE). Researchers have arguedthis to be irrational. However, we show using a Bayesianformalism why this argument is overly assumptive, pointingto (previously overlooked) considerations of reliability of, anddependence between, misinforming and retracting sources.We demonstrate that lay reasoners intuitively endorseassumptions that demarcate CIE as a rational process, basedon the fact misinformation precedes its retraction. Moreover,despite using established CIE materials, we further upturn theapplecart by finding participants show CIE, and appropriatelypenalize the reliabilities of contradicting sources.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Continued Influence Effect; Negation;Reliability; Dependency; Reasoning" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/15p7s3kb", "frozenauthors": [ { "first_name": "Jens", "middle_name": "Koed", "last_name": "Madsen", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Saoirse", "middle_name": "Connor", "last_name": "Desai", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Toby", "middle_name": "", "last_name": "Pilditch", "name_suffix": "", "institution": "University of Oxford", "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/28793/galley/18664/download/" } ] }, { "pk": 28593, "title": "Sources of knowledge in children’s acquisition of the successor function", "subtitle": null, "abstract": "The successor function a recursive function S which states that for every natural number n, S(n) = n+1 underlies ourunderstanding of the natural numbers as an infinite class. Recent work has found that acquisition of this logical propertyis surprisingly protracted, completed several years after children master the counting procedure. While such work linkssuccessor knowledge with counting mastery, the exact processes underlying this developmental transition remain unclear.Here, we examined two possible mechanisms: (1) recursive counting knowledge, and (2) formal training with the +1 rulein arithmetic. We find that while both recursive counting and arithmetic mastery predict successor knowledge, arithmeticperformance is significantly lower than measures of recursive counting for all children. This dissociation suggests childrendo not generalize the successor function from trained mathematics; rather, we find evidence consistent with the hypothesisthat successor knowledge is supported by the extraction of recursive counting rules.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/75c9n60v", "frozenauthors": [ { "first_name": "Rose", "middle_name": "", "last_name": "Schneider", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Kaiqi", "middle_name": "", "last_name": "Guo", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Barner", "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/28593/galley/18464/download/" } ] }, { "pk": 29166, "title": "Space Matters: Investigating the influence of spatial information on subjectivetime perception", "subtitle": null, "abstract": "Although understood that time perception is subjective, the underlying cognitive mechanisms are not well described. Eventsegmentation theories propose that spatial information serves to segment experienced information in discrete units whichthen can be used to estimate time. Based on this theory, we explored whether subjective time perception is influenced bythe amount of perceived spatial information. A group of young participants viewed short videos of episodes that includeda spatial change (e.g., moving through doorways) or no spatial change. In one experiment, participants were asked toestimate a given time duration while viewing the video and in a second experiment, participants estimated the time of thevideo after viewing. Across experiments, videos with spatial change were associated with more accurate time perceptionestimates than those without spatial changes. These results highlight the important role of spatial processing in directingthe experience of time.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0s91n2x5", "frozenauthors": [ { "first_name": "Can", "middle_name": "", "last_name": "Fenerci", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Myles", "middle_name": "", "last_name": "LoParco", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "da Silva-Castanheira", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Signy", "middle_name": "", "last_name": "Sheldon", "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/29166/galley/19037/download/" } ] }, { "pk": 29238, "title": "Spatial Alignment Enhances Comparison of Complex Educational Visuals", "subtitle": null, "abstract": "Grasping relational concepts is facilitated by comparing their representations. Previously, Matlen et al (2014; underreview) found that for simple visual figures, the comparison process was optimized when the visuals were placed in directspatial alignment, such that the main axes of the visuals run perpendicular to their placement (e.g., horizontal figures placedvertically), relative to impeded spatial alignment, when the axes run parallel to their placement. In the present work,we tested this spatial alignment effect using complex naturalistic stimuli, consisting of skeletal structures. Participantsidentified anomalous bones by comparing a correct skeleton with a skeleton that had an incorrect bone. Participants weremore accurate when skeletal structures were placed in direct (M=.90) relative to impeded (M=.84) alignment (p¡.01).Given the relevance of these findings to education, we are formally coding visuals in middle-school science textbooksbased on their spatial alignment and will present these results at the conference.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8bk7f014", "frozenauthors": [ { "first_name": "Bryan", "middle_name": "", "last_name": "Matlen", "name_suffix": "", "institution": "WestEd", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Jee", "name_suffix": "", "institution": "Worcester State University", "department": "" }, { "first_name": "Nina", "middle_name": "", "last_name": "Simms", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "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/29238/galley/19109/download/" } ] }, { "pk": 28595, "title": "Spatial Memory of Immediate Environments", "subtitle": null, "abstract": "Memorizing and retrieving information about the spatial layoutof one’s surrounding is of crucial importance for humans. Wepropose a new theory of spatial memory of immediate envi-ronments and develop a corresponding computational realiza-tion. We detail how the theory explains key findings on humanspatial memory (use) and show that the computational real-ization accounts well for human behavior from three pertinentexperiments. One implication of the theory’s success is thatenduring spatial memory representations may best be concep-tualized as flexible combinations of representation structuresand reference frames.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "spatial memory; spatial reference frames; interfer-ence; perspective taking; computational modeling" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9k30f8d1", "frozenauthors": [ { "first_name": "Holger", "middle_name": "", "last_name": "Schultheis", "name_suffix": "", "institution": "University of Bremen", "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/28595/galley/18466/download/" } ] }, { "pk": 29173, "title": "Spatial-Numeric Associations Distort Estimates of Causal Strength", "subtitle": null, "abstract": "When individuals provide magnitude estimates using numeric scales, they may be influenced by spatio-numeric biases.In Western, English-speaking cultures smaller magnitudes are associated with the left side of space and larger with theright. We demonstrated the impact of spatial-numeric associations on judgments of causal strength in two trial-by-trialcausal learning experiments. Causes appeared on either the left or right side of a computer screen. In Experiment 1,participants made casual judgments using a number line either increasing in magnitude from left to right or decreasingin magnitude from left to right. In Experiment 2, participants made judgments using a non-linear circular target with thedepth of hue saturation representing causal strength. In Experiment 1, participants gave higher causal ratings to causesappearing in the space associated with larger numbers on the number line. These influences disappeared when the linearityof spatial-numeric associations was removed in 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/1pp3r80r", "frozenauthors": [ { "first_name": "Kelly", "middle_name": "", "last_name": "Goedert", "name_suffix": "", "institution": "Seton Hall University", "department": "" }, { "first_name": "Daniel", "middle_name": "W.", "last_name": "Czarnowski", "name_suffix": "", "institution": "Seton Hall 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/29173/galley/19044/download/" } ] }, { "pk": 29278, "title": "Spatial Preferences in Everyday Activities", "subtitle": null, "abstract": "Many everyday activities pose only weak constraints on the order, in which certain actions have to be performed. Whensetting the table, for example, any order of putting the required items on the table will be fine as long as all necessary itemsare on the table eventually. Despite the commonality of weakly constrained sequences in everyday activities, little is knownabout how humans deal with such sequences. In this contribution, we argue that humans do not order weakly constrainedactions arbitrarily, but exhibit systematic patterns of orderings, which we term ordering preferences. Moreover, we arguethat the task environment’s spatial layout and its mental representation are key factors in determining such preferences.An initial empirical study on table setting corroborates this reasoning by revealing ordering preferences that seem to bebased on a regionalization of space and the distances between the regions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5ws8z0q2", "frozenauthors": [ { "first_name": "Holger", "middle_name": "", "last_name": "Schultheis", "name_suffix": "", "institution": "University of Bremen", "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/29278/galley/19149/download/" } ] }, { "pk": 29023, "title": "Spatial Representations of Symbolic Fractions and Nonsymbolic Ratios: SNARCEffect and Number Line Estimation", "subtitle": null, "abstract": "Recent research on numerical cognition has begun to systematically detail the ability to perceive the magnitudes of sym-bolic fractions and non-symbolic ratios. The current study extended this line of research by investigating spatial represen-tations of symbolic fractions and nonsymbolic ratios with two behavioral measures: the Spatial-Numerical Associationof Response Codes (SNARC) effect and number line estimation. The two research questions were: 1) what are the simi-larities and differences of spatial representations between symbolic fractions and nonsymbolic ratios? 2) do mechanismsdriving the SNARC effect and performance on number line estimation rely on a shared cognitive mechanism? Participantscompleted four tasks: magnitude comparison with symbolic fractions, magnitude comparison with nonsymbolic ratios,number line estimation with symbolic fractions, and number line estimation with nonsymbolic ratios. Results suggestedthe existence of both shared and specific spatial representations of symbolic fractions and nonsymbolic ratios. Moreover,individual participants SNARC effects and number line estimation performances were not correlated with each other.Findings further elucidate the relations between different spatial representations for symbolic fractions and nonsymbolicratios and cast doubt on the prospect of their sharing common cognitive mechanisms.", "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/6nw3170p", "frozenauthors": [ { "first_name": "Rui", "middle_name": "", "last_name": "Meng", "name_suffix": "", "institution": "University of Wisconsin Madison", "department": "" }, { "first_name": "Percival", "middle_name": "", "last_name": "Matthews", "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/29023/galley/18894/download/" } ] }, { "pk": 28998, "title": "Spatial Updating Based on Visually Signaled Self-motion in Virtual Reality", "subtitle": null, "abstract": "Spatial updating during self-motion can be effortless, however, in virtual reality if there are inconsistent cues about self-motion, spatial updating of egocentric representations of object locations usually relies on perceived scene motion orimagery of a spatial situation model. Strong presence and illusory self-motion with a quick onset are presumed necessaryfor effortless spatial updating if self-motion is signaled visually only. In the reported experiment, participants performedspatial updating compensating for visually signaled forward self-motion in a virtual scene presented in a head-mounteddisplay. Higher visual detail in the scene improved performance only slightly. Overall, the result pattern suggests thatparticipants did not experience illusory self-motion that could support effortless updating despite more favorable conditionsthan in a previous study. Several modifications to the experiment are discussed as further tests of conditions fosteringeffortless updating in virtual reality.", "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/2mg194rb", "frozenauthors": [ { "first_name": "Georg", "middle_name": "", "last_name": "Jahn", "name_suffix": "", "institution": "Chemnitz University of Technology", "department": "" }, { "first_name": "Manuel", "middle_name": "", "last_name": "Dudczig", "name_suffix": "", "institution": "Institute for Machine Tools and Production Processes", "department": "" }, { "first_name": "Philipp", "middle_name": "", "last_name": "Klimant", "name_suffix": "", "institution": "Institute for Machine Tools and Production Processes", "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/28998/galley/18869/download/" } ] }, { "pk": 28874, "title": "Speaker-specific adaptationto variable use of uncertainty expressions", "subtitle": null, "abstract": "Speakers exhibit variability in their choice between uncertaintyexpressions such as might and probably. Recent work hasfound that listeners cope with such variability by updating theirexpectations about how a specific speaker uses uncertainty ex-pressions when interacting with a single speaker. However, itis still unclear to what extent listeners form speaker-specificexpectations for multiple speakers and to what extent listenersare adapting to a situation independent of the speakers. Here,we take a first step towards answering these questions. In Ex-periment 1, listeners formed speaker-specific expectations af-ter being exposed to two speakers whose use of uncertaintyexpressions differed. In Experiment 2, listeners who were ex-posed to two speakers with identical use of uncertainty expres-sions formed considerably stronger expectations than in Exper-iment 1. This suggests that listeners form both speaker-specificand situation-specific expectations. We discuss the implica-tions of these results for theories of adaptation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "psycholinguistics; semantics; pragmatics; adapta-tion; uncertainty expressions" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2bz715sm", "frozenauthors": [ { "first_name": "Sebastian", "middle_name": "", "last_name": "Schuster", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Judith", "middle_name": "", "last_name": "Degen", "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/28874/galley/18745/download/" } ] }, { "pk": 28898, "title": "Speaking but not Gesturing Predicts Motion Event Memory\nWithin and Across Languages", "subtitle": null, "abstract": "In everyday life, people see, describe and remember motion\nevents. We tested whether the type of motion event\ninformation (path or manner) encoded in speech and gesture\npredicts which information is remembered and if this varies\nacross speakers of typologically different languages. We focus\non intransitive motion events (e.g., a woman running to a tree)\nthat are described differently in speech and co-speech gesture\nacross languages, based on how these languages typologically\nencode manner and path information (Kita & Özyürek, 2003;\nTalmy, 1985). Speakers of Dutch (n = 19) and Turkish (n = 22)\nwatched and described motion events. With a surprise (i.e.\nunexpected) recognition memory task, memory for manner and\npath components of these events was measured. Neither Dutch\nnor Turkish speakers’ memory for manner went above chance\nlevels. However, we found a positive relation between path\nspeech and path change detection: participants who described\nthe path during encoding were more accurate at detecting\nchanges to the path of an event during the memory task. In\naddition, the relation between path speech and path memory\nchanged with native language: for Dutch speakers encoding\npath in speech was related to improved path memory, but for\nTurkish speakers no such relation existed. For both languages,\nco-speech gesture did not predict memory speakers. We\ndiscuss the implications of these findings for our understanding\nof the relations between speech, gesture, type of encoding in\nlanguage and memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Motion events; Memory; Cross-linguistic\ndifferences; Co-speech gesture" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6pv7w93q", "frozenauthors": [ { "first_name": "Marlijn", "middle_name": "", "last_name": "ter Bekke", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Aslı", "middle_name": "", "last_name": "Özyürek", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Ercenur", "middle_name": "", "last_name": "Ünal", "name_suffix": "", "institution": "Radboud 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/28898/galley/18769/download/" } ] }, { "pk": 28460, "title": "Speech Processing does not Involve Acoustic Maintenance", "subtitle": null, "abstract": "What happens to the acoustic signal after it enters the mind of a listener during real-time speech processing? Sinceprocessing involves extracting linguistic evidence from multiple, temporally distinct sources of information, successfulcommunication relies on a listeners ability to combine these potentially disparate signals. Previous work has shown thatlisteners are able to maintain, and rationally update, some type of intermediate representations over time. However, exactlywhat type of information is being maintainedbe it acoustic-phonetic or rather a probability distribution over phonemeshasbeen underspecified. In this paper we present a perception experiment aimed at identifying the internal contents of in-termediate representations in speech processing. Using an accent-adaptation paradigm, we find that listeners adapt tomodulated acoustic signal when the corresponding orthography is provided before the audio, but not when audio followsthe orthography. This supports the position that intermediate representations are uncertainty-distributions over discreteunits (e.g. phonemes) and that, by default, speech processing involves no maintenance of the acoustic-phonetic signal.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/83n614k5", "frozenauthors": [ { "first_name": "Spencer", "middle_name": "", "last_name": "Caplan", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Alon", "middle_name": "", "last_name": "Hafri", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Trueswell", "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/28460/galley/18331/download/" } ] } ] }