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{ "count": 38488, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=17200", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=17000", "results": [ { "pk": 44431, "title": "Pneumonia in a Patient with COPD and Rheumatoid Arthritis", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Clinical Vignette" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1509m4cv", "frozenauthors": [ { "first_name": "Roman", "middle_name": "", "last_name": "Culjat", "name_suffix": "MD", "institution": "University of California, Los Angeles", "department": "Medicine" }, { "first_name": "Brian", "middle_name": "", "last_name": "Wong", "name_suffix": "MD", "institution": "University of California, Los Angeles", "department": "Medicine" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-03T15:46:49+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/ucladom_proceedings/article/44431/galley/33224/download/" } ] }, { "pk": 44422, "title": "Extralobar Pulmonary Sequestration Presenting as Abdominal Pain", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Clinical Vignette" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8dh5n8gz", "frozenauthors": [ { "first_name": "Brian", "middle_name": "", "last_name": "Wong", "name_suffix": "MD", "institution": "University of California, Los Angeles", "department": "Medicine" }, { "first_name": "Roman", "middle_name": "", "last_name": "Culjat", "name_suffix": "MD", "institution": "University of California, Los Angeles", "department": "Medicine" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-02T19:37:33+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/ucladom_proceedings/article/44422/galley/33216/download/" } ] }, { "pk": 27916, "title": "", "subtitle": null, "abstract": "People gesture when they talk, and often gestures carry information about their thoughts. Beatgestures, however, which are simple flicks of the hand, are widely believed to carry no semanticinformation. Here we challenge this belief with a quantitative analysis of more than 5000spontaneous co-speech gestures. Participants told stories suggesting literal or metaphoricalmotion in one of four directions: up, down, left, or right. They produced beats in the directionimplied by the story, much more frequently than would be expected by chance, not only duringliteral spatial language (my rocket went higher), but also when participants used spatialmetaphors for abstract motion (my grades went higher), and when they expressed the sameabstract ideas without using any spatial language (my grades got better). Beats constituted themajority (76%) of the gestures that storytellers produced. Beat gestures are pervasive andmeaningful, and reveal the spatial scaffolding of abstract thoughts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": false, "remote_url": null, "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27916/galley/17554/download/" } ] }, { "pk": 27901, "title": "", "subtitle": null, "abstract": "Although there are multiple reports of children spontaneously asking “why” and “how”questions, the information seeking basis of their questions remains unclear. Two studiesmeasured children’s curiosity for how things work by pitting mechanistic information(e.g., how things work) against “fun” information (e.g., surprising stories). Theinformation was never supplied, just the potential opportunity to acquire it. Childrenfrom 5 to 10 years old showed a clear preference for mechanistic information (asopposed to fun facts) when the experimenter put the emphasis on learning (as opposedto “having fun”). Crucially, children also showed an interest in mechanistic informationwhen given neutral guidelines. A drive to learn more about mechanism thereforeemerges early in childhood and can override attractive alternatives.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": false, "remote_url": null, "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27901/galley/17539/download/" } ] }, { "pk": 35960, "title": "2017-2018 CATESOL Board of Directors", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1f8574vc", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35960/galley/26814/download/" } ] }, { "pk": 35948, "title": "2018-2019 CATESOL Board of Directors", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4k922878", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35948/galley/26802/download/" } ] }, { "pk": 35954, "title": "AB 705: Where We’ve Been, and Where We’re Headed", "subtitle": null, "abstract": "Between 2012 and 2018, the California Community Colleges system underwent significant changes in policy and practice to address student\nsuccess rates; this article chronicles policies affecting ESL students and how ESL faculty worked to ensure equitable, appropriate implementation for students enrolled in credit ESL courses. The 2018 California law, AB 705 (Irwin) and its partner bill, AB 1805 (Irwin), changed placement processes; impact was greatest in the disciplines of English and mathematics, which were mandated to primarily use high school information for direct placement into transfer-level course work. Credit ESL students were not included in the original text of either bill. However, advocacy by three community college ESL faculty led to language amendments in both laws on behalf of ESL students. Further advocacy resulted in an ESL subcommittee to ensure that the needs of ESL students would still be met in the implementation of AB 705.", "language": "eng", "license": null, "keywords": [ { "word": "AB 705" }, { "word": "credit ESL" }, { "word": "transfer-level courses" }, { "word": "prerequisite courses" }, { "word": "co-curricular courses" }, { "word": "community college system" }, { "word": "assessment instruments" }, { "word": "placement policies" } ], "section": "CATESOL Exchanges", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/39z01904", "frozenauthors": [ { "first_name": "Leigh", "middle_name": "Anne", "last_name": "Shaw", "name_suffix": "", "institution": "Skyline College", "department": "" }, { "first_name": "Sydney", "middle_name": "", "last_name": "Rice", "name_suffix": "", "institution": "Imperial Valley College", "department": "" }, { "first_name": "Kathy", "middle_name": "", "last_name": "Wada", "name_suffix": "", "institution": "Cypress College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35954/galley/26808/download/" } ] }, { "pk": 28189, "title": "A Bayesian Analysis of Moral Norm Malleability during Clarification Dialogues", "subtitle": null, "abstract": "One of the principle tenets of modern behavioral ethics is thathuman morality is dynamic and malleable. Recent work intechnology ethics has highlighted the role technologies canplay in this process. As such, it is the responsibility oftechnology designers to actively identify and address possi-ble negative consequences of such technological mediation. Inthis work, we examine dialogue systems employed by currentrobotic agents, arguing that they can have deleterious effectson both the human moral ecosystem and human perception ofthe robots, regardless of the robots’ actual ethical competence.We present a preliminary Bayesian analysis of empirical datasuggesting that the architectural status quo of clarification re-quest generation systems may (1) cause robots to unintention-ally miscommunicate their ethical intentions (our two tests forthis yielded Bayes factors of 1319 and 1099) and (2) weakenhumans’ contextual application of moral norms (Bayes fac-tor of 1069).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "natural language generation" }, { "word": "moralnorms" }, { "word": "robot ethics" }, { "word": "experimental ethics" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2zg472dv", "frozenauthors": [ { "first_name": "Tom", "middle_name": "", "last_name": "Williams", "name_suffix": "", "institution": "Colorado University of Mines", "department": "" }, { "first_name": "Ryan", "middle_name": "Blake", "last_name": "Jackson", "name_suffix": "", "institution": "Colorado University of Mines", "department": "" }, { "first_name": "Jane", "middle_name": "", "last_name": "Lockshin", "name_suffix": "", "institution": "Colorado University of Mines", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28189/galley/17848/download/" } ] }, { "pk": 27716, "title": "Abstract: \"Ockham's Razor and Chimpanzee Mind-Reading\"", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0562c5c5", "frozenauthors": [ { "first_name": "Elliott", "middle_name": "", "last_name": "Sober", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27716/galley/17356/download/" } ] }, { "pk": 35946, "title": "Abstracts", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5g0333dx", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35946/galley/26800/download/" } ] }, { "pk": 35958, "title": "Abstracts", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9zw8w7mk", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35958/galley/26812/download/" } ] }, { "pk": 27910, "title": "A Case of Divergent Predictions Made by Delta and Decay Rule Learning Models", "subtitle": null, "abstract": "The Delta and Decay rules are two learning rules used to update\nexpected values in reinforcement learning (RL) models. The\ndelta rule learns average rewards, whereas the decay rule learns\ncumulative rewards for each option. Participants learned to\nselect between pairs of options that had reward probabilities of\n.65 (option A) versus .35 (option B) or .75 (option C) versus\n.25 (option D) on separate trials in a binary-outcome choice\ntask. Crucially, during training there were twice as AB trials as\nCD trials, therefore participants experienced more cumulative\nreward from option A even though option C had a higher\naverage reward rate (.75 versus .65). Participants then decided\nbetween novel combinations of options (e.g, A versus C). The\nDecay model predicted more A choices, but the Delta model\npredicted more C choices, because those respective options had\nhigher cumulative versus average reward values. Results were\nmore in line with the Decay model’s predictions. This suggests\nthat people may retrieve memories of cumulative reward to\ncompute expected value instead of learning average rewards\nfor each option.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Reinforcement Learning" }, { "word": "delta rule" }, { "word": "decay rule" }, { "word": "prediction error" }, { "word": "Base rates" }, { "word": "probability learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3x42k7ks", "frozenauthors": [ { "first_name": "Darrell", "middle_name": "A", "last_name": "Worthy", "name_suffix": "", "institution": "Texas A&M", "department": "" }, { "first_name": "A", "middle_name": "Ross", "last_name": "Otto", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Astin", "middle_name": "C", "last_name": "Cornwall", "name_suffix": "", "institution": "Texas A&M", "department": "" }, { "first_name": "Hilary", "middle_name": "J", "last_name": "Don", "name_suffix": "", "institution": "U of Sydney", "department": "" }, { "first_name": "Tyler", "middle_name": "", "last_name": "Davis", "name_suffix": "", "institution": "Texas Tech University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27910/galley/17548/download/" } ] }, { "pk": 27755, "title": "A Casual Model Approach to Dynamic Control", "subtitle": null, "abstract": "Acting effectively in the world requires learning and control-\nling dynamic systems, that is, systems involving feedback re-\nlations among continuous variables that vary in real time. We\nintroduce a novel class of dynamic control environments us-\ning Ornstein-Uhlenbeck processes connected in causal Markov\ngraphs that allow us to systematically test people’s ability to\nlearn and control various dynamic systems. We find that per-\nformance varied across a range of test environments, roughly\nmatching with complexity defined by a set of models trained\non the task (an optimal model, a deep Reinforcement Learning\nagent, and a PID controller). The testbed of dynamic envi-\nronments and class of models introduced in this paper lay the\ngroundwork for the systematic study of people’s ability to con-\ntrol complex dynamic systems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Dynamic control" }, { "word": "Casual learning" }, { "word": "Dynamic decision making" }, { "word": "Reinforcement Learning" }, { "word": "control theory" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9v04k296", "frozenauthors": [ { "first_name": "Zachary", "middle_name": "J", "last_name": "Davis", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Neil", "middle_name": "R", "last_name": "Bramley", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Bob", "middle_name": "", "last_name": "Rehder", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Todd", "middle_name": "", "last_name": "Gureckis", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27755/galley/17395/download/" } ] }, { "pk": 28004, "title": "A Computational Model of the Acquisition of German Case", "subtitle": null, "abstract": "We present a computational model of the acquisition of\nGerman case that is evaluated against empirical data obtained\nfrom naturalistic speech. The model substitutes nouns into\nexisting contexts, and proceeds through a number of stages that\nreflect increasing knowledge on the part of a child, both of the\ndeterminer-noun sequences that are legal in German, and of the\ndeterminer-noun sequences that are appropriate in specific\nsentential contexts (cases). The model provides a natural\naccount of gender and case errors, the two most common error\ntypes produced by children, and shows the highest error rates\nin dative contexts and lowest error rates in nominative contexts,\nas is true of children learning German. However, the model’s\nerror rates in the early stages are considerably higher than those\nshown by children, suggesting that children possess a fairly\nsophisticated representation of how lexical contexts assign case\nfrom a relatively early age.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "German Case" }, { "word": "acquisition" }, { "word": "Computer Modelling" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7sf31294", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Freudenthal", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Julian", "middle_name": "M", "last_name": "Pine", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Fernand", "middle_name": "", "last_name": "Gobet", "name_suffix": "", "institution": "University of Liverpool", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28004/galley/17643/download/" } ] }, { "pk": 28153, "title": "A Conceptual Ladder from Spikes to Behavior: Toward the Neural Basis of Dynamic Choices at Multiple Scales", "subtitle": null, "abstract": "Reducing cognitive phenomena to neural activity is seen by\nmany as lacking in scientific utility. The conceptual chasm\nbetween electrochemical activity and the act of making a\nchoice is too broad to span in a single step. Instead, we adopt\na multi-scale approach to cognitive neuroscience by\nconstructing a conceptual ladder that incrementally climbs\nfrom neuronal spikes to cognitive processes with each step\noffering theoretic reductions. Here we propose a sequence of\nintermediate neurocomputational processes that are promising\nfor understanding an array of cognitive phenomena. We\nillustrate this approach in the context of the dynamics of\nchoice. These dynamics emerge from serial evaluation\nmediated by systems in frontal cortex and the basal ganglia.\nThe effect is to promote neural oscillations that provide a\nsubstrate for communication through coherence. Both\nempirical and simulation studies are described to support this\nview of emergent behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "spiking neural networks; synchrony; coherence" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3st5161c", "frozenauthors": [ { "first_name": "Timothy", "middle_name": "M", "last_name": "Shea", "name_suffix": "", "institution": "UC Merced", "department": "" }, { "first_name": "David", "middle_name": "C", "last_name": "Noelle", "name_suffix": "", "institution": "UC Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28153/galley/17812/download/" } ] }, { "pk": 27915, "title": "A context constructivist account of contextual diversity", "subtitle": null, "abstract": "Word frequency effects have long served as an empirical andtheoretical test bed for theories of language processing. Anumber of recent studies have suggested that Contextual Di-versity (CD) is a better metric of retrieval processes than wordfrequency. Motivated by these findings, we sketch an activeaccount of lexical access during sentence processing: lan-guage users store statistics about contextualized lexical rep-resentations and use lexical-contextual relations to both con-struct context and predict words given the context. In linewith our account, we provide evidence from a frequency judg-ment experiment suggesting that words are not stored indepen-dently of their contexts of use. To further examine CD effectsin reading, we analyzed reading times in self-paced readingand eye-tracking corpora. We demonstrate that as context isconstructed, the role of CD in lexical retrieval is attenuated,reflecting a trade-off between context construction and contex-tualized word prediction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Frequency; Contextual Diversity; Predictability" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5m48r4t9", "frozenauthors": [ { "first_name": "Shaorong", "middle_name": "", "last_name": "Yan", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Francis", "middle_name": "", "last_name": "Mollica", "name_suffix": "", "institution": "U of Rochester", "department": "" }, { "first_name": "Michael", "middle_name": "K", "last_name": "Tanenhaus", "name_suffix": "", "institution": "U of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27915/galley/17553/download/" } ] }, { "pk": 27807, "title": "Action Function Learning", "subtitle": null, "abstract": "How do people actively explore to learn about functional relationships, that is, how continuous inputs map onto continuous outputs? We introduce a novel paradigm to investigate information search in continuous, multi-feature function learning scenarios. Participants either actively selected or passively observed information to learn about an underlying linear function. We develop and compare different variants of rule-based (linear regression) and non-parametric (Gaussian process regression) active learning approaches to model participants' active learning behavior. Our results show that participants' performance is best described by a rule-based model that attempts to efficiently learn linear functions with a focus on high and uncertain outcomes. These results advance our understanding of how people actively search for information to learn about functional relations in the environment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "active learning" }, { "word": "Function learning" }, { "word": "Rule Learning" }, { "word": "Self-directed sampling" }, { "word": "information search" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1p76k5tm", "frozenauthors": [ { "first_name": "Angela", "middle_name": "", "last_name": "Jones", "name_suffix": "", "institution": "Max Plank Institute for Human Development", "department": "" }, { "first_name": "Eric", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "Harvard", "department": "" }, { "first_name": "Bjorn", "middle_name": "", "last_name": "Medder", "name_suffix": "", "institution": "Max Plank Institute for Human Development", "department": "" }, { "first_name": "Azzurra", "middle_name": "", "last_name": "Rugerri", "name_suffix": "", "institution": "Max Plank Institute for Human Development, Technical University of Munich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27807/galley/17447/download/" } ] }, { "pk": 28058, "title": "Adaptive planning in human search", "subtitle": null, "abstract": "How do people plan ahead when searching for rewards? Weinvestigate planning in a foraging task in which participantssearch for rewards on an infinite two-dimensional grid. Ourresults show that their search is best-described by a modelwhich searches at least 3 steps ahead. Furthermore, partici-pants do not seem to update their beliefs during planning, butrather treat their initial beliefs as given, a strategy similar to aheuristic called root-sampling. This planning algorithm corre-sponds well with participants’ behavior in test problems withrestricted movement and varying degrees of information, out-performing more complex models. These results enrich ourunderstanding of adaptive planning in complex environments", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Planning; Decision Making; Tree Search; Forag-ing; Reinforcement Learning; Monte Carlo Sampling" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/36d1q0dz", "frozenauthors": [ { "first_name": "Moritz", "middle_name": "J.F.", "last_name": "Krusche", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Eric", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "Harvard", "department": "" }, { "first_name": "Arthur", "middle_name": "", "last_name": "Guez", "name_suffix": "", "institution": "University of College London", "department": "" }, { "first_name": "Maarten", "middle_name": "", "last_name": "Speekenbrink", "name_suffix": "", "institution": "University of College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28058/galley/17697/download/" } ] }, { "pk": 27914, "title": "Adding types, but not tokens, affects the breadth of property induction", "subtitle": null, "abstract": "The extent to which we generalize a novel property from asample of familiar instances to novel instances depends on thesample used. In these experiments, we are interested in twosample characteristics: number of types (discrete entities) andnumber of tokens (copies of the same entity) that share a novelproperty. Existing studies permit separate and conditionalhypotheses about the effects of adding types and tokens, but nostudy has examined the effects of both variables ongeneralization stimuli varying in similarity. We find thatadding types broadens generalization to similar stimuli, buttightens generalization to dissimilar stimuli. Adding tokensdoes not affect generalization, but adding repetitions that areframed as types produces some tightening. Implications formodels of inductive reasoning are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "inductive reasoning" }, { "word": "Categories" }, { "word": "concepts" }, { "word": "Bayesian models" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8vx1k9zv", "frozenauthors": [ { "first_name": "Belinda", "middle_name": "", "last_name": "Xie", "name_suffix": "", "institution": "UNSW", "department": "" }, { "first_name": "Brett", "middle_name": "K", "last_name": "Hayes", "name_suffix": "", "institution": "UNSW", "department": "" }, { "first_name": "Danielle", "middle_name": "J", "last_name": "Navarro", "name_suffix": "", "institution": "UNSW", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27914/galley/17552/download/" } ] }, { "pk": 28090, "title": "Addressing Old Mysteries of Gain Scores in a Pretest-Posttest Educational Setting", "subtitle": null, "abstract": "Gain scores are obtained as the difference between two consecutive measurements of knowledge. Although they arewidely acknowledged as a measure of change, they have been harshly criticized since empirical research has shown itsserious conceptual problems. To gain insight on the nature of these problems, I developed a model for the gains ofknowledge in the setting of a pretest-posttest instructional intervention. The model explains seemingly odd phenomenaassociated to gain scores: (a) negative gain-pretest correlations, and (b) lack of correlations between gain scores andlearner’s cognitive abilities. This highlights the potential of the proposed model for investigating the change of knowledgein a pretest-posttest educational setting and emphasizes the importance of modelling change by using information providedby specific application areas. Further work may lead to developing novel statistical methods for analysing educational dataand for estimating the change of knowledge in diverse educational contexts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9r43c6t2", "frozenauthors": [ { "first_name": "Jairo", "middle_name": "", "last_name": "Navarrete", "name_suffix": "", "institution": "University of the Bo-bo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28090/galley/17729/download/" } ] }, { "pk": 28222, "title": "A deep learning approach to training a brain activity-based trial-by-trial classifier for rapid serial visual presentation imagery", "subtitle": null, "abstract": "Image classification aided by brain activity measured during rapid serial visual presentation (RSVP) shows promise to aidhuman viewers to quickly triage large volumes of images with support of an EEG technology. Fast perceptual responsesare parsed with a brain-activity classifier operating on EEG signals to select an image subset containing visual informationsimilar to the viewers target. However, current processes for training brain activity classifiers are experimentally andcomputationally expensive. We propose a deep learning model that classifies images based off of brain-activity. Usingthe satellite visual images and EEG data provided from Bigdely-Shamlo et al. (2007), we compare different machinelearning (Support Vector Machines) and deep learning (Convolutional Neural Networks and Recurrent Neural Networks)approaches along with different data manipulation styles for classifying the satellite images. This initial report summarizesthe efforts to establish benchmarks for deep learning, exploring the potential to streamline and improve brain-activity basedclassification.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/43s8q3x6", "frozenauthors": [ { "first_name": "Katherine", "middle_name": "", "last_name": "Porterfield", "name_suffix": "", "institution": "Pacific Northwest National Laboratory", "department": "" }, { "first_name": "Leslie", "middle_name": "", "last_name": "Blaha", "name_suffix": "", "institution": "Pacific Northwest National Laboratory", "department": "" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Suter", "name_suffix": "", "institution": "Pacific Northwest National Laboratory", "department": "" }, { "first_name": "Johnathan", "middle_name": "", "last_name": "Cree", "name_suffix": "", "institution": "Pacific Northwest National Laboratory", "department": "" }, { "first_name": "Gianluca", "middle_name": "", "last_name": "Longoni", "name_suffix": "", "institution": "Pacific Northwest National Laboratory", "department": "" }, { "first_name": "Jesse", "middle_name": "", "last_name": "Johns", "name_suffix": "", "institution": "Pacific Northwest National Laboratory", "department": "" }, { "first_name": "Gerges", "middle_name": "", "last_name": "Dib", "name_suffix": "", "institution": "Pacific Northwest National Laboratory", "department": "" }, { "first_name": "Kayla", "middle_name": "", "last_name": "Duskin", "name_suffix": "", "institution": "Pacific Northwest National Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28222/galley/17881/download/" } ] }, { "pk": 28349, "title": "A Disadvantage of Comparison and Contrast in Object Label Learning", "subtitle": null, "abstract": "Multiple studies demonstrate benefits of comparison and contrast for learning relational, taxonomic, and abstract cate-gories. This study examined the effects of comparison and contrast with learning non-relational perceptual information,specifically on 3-year-old childrens learning of labels for novel shape categories. There were four between-subject condi-tions: comparison, contrast (informative), contrast (neutral), and one-example. Each condition heard the novel word threetimes, the difference was in the number of objects (one-example vs. the rest) and the object presentations (comparative vs.contrastive). The test asked children to extend the label to a new example of the category. The results counter-intuitivelyshow that learning from one example outperforms learning from multiple examples via comparison or contrast, suggestinga detrimental role of comparison and contrast for shape categories for children at this level of vocabulary knowledge.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0zc308sp", "frozenauthors": [ { "first_name": "Gwendolyn", "middle_name": "", "last_name": "Price", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Catherine", "middle_name": "", "last_name": "Sandhofer", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28349/galley/18069/download/" } ] }, { "pk": 28060, "title": "A Dispositional Account of Aversive Racism", "subtitle": null, "abstract": "I motivate and articulate a dispositional account of aversiveracism. By conceptualizing and measuring attitudes in termsof their full distribution, rather than in terms of their mode ormean preference, my account of dispositional attitudes givesambivalent attitudes (qua attitude) the ability to predictaggregate behavior. This account can be distinguished fromother dispositional accounts of attitude by its ability tocharacterize ambivalent attitudes such as aversive racism atthe attitudinal rather than the sub-attitudinal level and itsdeeper appreciation of the analogy between traits andattitudes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "implicit attitudes; implicit bias; dispositionalattitudes; attitudes" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3vf2v6d8", "frozenauthors": [ { "first_name": "Carole", "middle_name": "J", "last_name": "Lee", "name_suffix": "", "institution": "University of Washington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28060/galley/17699/download/" } ] }, { "pk": 27831, "title": "Adults and preschoolers seek visual information to support language comprehension in noisy environments", "subtitle": null, "abstract": "Language comprehension in grounded, social contexts in-volves integrating information from both the visual and the lin-guistic signals. But how should listeners prioritize these differ-ent information sources? Here, we test the hypothesis that evenyoung listeners flexibly adapt the dynamics of their gaze toseek higher value visual information when the auditory signalis less reliable. We measured the timing and accuracy of adults(n=31) and 3-5 year-old children’s (n=39) eye movements dur-ing a real-time language comprehension task. Both age groupsdelayed the timing of gaze shifts away from a speaker’s facewhen processing speech in a noisy environment. This delayresulted in listeners gathering more information from the vi-sual signal, more accurate gaze shifts, and fewer random eyemovements to the rest of the visual world. These results pro-vide evidence that even young listeners adjust to the demandsof different processing contexts by seeking out visual informa-tion that supports language comprehension.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "eye-movements" }, { "word": "Language Processing" }, { "word": "information-seeking" }, { "word": "speech in background noise" }, { "word": "development" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0x18v8gj", "frozenauthors": [ { "first_name": "Kyle", "middle_name": "", "last_name": "MacDonald", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Virginia", "middle_name": "", "last_name": "Marchman", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Anne", "middle_name": "", "last_name": "Fernald", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Michael", "middle_name": "C", "last_name": "Frank", "name_suffix": "", "institution": "Stanford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27831/galley/17470/download/" } ] }, { "pk": 27852, "title": "Adults use gradient similarity information in compositional rules", "subtitle": null, "abstract": "When learning about the world, we develop mental represen-tations or concepts for things we have never seen. At the sametime, we also develop representations for things that are similarto what we have experienced. Traditionally, similarity-basedand rule-based systems have been used as distinct models tocapture conceptual representation. However, it seems implau-sible that we do not flexibly deploy both systems. Whetherboth systems can be used simultaneously to represent compo-nents of a single concept is an open empirical question. Oneexample suggesting that the use of both systems is possible isthe concept of a ZEBRA , which looks like a horse but striped.Using an artificial concept learning task, we test whether peo-ple can combine similarity and rules compositionally in orderto represent concepts. Our results suggest that people are ableto compose similarity and rules when mentally representing asingle concept.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "concept learning" }, { "word": "Conceptual representation" }, { "word": "Similarity" }, { "word": "Rules" }, { "word": "Generalization" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8676p34d", "frozenauthors": [ { "first_name": "Lauren", "middle_name": "A", "last_name": "Oey", "name_suffix": "", "institution": "Rochester", "department": "" }, { "first_name": "Francis", "middle_name": "", "last_name": "Mollica", "name_suffix": "", "institution": "Rochester", "department": "" }, { "first_name": "Steven", "middle_name": "T", "last_name": "Piantadosi", "name_suffix": "", "institution": "Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27852/galley/17490/download/" } ] }, { "pk": 27732, "title": "A dynamic neural model of memory, attention and cross-situational word learning", "subtitle": null, "abstract": "Recent empirical studies have affirmed the fundamental role\nof attention and memory processes in statistical word learning\ntasks. These processes interact in complex ways to guide\nspontaneous looking behaviors of learners as well as\ndetermine their overall learning performance. On the\nmodelling side, studies have made it clear that computational\nmodels must provide process-based rather than only\ncomputational accounts of word learning, because these can\nconnect to the empirically observed behaviors at a moment-\nto-moment timescale. Thus, here we present a neurally-\ngrounded process model of word learning called WOLVES\n(Word-Object Learning Via Visual Exploration in Space) that\nintegrates visual dynamics and word-object binding across\nmultiple timescales. WOLVES integrates multiple established\ndynamic neural field models to allow fine-grained indexing of\ncomponent processes driving the looking-learning loop. We\nreport simulation results for three empirical cross-situational\nword learning experiments to validate the model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cross-situational word learning" }, { "word": "dynamic neural field theory" }, { "word": "dft" }, { "word": "attention and memory" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/892408xm", "frozenauthors": [ { "first_name": "Ajaz", "middle_name": "A", "last_name": "Bhat", "name_suffix": "", "institution": "University of East Anglia", "department": "" }, { "first_name": "John", "middle_name": "P", "last_name": "Spencer", "name_suffix": "", "institution": "University of East Anglia", "department": "" }, { "first_name": "Larissa", "middle_name": "K", "last_name": "Samuelson", "name_suffix": "", "institution": "University of East Anglia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27732/galley/17372/download/" } ] }, { "pk": 28298, "title": "Age, gender, and learning style predict spontaneous explicit learning in an implicitlearning task", "subtitle": null, "abstract": "Previous studies of implicit learning have demonstrated spontaneous explicit learning in some participants but not others.We investigated whether differences in spontaneous explicit knowledge could be predicted by individual-level variables.Ninety-five undergraduates (Mage = 19.91, SDage = 1.5; Nfemale = 85) performed a Serial Response Task in which asequence was embedded in some blocks but not others; all participants demonstrated implicit learning (shorter RTs forsequence blocks compared to random blocks) but only 31 (32%) were able to describe the sequence accurately afterwards.Neither verbal nor non-verbal IQ, nor working memory span, nor Need for Cognition differentiated those with explicitsequence knowledge from those without. However, the relationship between sex and any explicit knowledge was signifi-cant (2(95) = 4.5, p = .03), and among participants with any explicit sequence knowledge, males correctly recalled moresequence items than females (Mmale, = 8, Mfemale, = 4.19; t(29) = 3.26, p =.0028).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2748k65h", "frozenauthors": [ { "first_name": "Priya", "middle_name": "", "last_name": "Kalra", "name_suffix": "", "institution": "University of Wisconsin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28298/galley/17960/download/" } ] }, { "pk": 28030, "title": "A generative model of people’s intuitive theory of emotions: inverse planning inrich social games", "subtitle": null, "abstract": "We propose a formal model of humans’ intuitive theories of others’ emotions. From a single choice in a social interaction(e.g. the choice to cooperate in a Prisoner’s Dilemma game), human observers can infer a player’s complex values, such asprosocial preferences and reputational concerns. When the player then experiences a new situation (the game’s outcome),observers infer the player’s reaction to the event based on the mental state likely to have produced the player’s action. Herewe capture this process by inverting a richly structured generative model of social gameplay, including social equity andreputational dimensions, and translate players’ subjective motivations, expectations, and prediction errors into forwardpredictions of the emotional experiences of the players. Our model infers players’ values and expectations, generatespatterns of play that match observers’ intuitions, and supports formally generated emotion predictions with substantiallyextended breadth and nuance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/09x0r0ht", "frozenauthors": [ { "first_name": "Sean", "middle_name": "", "last_name": "Houlihan", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Max", "middle_name": "", "last_name": "Kleiman-Weiner", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Saxe", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28030/galley/17669/download/" } ] }, { "pk": 27885, "title": "Agent versus Non-Agent Motions Influence Language Production: Word Order and Perspective in a VOS language", "subtitle": null, "abstract": "Is language production isolated from our experiences ofphysical events, or can physical motion affect the conceptualsaliency of the components of a to-be-described event, inways that affect its linguistic description? This studyexamined the influence of physical motion on theinterpretation and description of simple transitive events.More specifically, we investigated whether engagement innon-speech physical actions affects the relative location ofverbs versus arguments in sentence production, and therelative location and prominence of Agents, by testing nativespeakers of Truku, a language that allows flexibility in eachof these options and presents under-studied typologicalpatterns.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Embodiment" }, { "word": "conceptual saliency" }, { "word": "sentence production" }, { "word": "motion" }, { "word": "endangered languege" }, { "word": "Verb-initial language" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/57c482xx", "frozenauthors": [ { "first_name": "Manami", "middle_name": "", "last_name": "Sato", "name_suffix": "", "institution": "Okinawa International University", "department": "" }, { "first_name": "Keiyu", "middle_name": "", "last_name": "Niikuni", "name_suffix": "", "institution": "Tohoku University", "department": "" }, { "first_name": "Amy", "middle_name": "J", "last_name": "Schafer", "name_suffix": "", "institution": "University of Hawaii", "department": "" }, { "first_name": "Masatoshi", "middle_name": "", "last_name": "Koizumi", "name_suffix": "", "institution": "Tohoku University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27885/galley/17523/download/" } ] }, { "pk": 28365, "title": "Age-related change of hand raising behavior in elementary school children", "subtitle": null, "abstract": "Raising hands is an important behavior in a classroom because children get a chance to participate in the class by doingit, and teachers use it to monitor how well children have understood the lesson. However, little is known about thehand raising behavior in a classroom. Thus, we examined to see if hand raising behavior varies with childrens age in anelementary school. Children in the first, third and fifth grades participated in this study. We recoded the teachers andchildrens behaviors and speech observed in Japanese language class and analyzed their interactions. The results showedthat fifth graders frequently raised their hands, while third graders raised them the least. The incidence of hand raisingduring anothers speech was also higher in fifth graders. This suggests that with age, children learn to use teacher and otherchildrens speech and non-verbal behavior as a resource to participate in a class.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9pg2p7hq", "frozenauthors": [ { "first_name": "Kazuki", "middle_name": "", "last_name": "Sekine", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Takashi", "middle_name": "", "last_name": "Ito", "name_suffix": "", "institution": "Hokkaido University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28365/galley/18101/download/" } ] }, { "pk": 27991, "title": "A graph-based model to discover preference structure from choice data", "subtitle": null, "abstract": "In this paper we demonstrate how to use graph matching touncover heterogeneity in the structure of preferences acrossa population of decision-makers. We propose a novel non-parametric approach to formally capture the concept of pref-erence structure using preference graphs, thereafter clusteringdecision-makers based on graph embedding methods. We ex-plore the approach with simulated choice and empirical datafrom the most common classes of economic and psychologicalmodels. The approach uncovers heterogeneity in preferencestructure across a variety of dimensions, without requiring anyprior knowledge of those structures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Heuristics; Preference Structure; Graph Matching;Clustering; Transitivity" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8rb400pg", "frozenauthors": [ { "first_name": "Cristobal", "middle_name": "", "last_name": "De La Maza", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Alex", "middle_name": "", "last_name": "Davis", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Cleotilde", "middle_name": "", "last_name": "Gonzalez", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Inˆes", "middle_name": "", "last_name": "Azevedo", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27991/galley/17630/download/" } ] }, { "pk": 27813, "title": "A Hidden Markov Model for Analyzing Eye-Tracking of Moving Object", "subtitle": null, "abstract": "Eye-tracking provides an opportunity to generate and analyzehigh-density data relevant to understanding cognition. How-ever, while objects in the real world are often dynamic, eye-tracking paradigms are typically limited to assessing gaze to-ward static objects. In this study, we propose a generativeframework, based on a hidden Markov model, for using eye-tracking data to analyze behavior in the context of multiplemoving objects of interest. We apply this framework to ana-lyze data from a recent visual object tracking task paradigm,TrackIt, for studying selective sustained attention in children.We also present a novel ‘supervised’ variant of TrackIt that weuse to tune and validate our model, while providing insightsinto the visual object tracking abilities of children and adults", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "eye-tracking" }, { "word": "Visual object tracking" }, { "word": "hidden Markov model" }, { "word": "TrackIt" }, { "word": "Selective sustained attention" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/92r3s94h", "frozenauthors": [ { "first_name": "Jaeah", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Shashank", "middle_name": "", "last_name": "Singh", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Anna", "middle_name": "Vande", "last_name": "Velde", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Erik", "middle_name": "D", "last_name": "Thiessen", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Anna", "middle_name": "V", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27813/galley/17452/download/" } ] }, { "pk": 28173, "title": "All Creatures Great and Small: Category-Relevant Statistical Regularities in Children’s Books", "subtitle": null, "abstract": "Sensitivity to statistical co-occurrence regularities is present\nfrom infancy. This sensitivity may contribute to learning in\nmany domains, including category learning. However, prior\nresearch has not examined whether everyday input conveys\ncategory-relevant statistical regularities. This study assessed\nwhether statistical regularities relevant to real-world categories\nare present in a commonly experienced source input –\nchildren’s picture books. We focused on animal categories\nbecause this is a domain in which children receive much\nexposure from an early age, while simultaneously holding\npersistent misconceptions about category membership beyond\npreschool years. Analysis of 80 books revealed that they: 1)\nWere likely to contain regularities from which individual\nspecies categories (e.g., “chicken”) might be learned, but 2)\nWere unlikely to contain regularities from which broader\ntaxonomic categories (e.g., “bird”) might be learned. These\nfindings point to a paucity of taxonomically-relevant statistical\nregularities that may contribute to persistent taxonomic\nmisconceptions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Development; Semantic Knowledge;\nSemantic Development; Category learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0p04r7jc", "frozenauthors": [ { "first_name": "Layla", "middle_name": "", "last_name": "Unger", "name_suffix": "", "institution": "Ohio State", "department": "" }, { "first_name": "Anna", "middle_name": "V", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28173/galley/17832/download/" } ] }, { "pk": 28299, "title": "Allowing Children Time to Forget Promotes Their Acquisition and Generalizationof Science Concepts", "subtitle": null, "abstract": "Research on the timing of learning has revealed that simultaneous and spaced presentations promote childrens generaliza-tion. Why does both presenting information at the same time and apart in time support learning? In this study we addressedthis question by examining the effects of presentation schedules on childrens generalization of science concepts. In Ex-periment 1, children (N = 165) were presented with science concepts on simultaneous, massed, or spaced presentationschedules, and were tested immediately or after a delay. There were no performance differences at the immediate test andchildren had stronger performance on the spaced schedule at the delayed test. Experiments 2 and 3 (N = 87) were con-ducted to determine why spaced learning led to stronger performance; we investigated whether patterns of visual attentionand forgetting during learning varied across conditions. Taken together, this work suggests forgetting is the mechanismthat drives spacing effects in childrens science concept generalization.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3510n5vp", "frozenauthors": [ { "first_name": "Megan", "middle_name": "", "last_name": "Kaul", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Emma", "middle_name": "", "last_name": "Lazaroff", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Haley", "middle_name": "", "last_name": "Vlach", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28299/galley/17962/download/" } ] }, { "pk": 27707, "title": "A logical investigation of false-belief tasks", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "false-belief tasks" }, { "word": "hybrid modal logic" }, { "word": "natural deduction" }, { "word": "recursion" }, { "word": "autism spectrum disorder" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0fj9d02n", "frozenauthors": [ { "first_name": "Torben", "middle_name": "", "last_name": "Braüner", "name_suffix": "", "institution": "Roskilde University", "department": "" }, { "first_name": "Irina", "middle_name": "", "last_name": "Polyanskaya", "name_suffix": "", "institution": "Roskilde University", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Blackburn", "name_suffix": "", "institution": "Roskilde University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27707/galley/17348/download/" } ] }, { "pk": 28208, "title": "A Memory for Goals Account for Priming in Confidence Judgments", "subtitle": null, "abstract": "Drift diffusion models of decision-making offer some of the\nmost robust predictions of response time for a number of\nmemory manipulations. Some drift diffusion models have\nbeen extended to explain confidence judgments. Many of\nthese models assume that confidence judgments are\nindependent and are not systematically related to other task\nitems. In this paper the authors report a relationship between\nconfidence judgments in procedural tasks and how the\nMemory for Goals model would explain this relationship.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Confidence" }, { "word": "memory for goals" }, { "word": "priming" }, { "word": "sequential sampling models" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2sv1k421", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "", "last_name": "Zish", "name_suffix": "", "institution": "George Mason University", "department": "" }, { "first_name": "Nathan", "middle_name": "", "last_name": "Aguiar", "name_suffix": "", "institution": "George Mason University", "department": "" }, { "first_name": "Malcolm", "middle_name": "", "last_name": "McCurry", "name_suffix": "", "institution": "Peraton", "department": "" }, { "first_name": "J. Gregory", "middle_name": "", "last_name": "Trafton", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28208/galley/17867/download/" } ] }, { "pk": 27907, "title": "A Meta-Analysis of Inftants' Mispronunciation Sensitivity Development", "subtitle": null, "abstract": "Before infants become mature speakers of their nativelanguage, they must acquire a robust word-recognition systemwhich allows them to strike the balance between allowingsome variation (mood, voice, accent) and recognizingvariability that potentially changes meaning (e.g. cat vs hat).The current meta-analysis quantifies how the latter, termedmispronunciation sensitivity, changes over infants’ first threeyears, testing competing predictions of mainstream languageacquisition theories. Our results show that infants weresensitive to mispronunciations, but accepted them as labelsfor target objects. Interestingly, and in contrast to predictionsof mainstream theories, mispronunciation sensitivity was notmodulated by infant age, suggesting that a sufficientlyflexible understanding of native language phonology is inplace at a young age.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language acquisition; mispronunciation sensitivity; word recognition; meta-analysis; lexicon" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1849s18g", "frozenauthors": [ { "first_name": "Katie", "middle_name": "Von", "last_name": "Holzen", "name_suffix": "", "institution": "U of Maryland", "department": "" }, { "first_name": "Christina", "middle_name": "", "last_name": "Bergmann", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27907/galley/17545/download/" } ] }, { "pk": 27773, "title": "A model of linguistic accomodation leading to language simplification", "subtitle": null, "abstract": "Language complexity seems to be influenced by populationcharacteristics such as the proportion of adult learners. Onepotential explanation for this link is that native speakers ac-commodate to non-native speakers, simplifying their languageuse during such interactions: learners may then acquire a lesscomplex language. We model accommodation in interaction ina Bayesian framework, where in order to accommodate appro-priately, an agent must first infer their interlocutor’s linguisticabilities. We find that when the agent consistently accommo-dates, learners end up with a simplified language, due to a rein-forcing effect between an initially underinformed learner andan accommodating native speaker.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language evolutino" }, { "word": "Language complexity" }, { "word": "Bayesian models" }, { "word": "interaction models" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7ff5s7gp", "frozenauthors": [ { "first_name": "Stella", "middle_name": "", "last_name": "Frank", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27773/galley/17413/download/" } ] }, { "pk": 28267, "title": "A mouse-tracking study of how exceptions to a probabilistic generalization are learned", "subtitle": null, "abstract": "How are exceptions to a probabilistic generalization learned? The present results suggest exceptions are learned in partby selectively suppressing the competing category, as opposed to only increasing knowledge of exceptions. Participantswere exposed to a mini-artificial language with a probabilistic generalization (80-20%) that mapped labels to categories ofimages (faces and scenes). Mouse-tracking trajectories determined the degree to which the generalization served as a lureto exceptions, compared to a separate baseline condition. Over time, the generalization became suppressed in a context-sensitive way: for exception items only. This extends retrieval induced forgetting, in which a particular item is suppresseddue to competition from partial retrieval, to include the entire conceptual category. Post-test revealed high item-specificaccuracy, even though category recognition was sufficient for the task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4n49q2d6", "frozenauthors": [ { "first_name": "Karina", "middle_name": "", "last_name": "Tachihara", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Kenneth", "middle_name": "", "last_name": "Norman", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Nicholas", "middle_name": "", "last_name": "Turk-Browne", "name_suffix": "", "institution": "Yale", "department": "" }, { "first_name": "Adele", "middle_name": "", "last_name": "Goldberg", "name_suffix": "", "institution": "Princeton", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28267/galley/17926/download/" } ] }, { "pk": 27841, "title": "An Adaptive Signal Detection Model Applied to Perceptual Learning", "subtitle": null, "abstract": "We introduce a new model of adaptive criterion setting withina signal detection framework, and show how this provides psy-chological insights that allow us to segregate causes of subop-timality in perceptual learning. We apply this to a perceptuallearning task for both neurotypical and autistic participants.The model parameters provide a bridge between the mecha-nisms of an aberrant precision account of autism and result-ing behavior that can be interpreted within a receiver operatingcharacteristic framework. The model makes superior out-of-sample predictions compared to standard signal detection the-ory, about how people adapt to different environmental manip-ulations when asked to categorize audio-spatial stimuli. Wefind that accuracy of participants is more strongly correlated tothe construct of persistence signals that inhibit response flexi-bility, than to the neuromodulatory gain. We also find evidencefor individual differences in persistence that are correlated toscores on the autistic traits questionnaire.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Adaptive signal detection" }, { "word": "Autism" }, { "word": "Cognitive model" }, { "word": "Categorization" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4mr7m327", "frozenauthors": [ { "first_name": "Percy", "middle_name": "K", "last_name": "Mistry", "name_suffix": "", "institution": "UC Irvine", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "Skewes", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Michael", "middle_name": "D", "last_name": "Lee", "name_suffix": "", "institution": "UC Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27841/galley/17480/download/" } ] }, { "pk": 35966, "title": "An Advantage for Age? Self-Concept and Self-Regulation as Teachable Foundations in Second Language Accent", "subtitle": null, "abstract": "Age of onset has long been assumed to predict outcomes in second/foreign language accent. Yet beyond early childhood, acquiring a new accent has much to do with social-affective factors such as learner identity and motivation, as well as cognitive factors such as learning strategies (Pfenninger, 2017). Newer perspectives acknowledge this complexity, emphasizing learner experience and orientation instead. This article contextualizes the age factor and prioritizes self-concept, given that those with a strong affinity to the target language and culture end up sounding more authentic, that is, closer-to-native, than those with a more conflicted sense of second language (L2) self (see Moyer, 2004). Given the connections between self-concept and self-regulated learning, age actually confers two benefits: self-awareness and metalinguistic knowledge, which can be channeled into strategies such as goal setting and self-evaluation. Pedagogical strategies can facilitate the development of a strong L2 self-concept as well as an appreciation for the importance of accent in the target language.", "language": "eng", "license": null, "keywords": [ { "word": "age of acquisition" }, { "word": "Pronunciation" }, { "word": "Self-Concept" }, { "word": "selfregulation" }, { "word": "motivation" } ], "section": "Theme Section - Feature Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/79f2k6th", "frozenauthors": [ { "first_name": "Alene", "middle_name": "", "last_name": "Moyer", "name_suffix": "", "institution": "University of Maryland,\nCollege Park", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35966/galley/26820/download/" } ] }, { "pk": 28277, "title": "Analogical comparison of semantic categories across languages challenges beliefs about category discreteness", "subtitle": null, "abstract": "People often categorize the world in absolutes, believing that certain words demarcate categories with discrete boundaries.This belief in category discretenessa signature of psychological essentialismstands in contrast to the observation that cate-gory boundaries differ markedly across languages. Here we show that learning about such semantic diversity via analogicalcomparison reduces the tendency to think of categories in discrete terms. Participants who compared contrasting categoriesfrom different languages in several semantic domains were less likely to endorse statements about category discretenessthan those exposed to the same categories separately or those in a no-exposure control group. These results suggest thatcomparing the semantic systems of different languages, and thereby discerning alignable differences between them, canfacilitate more flexible conceptions of categories. To the extent that cross-language comparison occurs spontaneously inindividuals with access to more than one semantic system, such conceptual flexibility may be a natural consequence ofbilingualism.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3kb2p9s0", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "Q", "last_name": "Husney", "name_suffix": "", "institution": "Colorado College", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Kopel", "name_suffix": "", "institution": "Colorado College", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Holmes", "name_suffix": "", "institution": "Colorado College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28277/galley/17936/download/" } ] }, { "pk": 28100, "title": "Analogies May Not be as Cognitively Demanding as Previously Assumed: Evidence from a Dual-Task Paradigm with Gradually Increasing Cognitive Load", "subtitle": null, "abstract": "Making analogies is considered to depend on executivefunctions. We examined the role of the central executive insolving pictorial cross-mapping problems while generatingrandom digits ranging 1-3 for one group of subjects, and 1-9for another. We used three indices assessing different aspectsof randomness and a self-report measure to evaluate the effectof the concurrent task. Subjects who had to generate digitsbetween 1 and 9 perceived the task to be harder but stillproduced more random sequences than those in the smaller-range condition. Although the manipulation of cognitive loadwas successful, no difference was observed in the proportionof relational responses to the cross-mapping task, suggestingthat analogies may not be as cognitively demanding asotherwise assumed. We also provide correlational support forthe influence of individual differences in fluid intelligence onrelational mapping abilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogy; working memory; central executive;relational mindset; cognitive load" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0tn1k2nd", "frozenauthors": [ { "first_name": "Katerina", "middle_name": "", "last_name": "Paliakova", "name_suffix": "", "institution": "New Bulgarian University", "department": "" }, { "first_name": "Penka", "middle_name": "", "last_name": "Hristova", "name_suffix": "", "institution": "New Bulgarian University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28100/galley/17745/download/" } ] }, { "pk": 27947, "title": "Analysis of human problems solving drafts: a methodological approach on the example of Rush Hour", "subtitle": null, "abstract": "Assessing the quality of a learner’s solution for a given task isan essential step in analyzing a learner’s performance. For awell-defined sequential problem, correctness and optimality ofthe solution as well as its length provide first simple and rea-sonable metrics. However, this ignores the fact that there areconceptually different errors that humans make when solving aproblem. This work proposes a rule-based system of error cat-egories which is able to classify conceptually different errorswith respect to their (assumed) motive. The principles the cat-egories are based on are valid for most well-defined sequentialproblems and can hence serve as a valuable tool in the analy-sis of human solutions for such a problem. In this work, theerror category system is adapted to the game Rush Hour. Weuse the category system as a tool for a detailed analysis of 115human solutions of a Rush Hour game. We found that the mostcommon error type is based on a simple solving heuristic, butmainly occurs in the first half of the solution process. Other er-ror types whose occurrence is numerically less dominant, arestill found in the majority of the solutions. However, they oc-cur in very specific game situations. As a first generalizationapproach of the category system, its application on a furtherdataset containing 56 different Rush Hour tasks and more than31, 000 human solutions yield promising results.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Problem solving; Solution quality; Error analysis; Error categories; Rush hour" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9mk0v4m7", "frozenauthors": [ { "first_name": "Mareike", "middle_name": "", "last_name": "Bockholt", "name_suffix": "", "institution": "University of Kaiserslautern", "department": "" }, { "first_name": "Olaf", "middle_name": "", "last_name": "Peters", "name_suffix": "", "institution": "Technical University of Dresden", "department": "" }, { "first_name": "Susanne", "middle_name": "", "last_name": "Narciss", "name_suffix": "", "institution": "Technical University of Dresden", "department": "" }, { "first_name": "Katharina", "middle_name": "A", "last_name": "Zweig", "name_suffix": "", "institution": "University of Kaiserslautern", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27947/galley/17585/download/" } ] }, { "pk": 27837, "title": "Analyzing and modeling free word associations", "subtitle": null, "abstract": "Human free association (FA) norms are believed to reflect thestrength of links between words in the lexicon of an averagespeaker. Large-scale FA norms are commonly used as a datasource both in psycholinguistics and in computational mod-eling. However, few studies aim to analyze FA norms them-selves, and it is not known what are the most important factorsthat guide speakers’ lexical choices in the FA task. Here, wefirst provide a statistical analysis of a large-scale data set ofEnglish FA norms. Second, we argue that such analysis caninform existing computational models of semantic memory,and present a case study with the topic model to support thisclaim. Based on our analysis, we provide the topic model withdictionary-based knowledge about word synonymy/antonymy,and demonstrate that the resulting model predicts human FAresponses better than the topic model without this information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Free association" }, { "word": "Semantic memory" }, { "word": "Statistical Modeling" }, { "word": "topic model" }, { "word": "Latent Dirichlet allocation" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7h52305w", "frozenauthors": [ { "first_name": "Yevgen", "middle_name": "", "last_name": "Matusevych", "name_suffix": "", "institution": "U of Toronto", "department": "" }, { "first_name": "Suzanne", "middle_name": "", "last_name": "Stevenson", "name_suffix": "", "institution": "U of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27837/galley/17476/download/" } ] }, { "pk": 27889, "title": "Analyzing Human Negotiation using Automated Cognitive Bahavior Analysis: The Effect of Personality", "subtitle": null, "abstract": "In this paper we study the influence of personality traits in ne-gotiation by using a methodology for automated cognitive be-havior analysis (ACBA). This methodology uses genetic pro-gramming (GP) for hypothesis generation and testing of hu-man behavior with the goal of explaining the underlying men-tal structures guiding people’s actions during a task. ACBA it-eratively generates programs—the hypotheses—capable of ex-plaining the behavior exhibited by an individual during a multi-level, multi-issue, sequential bargaining task against an artifi-cial agent. Our study focuses on the influence of the personal-ity traits of social-value orientation (SVO) and Machiavellian-ism (Mach). The results show that by using ACBA, we are ableto identify differences in the outcomes of programs emergingfrom GP that are consistent with the influences that differentSVO and Mach profiles have in human negotiation behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cCognitive Behavior Understanding" }, { "word": "Genetic Programming" }, { "word": "Artificial Intelligence" }, { "word": "Negotiation" }, { "word": "Social Value Orientation" }, { "word": "Machiavellianism" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/478892ng", "frozenauthors": [ { "first_name": "Pedro", "middle_name": "", "last_name": "Sequeira", "name_suffix": "", "institution": "Northeastern", "department": "" }, { "first_name": "Stacy", "middle_name": "", "last_name": "Marsella", "name_suffix": "", "institution": "Northeastern", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27889/galley/17527/download/" } ] }, { "pk": 27943, "title": "An Attention-Driven Computational Model of Human Causal Reasoning", "subtitle": null, "abstract": "Herein we describe CRAMM, a framework for Causal Reason-ing via Attention and Mental Models. CRAMM develops andextends assumptions made by a previously developed coun-terfactual simulation model of human causal judgment. Weimplement CRAMM computationally and demonstrate how itrobustly captures human causal judgments about simple two-object interactions at the level of underlying cognitive and per-ceptual processes, including data on eye-movements that serveas direct evidence for the role of counterfactuals in causal judg-ment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "casual cognition; mental models; reasoning; attention; perception; cognitive architecture; computational model" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7bw8d284", "frozenauthors": [ { "first_name": "Paul", "middle_name": "", "last_name": "Bello", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Lovett", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" }, { "first_name": "Gordon", "middle_name": "", "last_name": "Briggs", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "O'Neill", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27943/galley/17581/download/" } ] }, { "pk": 28156, "title": "An Embodied Intelligent Tutor for Literal Concepts Recognition", "subtitle": null, "abstract": "We combine motion captured data with linguistic notions in a game-like intelligent tutoring system, in order to helpelementary school students to better differentiate literal from metaphorical uses of motion verbs, based on embodied in-formation. In addition to the thematic goal, we intend to improve young students attention and spatiotemporal memory, bypresenting sensorimotor data experimentally collected in our motion capturing labs. Furthermore, we examine the accom-plishment of games goals and compare it to curriculums approach. Sixty nine elementary school students were randomlydivided in two experimental groups (game and traditional) and one control group. Two way analysis of variance suggeststhat the experimental groups showed progress in posttests, with game group showing remarkable progress especially inthe verbs/actions presented during the intervention. This finding was considered as a first indication of attentional andspatiotemporal memorys improvement, while the games assistance features cultivated students metacognitive perception.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4ns5j466", "frozenauthors": [ { "first_name": "Marietta", "middle_name": "", "last_name": "Sionti", "name_suffix": "", "institution": "Bielefeld University", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Schack", "name_suffix": "", "institution": "Bielefeld University", "department": "" }, { "first_name": "Yiannis", "middle_name": "", "last_name": "Aloimonos", "name_suffix": "", "institution": "University of Maryland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28156/galley/17815/download/" } ] }, { "pk": 27791, "title": "An enhanced model of gemination in spelling: Evidence from a large corpus of typing errors", "subtitle": null, "abstract": "Geminates (or double letters) are a feature of many languages,\nincluding English. Studies of the spelling errors produced by\nindividuals with orthographic working memory deficits have\nprovided evidence that geminates are not produced as two in-\ndependent instances of the same letter. Instead, there must be\na special mechanism in the orthographic system that produces\ngeminates. Several theories have attempted to model such\nmechanisms. However, in most cases, the predictions of such\ntheories have been tested using data from single-case neuro-\npsychological studies. In the current study, we re-evaluate\nthese theories using the largest corpus of geminate errors in\ntyping collected to date, and show that no theory can explain\nall the findings. We then propose an enhanced model of gem-\nination that can.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Double letters" }, { "word": "Geminates" }, { "word": "typing" }, { "word": "orthographic working memory" }, { "word": "Graphemic buffer" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7xc6296n", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "R", "last_name": "Hepner", "name_suffix": "", "institution": "John Hopkins", "department": "" }, { "first_name": "Svetlana", "middle_name": "", "last_name": "Pinet", "name_suffix": "", "institution": "John Hopkins", "department": "" }, { "first_name": "Nazbanou", "middle_name": "", "last_name": "Nozari", "name_suffix": "", "institution": "John Hopkins", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27791/galley/17431/download/" } ] }, { "pk": 27800, "title": "A Neueal Network Model of Complementary Learning Systems", "subtitle": null, "abstract": "We introduce a computational model capturing the high-level\nfeatures of the complementary learning systems (CLS) frame-\nwork. In particular, we model the integration of episodic mem-\nory with statistical learning in an end-to-end trainable neural\nnetwork architecture. We model episodic memory with a non-\nparametric module which can retrieve past observations in re-\nsponse to a given observation, and statistical learning with a\nparametric module which performs inference on the given ob-\nservation. We demonstrate on vision and control tasks that our\nmodel is able to leverage the respective advantages of nonpara-\nmetric and parametric learning strategies, and that its behavior\naligns with a variety of behavioral and neural data. In partic-\nular, our model performs consistently with results indicating\nthat episodic memory systems in the hippocampus aid early\nlearning and transfer generalization. We also find qualitative\nresults consistent with findings that neural traces of memories\nof similar events converge over time. Furthermore, without\nexplicit instruction or incentive, the behavior of our model nat-\nurally aligns with results suggesting that the usage of episodic\nsystems wanes over the course of learning. These results sug-\ngest that key features of the CLS framework emerge in a task-\noptimized model containing statistical and episodic learning\ncomponents, supporting several hypotheses of the framework.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5845p3bv", "frozenauthors": [ { "first_name": "Mika", "middle_name": "Sarkin", "last_name": "Jain", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Jack", "middle_name": "", "last_name": "Lindsey", "name_suffix": "", "institution": "Stanford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27800/galley/17440/download/" } ] }, { "pk": 27819, "title": "A Neural Dynamic Architecture That Autonomously Builds Mental Models", "subtitle": null, "abstract": "Reasoning and other mental operations are believed to rely onmental models. Arguments have been made that mental mod-els share representational substrate with perception. Here, wedemonstrate that a neural dynamic architecture that perceptu-ally grounds language may also support the building of men-tal models. Supplied with a sequence of simple premises thatspecify the colors of object pairs as well as their spatial rela-tion, the architecture builds a mental model of the describedscene. We show how the neural processes of the architec-ture evolve in response to both determinate and indeterminatepremises. For indeterminate premises, we demonstrate thatthe preferred mental models observed in human participantsemerge from the underlying neural dynamics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mental models" }, { "word": "Neural dynamics" }, { "word": "dynamic field theory" }, { "word": "Grounded cognition" }, { "word": "Visual imagery" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1ft4x43d", "frozenauthors": [ { "first_name": "Parthena", "middle_name": "", "last_name": "Kounatidou", "name_suffix": "", "institution": "Ruhr-Universitat Bochum", "department": "" }, { "first_name": "Mathis", "middle_name": "", "last_name": "Richter", "name_suffix": "", "institution": "Ruhr-Universitat Bochum", "department": "" }, { "first_name": "Gregor", "middle_name": "", "last_name": "Schoner", "name_suffix": "", "institution": "Ruhr-Universitat Bochum", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27819/galley/17458/download/" } ] }, { "pk": 28195, "title": "A neural network model for learning to represent 3D objects via tactile exploration", "subtitle": null, "abstract": "This paper aims to answer the fundamental but still unan-swered question: how can brains represent 3D objects? Ratherthan building a model of visual processing, we focus on mod-eling the haptic sensorimotor processes through which objectsare explored by touch. This idea is inspired from two mainfacts: 1) in developmental terms, tactile exploration is the pri-mary means by which infants learn to represent object shapes;2) blind people can also represent and distinguish objects justby haptic exploration. Therefore, in this paper, we firstly es-tablish the relationship between the geometric properties of anobject and constrained navigation action sequences for tactileexploration. Then, a neural network model is proposed to rep-resent 3D objects from these experiences, using a mechanismthat is computationally similar to that used by hippocampalplace cells. Simulation results based on a 2 × 2 × 2 cube anda 3 × 2 × 1 cuboid show that the proposed model is effectivefor representing 3D objects via tactile exploration and compar-ative results suggest that the model is more efficient and accu-rate when learning a representation of the 3×2×1 cuboid withan asymmetrical geometrical structure than the 2 × 2 × 2 cubewith a symmetrical geometrical structure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "tactile exploration; 3D object representations;constrained navigation action sequences; neural network" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3515m810", "frozenauthors": [ { "first_name": "Xiaogang", "middle_name": "", "last_name": "Yan", "name_suffix": "", "institution": "University of Otago", "department": "" }, { "first_name": "Alistair", "middle_name": "", "last_name": "Knott", "name_suffix": "", "institution": "University of Otago", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Mills", "name_suffix": "", "institution": "University of Otago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28195/galley/17854/download/" } ] }, { "pk": 28309, "title": "A Neural Network Model of Complementary Learning Systems", "subtitle": null, "abstract": "We introduce a computational model capturing the high-level features of the complementary learning systems (CLS)framework. In particular, we model the integration of episodic memory with statistical learning in an end-to-end trainableneural network architecture. We demonstrate on vision and control tasks that our models behavior aligns with a varietyof behavioral and neural data. In particular, our model performs consistently with results indicating that episodic mem-ory systems aid early learning and transfer generalization. We also find qualitative results consistent with findings thatneural traces of memories of similar events converge over time. Furthermore, without explicit instruction or incentive,the behavior of our model naturally aligns with results suggesting that the usage of episodic systems wanes with learning.These results suggest that key features of the CLS framework emerge in a task-optimized model containing statistical andepisodic learning components, supporting several hypotheses of the framework.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/68c841d8", "frozenauthors": [ { "first_name": "Mika", "middle_name": "", "last_name": "Jain", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Jack", "middle_name": "", "last_name": "Lindsey", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28309/galley/17983/download/" } ] }, { "pk": 27905, "title": "A Neurobiologically Motivated Analysis of Distributional Semantic Models", "subtitle": null, "abstract": "The pervasive use of distributional semantic models or wordembeddings is due to their remarkable ability to represent themeanings of words for both practical application and cognitivemodeling. However, little has been known about what kind ofinformation is encoded in text-based word vectors. This lack ofunderstanding is particularly problematic when distributionalsemantics is regarded as a model of semantic representationfor abstract concepts. This paper attempts to reveal the internalknowledge encoded in distributional word vectors by the anal-ysis using Binder et al.’s (2016) brain-based vectors, explicitlystructured conceptual representations based on neurobiologi-cally motivated attributes. In the analysis, the mapping fromtext-based vectors to brain-based vectors is trained and predic-tion performance is evaluated by comparing the estimated andoriginal brain-based vectors. The analysis demonstrates thatsocial and cognitive information is predicted with the highestaccuracy by text-based vectors, but emotional information isnot predicted so accurately. This result is discussed in terms ofembodied theories for abstract concepts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Distrobutional semantic models; Word vectors; Brain-based representation; Embodied cognition; Emotional and social information; Abstract concepts" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1fw6v0s0", "frozenauthors": [ { "first_name": "Akira", "middle_name": "", "last_name": "Utsumi", "name_suffix": "", "institution": "University of Electro-Communications", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27905/galley/17543/download/" } ] }, { "pk": 27902, "title": "A neurocognitive model for predicting the fate of individual memories", "subtitle": null, "abstract": "One goal of cognitive science is to build theories of mentalfunction that predict individual behavior. In this project wefocus on predicting, for individual participants, which specificitems in a list will be remembered at some point in the future.If you want to know if an individual will remember something,one commonsense approach is to give them a quiz or test suchthat a correct answer likely indicates later memory for an item.In this project we attempt to predict later memory without ex-plicit assessments by jointly modeling both neural and behav-ioral data in a computational cognitive model which capturesthe dynamics of memory acquisition and decay. In this paper,we lay out a novel hierarchical Bayesian approach for com-bining neural and behavioral data and present results showinghow fMRI signals recorded during the study phase of a mem-ory task can improve our ability to predict (in held-out data)which items will be remembered or forgotten 72 hours later.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "memory" }, { "word": "joint modeling" }, { "word": "cognitive neuroscience" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7c9885bn", "frozenauthors": [ { "first_name": "Shannon", "middle_name": "M", "last_name": "Tubridy", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Halpern", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "Lila", "middle_name": "", "last_name": "Davachi", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "Todd", "middle_name": "M", "last_name": "Gureckis", "name_suffix": "", "institution": "NYU", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27902/galley/17540/download/" } ] }, { "pk": 28288, "title": "A new similarity measure to reveal individual differences and growth in implicitnumber conceptions", "subtitle": null, "abstract": "How are numbers represented in peoples minds? Previous work has used pairwise similarity judgments among numeralsto reveal development in individuals conceptions of number, from exclusively encoding magnitude in elementary schoolto including properties like shared factors in adulthood (Miller & Gelman, 1983). We extend this observation to develop anew, expanded measure comprised of two 10-item sets exemplifying multiple mathematical concepts (e.g., squares, prime-ness), which can ultimately be used as a subtle pre- and post-test surrounding concept-specific education or interventions.Initial multidimensional scaling analyses reveal individual differences in clustering of numerals based on mathematicalproperties that are not necessarily concordant with the individuals explicit knowledge of the same properties, which wealso solicited. We thus see this as a promising way to measure implicit number conceptions and track the salience of richmathematical properties in individuals representations of number.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9hw1v5c1", "frozenauthors": [ { "first_name": "Rachel", "middle_name": "", "last_name": "Jansen", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "Ruthe", "middle_name": "", "last_name": "Foushee", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Griffiths", "name_suffix": "", "institution": "UC Berkley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28288/galley/17947/download/" } ] }, { "pk": 28018, "title": "An Information-Theoretic Explanation of Adjective Ordering Preferences", "subtitle": null, "abstract": "Across languages, adjectives are subject to ordering restric-tions. Recent research shows that these are predicted by ad-jective subjectivity, but the question remains open why this isthe case. We first conduct a corpus study and not only replicatethe subjectivity effect, but also find a previously undocumentedeffect of mutual information between adjectives and nouns.We then describe a rational model of adjective use in whichlisteners explicitly reason about judgments made by differentspeakers, formalizing the notion of subjectivity as agreementbetween speakers. We show that, once incremental process-ing is combined with memory limitations, our model predictseffects both of subjectivity and mutual information. We con-firm the adequacy of our model by evaluating it on corpus data,finding that it correctly predicts ordering in unseen data withan accuracy of 96.2 %. This suggests that adjective orderingcan be explained by general principles of human communica-tion and language processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6c81w2c5", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Hahn", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Judith", "middle_name": "", "last_name": "Degen", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Noah", "middle_name": "", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Dan", "middle_name": "", "last_name": "Jurafsky", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Futrell", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28018/galley/17657/download/" } ] }, { "pk": 27801, "title": "An Instance Theory of Distrobutional Semantics", "subtitle": null, "abstract": "Abstraction to a single prototypical representation is a core\nprinciple of Distributional Semantic Models (DSMs) that\nlearn semantic representations for words by applying\ndimension reduction to statistical redundancies in language.\nWhile the learning mechanisms for semantic abstraction vary\nwidely across the many DSMs in the literature, they are\nessentially all prototype models in that they create a single\nabstract representation for a word’s meaning. The prototype\nmethod stands in stark contrast to work in the field of\ncategorization that has converged on the importance of\ninstance models. In comparison to the prototype method,\ninstance-based models assume only an episodic store and,\nrather than applying abstraction mechanisms at learning,\nargue that meaning emerges in the act of retrieval. We cash\nthis idea out by presenting and evaluating an instance theory\nof distributional semantics, and by demonstrating that it can\nexplain diverging patterns of homonymous words that classic\n“abstraction-at-learning” models simply cannot as a\nconsequence of their architectural assumptions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Semantic memory" }, { "word": "Instance theory" }, { "word": "Latent Semantic Analysis" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9vs4923g", "frozenauthors": [ { "first_name": "Randall", "middle_name": "K", "last_name": "Jamieson", "name_suffix": "", "institution": "University of Manitoba", "department": "" }, { "first_name": "Brendan", "middle_name": "T", "last_name": "Johns", "name_suffix": "", "institution": "University at Buffalo SUNY", "department": "" }, { "first_name": "Jonathan", "middle_name": "E", "last_name": "Avery", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Michael", "middle_name": "N", "last_name": "Jones", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27801/galley/17441/download/" } ] }, { "pk": 27938, "title": "A Novel Measures of Changes in Force Applied to the Perruchet Effect", "subtitle": null, "abstract": "The reaction time (RT) version of the Perruchet Effect is basedon a concurrent dissociation between RTs to respond andconscious expectancy of the outcome across runs of repeatedtrials. Consequently, the Perruchet Effect is considered strongevidence for multiple learning processes. This conclusion,however, relies on the RT trend being driven by associativelearning rather than, as some have argued, US recency orpriming mechanisms. Recent research examining themechanisms underlying the RT trend do so by examiningmotor activity associated with the response. With this aim inmind, the current study developed, and assessed the usefulnessof, a novel method to measure changes in the amount of forceapplied to the response button in an RT Perruchet paradigm.The results obtained could not be explained by a singlemechanism, but suggest multiple factors underlying the RTversion of the Perruchet effect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Associative learning; Perruchet Effect; Reaction Time" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7c4702sg", "frozenauthors": [ { "first_name": "Madeleine", "middle_name": "", "last_name": "Bartlett", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "Amy", "middle_name": "", "last_name": "Strivens", "name_suffix": "", "institution": "U of Exeter", "department": "" }, { "first_name": "William", "middle_name": "G", "last_name": "Nicholson", "name_suffix": "", "institution": "U of Exeter", "department": "" }, { "first_name": "Rosamund", "middle_name": "", "last_name": "McLaren", "name_suffix": "", "institution": "U of Exeter", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27938/galley/17576/download/" } ] }, { "pk": 27780, "title": "An Ownership-Advantage in Preschoolers' Future-Oriented Thinking", "subtitle": null, "abstract": "The ability to anticipate the future improves markedly acrossthe preschool years. One major area of improvement is in chil-dren’s ability to consider their future preferences. Whereas5-year-olds understand they will prefer adult items in the fu-ture, 3-year-olds indicate they will continue to prefer childitems. In the present research, we show that preschoolers(N=120) show an ownership-advantage in their future-orientedthinking—they are better able to indicate which objects theywill own as adults than to indicate what they will like. Thesefindings are informative about the basis for children’s difficultyanticipating their future preferences, and also reveal differ-ences between how children think about ownership and prefer-ences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Episodic-future thinking" }, { "word": "Preferences" }, { "word": "ownership" }, { "word": "Cognitive Development" }, { "word": "Preschool-ages children" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9vk0r39b", "frozenauthors": [ { "first_name": "Brandon", "middle_name": "W", "last_name": "Goulding", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Cristina", "middle_name": "M", "last_name": "Atance", "name_suffix": "", "institution": "University of Ottawa", "department": "" }, { "first_name": "Ori", "middle_name": "", "last_name": "Friedman", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27780/galley/17420/download/" } ] }, { "pk": 27922, "title": "Any consensus will do: The failure to distinguish between 'true' and 'false' consensus", "subtitle": null, "abstract": "As we navigate our information-rich world, we frequently\ninterpret and integrate testimony from external sources\n(friends, teachers, books, internet articles, etc.) – deciding\nwhich pieces of information to believe, and which to discard.\nOne cue to a statement’s trustworthiness is whether it comes\nfrom a consensus (i.e., when a majority of people agree). But\nwhat counts as consensus? When presented with a set of\nagreeing sources, do we evaluate the quality of consensus –\nfor example, asking whether each source arrived at their\nconclusion by independent means? In a first experiment, we\ndemonstrate that individuals are insensitive to the quality of a\nconsensus, and are equally confident in conclusions drawn\nfrom a ‘true’ consensus (i.e., one derived from many primary\nsources) and those drawn from a ‘false’ consensus (i.e., one\nderived from many secondary sources but only a single\nprimary source). In a second experiment, we find that this\ncontinues to be true even when the expertise of the secondary\nsources is minimized. Together, our experiments provide\nconverging evidence that people do not properly discount (or\ndiscount at all) information from a ‘false’ consensus.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "consensus; conformity; social learning; reasoning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6s35j687", "frozenauthors": [ { "first_name": "Sami", "middle_name": "R", "last_name": "Yousif", "name_suffix": "", "institution": "Yale", "department": "" }, { "first_name": "Rosie", "middle_name": "", "last_name": "Aboody", "name_suffix": "", "institution": "Yale", "department": "" }, { "first_name": "Frank", "middle_name": "C", "last_name": "Keil", "name_suffix": "", "institution": "Yale", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27922/galley/17560/download/" } ] }, { "pk": 28287, "title": "A Perspective-Taking Intervention to Decrease Gender-Based Exclusion", "subtitle": null, "abstract": "Young children preferentially include same-gender peers in their play, restricting learning opportunities and reinforcingstereotypical gender roles (Ruble et al., 2006). Two studies aimed to reduce 4-6-year-old childrens gender-based exclu-sion through a perspective-taking intervention. Study 1 (N=98, M=5.38 years) evaluated whether inviting participantsto consider peers exclusion-related emotions would lead participants to subsequently include (new) other-gender peers.Participants in the intervention condition were more socially inclusive from pre- to post-test than were participants in acontrol condition (p¡0.05). Study 2 (N=101, M=5.37 years) replicated the results from Study 1 (p¡0.05) and demonstratedthat changes in childrens inclusive behaviors from pre- to post-test were not driven by social desirability concerns; childrenbecame more inclusive whether or not an experimenter watched them make their choices (p ¿ 0.75). Ongoing research istesting whether the effectiveness of the present intervention is amplified when children can see (rather than infer) excludedchildrens emotional reactions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2tg6p00j", "frozenauthors": [ { "first_name": "Bailey", "middle_name": "", "last_name": "Immel", "name_suffix": "", "institution": "University of Wisonsin - Madison", "department": "" }, { "first_name": "Katharine", "middle_name": "", "last_name": "Scott", "name_suffix": "", "institution": "University of Wisonsin - Madison", "department": "" }, { "first_name": "Patricia", "middle_name": "G", "last_name": "Devine", "name_suffix": "", "institution": "University of Wisonsin - Madison", "department": "" }, { "first_name": "Kristin", "middle_name": "", "last_name": "Shutts", "name_suffix": "", "institution": "University of Wisonsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28287/galley/17946/download/" } ] }, { "pk": 27881, "title": "A Rational Distributed Process-level Account of Independence Judgment", "subtitle": null, "abstract": "It is inconceivable how chaotic the world would look to hu-mans, faced with innumerable decisions a day to be made un-der uncertainty, had they been lacking the capacity to distin-guish the relevant from the irrelevant—a capacity which com-putationally amounts to handling probabilistic independencerelations. The highly parallel and distributed computationalmachinery of the brain suggests that a satisfying process-levelaccount of human independence judgment should also mimicthese features. In this work, we present the first rational, dis-tributed, message-passing, process-level account of indepen-dence judgment, called D∗. Interestingly, D∗ shows a curi-ous, but normatively justified tendency for quick detection ofdependencies, whenever they hold. Furthermore, D∗ outper-forms all the previously proposed algorithms in the AI litera-ture in terms of worst-case running time, and a salient aspectof it is supported by recent work in neuroscience investigatingpossible implementations of Bayes nets at the neural level. D∗exemplifies how the pursuit of cognitive plausibility can leadto the discovery of state-of-the-art algorithms with appealingproperties, and its simplicity makes D∗ potentially a good can-didate as a teaching tool.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Ratinoal process models" }, { "word": "Distributed computing" }, { "word": "Probabilistic independence judgment" }, { "word": "Pearl's d-separation" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/529609rz", "frozenauthors": [ { "first_name": "Ardavan", "middle_name": "S", "last_name": "Nobandegani", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Ioannis", "middle_name": "N", "last_name": "Psaromiligkos", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27881/galley/17519/download/" } ] }, { "pk": 27974, "title": "Are emoji a poor substitute for words? Sentence processing with emoji substitutions", "subtitle": null, "abstract": "With the integration of emoji into digital keyboards, people areincreasingly using multimodal interactions between text andimage in real-time interactions. One technique of using emojiis to substitute them into sentences. We here investigate theonline processing of these interactions, by modulating eitherthe grammatical category of those substitutions (Experiment 1:nouns vs. verbs) or the type and location of substitutions(Experiment 2: emoji vs. logos, within sentences vs. at theirend). We found a processing cost for self-paced reading timesof images compared to words, which indeed extended past theemoji itself, but no difference in comprehensibility ratingsbetween word and congruent-image substitutions. Overall,these results suggest that, despite costs of switching modalities,text and images can be integrated into holistic multimodalexpressions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "multimodality; sentence processing; emoji; visuallanguage" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/33d802h8", "frozenauthors": [ { "first_name": "Neil", "middle_name": "", "last_name": "Cohn", "name_suffix": "", "institution": "Tilburg university", "department": "" }, { "first_name": "Tim", "middle_name": "", "last_name": "Roijackers", "name_suffix": "", "institution": "Tilburg university", "department": "" }, { "first_name": "Robin", "middle_name": "", "last_name": "Schaap", "name_suffix": "", "institution": "Tilburg university", "department": "" }, { "first_name": "Jan", "middle_name": "", "last_name": "Engelen", "name_suffix": "", "institution": "Tilburg university", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27974/galley/17612/download/" } ] }, { "pk": 28022, "title": "Are morphological effects modulated by semantic similarity?A study of priming in Quebec French", "subtitle": null, "abstract": "Graded effects in morphological processing have beenshown in lexical decision tasks in English (e.g.,Gonnerman et al., 2007; Quémart et al., 2017).However, most studies in other languages support adecomposition view of the processing of complexwords (e.g., Longtin and Meunier, 2005). To determinewhether graded priming effects for morphologicallycomplex words can be found in other languages,Quebec French speakers participated in a cross-modallexical decision task in which auditory primes varied indegree of semantic similarity with visual targets (e.g.,bergerie-berge; infirmerie-infirme; fromagerie-fromage). Results indicate that morphological primingrequires the prime and target to be both semanticallyand phonologically similar, with semantic similaritymodulating priming effects in morphologically relatedwords. This pattern of results is similar to gradedmorphological priming previously reported for Englishand supports an emergentist view of morphologicalprocessing (Gonnerman et al., 2007).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Morphology; priming; French; semanticsimilarity; psycholinguistics." } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2dj361q9", "frozenauthors": [ { "first_name": "Katherine", "middle_name": "J", "last_name": "Hill", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Laura", "middle_name": "M", "last_name": "Gonnerman", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28022/galley/17661/download/" } ] }, { "pk": 27792, "title": "A resource model of phonological working memory", "subtitle": null, "abstract": "The classic Baddeley and Hitch (1974) model divides working\nmemory into domain-specific subsystems and a shared, do-\nmain-general central executive, which plays a role in allocating\nresources to items stored in the subsystems. The nature of this\nresource—in particular, its quantization (discrete vs. continu-\nous) and the flexibility of its allocation—has been studied ex-\ntensively in the visual domain, with evidence from experiments\nusing continuous response measures providing support for\nmodels with flexibly and continuously divisible resources. It\nremains unclear, however, whether similar mechanisms medi-\nate the division of resources in phonological working memory.\nIn this paper, we show that, despite representational differences\nbetween visual and auditory processing, continuous measures\ncan also be employed for studying phonological working\nmemory. Using such measures, we demonstrate that the prin-\nciples of resource division in visual and phonological pro-\ncessing are indeed similar, providing evidence for a domain-\ngeneral mechanism for allocating working memory resources.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Phonological working memory" }, { "word": "cognitive resources" }, { "word": "Central executive" }, { "word": "Domain-generality" }, { "word": "Resource models" }, { "word": "Slot models" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5jv4d5xq", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "R", "last_name": "Hepner", "name_suffix": "", "institution": "John Hopkins", "department": "" }, { "first_name": "Nazbanou", "middle_name": "", "last_name": "Nozari", "name_suffix": "", "institution": "John Hopkins", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27792/galley/17432/download/" } ] }, { "pk": 27738, "title": "A resource-rational analysis of human planning", "subtitle": null, "abstract": "People’s cognitive strategies are jointly shaped by function and\ncomputational constraints. Resource-rational analysis lever-\nages these constraints to derive rational models of people’s\ncognitive strategies from the assumption that people make\nrational use of limited cognitive resources. We present a\nresource-rational analysis of planning and evaluate its predic-\ntions in a newly developed process tracing paradigm. In Ex-\nperiment 1, we find that a resource-rational planning strategy\npredicts the process by which people plan more accurately than\nprevious models of planning. Furthermore, in Experiment 2,\nwe find that it also captures how people’s planning strategies\nadapt to the structure of the environment. In addition, our ap-\nproach allows us to quantify for the first time how close peo-\nple’s planning strategies are to being resource-rational and to\ncharacterize in which ways they conform to and deviate from\noptimal planning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bounded rationally" }, { "word": "planning" }, { "word": "Rational Analysis" }, { "word": "decision-making" }, { "word": "Heuristics" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/11j0r4gj", "frozenauthors": [ { "first_name": "Frederick", "middle_name": "", "last_name": "Callaway", "name_suffix": "", "institution": "University of California, Berkley", "department": "" }, { "first_name": "Falk", "middle_name": "", "last_name": "Lieder", "name_suffix": "", "institution": "University of California, Berkley", "department": "" }, { "first_name": "Priyam", "middle_name": "", "last_name": "Das", "name_suffix": "", "institution": "University of California, Berkley", "department": "" }, { "first_name": "Sayan", "middle_name": "", "last_name": "Gul", "name_suffix": "", "institution": "University of California, Berkley", "department": "" }, { "first_name": "Paul", "middle_name": "M", "last_name": "Krueger", "name_suffix": "", "institution": "University of California, Berkley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27738/galley/17378/download/" } ] }, { "pk": 28073, "title": "Are you Sure How to Move? Expected Uncertainty Modulates Anticipatory Crossmodal Interactions", "subtitle": null, "abstract": "Theories of event-predictive, anticipatory behavior state that action planning, decision making, and control are realizedby activating future goal states. That is, anticipated and desired final event boundaries as well as sensorimotor-groundedevent codes are activated before actual motor control unfolds. The involved active inference process thereby focuses sen-sorimotor processing on those upcoming events and event boundaries, in which expected uncertainties need to be resolved.Here, we investigated anticipatory behavior during object interactions, that is, grasping and placing bottles. We investi-gated whether peripersonal hand space is remapped onto the to-be grasped bottle during action preparation and whetherthis remapping depends on (i) the bottle’s orientation and (ii) the certainty about upcoming sensorimotor contingencies.To do so, we conducted two experiments in an immersive virtual reality, combining the crossmodal congruency paradigm,which has been used to study selective interactions between vision and touch within peripersonal space, with a graspingtask. In both experiments, we observed anticipatory crossmodal congruency between vision and touch at the future fingerposition on the bottle. Moreover, in the second experiment, a manipulation of the visuo-motor mapping of the partici-pants’ virtual hand while approaching the bottle selectively reduced crossmodal congruency at movement onset. Thus, theexpected movement uncertainty decreased the anticipatory remapping of peripersonal space. Our results support theoriesof event-predictive cognition and show how expected uncertainties influence anticipatory, active inference processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7dv3d8wb", "frozenauthors": [ { "first_name": "Johannes", "middle_name": "", "last_name": "Lohmann", "name_suffix": "", "institution": "University of Tuebingen", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Belardinelli", "name_suffix": "", "institution": "University of Tuebingen", "department": "" }, { "first_name": "Martin", "middle_name": "", "last_name": "Butz", "name_suffix": "", "institution": "University of Tuebingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28073/galley/17712/download/" } ] }, { "pk": 27797, "title": "Arithmetic Sense Predicts CHildren's Mathematical Achievement Better Than Arithmetic Fluency", "subtitle": null, "abstract": "Research on arithmetic competence has emphasized the importance of arithmetic fluency – the use of\nefficient direct strategies when solving simple, conventional problems. Comparatively little attention has\nbeen focused on arithmetic sense, which we define as the adaptive use of direct and indirect strategies\nwhen solving complex, novel problems. The current study evaluates the new construct of arithmetic\nsense and investigates its predictive relationship to mathematical achievement. 302 students in 6 th grade\ncompleted a battery of tests of their cognitive and numerical abilities, arithmetic fluency, arithmetic\nsense, mathematics achievement, and pre-algebra skills. The central finding is that arithmetic sense is\nthe best single predictor of mathematical achievement. In particular, it is better than arithmetic fluency.\nThese findings open a new pathway for improving school-aged students’ algebraic thinking and\nmathematical achievement.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Arithmetic fluency" }, { "word": "Arithmetic sense" }, { "word": "Mathematics achievement" }, { "word": "Pre-algebra" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/737838p7", "frozenauthors": [ { "first_name": "Soo-hyun", "middle_name": "", "last_name": "Im", "name_suffix": "", "institution": "University of Minnesota", "department": "" }, { "first_name": "Sashank", "middle_name": "", "last_name": "Varma", "name_suffix": "", "institution": "University of Minnesota", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27797/galley/17437/download/" } ] }, { "pk": 27863, "title": "Articulating lay theories through graphical models: A study of beliefs surrounding vaccination decisions", "subtitle": null, "abstract": "How can we leverage the cognitive science of lay theories toinform interventions aimed at correcting misconceptions andchanging behaviors? Focusing on the problem of vaccine skep-ticism, we identified a set of 14 beliefs we hypothesized wouldbe relevant to vaccination decisions. We developed reliablescales to measure these beliefs across a large sample of partici-pants (n = 1130) and employed state-of-the-art graphical struc-ture learning algorithms to uncover the relationships amongthese beliefs. This resulted in a graphical model describingthe system of beliefs relevant to childhood vaccinations, withbeliefs represented as nodes and their interconnections as di-rected edges. This model sheds light on how these beliefs re-late to one another and can be used to predict how interventionsaimed at specific beliefs will play out across the larger system.Moving forward, we hope this modeling approach will helpguide the development of effective, theory-based interventionspromoting childhood vaccination.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Graphical modeling" }, { "word": "lay theories" }, { "word": "Conceptual Change" }, { "word": "Behavioral Interventions" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0q74d6x6", "frozenauthors": [ { "first_name": "Derek", "middle_name": "", "last_name": "Powell", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Kara", "middle_name": "", "last_name": "Weisman", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Ellen", "middle_name": "M", "last_name": "Markman", "name_suffix": "", "institution": "Stanford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27863/galley/17501/download/" } ] }, { "pk": 28063, "title": "A Sociocognitive-Neuroeconomic Model of Social Information Communication:To Speak Directly or To Gossip", "subtitle": null, "abstract": "Communication is a powerful means to disseminate socialinformation, and gossip is an effective way of obtainingupdated information about others. However, without acomprehensive theoretical framework of socialcommunication, it is difficult to predict a priori when and whysocial information will be disseminated. There are generaltheories of human social interaction, however, they do notsufficiently capture the sociocognitive components underlyinghuman decision-making in social settings. Therefore, we havedeveloped a model of social communication, enabling thecharacterization of specific conditions under which socialinformation will be spread: for example, when an agent shoulddirectly communicate with the target of the information, gossipit to others, or simply do nothing. We describe the model, themethods used to generate model predictions, and then list ninepredictions derived from it as the current results. We next planto test the predictions empirically and develop the modelcomputationally.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision-making; theory of mind; socialneuroscience; multi-agent system; artificial social intelligence" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/81f7v9b7", "frozenauthors": [ { "first_name": "Jeungmin", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "Korea Advanced Institute of Science and Technology", "department": "" }, { "first_name": "Jerald", "middle_name": "D", "last_name": "Kralik", "name_suffix": "", "institution": "Korea Advanced Institute of Science and Technology", "department": "" }, { "first_name": "Jaeseung", "middle_name": "", "last_name": "Jeong", "name_suffix": "", "institution": "Korea Advanced Institute of Science and Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28063/galley/17702/download/" } ] }, { "pk": 27893, "title": "Assessing Singular Causation: The Role of Casual Latencies", "subtitle": null, "abstract": "Singular causation queries require an assessment of whethera singular co-occurrence of two events c and e was causal orsimply coincidental. The current study builds on our previ-ous research (Stephan & Waldmann, 2018) in which we pro-posed a computational model of singular causation judgments.The model highlights that singular causation judgments needto take into account the power of the target cause C and ofalternative causes A, as well as the possibility of preemption.What was missing was a detailed model allowing us to esti-mate the probability of preemption of a target cause by thealternative causes. The present research fills this gap by elab-orating the temporal assumptions that might enter assessmentsof singular causation. We focus on assumptions about tempo-ral precedence between target and alternative causes, with aspecific focus on assumptions about causal latency. We reportthe results of two new experiments supporting the model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Singular causation" }, { "word": "casual attribution" }, { "word": "preemption" }, { "word": "time" }, { "word": "Casual reasoning" }, { "word": "Computational Modeling" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5mv0m23d", "frozenauthors": [ { "first_name": "Simon", "middle_name": "", "last_name": "Stephan", "name_suffix": "", "institution": "University of Gottingen", "department": "" }, { "first_name": "Ralf", "middle_name": "", "last_name": "Mayrhofer", "name_suffix": "", "institution": "University of Gottingen", "department": "" }, { "first_name": "Michael", "middle_name": "R", "last_name": "Waldmann", "name_suffix": "", "institution": "University of Gottingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27893/galley/17531/download/" } ] }, { "pk": 27927, "title": "Assessing the Validity of Three Tasks of Risk-Taking Propensity: Behavioral Measure and Computational Modeling", "subtitle": null, "abstract": "Risk-taking propensity is a general personality disposition. Survey, behavioral, and modeling\napproaches have been used to study it. We compared three behavioral tasks (BART, C-ART,\nS-ART) and corresponding computational models to learn which aspects of risky behavior they\nmeasure by correlating task performance and parameter estimates with survey responses\n(impulsivity, sensation seeking, drug use). Results indicated that the BART was not correlated\nwith any of the above domains, whereas behavioral measure from the two ART tasks correlated\nwith impulsivity and sensation seeking. The parameter estimates from the two ART tasks,\nwhile having some validity, were weaker indices than the traditional behavioral measure of\nthese tasks. Our findings provide insight into the use and design of these behavioral tasks and\ntheir corresponding computational models.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision making under uncertainty; risk-taking propensity; computational cognition; parameter estimation; BART; ART" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2q60t1qc", "frozenauthors": [ { "first_name": "Ran", "middle_name": "", "last_name": "Zhou", "name_suffix": "", "institution": "Ohio State", "department": "" }, { "first_name": "Jay", "middle_name": "I", "last_name": "Myung", "name_suffix": "", "institution": "Ohio State", "department": "" }, { "first_name": "Carol", "middle_name": "A", "last_name": "Mathews", "name_suffix": "", "institution": "U of Florida", "department": "" }, { "first_name": "Mark", "middle_name": "A", "last_name": "Pitt", "name_suffix": "", "institution": "Ohio State", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27927/galley/17565/download/" } ] }, { "pk": 27810, "title": "Assumption Violations in Forced-Choice Recognition Judgments: Implications from the Area Theorem", "subtitle": null, "abstract": "Trials in a two-alternative forced-choice (2AFC) recognition-memory task require individuals to choose the stimulus in apair that they deem as having been previously studied. Be-cause of the relative nature of the judgments made, 2AFC tri-als are typically considered to be free from response biasesconcerning the old/new status of stimuli. Recent studies havesuggested that this assumption is incorrect, and individuals of-ten resort to single-stimulus old-new (ON) judgments instead.The present study tests this claim by joint modeling 2AFCand ON judgments using extended SDT models that includethe possibility of ON contamination. Results show that therelative-judgment assumption provides an excellent account ofthe data, providing no support for the notion of ON contami-nation in typical experimental designs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "recognition memory" }, { "word": "Bias" }, { "word": "Signal Detection" }, { "word": "Forced choice" }, { "word": "Mixture" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7k3014st", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Kellen", "name_suffix": "", "institution": "Syracuse", "department": "" }, { "first_name": "Henrik", "middle_name": "", "last_name": "Singmann", "name_suffix": "", "institution": "University of Zurich", "department": "" }, { "first_name": "Sharon", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "Syracuse", "department": "" }, { "first_name": "Samuel", "middle_name": "", "last_name": "Winiger", "name_suffix": "", "institution": "University of Zurich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27810/galley/17450/download/" } ] }, { "pk": 28209, "title": "A Suite of Adaptive Games for Self-Directed Literacy and Numeracy Education", "subtitle": null, "abstract": "250 million children worldwide lack basic literacy and numeracy skills, many of whom have no access to regular schooling.Inexpensive tablet computers have the potential to scale up the distribution of intelligent tutoring systems to children inneed. We introduce a collection of tablet games presenting core literacy and numeracy concepts in a way that enablesself-directed learning, reinforced by a shared content engine with an adaptive algorithm that re-prioritizes content basedon the accuracy and timing of the learner’s responses to effectively space and distribute practice. The difficulty of eachgame’s dynamics adjust to the learner over time. We analyze response data from school children in Tanzania, examininghow they distribute their attention across the games and as a function of performance within each game. We also evaluatedifferent methods for determining their knowledge state and learning progress based on their responses, and examine howself-direction influences stimulus spacing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9v69j4qk", "frozenauthors": [ { "first_name": "Katherine", "middle_name": "", "last_name": "Adams", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "George", "middle_name": "", "last_name": "Kachergis", "name_suffix": "", "institution": "Radboud University; Donders Institute", "department": "" }, { "first_name": "Hugo", "middle_name": "Goulart", "last_name": "de Lucena", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28209/galley/17868/download/" } ] }, { "pk": 35956, "title": "A Syllabus for Listening – Decoding by Richard Cauldwell", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/41378063", "frozenauthors": [ { "first_name": "Beth", "middle_name": "", "last_name": "Sheppard", "name_suffix": "", "institution": "University of Oregon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35956/galley/26810/download/" } ] }, { "pk": 28040, "title": "Asymmetric Use of Information About Past and Future:Toward a Narrative Theory of Forecasting", "subtitle": null, "abstract": "Story-telling helps to define the human experience. Donarratives also inform our predictions and choices? Thecurrent study provides evidence that they do, using financialdecision-making as an example of a domain where,normatively, publicly available information (about the pastor the future) is irrelevant. Despite this, participants usedpast company performance information to project futureprice trends, as though using affectively laden informationto predict the ending of a story. Critically, these projectionswere stronger when information concerned predictionsabout a company’s future performance rather than actualdata about its past performance, suggesting that people notonly rely on financially irrelevant (but narratively relevant)information for making predictions, but erroneously imposetemporal order on that information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Intuitive theories; folk psychology; judgment &decision-making; behavioral economics" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8hc3m6xx", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "G.B.", "last_name": "Johnson", "name_suffix": "", "institution": "University of Bath, University College London", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Tuckett", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28040/galley/17679/download/" } ] }, { "pk": 28374, "title": "A text-based analysis of the effects of personality on the adoption of cultural andlinguistic norms", "subtitle": null, "abstract": "Cognitive variation due to language and culture has been shown in a range of domains, including visual perception,emotions, theory of mind, economic strategies, decision making, and categorization. While such patterns are robust,individuals within a given culture are affected by these cultural patterns differentially. One possible cause for theseindividual differences is personality (e.g. extroversion or agreeableness). The personality traits of individuals will affecthow they interact with and adopt cultural patterns. To explore this possibility, we perform analyses on online data fromindividuals with self-identified Myers-Briggs personality types (a popularized personality measure that is widely self-reported in social media). In particular, we examine how personality type predicts the rate at which individuals adopt novellexical items and conform to the linguistic norms of their surrounding community. The results make explicit predictionsabout which individuals will be more affect by cultural and linguistic patterns.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4r568733", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "", "last_name": "Spevack", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Spivey", "name_suffix": "", "institution": "University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28374/galley/18118/download/" } ] }, { "pk": 28001, "title": "Attention Selectively Boosts Learning of Statistical Structure", "subtitle": null, "abstract": "While statistical learning (SL) has long been described as alearning mechanism that operates automatically across agesand modalities, there are a growing number of cases in whichstatistical regularities are not learned automatically, and inwhich attention seems to impact learning. We examined therole of attentional instruction on adults’ ability to learn twostatistical patterns simultaneously. Results suggest that evenwithout explicit instruction to attend to either pattern,participants automatically learn both patterns, and thatexplicit instruction to attend to one or both streams improveslearning, but only for the attended stream(s). In addition,when attention is directed at only one stream, the learningbenefit for that stream is coupled with a learning cost for theunattended stream. This adds to our understanding of thenuanced relationship between attention and SL, by suggestingthat when more than one structure is present attentionselectively improves SL of attended information in adults, butat the cost of unattended information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Statistical Learning; Attention; Learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6596t1t8", "frozenauthors": [ { "first_name": "Tess", "middle_name": "Allegra", "last_name": "Forest", "name_suffix": "", "institution": "UToronto", "department": "" }, { "first_name": "Amy", "middle_name": "Sue", "last_name": "Finn", "name_suffix": "", "institution": "UToronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28001/galley/17640/download/" } ] }, { "pk": 28116, "title": "Attitude Change on Reddit’s Change My View", "subtitle": null, "abstract": "People generally ignore evidence that is contrary to theirbeliefs (Nickerson, 1998). To examine the factors thatpromotes attitude change with a new perspective, this studyexamined how people change their beliefs on a range of topicsfrom gender identity to gun control on the Redditforum Change My View. Specifically, we examined howpeople on Change My View cite evidence to change otherpeople’s minds. As prior work suggests, we find that peopleare not easily convinced to change their beliefs about socialand moral issues, and this occurs even though people citeconsiderably more evidence while discussing theseissues. However, our data provides one source of optimism:We found that the amount of evidence provided in adiscussion predicts attitude change, suggesting that whileattitude change is hard-won, providing facts and evidencemay nonetheless be an effective persuasive tactic.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attitude change" }, { "word": "Reddit" }, { "word": "Change My View" }, { "word": "naturalistic data" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1076s3b2", "frozenauthors": [ { "first_name": "J Hunter", "middle_name": "", "last_name": "Priniski", "name_suffix": "", "institution": "Arizona State", "department": "" }, { "first_name": "Zachary", "middle_name": "", "last_name": "Horne", "name_suffix": "", "institution": "Arizona State", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28116/galley/17776/download/" } ] }, { "pk": 27934, "title": "Auditory Versus Visual Stimulus Effects on Cognitive Performance During the N-back Task", "subtitle": null, "abstract": "The n-back task is one of the most popular methods forstudying working memory, and it is tested witheither auditory or visual stimuli. Previous researchcomparing stimulus modalities has demonstrated that auditoryand visual tasks often elicit differential responding and,potentially, different underlying cognitive processes. In thisstudy, performance accuracy and response time weremeasured during an n-back task that varied in termsof stimulus modality and difficulty. Findings demonstrate thatparticipants respond faster but less accurately during a visualas compared to an auditory condition where participants aremore accurate but slower to respond. These results arediscussed in terms of dual coding and feature binding.Implications for the presentation of n-back tasks in studies ofworking memory are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "n-back; auditory memory; visual memory; working memory; dual-coding; feature binding" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/95g7x626", "frozenauthors": [ { "first_name": "Mary", "middle_name": "Jean", "last_name": "Amon", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Bennett", "middle_name": "I", "last_name": "Bertenthal", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27934/galley/17572/download/" } ] }, { "pk": 28259, "title": "ausal Questions and Explanations - What do Theories of Causal Reasoning predict?", "subtitle": null, "abstract": "Which information do people seek out when trying to explain everyday events? Previous research (Ahn et al., 1995)indicates that this may not be the same information that people take into account when provided, and that theories ofcausal reasoning consider crucial. In an experiment, we asked participants to generate questions to explain type or tokenevents, which were familiar or unfamiliar. Based on theories of singular causation, we expected participants to search forpresent causes and indicators of actual causation to explain token events, but for causes and their covariations with theeffect when explaining types of events. We assumed participants to inquire about the presence of known causes whenevents are familiar, but about potential causes when events are not familiar. We categorised generated questions accordingto the information sought. Results partially supported our predictions. We discuss the relevance of the findings for differenttheories of causal reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1x05v3hc", "frozenauthors": [ { "first_name": "York", "middle_name": "", "last_name": "Hagmayer", "name_suffix": "", "institution": "University of Gttingen", "department": "" }, { "first_name": "Neele", "middle_name": "", "last_name": "Engelmann", "name_suffix": "", "institution": "University of Gttingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28259/galley/17918/download/" } ] }, { "pk": 27926, "title": "Automatic Biases in Intertemporal Choice", "subtitle": null, "abstract": "Research on intertemporal choice has suggested that decisionprocesses automatically favor immediate rewards. In thispaper, we use a drift diffusion model to conceptualize andempirically investigate the role of these biases. Our modelpermits automatic biases in the response process, automaticbiases in the evaluation process, as well as differentialweighting for monetary payoffs and time delays. We fit ourmodel to individual-level choice and response time data, andfind that automatic biases are prevalent in intertemporalchoice, but that the type, magnitude, and direction of thesebiases vary greatly across individuals. Our results pose newchallenges for theories of intertemporal choice behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "drift diffusion model; intertemporal choice; computational modelling; automatic bias; dual process theories" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9mb718bn", "frozenauthors": [ { "first_name": "Wenjia", "middle_name": "Joyce", "last_name": "Zhao", "name_suffix": "", "institution": "UPenn", "department": "" }, { "first_name": "Adele", "middle_name": "", "last_name": "Diederich", "name_suffix": "", "institution": "Jacobs University", "department": "" }, { "first_name": "Jennifer", "middle_name": "S", "last_name": "Trueblood", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Sudeep", "middle_name": "", "last_name": "Bhatia", "name_suffix": "", "institution": "UPenn", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27926/galley/17564/download/" } ] }, { "pk": 27900, "title": "Automatic Estimation of Lexical Concreteness in 77 Languages", "subtitle": null, "abstract": "We estimate lexical Concreteness for millions of wordsacross 77 languages. Using a simple regression framework,we combine vector-based models of lexical semantics withexperimental norms of Concreteness in English and Dutch.By applying techniques to align vector-based semantics acrossdistinct languages, we compute and release Concreteness esti-mates at scale in numerous languages for which experimentalnorms are not currently available. This paper lays out thetechnique and its efficacy. Although this is a difficult datasetto evaluate immediately, Concreteness estimates computedfrom English correlate with Dutch experimental norms at ρ= .75 in the vocabulary at large, increasing to ρ = .8 amongNouns. Our predictions also recapitulate attested relationshipswith word frequency. The approach we describe can be readilyapplied to numerous lexical measures beyond Concreteness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word2vec" }, { "word": "Concreteness; multilingual; skipgram; norms" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7dz7k3k1", "frozenauthors": [ { "first_name": "Bill", "middle_name": "", "last_name": "Thompson", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Lupyan", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27900/galley/17538/download/" } ] }, { "pk": 28402, "title": "Automatic Extraction of Aggression Speech Patterns in the THREAT-corpus", "subtitle": null, "abstract": "Aggression speech patterns (ASP) strongly influence modern culture and ideology, they are regular source domain forconceptual metaphors. The study was based on THREAT-corpus (Russian language, 5 mln words) which was constructedto study ASP and contains fiction, non-fiction, news texts. The aim of the study is to investigate non-metaphoric andmetaphoric ASP in Russian. A semantic parser was designed to automatically process texts and construct conceptualrepresentations: They killed all the enemies (non-metaphoric)/He killed the time (metaphoric) [Ag-CAUSE HARM-Pat]. After extracting conceptual representations the parser evaluates them as aggressive or non-aggressive. An exampleMechanical toys pushed forward the imagination of scientists is evaluated as aggressive. Although this evaluation is false-positive, it reveals the conceptual metaphor where mental causation is described as voluntary action. This set of methodsmakes possible to collect, detect and describe ASP in diverse types of discourse and, consequently, to analyze the cognitivenature of aggression.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9ph221d0", "frozenauthors": [ { "first_name": "Vera", "middle_name": "", "last_name": "Zabotkina", "name_suffix": "", "institution": "Russian State University for the Humanities", "department": "" }, { "first_name": "Boris", "middle_name": "M.", "last_name": "Velichkovsky", "name_suffix": "", "institution": "Kurchatov Institute", "department": "" }, { "first_name": "Elena", "middle_name": "", "last_name": "Pozdnyakova", "name_suffix": "", "institution": "Russian State Univercity for the Humanities", "department": "" }, { "first_name": "Dmitry", "middle_name": "", "last_name": "Orlov", "name_suffix": "", "institution": "Russian State Univercity for the Humanities", "department": "" }, { "first_name": "Artemy", "middle_name": "", "last_name": "Kotov", "name_suffix": "", "institution": "Kurchatov Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28402/galley/18176/download/" } ] }, { "pk": 28160, "title": "Automatic Identification of Texts Written by Authors with Alzheimer’s Disease", "subtitle": null, "abstract": "As demonstrated in previous studies, Alzheimer’s diseaseleads to a degradation of vocabulary and communication skills.Novels by writers who are known to have suffered from thisdisease were compared with respect to their lexical richnessand syntactic complexity. Those written after the break-outof the disease have shown to use a considerably smaller lex-icon and a reduced syntactic complexity of the sentences.This makes us assume that writings of individual authors canbe classified automatically into “pre-Alzheimer’s period” and“Alzheimer’s period”. But the writing style of an author ishighly individual. Can we still detect whether any given novelis written by an author who suffers from Alzheimer’s? To as-sess this, we use a corpus of novels by three well-known writ-ers who were diagnosed with Alzheimer’s: Iris Murdoch, TerryPratchett and Agatha Christie. Using a mostly stylistic set offeatures we are able to distinguish between novels written un-der the influence of the disease and novels written by healthywriters with more than 82% accuracy. The classification ofthe novels of a given author into “pre-Alzheimer’s period” and“Alzheimer’s period” is accomplished with more than 86% ac-curacy. We also prove that our feature set is versatile enoughto be able to distinguish between authors in general and bookswith high precision.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Alzheimer’s Detection; Text Classification; Au-thor Identification; Author Profiling" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6xm5x3w9", "frozenauthors": [ { "first_name": "Juan", "middle_name": "", "last_name": "Soler-Company", "name_suffix": "", "institution": "Universitat Pompeu Fabra", "department": "" }, { "first_name": "Leo", "middle_name": "", "last_name": "Wanner", "name_suffix": "", "institution": "Universitat Pompeu Fabra", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28160/galley/17819/download/" } ] }, { "pk": 28220, "title": "Available referents and prompt specificity influence induction of feature typicality", "subtitle": null, "abstract": "Prior work suggests that speakers and listeners use discourse pragmatics to constrain potential referents and make infer-ences about the relationship of a novel referent to its category. This work addresses the use of discourse specificity andavailable referents in combination to make inferences about category feature typicality. In a visual search task and sub-sequent typicality rating task, participants ratings of typicality for an novel object’s color were affected by whether theobjects color was specified in the search prompt (e.g., Find the (blue) dax), the color of distractor objects (same as ordifferent from target), and the shape of distractor objects (same as or different from target). Specification of target colorin the prompt decreased typicality ratings, in keeping with work suggesting that over-informative utterances can induceinference of atypicality.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3xr843jn", "frozenauthors": [ { "first_name": "Claire", "middle_name": "", "last_name": "Bergey", "name_suffix": "", "institution": "UChicago", "department": "" }, { "first_name": "Dan", "middle_name": "", "last_name": "Yurovsky", "name_suffix": "", "institution": "UChicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28220/galley/17879/download/" } ] }, { "pk": 27976, "title": "Awesome play: Awe increases preschooler’s exploration and discovery", "subtitle": null, "abstract": "Affective states, exploration, and learning are tightly inter-twined. For example, research has connected surprise to playand learning in early development (Stahl & Feigenson, 2015),but less is known about the potential impact of other affec-tive states and how they might influence exploration and sub-sequent discovery. Given that past research has suggested thatawe may increase feelings of uncertainty and lead to pursuitof cognitive accommodation in adults (Valdesolo & Graham,2014), we posit that awe-induced uncertainty may similarlylead children to think-outside-the-box and explore more duringplay. In Experiment 1, we modify emotion-inducing videos(Awe, Happy and Calm) and validate them on adult partic-ipants using the perceived self-size Circle Task (Bai et al.,2017). In Experiment 2, children were presented with one ofthe three videos and their exploratory play with a novel toy wasrecorded. Results revealed both a significant effect of the ma-nipulation (children associated with smaller selves in the Awecondition) and also an influence of the videos on play. Childrenin the Awe condition played more and explored more variablythan children in the control conditions. These results suggestthat awe influences motivation that increases variability anddiscovery in exploration.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognition; Discovery; Emotion; Awe; Develop-ment" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/27g3j23j", "frozenauthors": [ { "first_name": "Joseph", "middle_name": "A", "last_name": "Colantonio II", "name_suffix": "", "institution": "Rutgers", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Bonawitz", "name_suffix": "", "institution": "Rutgers", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27976/galley/17614/download/" } ] }, { "pk": 28363, "title": "A word order pattern from silent gesture studies observed in a new naturallanguage", "subtitle": null, "abstract": "Studying the silent gesture of hearing non-signers is a crucial tool for shedding light on natural language phenomena.Previous studies have found that properties of the meanings conveyed in silent gesture can influence word order. Forinstance, participants prefer SOV ordering for extensional events (man carries ball), while for intensional events (in whichthe object is possibly non-existent or dependent on the action; e.g., man thinks of guitar, woman builds house) there isa cross-linguistic preference for SVO (Schouwstra & de Swart, 2014). Eliciting descriptions of the two event types inNicaraguan Sign Language, we found evidence for these lab-documented word order preferences in an emergent naturallanguage: objects precede verbs for extensional events, but follow verbs for intensional events. However, this wordorder pattern is manifested differently in Nicaraguan Sign (the result only surfaced in a sub-string analysis), because thepreference interacts with NSLs language-internal constraint for verb-finalness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9r23c9xv", "frozenauthors": [ { "first_name": "Marieke", "middle_name": "", "last_name": "Schouwstra", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Goldin-Meadow", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Molly", "middle_name": "", "last_name": "Flaherty", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28363/galley/18097/download/" } ] }, { "pk": 27918, "title": "Balancing informational and social goals in active learning", "subtitle": null, "abstract": "Our actions shape what we learn. Because of this dependency,learners are proficient at choosing their actions to maximizetheir information gain. However, learning often unfolds insocial contexts where learners have both informational goals(e.g., to learn how something works) but also social goals (e.g.,to appear competent and impress others). How do these goalsshape learners’ decisions? Here, we present a computationalmodel that integrates the value of social and informationalgoals to predict the decisions that people will make in a simpleactive causal learning task. We show that, in a context wherethe informational and social goals are in conflict, an empha-sis on performance or self-presentation goals leads to reducedchances of learning (Exp. 1) and that social context can pushlearners to pursue performance-oriented actions even when thelearning goal is highlighted (Exp. 2). Our formal model ofsocial-active learning successfully captures the empirical re-sults. These findings are first steps towards understanding therole of social reasoning in active learning contexts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "active learning; social reasoning; information gain; OED; self-presentation; goal tradeoffs" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/08d6d2q6", "frozenauthors": [ { "first_name": "Erica", "middle_name": "J", "last_name": "Yoon", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Kyle", "middle_name": "", "last_name": "MacDonald", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Mika", "middle_name": "", "last_name": "Asaba", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Hyowon", "middle_name": "", "last_name": "Gweon", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Michael", "middle_name": "C", "last_name": "Frank", "name_suffix": "", "institution": "Stanford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27918/galley/17556/download/" } ] }, { "pk": 28214, "title": "Bayesian Generalization of Emojis", "subtitle": null, "abstract": "We explore how attributes and relations contribute to generalization of a property across stimuli for ecologically validstimuli used often to communicate: emojis. We use the Bayesian Generalization Framework to model generalizationjudgments from given triplets of emojis to new triplets of emojis that share either a common relation, common attribute,both, or neither. Based on the model predictions, we conducted a behavioral experiment investigating the strength ofattributes and relations when generalizing across emojis. The model learned to use attributes or relations appropriately;however when given triplets that share both a common attribute and relation, it gave more weight to the common attributesthan human participants did. This suggests that people are strongly, but not completely, biased towards using relationswhen generalizing a novel property across triplets of emojis.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6jk1w0v5", "frozenauthors": [ { "first_name": "Jacquiline", "middle_name": "", "last_name": "Erens", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Joseph", "middle_name": "", "last_name": "Austerweil", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28214/galley/17873/download/" } ] }, { "pk": 28180, "title": "Bayesian teaching of image categories", "subtitle": null, "abstract": "Humans learn from other knowledgeable informants whochoose data to foster learning. Mathematical models of teach-ing and learning have formalized this process of learning fromhelpful others. While these approaches have been successful incapturing teaching and learning in a variety of contexts, theyhave been limited to relatively simple domains. One of theopen questions regarding Bayesian teaching is whether it canscale to teach from naturalistic domains with more interestingdatasets. In this work, we show how to apply Bayesian teach-ing to teach human participants categories learned by a super-vised machine learning model. The effectiveness of teaching ismeasured by how well the participants can predict the behaviorof the target machine learning model. Our results demonstratethat Bayesian teaching can be applied to naturalistic domains,show that the best sets of examples according to the modelyield better learning, and suggest avenues for improving ourability to automate teaching of image categories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bayesian teaching; category learning; pedagogy;prototype model" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0zv7v1x2", "frozenauthors": [ { "first_name": "Wai", "middle_name": "Keen", "last_name": "Vong", "name_suffix": "", "institution": "Rutgers", "department": "" }, { "first_name": "Ravi", "middle_name": "B", "last_name": "Sojitra", "name_suffix": "", "institution": "Rutgers", "department": "" }, { "first_name": "Anderson", "middle_name": "", "last_name": "Reyes", "name_suffix": "", "institution": "Rutgers", "department": "" }, { "first_name": "Scott", "middle_name": "Cheng-Hsin", "last_name": "Yang", "name_suffix": "", "institution": "Rutgers", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Shafto", "name_suffix": "", "institution": "Rutgers", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28180/galley/17839/download/" } ] }, { "pk": 28395, "title": "Behavioral and electrophysiological evidence of incidental learning, generalizationand retention of speech categories from continuous speech", "subtitle": null, "abstract": "Speech learning involves discovering linguistically-relevant categories embedded in continuous speech. But, learninghas been investigated mostly across isolated sound tokens. Here, we investigated incidental learning across continuousmulti-talker Mandarin speech in the context of a videogame in which participants behavior was directed at navigating avirtual environment, not speech learning. Unbeknownst to the native-English participants, acoustically-variable Mandarinkeywords were embedded in the continuous sentences, and were associated with game actions and events. Participantswere not informed about the keywords, made no categorization decisions, and received no overt feedback. Post-trainingresults indicated robust keyword learning that persisted at least 10 days. Further, the electrophysiological N100 componentevoked by keywords during passive listening to continuous Mandarin was greater post-training than pre-training. This neu-ral enhancement was not observed for equally-frequent control keywords unassociated with game behaviors. Participantslearned functionally-relevant non-native speech categories incidentally from continuous speech input across considerableacoustic variability.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8497r0hj", "frozenauthors": [ { "first_name": "Yunan", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Lori", "middle_name": "", "last_name": "Holt", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Ran", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "MARi", "department": "" }, { "first_name": "Sung-Joo", "middle_name": "", "last_name": "Lim", "name_suffix": "", "institution": "Boston University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28395/galley/18162/download/" } ] }, { "pk": 28105, "title": "Behavioral Oscillations in Verification of Relational Role Bindings", "subtitle": null, "abstract": "Human understanding of relations between objects depends onthe ability to code meaningful role bindings. Computationalmodels of relational reasoning have proposed that neuraloscillations provide a basic mechanism enabling workingmemory to code the bindings of objects into relational roles.We adapted a behavioral oscillation paradigm to investigatemoment-to-moment changes in representations of semanticroles. On each trial, a picture was presented showing an action(chasing) relating two animals, one animal playing an agentrole (chaser) and the other playing a patient role (chased). Afterthe picture disappeared, the inter-stimulus interval (ISI) wasvaried in densely-sampled increments followed by a verbalprobe indicating an animal in a role. Reaction time (RT) todecide the validity of the verbal probe was recorded. We foundthat RTs varied systematically with ISI in an oscillatoryfashion. A task that required memory for a relational roleevoked stronger theta- and alpha-band oscillations than did amemory task not involving relational roles. The behavioraloscillation patterns in the role-identification task revealed aphase shift between the two semantic roles in the alpha band.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "behavioral oscillation; neural oscillation;propositional representation; relations; binding." } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/85n418nt", "frozenauthors": [ { "first_name": "Yujia", "middle_name": "", "last_name": "Peng", "name_suffix": "", "institution": "UCLA", "department": "" }, { "first_name": "Pratyusha", "middle_name": "R", "last_name": "Javangula", "name_suffix": "", "institution": "UCLA", "department": "" }, { "first_name": "Hongjing", "middle_name": "", "last_name": "Lu", "name_suffix": "", "institution": "UCLA", "department": "" }, { "first_name": "Keith", "middle_name": "J", "last_name": "Holyoak", "name_suffix": "", "institution": "UCLA", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28105/galley/17757/download/" } ] }, { "pk": 28315, "title": "Belief bias among believers of the paranormal and the pseudoscience", "subtitle": null, "abstract": "It has been shown that believers of empirically suspect beliefs (ESBs) were less analytic than the skeptics, hence they weremore likely to show the belief bias in syllogistic reasoning in which the conclusion was related to the general knowledge.However, little is known whether they show the similar biases in the syllogism that the conclusion was related to theirESBs. The present study investigated whether ESB believers tended to commit the bias than non-believers, and whetherthe link between belief and reasoning errors was moderated by cognitive style towards analytical thinking. The resultsshowed that the paranormal belief was negatively associated with the correct ratio of syllogistic reasoning, whereas thisassociation was no more significant after the cognitive style and response time were controlled. On the other hand, thelink between the pseudoscientific belief and the reasoning performance remained significant after the cognitive style waspartialled out.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4gg9p5t3", "frozenauthors": [ { "first_name": "Yoshimasa", "middle_name": "", "last_name": "Majima", "name_suffix": "", "institution": "Hokusei Gakuen University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28315/galley/17996/download/" } ] }, { "pk": 28375, "title": "Between-Language Competition in Early Learner Bilinguals", "subtitle": null, "abstract": "Since bilingualism is more common worldwide than monolingualism, studying how bilinguals process language providesan important insight into how the brain processes language in general. Although often neglected in research, early-learnerbilinguals (who learn both languages before adolescence) have important differences compared to bilinguals who learntheir second language later in life (Kim, Relkin, Lee, & Hirsch, 1997). We compared early- and late-learner Spanish-English bilinguals in an eyetracking experiment to investigate how the developmental timing of second language onsetaffects phonological competition between languages. For example, when instructed to click the peanut, late bilingualsfrequently looked at the pineapple, because its name in Spanish (pia) is phonologically similar to peanut. By contrast, theearly bilinguals showed no statistically significant competition effects between their two languages. This study aims toreveal the extent to which second language onset affects competition between languages.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8v85t91n", "frozenauthors": [ { "first_name": "Cynthia", "middle_name": "", "last_name": "Spivey", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Samuel", "middle_name": "", "last_name": "Spevack", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Greg", "middle_name": "", "last_name": "Wattonville", "name_suffix": "", "institution": "University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28375/galley/18120/download/" } ] }, { "pk": 27999, "title": "Beyond Principles: Children Determine Fairness Based on Attention and Exactness", "subtitle": null, "abstract": "Fairness depends on the principles that people use to justifytheir actions, and on the outcomes that they produce. Here wepropose that, from early in childhood, we also judge fairnessbased on whether we believe the resulting outcomes werecaused by the underlying principles. In Experiment 1 we showthat four- five- and six-year-olds believe that an agent who paidattention when distributing resources is more fair than an agentwho was distracted when distributing resources, even whenthey both produce identical outcomes. In Experiment 2 weshow that children of the same ages believe that an agent whocounts when distributing resources is more fair than an agentwho does not count, even when both agents attend to how theydistribute their resources and produce identical outcomes.Together, our findings suggest that children do not judgefairness based on the outcome alone, and they add to a growingbody of work suggesting that, from early childhood, ourintuitions about fairness are tightly linked with intuitions aboutexactness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; social cognition; fairness." } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1rq2650f", "frozenauthors": [ { "first_name": "Madison", "middle_name": "", "last_name": "Flowers", "name_suffix": "", "institution": "Yale", "department": "" }, { "first_name": "Rosie", "middle_name": "", "last_name": "Aboody", "name_suffix": "", "institution": "Yale", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Jara-Ettinger", "name_suffix": "", "institution": "Yale", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27999/galley/17638/download/" } ] }, { "pk": 35978, "title": "Beyond Repeat After Me: Teaching Pronunciation to English Learners - Marla Tritch Yoshida", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Special Issue Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9gm1463g", "frozenauthors": [ { "first_name": "Ivanne", "middle_name": "", "last_name": "Deneroff", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35978/galley/26831/download/" } ] }, { "pk": 27979, "title": "Beyond Skill: Predictive Modeling with Individual and Team Attributes in Leagueof Legends", "subtitle": null, "abstract": "The goal of this study is to explore the predictive capability ofseveral psychosocial variables, such as personality and groupcohesion, towards determining multiplayer online battle arenagame outcomes - namely diversity, cohesion, and resilience, oncollective performance. Our study finds that measures ofindividual and team perceptions of qualities provided a usefulprecursor for match victory. Using individual-level attributes,our cohesion survey questions provided the highest predictivevalue, and higher levels of perceived cohesion were associatedwith higher victory odds. In light of our results, we discuss theimplications of using behavioral data derived from onlinegames and opportunities for future large-scale game datacollection.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "virtual teams; cohesion; cooperation; online games" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0c09z7j9", "frozenauthors": [ { "first_name": "Malia", "middle_name": "", "last_name": "Crane", "name_suffix": "", "institution": "Georgia Tech", "department": "" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Farmer", "name_suffix": "", "institution": "Georgia Tech", "department": "" }, { "first_name": "Scott", "middle_name": "", "last_name": "Appling", "name_suffix": "", "institution": "Georgia Tech", "department": "" }, { "first_name": "Erica", "middle_name": "", "last_name": "Briscoe", "name_suffix": "", "institution": "Georgia Tech", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27979/galley/17617/download/" } ] }, { "pk": 35950, "title": "Beyond Teaching English: Embracing a Holistic Approach to Supporting English Learner Students and Their Families", "subtitle": null, "abstract": "This study describes the ways 1 elementary school is attempting to address the needs of its English learner students and their families, the\nmajority of whom are Latinx, through a multipronged approach that includes targeted academic instruction, the adoption of schoolwide\nvalues and behavioral expectations, a significant family-community outreach program, and teacher professional development in traumasensitive schooling and instruction. The authors share analyses and findings from data gathered through classroom and school event observations, separate focus groups of students and parents, interviews with key stakeholders, questionnaires from school personnel and parents, and publicly available school-level data. Implications for educators are shared with the goal of creating spaces and contexts where English learner students and their families succeed and indeed thrive.", "language": "eng", "license": null, "keywords": [ { "word": "Latinxs" }, { "word": "responsive schooling" }, { "word": "Immigrants" }, { "word": "English learners" }, { "word": "community-school partnership" }, { "word": "trauma-informed schooling" }, { "word": "Listening" }, { "word": "liaison" } ], "section": "Theme Section - Feature Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/375574d9", "frozenauthors": [ { "first_name": "Carrie", "middle_name": "R.", "last_name": "Giboney Wall", "name_suffix": "", "institution": "Pepperdine University", "department": "" }, { "first_name": "Bernadette", "middle_name": "B.", "last_name": "Musetti", "name_suffix": "", "institution": "Loyola Marymount University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35950/galley/26804/download/" } ] } ] }