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{ "count": 38488, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=17300", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=17100", "results": [ { "pk": 27736, "title": "Bias in the Self-Knowledge of Global Communities", "subtitle": null, "abstract": "A plethora of research over the past two decades has\ndemonstrated that citizens in countries around the world\ndramatically overestimate the size of minority demographic\ngroups and underestimate the size of majority groups.\nResearchers have concluded that this misestimation is a result\nof characteristics of the group being estimated, such as level of\nthreat the group poses and the amount of exposure someone\nhas with to the group. However, explanations of this\nmisestimation have largely ignored theoretical models of\nperception and measurement, such as those developed in\nclassic psychophysics. This has led to interpretations that are\nat variance with modern theories of measurement. We present\na model which combines an understanding of the nature of\nhuman estimations with a conceptualization of uncertainty,\nwhich extends to accommodate bias. We apply this model to\nthree large-scale datasets collected by the Ipsos MORI research\ngroup. Model fits from our approach suggest that to a\nconsiderable degree, the errors people make are due to\nuncertainty rather than bias. These biases are quite different in\ncharacter from those that other groups have reported. Many of\nthe present biases, furthermore, are shared widely across\ndifferent countries.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Demographic perception" }, { "word": "psychophysics" }, { "word": "Bias" }, { "word": "uncertainty" }, { "word": "proportional reasoning" }, { "word": "numeric reasoning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8820z15k", "frozenauthors": [ { "first_name": "Eleanor", "middle_name": "", "last_name": "Bower", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Landy", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27736/galley/17376/download/" } ] }, { "pk": 27862, "title": "Bilingual infants process mixed sentences differently in their own languages", "subtitle": null, "abstract": "In bilingual language environments, children learn twolanguages in the same amount of time that monolingualchildren learn one, and children do not learn their twolanguages at exactly the same rate. Furthermore, learning twolanguages requires children to deal with challenges not foundin monolingual input, notably the use of two languages withinone utterance (Do you like the perro?/¿Te gusta el doggy?).For bilinguals of all ages, switching between languages canimpede processing efficiency. But are all switches equallychallenging? We tested Spanish-English bilingual toddlers’processing of single-language and mixed-language sentencesin both languages. We found asymmetrical switch costs whentoddlers were tested in their dominant vs. non-dominantlanguage, and toddlers benefited from hearing nounsproduced in their dominant language. These results suggest animportant commonality between monolingualism andbilingualism: when toddlers have more robust representationsof a particular item, they can better recognize it in diversecontexts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "bilingualism" }, { "word": "Language Processing" }, { "word": "Word representations" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/31c4v9st", "frozenauthors": [ { "first_name": "Christine", "middle_name": "", "last_name": "Potter", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Eva", "middle_name": "", "last_name": "Fourakis", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Morin-Lessard", "name_suffix": "", "institution": "Concordia", "department": "" }, { "first_name": "Krista", "middle_name": "", "last_name": "Byers-Heinlein", "name_suffix": "", "institution": "Concordia", "department": "" }, { "first_name": "Casey", "middle_name": "", "last_name": "Lew-Williams", "name_suffix": "", "institution": "Princeton", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27862/galley/17500/download/" } ] }, { "pk": 28095, "title": "Biology Students Use Gestalt Grouping to Evaluate Evolutionary Relatedness", "subtitle": null, "abstract": "We hypothesized that college biology students difficulty interpreting relationships depicted in evolutionary trees (clado-grams) at least partly reflects their responding based on Gestalt grouping principles. Students from non-majors introduc-tory, majors introductory, and upper-level biology classes (N = 310) evaluated two pairs of cladograms after classroominstruction on evolutionary trees. The cladograms in each pair depicted the same evolutionary relationships among threetarget taxa but grouping of those taxa differed due to Gestalt principles. Students were asked which cladogram best repre-sents the specified relationships among the target taxa or whether both cladograms are equally good (the correct answer).As predicted, for all three biology groups, students responses most often were consistent with the Gestalt principles ofgrouping rather than with the pattern of evolutionary relationships (M = 1.28 out of 2; t(309) = 13.55, p ¡ .001). Clearly,biology instruction needs to address the potentially interfering role of Gestalt grouping.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/53z8f3mn", "frozenauthors": [ { "first_name": "Laura", "middle_name": "", "last_name": "Novick", "name_suffix": "", "institution": "Vanderbilt", "department": "" }, { "first_name": "Linda", "middle_name": "", "last_name": "Fuselier", "name_suffix": "", "institution": "University of Louisville", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28095/galley/17734/download/" } ] }, { "pk": 27874, "title": "Black Dialect Activates Violent Stereotypes", "subtitle": null, "abstract": "After viewing Black males faces, US participants are typically faster to categorize weapons and slower to categorize tools than afterviewing White male faces, revealing the activation of implicit stereotypes linking Black males with violent crime. Here we testedwhether hearing Black male voices speaking in African American Vernacular English (AAVE) activates these same threat-relatedstereotypes. In a national US sample, participants were faster to categorize weapons compared to tools after hearing race-neutralnames spoken in AAVE than after hearing them spoken in Standard American English (SAE). Like Black faces, Black voices canactivate violent stereotypes, affecting visual discrimination of objects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "implicit bias" }, { "word": "Race" }, { "word": "dialect" }, { "word": "AAVE" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0d29v5ns", "frozenauthors": [ { "first_name": "Rebecca", "middle_name": "K", "last_name": "Rosen", "name_suffix": "", "institution": "UChicago", "department": "" }, { "first_name": "Laura", "middle_name": "Staum", "last_name": "Casasanto", "name_suffix": "", "institution": "UChicago", "department": "" }, { "first_name": "Amritpal", "middle_name": "", "last_name": "Singh", "name_suffix": "", "institution": "Cornell", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Casasanto", "name_suffix": "", "institution": "UChicago, Cornell", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27874/galley/17512/download/" } ] }, { "pk": 27866, "title": "Bootstrapping from Language in the Analogical Theory of Mind Model", "subtitle": null, "abstract": "Many psychologists have argued that language acquisition\nplays an important role in the development of Theory of Mind\n(ToM) reasoning in children. Several accounts of this\ninteraction exist: some believe that language gives children\nthe ability to express already formed ToM reasoning (e.g. He,\nBolz, & Baillargeon, 2011), while others argue that learning\nspecific grammatical structures engenders new reasoning\nabilities (e.g. de Villiers & Pyers, 1997). Questions remain\nabout the mechanism by which this interaction occurs. In this\npaper, we show that the Analogical Theory of Mind (AToM;\nRabkina et al., 2017) computational model can bootstrap\naspects of ToM reasoning from sentential complement\ntraining, and that its performance matches improvement\npatterns of children who are trained using similar stimuli.\nThis provides an implemented algorithmic account of\nbootstrapping ToM reasoning from language within a broader\nmodel of ToM development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogy" }, { "word": "cognitive modeling" }, { "word": "False Belief" }, { "word": "Sentential complements" }, { "word": "Structure-mapping" }, { "word": "Theory of mind" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/01k810w3", "frozenauthors": [ { "first_name": "Irina", "middle_name": "", "last_name": "Rabkina", "name_suffix": "", "institution": "Northwestern", "department": "" }, { "first_name": "Clifton", "middle_name": "", "last_name": "McFate", "name_suffix": "", "institution": "Northwestern", "department": "" }, { "first_name": "Kenneth", "middle_name": "D", "last_name": "Forbus", "name_suffix": "", "institution": "Northwestern", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27866/galley/17504/download/" } ] }, { "pk": 28036, "title": "Bridging artificial and natural language learning:Comparing processing- and reflection-based measures of learning", "subtitle": null, "abstract": "A common assumption in the cognitive sciences is thatartificial and natural language learning rely on sharedmechanisms. However, attempts to bridge the two haveyielded ambiguous results. We suggest that an empiricaldisconnect between the computations employed duringlearning and the methods employed at test may explain thesemixed results. Further, we propose statistically-basedchunking as a potential computational link between artificialand natural language learning. We compare the acquisition ofnon-adjacent dependencies to that of natural languagestructure using two types of tasks: reflection-based 2AFCmeasures, and processing-based recall measures, the latterbeing more computationally analogous to the processes usedduring language acquisition. Our results demonstrate thattask-type significantly influences the correlations observedbetween artificial and natural language acquisition, withreflection-based and processing-based measures correlatingwithin – but not across – task-type. These findings havefundamental implications for artificial-to-natural languagecomparisons, both methodologically and theoretically.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "statistical learning; chunking; language; artificiallanguage learning; cross-situational learning; non-adjacentdependencies; learning; memory; serial recall; methodology" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6f72627t", "frozenauthors": [ { "first_name": "Erin", "middle_name": "S", "last_name": "Isbilen", "name_suffix": "", "institution": "Cornell", "department": "" }, { "first_name": "Rebecca", "middle_name": "L.A.", "last_name": "Frost", "name_suffix": "", "institution": "Max Planck Institute of Psycholinguistics", "department": "" }, { "first_name": "Padraic", "middle_name": "", "last_name": "Monaghan", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Morten", "middle_name": "H", "last_name": "Christiansen", "name_suffix": "", "institution": "Cornell", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28036/galley/17675/download/" } ] }, { "pk": 27853, "title": "Building and Dismantling Trust: From Group Learning to Character Judgments", "subtitle": null, "abstract": "Trust is central to social behavior. In interactions between\nstrangers some information about group affiliation is almost\nalways available. Despite this, how group information is\nutilized to promote trust in interactions between strangers is\npoorly understood. Here we addressed this through a two-stage\nexperiment where participants interacted with randomly\nselected members of two arbitrary groups and learnt their\nrelative trustworthiness. Next, they interacted with four novel\nindividuals from these two groups. Two members, one from\neach group, acted congruently with their group’s previous\nbehavior while the other two acted incongruently. While\nparticipants readily learnt the group-level information in the\nfirst phase, this was swiftly discounted in favor of information\nabout each individual partner’s actual behavior. We fit a\nreinforcement learning model which included a bias term\ncapturing propensity to trust to the data from the first phase.\nThe bias term from the RL model predicted participants’ initial\nbehavior better than their expectations based on group\nmembership. Pro-social tendencies and individuating\ninformation can overcome knowledge about group belonging.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "trust" }, { "word": "Reinforcement Learning" }, { "word": "decision making" }, { "word": "Morality" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2088b6wv", "frozenauthors": [ { "first_name": "Philip", "middle_name": "", "last_name": "Parnamets", "name_suffix": "", "institution": "Karolinska Institutet", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Granwald", "name_suffix": "", "institution": "Karolinska Institutet", "department": "" }, { "first_name": "Andreas", "middle_name": "", "last_name": "Olsson", "name_suffix": "", "institution": "Karolinska Institutet", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27853/galley/17491/download/" } ] }, { "pk": 27822, "title": "But does it really do that? Using formal analysis to ensure desirable ACT-R model behaviour", "subtitle": null, "abstract": "Cognitive modelling uses computer models to investigate psy-chological theories. To conclude from executions of a cogni-tive model to the theory, the model needs to be a correct im-plementation of the theory since a defective cognitive modelmay yield wrong statistical figures. We consider three commonreasons for a model to be incorrect wrt. a theory: situationswhich unintentionally do not enable any production rule, ruleswhich erroneously construct undesired declarative knowledge,and wrongly chosen architecture parameters. Defects of thesekinds are hard to detect since repeated execution and observa-tion of the model does not guarantee to uncover these defects.In this work, we give formal definitions of the three kinds ofdefects in terms of an existing abstract formal semantics of thehybrid architecture ACT-R. We demonstrate the application offormal analysis techniques to ACT-R models to reliably detectthe considered defects and to thereby increase the confidencethat the model behaves according to the psychological theory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "ACT-R" }, { "word": "Formal methods" }, { "word": "model analysis" }, { "word": "SMT" }, { "word": "Model checking" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3hg423jb", "frozenauthors": [ { "first_name": "Vincent", "middle_name": "", "last_name": "Langfeld", "name_suffix": "", "institution": "Albert-Ludwigs-Universitat Freiburg", "department": "" }, { "first_name": "Bernd", "middle_name": "", "last_name": "Westphal", "name_suffix": "", "institution": "Albert-Ludwigs-Universitat Freiburg", "department": "" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Albercht", "name_suffix": "", "institution": "University of Basel", "department": "" }, { "first_name": "Andreas", "middle_name": "", "last_name": "Podelski", "name_suffix": "", "institution": "Albert-Ludwigs-Universitat Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27822/galley/17461/download/" } ] }, { "pk": 27825, "title": "\"But He's My Brother\": How Family Obligation Impacts Moral Judgments", "subtitle": null, "abstract": "We created practical moral dilemmas for which participantsrole-played witnessing a transgression by a target person. Theidentity of the transgressor was manipulated to be either astranger or the participant’s brother. Participants made factualand unethicality judgments regarding the incident andreported their willingness to report the transgressor to thepolice. When the factual situation was ambiguous,participants interpreted the facts in favor of the target personwhen that target was their brother. This family favoritism inturn led to partial moral judgments and decisions, whilecreating overall coherence. When it was made clear that theirbrother actually committed the transgression, partiality inunethicality judgment was reduced but partiality in thedecision to report persisted, even though overall coherencewas thereby reduced. Using path analyses, we show howstrong moral constraints such as family obligation can shiftmoral reasoning processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Morality" }, { "word": "Judgment" }, { "word": "decision making" }, { "word": "Family obligation" }, { "word": "Motivated reasoning" }, { "word": "Path analysis" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9006691w", "frozenauthors": [ { "first_name": "Junho", "middle_name": "", "last_name": "Lee", "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": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27825/galley/17464/download/" } ] }, { "pk": 28144, "title": "CALM - A Process Model of Category Generalization, Abstraction and Structuring", "subtitle": null, "abstract": "In this paper, we introduce CALM, a process model that is de-signed to abstract solutions in simple and complex categorylearning tasks. The model includes strong assumptions aboutthe interaction of processes driving learning behavior, typicallyaddressed in terms of feature attention, stimulus generaliza-tion, rule abstraction and knowledge partitioning. We presentsimulations of CALM, showing that the model can accountboth for systematic variations in Type II category difficulty,and for individual differences in extrapolation of an XOR cat-egory structure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning; process model; associativelearning; abstraction; problem structuring; decision making" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0v73j754", "frozenauthors": [ { "first_name": "Rene", "middle_name": "", "last_name": "Schlegelmilch", "name_suffix": "", "institution": "University of Zurich", "department": "" }, { "first_name": "Andy", "middle_name": "J", "last_name": "Wills", "name_suffix": "", "institution": "Plymouth University", "department": "" }, { "first_name": "Bettina", "middle_name": "", "last_name": "von Helversen", "name_suffix": "", "institution": "University of Zurich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28144/galley/17803/download/" } ] }, { "pk": 28387, "title": "Can adaptive prompting improve the collaboration of small face-to-face groups inmath classrooms?", "subtitle": null, "abstract": "When a small group of students collaborate, learning gains are often proportional to the amount of co-construction in theirdialogue. Co-construction (also called transactivity or co-explaining) is an observable behavior that meets two criteria:students add task content to the dialogue (i.e., they construct) and their construction builds off their partners contributions.Unfortunately, co-construction is uncommon. In our studies of students collaborating face-to-face in middle school mathclassrooms, less than 5% of their spoken dialogue was classified as co-construction. In order to increase the frequencyof co-construction and raise learning gains, prior work has inserted prompts into text-based dialogue, but our FACTsystem is alone in trying to use prompting to improve spoken dialogues in classrooms. Results on the accuracy of FACTscollaboration detectors will be presented along with results from a pilot test of its prompting in 5 middle school classrooms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3z44x0ws", "frozenauthors": [ { "first_name": "Kurt", "middle_name": "", "last_name": "VanLehn", "name_suffix": "", "institution": "Arizona State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28387/galley/18144/download/" } ] }, { "pk": 27768, "title": "Can a Recurrent Neural Network Learn to Count Things?", "subtitle": null, "abstract": "We explore a recurrent neural network model of counting\nbased on the differentiable recurrent attentional model of\nGregor et al. (2015). Our results reveal that the model can\nlearn to count the number of items in a display, pointing to each\nof the items in turn and producing the next item in the count\nsequence at each step, then saying ‘done’ when there are no\nmore blobs to count. The model thus demonstrates that the\nability to learn to count does not depend on special knowledge\nrelevant to the counting task. We find that the model’s ability\nto count depends on how well it has learned to point to each\nsuccessive item in the array, underscoring the importance of\ncoordination of the visuospatial act of pointing with the\nrecitation of the count list. The model learns to count items in\na display more quickly if it has previously learned to touch all\nthe items in such a display correctly, capturing the relationship\nbetween touching and counting noted by Alibali and DiRusso.\nIn such cases it achieves performance sometimes thought to\nresult from a semantic induction of the ‘cardinality principle’.\nYet the errors that it makes have similarities with the patterns\nseen in human children’s counting errors, consistent with idea\nthat children rely on graded and somewhat variable\nmechanisms similar to our neural networks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Mathematical cognition" }, { "word": "numerical cognition" }, { "word": "Neural Networks" }, { "word": "development" }, { "word": "learning" }, { "word": "transfer learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/33h3496v", "frozenauthors": [ { "first_name": "Mengting", "middle_name": "", "last_name": "Fang", "name_suffix": "", "institution": "Beijing Normal University", "department": "" }, { "first_name": "Zhenglong", "middle_name": "", "last_name": "Zhou", "name_suffix": "", "institution": "John Hopkins", "department": "" }, { "first_name": "Sharon", "middle_name": "Y", "last_name": "Chen", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "James", "middle_name": "L", "last_name": "McClelland", "name_suffix": "", "institution": "Stanford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27768/galley/17408/download/" } ] }, { "pk": 27742, "title": "Can Generic Neural Networks Estimate Numerosity Like Humans?", "subtitle": null, "abstract": "Researchers exploring mathematical abilities have proposed\nthat humans and animals possess an approximate number\nsystem (ANS) that enables them to estimate numerosities in\nvisual displays. Experimental data shows that estimation\nresponses exhibit a constant coefficient of variation (CV: ratio\nof variability of the estimates to their mean) for numerosities\nlarger than four, and a constant CV has been taken as a\nsignature characteristic of the innate ANS. For numerosities up\nto four, however, humans often produce error-free responses,\nsuggesting the presence of estimation mechanisms distinct\nfrom the ANS specialized for this ‘subitizing range’. We\nexplored whether a constant CV might arise from learning in\ngeneric neural networks using widely-used neural network\nlearning procedures. We find that our networks exhibit a flat\nCV for numerosities larger than 4, but do not do so robustly for\nsmaller numerosities. Our findings are consistent with the idea\nthat estimation for numbers larger than 4 may not require innate\nspecialization for number, while also supporting the view that\na process different from the one we model may underlie\nestimation responses for the smallest numbers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Mathematical cognition" }, { "word": "numerical cognition" }, { "word": "Neural Networks" }, { "word": "development" }, { "word": "learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1fm93016", "frozenauthors": [ { "first_name": "Sharon", "middle_name": "Y", "last_name": "Chen", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "Zhenglong", "middle_name": "", "last_name": "Zhou", "name_suffix": "", "institution": "John Hopkins University", "department": "" }, { "first_name": "Mengting", "middle_name": "", "last_name": "Fang", "name_suffix": "", "institution": "Beijing Normal University", "department": "" }, { "first_name": "James", "middle_name": "L", "last_name": "McClelland", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27742/galley/17382/download/" } ] }, { "pk": 27921, "title": "Can Science Beat Out Intuition? Increasing the Accessibility of Counterintuitive Scientific Ideas", "subtitle": null, "abstract": "Scientific ideas can be difficult to affirm if they contradictearlier-developed intuitive theories. Here, we investigatedhow instruction on counterintuitive scientific ideas affects theaccessibility of those ideas under time pressure. Participants(138 college undergraduates) verified, as quickly as possible,statements about life and matter before and after a tutorial onthe scientific properties of life or matter. Half the statementswere consistent with intuitive theories of the domain (e.g.,“zebras reproduce”) and half were inconsistent (e.g.,“mushrooms reproduce”). Participants verified the latter lessaccurately and more slowly than the former, both beforeinstruction and after. Instruction did, however, increaseaccuracy for counterintuitive statements within the domain ofinstruction, but changes in accuracy were not accompanied bychanges in speed. These results confirm the conclusion drawnfrom studies with professional scientists that scientific ideascan be prioritized over intuitive ones but the conflict betweenscience and intuition cannot be eliminated altogether.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "conceptual development" }, { "word": "scientific reasoning" }, { "word": "explanatory coexistence" }, { "word": "intuitive theories" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2hg1s55k", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "G", "last_name": "Young", "name_suffix": "", "institution": "Occidental College", "department": "" }, { "first_name": "Jasper", "middle_name": "", "last_name": "Laca", "name_suffix": "", "institution": "Occidental College", "department": "" }, { "first_name": "Giovanna", "middle_name": "", "last_name": "Dieffenbach", "name_suffix": "", "institution": "Occidental College", "department": "" }, { "first_name": "Eushrah", "middle_name": "", "last_name": "Hossain", "name_suffix": "", "institution": "Occidental College", "department": "" }, { "first_name": "Devon", "middle_name": "", "last_name": "Mann", "name_suffix": "", "institution": "Occidental College", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Shtulman", "name_suffix": "", "institution": "Occidental College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27921/galley/17559/download/" } ] }, { "pk": 28401, "title": "Can violation of conversational behavior maintain a sense of unity in informalsituations? - A study on perception of conversational behavior using interactiverobots/agents -", "subtitle": null, "abstract": "It is thought that, in conversation, we generally act and judge whether participants’ conversational behaviors are appropri-ate at that time; that is, we avoid interruption of talk in formal situations. However, which behaviors are appropriate inwhat kinds of situations has been not studied well. Therefore, in this study, we focus on the violation of turn-taking rules(i.e., overlap or interruption) and investigate which behaviors are appropriate in each situation through an experiment usinginteractive robots/agents that can regulate conversational behaviors. The results showed that violation in formal situationssignificantly lowered the sense of unity, but, on the other hand, the sense of unity in informal situations showed no signif-icant difference between contexts of violation and obeying of rules. Thus, the violation of conversational behaviors in aninformal situation may maintain a sense of unity and this may contribute to revealing the mechanism behind perception ofconversational behaviors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5qp106gz", "frozenauthors": [ { "first_name": "Masahide", "middle_name": "", "last_name": "Yuasa", "name_suffix": "", "institution": "Shonan Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28401/galley/18174/download/" } ] }, { "pk": 27858, "title": "Capturing human category representations by sampling in deep feature spaces", "subtitle": null, "abstract": "Understanding how people represent categories is a core prob-lem in cognitive science. Decades of research have yieldeda variety of formal theories of categories, but validating themwith naturalistic stimuli is difficult. The challenge is that hu-man category representations cannot be directly observed andrunning informative experiments with naturalistic stimuli suchas images requires a workable representation of these stimuli.Deep neural networks have recently been successful in solvinga range of computer vision tasks and provide a way to com-pactly represent image features. Here, we introduce a methodto estimate the structure of human categories that combinesideas from cognitive science and machine learning, blendinghuman-based algorithms with state-of-the-art deep image gen-erators. We provide qualitative and quantitative results as aproof-of-concept for the method’s feasibility. Samples drawnfrom human distributions rival those from state-of-the-art gen-erative models in quality and outperform alternative methodsfor estimating the structure of human categories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Categorization" }, { "word": "Neural Networks" }, { "word": "Markov chain Monte Carlo" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7b4322c3", "frozenauthors": [ { "first_name": "Joshua", "middle_name": "C", "last_name": "Peterson", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "Jordan", "middle_name": "W", "last_name": "Suchow", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "Krisha", "middle_name": "", "last_name": "Aghi", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "Thomas", "middle_name": "L", "last_name": "Griffiths", "name_suffix": "", "institution": "UC Berkley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27858/galley/17496/download/" } ] }, { "pk": 28066, "title": "Case inflection and the functional indeterminacy of nouns:A cross-linguistic analysis", "subtitle": null, "abstract": "Prior research shows that languages balance syntactic complexityagainst morphological complexity. We explore this relationshipusing a new measure of syntactic complexity, functionalindeterminacy, which measures the aggregate uncertainty ofmapping from lexical items to syntactic function. We predict thatgreater functional indeterminacy for nouns will correlate withlanguages having case systems, and for those with case systems,increased number of cases. We operationalize indeterminacy as thesimple and normalized conditional entropies of the summedfrequency distributions of nouns across syntactic dependencies. Wecompute these measures for 44 languages. We then correlate themeasures with presence and number of cases in two regressionanalyses, controlling for genetic affiliation between languages.Results show that as the functional indeterminacy of nounsincreases, languages are more likely to have case systems, and ifso, to have more cases. These data provide new support for thefunctionally motivated relationship between morphological andsyntactic complexity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "syntax-morphology trade-off; case marking;cross-linguistic variation; dependency syntax; entropy" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4q41w313", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": "A", "last_name": "Lester", "name_suffix": "", "institution": "UCSB", "department": "" }, { "first_name": "Sandra", "middle_name": "", "last_name": "Auderset", "name_suffix": "", "institution": "UCSB", "department": "" }, { "first_name": "Phillip", "middle_name": "G.B.", "last_name": "Rogers", "name_suffix": "", "institution": "UCSB", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28066/galley/17705/download/" } ] }, { "pk": 27756, "title": "Casual Structure Learning with Continuous Variables in Continuous Time", "subtitle": null, "abstract": "Interventions, time, and continuous-valued variables are all\npotentially powerful cues to causation. Furthermore, when\nobserved over time, causal processes can contain feedback\nand oscillatory dynamics that make inference hard. We\npresent a generative model and framework for causal infer-\nence over continuous variables in continuous time based on\nOrnstein-Uhlenbeck processes. Our generative model pro-\nduces a stochastic sequence of evolving variable values that\nmanifest many dynamical properties depending on the nature\nof the causal relationships, and a learner’s interventions (man-\nual changes to the values of variables during a trial). Our\nmodel is also invertible, allowing us to benchmark participant\njudgments against an optimal model. We find that when in-\nteracting with systems acting according to this formalism peo-\nple directly compare relationships between individual variable\npairs rather than considering the full space of possible models,\nin accordance with a local computations model of causal learn-\ning (e.g., Fernbach & Sloman, 2009). The formalism presented\nhere provides researchers in causal cognition with a powerful\nframework for studying dynamic systems and presents oppor-\ntunities for other areas in cognitive psychology such as control\nproblems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Casual learning" }, { "word": "Continuous time" }, { "word": "Continuous variables" }, { "word": "Intervention" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3k68c185", "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": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27756/galley/17396/download/" } ] }, { "pk": 27981, "title": "Catastrophic Interference in Neural Embedding Models", "subtitle": null, "abstract": "The semantic memory literature has recently seen the emergenceof predictive neural network models that use principles ofreinforcement learning to create a “neural embedding” of wordmeaning when trained on a language corpus. These models havetaken the field by storm, partially due to the resurgence ofconnectionist architectures, but also due to their remarkablesuccess at fitting human data. However, predictive embeddingmodels also inherit the weaknesses of their ancestors. In this paper,we explore the effect of catastrophic interference (CI), long knownto be a flaw with neural network models, on a modern neuralembedding model of semantic representation (word2vec). We usehomonyms as an index of bias depending on the order in which acorpus is learned. If the corpus is learned in random order, the finalrepresentation will tend towards the dominant sense of the word(bankà money) as opposed to the subordinate sense (bankàriver). However, if the subordinate sense is presented to thenetwork after learning the dominant sense, CI produces profoundforgetting of the dominant sense and the final representationstrongly tends towards the more recent subordinate sense. Wedemonstrate the impact of CI and sequence of learning on the finalneural embeddings learned by word2vec in both an artificiallanguage and in an English corpus. Embedding models show astrong CI bias that is not shared by their algebraic cousins.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantic models; word2vec; neural networks;catastrophic interference; statistical learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3jc3x5jm", "frozenauthors": [ { "first_name": "Prudhvi", "middle_name": "Raj", "last_name": "Dachapally", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Michael", "middle_name": "N", "last_name": "Jones", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27981/galley/17620/download/" } ] }, { "pk": 35947, "title": "CATESOL Journal Editorial Staff", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0gh2p5h2", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35947/galley/26801/download/" } ] }, { "pk": 35959, "title": "CATESOL Journal Editorial Staff", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/96v684xt", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35959/galley/26813/download/" } ] }, { "pk": 28162, "title": "Causal Learning from Trending Time-Series", "subtitle": null, "abstract": "Two studies investigated how people learn the strength of therelation between a cause and an effect in a time series settingin which both variables exhibit temporal trends. In priorresearch, we found that people control for temporal trends byfocusing on transitions, how variables change from oneobservation to the next in a trial-by-trial presentation (Soo &Rottman, 2018). In Experiment 1, we replicated this effect,and found further evidence that people rely on transitionswhen there are extremely strong temporal trends. InExperiment 2, we investigated how people infer causalrelations from time series data when presented as time seriesgraphs. Though people were often able to control for thetemporal trends, they had difficulty primarily when the causeand effect exhibited trends in opposite directions and therewas a positive causal relationship. These findings shed lighton when people can and can’t accurately learn causal relationsin time-series settings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Causal Learning" }, { "word": "temporal trend" }, { "word": "Time-series" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7sx7h9tz", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "W", "last_name": "Soo", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Benjamin", "middle_name": "M", "last_name": "Rottman", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28162/galley/17821/download/" } ] }, { "pk": 28131, "title": "Changing Children’s Minds about Distributive Justice", "subtitle": null, "abstract": "How can social learning influence children’s inclinationstoward equality-based or merit-based fairness? To investigatethis question, six- and seven-year-olds were first presentedwith a pre-test distribution task in which they divided eightstickers between two hypothetical children, one of whom wasa more productive worker. Participants were then given brief,direct testimony that advocated either equality- or merit-basedfairness (whichever was not preferred at pre-test), and thatappealed either to emotions or reason. A novel experimenterthen presented participants with a post-test distribution task.The results indicated that a majority of children changed theirdistribution patterns from pre-test to post-test after beingprovided with direct testimony. These changes in resourcedistribution were accompanied by marked changes in thekinds of explanations that children provided. This researchindicates that children’s preferences for different forms of justresource distribution can be heavily influenced by socialcommunication.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "fairness; distributive justice; testimony; moraldevelopment" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0sf7q8b9", "frozenauthors": [ { "first_name": "Joshua", "middle_name": "", "last_name": "Rottman", "name_suffix": "", "institution": "Franklin and Marshal College", "department": "" }, { "first_name": "Liane", "middle_name": "", "last_name": "Young", "name_suffix": "", "institution": "Boston College", "department": "" }, { "first_name": "Peter", "middle_name": "R", "last_name": "Blake", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "Deborah", "middle_name": "", "last_name": "Kelemen", "name_suffix": "", "institution": "Boston University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28131/galley/17790/download/" } ] }, { "pk": 27712, "title": "Changing Minds Changing Tools: A Learning-Theoretic Approach to Language Acquestition", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "associative learning" }, { "word": "error-driven" }, { "word": "language acquesition" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9qd4s75g", "frozenauthors": [ { "first_name": "Vsevolod", "middle_name": "", "last_name": "Kapatinksi", "name_suffix": "", "institution": "University of Oregon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27712/galley/17353/download/" } ] }, { "pk": 27982, "title": "Changing Minds: The Effect of Stimulated Attention to Another’s Different Point ofView on Visual Perspective-Taking", "subtitle": null, "abstract": "Two experiments examined whether an explicit attention toanother’s perspective fosters perspective-taking. The firstexperiment attempted to replicate Todd et al.’s (2010) findingsthat a mind-set focusing on self-other differences incitesrespondents to adopt another person’s perspective in asubsequent task. Results showed that perceivers focusing onself-other differences were just as likely to describe an object’slocation from their egocentric perspective as perceiversfocusing on self-other similarities. The second experimentintensified perceivers’ awareness of self-other differences byallocating them to one of the perspective-settings (none, self-focus, other-focus). Participants in the perspective-settingsreceived explicit instructions to regard their own (self-focus)or another person’s (other-focus) viewpoint during theperspective-taking task. Findings revealed that other-focusedrespondents were more likely to adopt another person’sperspective than self-focused respondents. Compared to thebaseline, however, an explicit self- or other-focus did not fosterperspective-taking. Our findings indicate the robustness ofrespondents’ egocentric bias.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "perspective-taking; self-other differences;egocentricity bias; replication study" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5b35z2tj", "frozenauthors": [ { "first_name": "Debby", "middle_name": "", "last_name": "Damen", "name_suffix": "", "institution": "Tilburg university", "department": "" }, { "first_name": "Marije", "middle_name": "", "last_name": "van Amelsvoort", "name_suffix": "", "institution": "Tilburg university", "department": "" }, { "first_name": "Per", "middle_name": "", "last_name": "van der Wijst", "name_suffix": "", "institution": "Tilburg university", "department": "" }, { "first_name": "Emiel", "middle_name": "", "last_name": "Krahmer", "name_suffix": "", "institution": "Tilburg university", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27982/galley/17621/download/" } ] }, { "pk": 28295, "title": "Changing our Minds about Truth and Reality: Wild Systems Theory as a 21stCentury Coherence Framework for Cognitive Science", "subtitle": null, "abstract": "The present paper examines the historical choice points the led 20th century cognitive science to its current commitmentto correspondence approaches to reality and truth. Such a correspondence driven approach to reality and truth stands incontrast to coherence driven approaches that were prominent in the 1800s and early 1900s. Coherence approaches refusedto begin the conversation regarding reality with the assumption that the important thing about it was its independenceof observers. The present paper fleshes out the differences between coherence and correspondence driven approaches toreality and truth, propose an explanation of why cognitive science came to favor correspondence approaches, describesproblems that have arisen in cognitive science because of its commitment to correspondence theorizing, and proposes analternative framework (i.e., Wild Systems theoryWST) that is inspired by a coherence approach to reality and truth, yet isentirely consistent with science.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1d59x46t", "frozenauthors": [ { "first_name": "Jordan", "middle_name": "J", "last_name": "Scott", "name_suffix": "", "institution": "Illinois State University", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Schloesser", "name_suffix": "", "institution": "UC Merced", "department": "" }, { "first_name": "Jasmine", "middle_name": "", "last_name": "Mason", "name_suffix": "", "institution": "Illinois State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28295/galley/17954/download/" } ] }, { "pk": 27951, "title": "Changing Signs: Testing How Sound-Symbolism Supports Early Word learning", "subtitle": null, "abstract": "Learning a language involves learning how to map specificforms onto their associated meanings. Such mappings canutilise arbitrariness and non-arbitrariness, yet, ourunderstanding of how these two systems operate at differentstages of vocabulary development is still not fully understood.The Sound-Symbolism Bootstrapping Hypothesis (SSBH)proposes that sound-symbolism is essential for word learningto commence, but empirical evidence of exactly how sound-symbolism influences language learning is still sparse. It maybe the case that sound-symbolism supports acquisition ofcategories of meaning, or that it enables acquisition ofindividualized word meanings. In two Experiments whereparticipants learned form-meaning mappings from eithersound-symbolic or arbitrary languages, we demonstrate thechanging roles of sound-symbolism and arbitrariness fordifferent vocabulary sizes, showing that sound-symbolismprovides an advantage for learning of broad categories, whichmay then transfer to support learning individual words,whereas an arbitrary language impedes acquisition ofcategories of sound to meaning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Sound-symbolism" }, { "word": "Language Learning" }, { "word": "Vocabulary development" }, { "word": "word learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8g86h8q3", "frozenauthors": [ { "first_name": "James", "middle_name": "", "last_name": "Brand", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Padraic", "middle_name": "", "last_name": "Monaghan", "name_suffix": "", "institution": "Lancaster, Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Walker", "name_suffix": "", "institution": "Lancaster, Sunway University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27951/galley/17589/download/" } ] }, { "pk": 28223, "title": "Characterizing the peripheral bumps of serial dependence in visual working memory", "subtitle": null, "abstract": "As the contents of working memory are updated over time, the features of consecutively stored representations are blendedto smooth our visual experience. This phenomenon has been termed serial dependence. The amount of blending that occursbetween representations is tuned as a function of their similarity, and drops off when stimuli are far apart in feature space.Interestingly, when stimuli are very different, their representations in memory are repelled, rather than blended together.This negative effect manifests as peripheral bumps in the tuning curve of serial dependence, when stimuli are at oppositeextremes of feature space. In the present work, we characterize the dependence of the peripheral bumps on the memorydelay period and the inter-trial interval. We present preliminary evidence that the peripheral effect is not strictly tiedto the central, positive effect. Serial dependence may comprise two dissociable mnemonic biases, with distinct neuralmechanisms and functional roles.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/12r3c6m6", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "Patrick", "last_name": "Bliss", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "D'Esposito", "name_suffix": "", "institution": "UC Berkley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28223/galley/17882/download/" } ] }, { "pk": 27945, "title": "Characterizing the Temporal Dynamics of Information in Visually Guided Predictive Control Using LSTM Recurrent Neural Networks", "subtitle": null, "abstract": "Theories for visually guided action account for online con-trol in the presence of reliable sources of visual information,and predictive control to compensate for visuo-motor delayand temporary occlusion. In this study, we characterize thetemporal relationship between information integration windowand prediction distance using computational models. Subjectswere immersed in a simulated environment and attempted tocatch virtual balls that were transiently “blanked” during flight.Recurrent neural networks were trained to reproduce subjectsgaze and hand movements during blank. The models success-fully predict gaze behavior within 3◦, and hand movementswithin 8.5 cm as far as 500 ms in time, with integration windowas short as 27 ms. Furthermore, we quantified the contributionof each input source of information to motor output throughan ablation study. The model is a proof-of-concept for predic-tion as a discrete mapping between information integrated overtime and a temporally distant motor output.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Hand-Eye Coordination" }, { "word": "LSTM" }, { "word": "Recurrent Neural Network" }, { "word": "prediction" }, { "word": "perception and action" }, { "word": "Visually Guided Action" }, { "word": "virtual reality" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7t35q22p", "frozenauthors": [ { "first_name": "Kamran", "middle_name": "", "last_name": "Binaee", "name_suffix": "", "institution": "Rochester Institute of Technology (RIT)", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Starynska", "name_suffix": "", "institution": "RIT", "department": "" }, { "first_name": "Jeff", "middle_name": "B", "last_name": "Pelz", "name_suffix": "", "institution": "RIT", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Kanan", "name_suffix": "", "institution": "RIT", "department": "" }, { "first_name": "Gabriel", "middle_name": "J", "last_name": "Diaz", "name_suffix": "", "institution": "RIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27945/galley/17583/download/" } ] }, { "pk": 27962, "title": "Child-guided math practice: The role of regulatory emotional self-efficacy for children experiencing homelessness", "subtitle": null, "abstract": "A child’s perceived ability, over and above actual ability,matters for various behavioral outcomes, academic or personal.In the current paper, we looked at one type of self-efficacy:children’s perceived ability to regulate their own negativeemotions. Our question was whether regulatory emotional self-efficacy (RESE) affects math learning for children who arefaced with homelessness. The specific math enrichmentcentered on child-guided math practice: Children were given acommercially available app and encouraged to pick out theirown practice problems. Our thought was that RESE mightaffect children’s learning when they are given a chance todetermine their own math-practice path. The goal of the currentstudy was to establish this link empirically. The sampleincluded 5- to 12-year-olds who attended a summer programorganized for homeless children. Results confirmed ourhypothesis. Children who scored lowest on the RESE scales (N= 40) benefited less from the math practice than children whoscored highest (N = 46). Specifically, the improvement in mathwas correlated with number of practice sessions only for high-RESE children, not for low-RESE children. These resultssuggest that RESE is an important factor in learning math, tobe considered when developing student-centered pedagogy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "learning; math competence; homelessness; summer camp" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/45t884jg", "frozenauthors": [ { "first_name": "Macy", "middle_name": "D", "last_name": "Cartwright", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Heidi", "middle_name": "", "last_name": "Kloos", "name_suffix": "", "institution": "U of Cincinnati", "department": "" }, { "first_name": "Quintino", "middle_name": "R", "last_name": "Mano", "name_suffix": "", "institution": "U of Cincinnati", "department": "" }, { "first_name": "Casey", "middle_name": "", "last_name": "Hord", "name_suffix": "", "institution": "U of Cincinnati", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27962/galley/17600/download/" } ] }, { "pk": 28230, "title": "Children Acquire Implicit Attitudes From Instructed, But Not From Experienced, Stimulus Pairings", "subtitle": null, "abstract": "From the earliest ages testable, children and adults show similar mean-levels of implicit social attitudes. Nevertheless,meaningful change may exist in how attitudes are acquired across the lifespan. This project explored developmental changein implicit attitude formation by comparing the separate and joint effects of two learning modalities: evaluative statements(ES; purely verbal information about upcoming stimulus pairings) and repeated evaluative pairings (REP; exposure topairings of category members with valenced images). Like adults (N=2,198, Mage=37 years), children (N=281, Mage=9years) rapidly formed robust implicit attitudes towards novel groups following ES and ES+REP interventions. Unlikeadults, children showed no learning following REP. Follow-up studies suggest that inattention to category membership orstimulus valence are unlikely to account for no learning in REP. These findings demonstrate the early-emerging power ofverbal instructions to create implicit attitudes, while also revealing developmental change in the capacity for supposedlylow-level associative learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8748n986", "frozenauthors": [ { "first_name": "Tessa", "middle_name": "", "last_name": "Charlesworth", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Benedek", "middle_name": "", "last_name": "Kurdi", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Mahzarin", "middle_name": "", "last_name": "Banaji", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28230/galley/17889/download/" } ] }, { "pk": 27913, "title": "Children can use others' emotional expressions to infer their knowledge and predict their behaviors in classic false belief tasks", "subtitle": null, "abstract": "In this study, we investigate whether emotional expressionsprovide cues to knowledge sufficient for predicting others’behavior based on their true and false beliefs. We adapted theclassic Sally-Anne task (Baron-Cohen, Leslie, & Frith, 1985)such that children (N = 62, mean: 5.58 years, range: 4.05-6.98years) were not told whether Sally saw Anne move the objector not. However, when Sally came back looking angry, evenfour-year-olds inferred that she had seen Anne move her toy;when she came back looking happy, children inferred that shehad not seen the transfer. Based on these inferences, five andsix-year-olds, although not four-year-olds, were able topredict where Sally would look for her toy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "emotion understanding; emotional expressions; theory of mind; false beliefs; knowledge state" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/105084rd", "frozenauthors": [ { "first_name": "Yang", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Jennah", "middle_name": "A", "last_name": "Haque", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Laura", "middle_name": "E", "last_name": "Schulz", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27913/galley/17551/download/" } ] }, { "pk": 28203, "title": "Children gesture when speech is slow to come", "subtitle": null, "abstract": "Human conversation is marked by alternation–partners takingturns speaking and listening. Consequently, language produc-tion happens under time pressure; speakers who cannot gettheir message out quickly enough lose their turn. When adultshave struggle to retrieve the words they want to say, they canchoose alternatives. But children just beginning to learn lan-guage may solve this problem with gesture. If young children’sproduction systems reflect a sensitivity to communicative pres-sure, they should use deictic gesture to refer when they cannotretrieve a lexical label quickly enough. We confirm this pre-diction in a longitudinal corpus of naturalistic parent-child in-teractions, showing that the frequency and recency of a wordin children’s input predict the probability that they will refer toits referent with gesture, even for words they know.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "communication; language acquisition; gesture" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4hd494vc", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Yurovsky", "name_suffix": "", "institution": "UChicago", "department": "" }, { "first_name": "Madeline", "middle_name": "", "last_name": "Meyers", "name_suffix": "", "institution": "UChicago", "department": "" }, { "first_name": "Nicole", "middle_name": "", "last_name": "Burke", "name_suffix": "", "institution": "UChicago", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Goldin-Meadow", "name_suffix": "", "institution": "UChicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28203/galley/17862/download/" } ] }, { "pk": 28169, "title": "Children learn number words slowly because they don’t identify number as relevant to linguistic meaning", "subtitle": null, "abstract": "Children learn number words slowly, acquiring exactmeanings for their first words in sequence, with many monthsin between words. The long delays are surprising in light ofevidence that infants can discriminate, e.g., sets of 2 from 3.Here, we test the hypothesis that, rather than facing aperceptual problem, children have difficulty identifyingnumber as the dimension of meaning encoded by an adjectivelike “three.” We trained children on an unknown number wordin the context of a proper noun (a giraffe named “Mr. 3” withthree spots), and found that 1- and 2-knowers were later betterat identifying the giraffe from a lineup, relative to children whohad heard the same giraffe described with an adjective (“withthree spots”). These results support the hypothesis thatidentifying number as a dimension of meaning, rather thanvisual discriminability or salience, is a bottleneck on earlynumber word learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "number cognition; number words; word learning;cognitive development; abstract concepts" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/70d9f2p2", "frozenauthors": [ { "first_name": "Katharine", "middle_name": "A", "last_name": "Tillman", "name_suffix": "", "institution": "UCSD", "department": "" }, { "first_name": "Katie", "middle_name": "", "last_name": "Wagner", "name_suffix": "", "institution": "UCSD", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Barner", "name_suffix": "", "institution": "UCSD", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28169/galley/17828/download/" } ] }, { "pk": 28291, "title": "Children regularize object shape but not object color in visual recognition tasks", "subtitle": null, "abstract": "When concepts erode with neuropathology, patients lose knowledge of the visual details that differentiate related items,such as the hump of a camel or the color of a pumpkin. Consequently they fail to differentiate real vs chimeric itemsdiffering in these properties. We assessed whether the same pattern is observed over conceptual development. Childrenviewed a real and chimeric item differing in a single property and decided which was real and which silly. For some items,the correct choice was more prototypic (e.g. a donkey vs a donkey with a hump); for others, less (e.g. a camel vs a camelwith no hump). Stimuli differed in their shape/parts or in color. Like patients with semantic impairments, children moreoften failed to recognize items with atypical parts, even when these were successfully named. The reverse pattern wasobserved for the color task. These results importantly constrain theories of conceptual development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9gd6n43p", "frozenauthors": [ { "first_name": "Clint", "middle_name": "", "last_name": "Jensen", "name_suffix": "", "institution": "University of Wisonsin - Madison", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Rogers", "name_suffix": "", "institution": "University of Wisonsin - Madison", "department": "" }, { "first_name": "Vanessa", "middle_name": "", "last_name": "Simmering", "name_suffix": "", "institution": "ACT, Inc", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28291/galley/17950/download/" } ] }, { "pk": 27839, "title": "Children's Casual Interventions Combine Discrimination and Confirmation", "subtitle": null, "abstract": "Like scientists, children have a sharp sense of when and howto seek evidence, but when it comes to generating causal in-terventions, their performance often falls short of normativeinformation-theoretic metrics such as the expected informationgain (EIG). We looked at whether this deviation resulted frommixing discriminatory strategies such as maximizing EIG withconfirmatory strategies such as the positive test strategy (PTS).Thirty-nine 5- to -7-year-olds solved 6 puzzles where they hadone opportunity to intervene on a three-node causal system toidentify the correct structure from two possibilities. Children’sintervention choices were better fit by a Bayesian model thatincorporated EIG and PTS compared to alternative models thatonly considered a single strategy or selected interventions atrandom. Our findings suggest that children’s intervention strat-egy may be a combination of discrimination and confirmation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Casual learning" }, { "word": "interventions" }, { "word": "self-directed learning" }, { "word": "Bayesian modeling" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0p40378v", "frozenauthors": [ { "first_name": "Yuan", "middle_name": "", "last_name": "Meng", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "Neil", "middle_name": "R", "last_name": "Bramley", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "Fei", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "UC Berkley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27839/galley/17478/download/" } ] }, { "pk": 28332, "title": "Childrens Generalization of Novel Labels in a System of Contrasting Categories", "subtitle": null, "abstract": "Children tend to generalize novel labels to new, unlabeled objects (e.g., mutual exclusivity bias) when presented withone alternative category. Do children generalize in the same manner in a system of multiple alternative categories? Inthree experiments, a feature space was partitioned into three regions (i.e., two outer regions separated by an intermediateregion). Preschool-aged children learned labels for two competing categories that occupied the two outer regions of thefeature space. Children were then asked if any labels generalized to the unlabeled intermediate region. In Experiments1 and 2, the results showed that children generalized neither learned nor novel linguistic labels to the unlabeled region.In Experiment 3 objects were labeled with category information. Children generalized a single learned label but didnot generalize a novel label. These findings suggest that contrast between multiple alternative categories may decreasechildrens tendency to generalize novel labels to new, unlabeled objects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/43f6k4sk", "frozenauthors": [ { "first_name": "Nigel", "middle_name": "", "last_name": "Noll", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Haley", "middle_name": "", "last_name": "Vlach", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Chuck", "middle_name": "", "last_name": "Kalish", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28332/galley/18033/download/" } ] }, { "pk": 27997, "title": "Children’s Representations of Five Spatial Terms", "subtitle": null, "abstract": "This study is an exploratory analysis of young children’s\nrepresentation of five spatial terms: above, under, by, next to,\nand between. Children (n = 76) and adults (n = 11) indicated\nthe spatial extent of a grid they thought each term indicated.\nQualitative analyses were used to categorize responses,\nseparately for each word, and showed more agreement among\nadults than children. Furthermore, children who showed adult-\nlike representations were generally older than those who\nshowed unsystematic responses. Quantitative analyses, using a\nmedian split in age to create two groups of children, compared\nrepresentational sizes and distances from the referent(s). For\nabove, under, and between, adults had larger representations\nthan children; the trend was reversed but not significant for by\nand next to. Furthermore, representation size was correlated for\nabove and under, but not for by and next to. Analyses of\ndistances showed a predicted reversal in the vertical dimension\nof above and under that interacted with age. There were no\ndifferences across age groups or terms for by and next to, but\nbetween showed a decrease in horizontal distance over\ndevelopment. These results suggest that children may initially\nunderstand words differently than adults do.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "spatial language; cognitive development;\nrepresentation" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0qg025t5", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "M", "last_name": "Weber", "name_suffix": "", "institution": "University of Colorado Boulder", "department": "" }, { "first_name": "Hilary", "middle_name": "E", "last_name": "Miller", "name_suffix": "", "institution": "University of Wisconsin - Bloomington", "department": "" }, { "first_name": "Lu", "middle_name": "", "last_name": "Ou", "name_suffix": "", "institution": "ACT Inc", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27997/galley/17636/download/" } ] }, { "pk": 27993, "title": "Children Use Probability to Infer Other People’s Happiness", "subtitle": null, "abstract": "The ability to infer other people’s emotions is an important\naspect of children’s social cognition. Here, we examined\nwhether 4- to 6-year-olds use probability to infer other\npeople’s happiness. Children saw a scenario where a girl\nreceives two desired and two undesired gumballs from a\ngumball machine and were asked to rate how the girl feels\nabout this outcome. Children either saw the gumballs come\nfrom a machine that had mostly desired gumballs or a\nmachine that had mostly undesired gumballs. Five- and 6-\nyear-olds rated the girl as being happier when the gumballs\ncame from a machine that had mostly undesired gumballs.\nFour-year-olds, on the other hand, rated the girl’s happiness\nsimilarly regardless of whether the machine held mostly\ndesired or undesired gumballs. These findings show that by\nthe age of 5, children use probability to infer happiness.\nFurther, they demonstrate that children understand that our\nhappiness with an outcome depends on whether a better or\nworse outcome was initially more likely.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "emotion attribution; happiness; probability; social\ncognition; cognitive development" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9ns3493f", "frozenauthors": [ { "first_name": "Tiffany", "middle_name": "", "last_name": "Doan", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Ori", "middle_name": "", "last_name": "Friedman", "name_suffix": "", "institution": "UWaterloo", "department": "" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Denison", "name_suffix": "", "institution": "UWaterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27993/galley/17632/download/" } ] }, { "pk": 35971, "title": "Choosing Technology Tools to Meet Pronunciation Teaching and Learning Goals", "subtitle": null, "abstract": "For decades, researchers and teachers have suggested ways to apply technology in teaching and learning pronunciation, and there are many useful tools that can be used for this purpose. However, many teachers feel unsure about how to teach pronunciation at all, and the idea of using computers, mobile devices, or other technology may make pronunciation teaching seem doubly intimidating. If we look at technology from a different viewpoint, focusing first on the pedagogical tasks that teachers need to perform and then choosing the most effective tools to support each one, we can achieve better results for both teachers and learners.\nBased on both research and the classroom practice of experienced teachers, this article evaluates a range of available tools to accomplish tasks such as providing a pronunciation model, recording and responding to learners’ pronunciation practice, and offering independent practice. The focus is on tools that are readily available to most classroom teachers, practical to learn and use, and free or inexpensive.", "language": "eng", "license": null, "keywords": [ { "word": "Pronunciation" }, { "word": "pronunciation teaching" }, { "word": "pronunciation pedagogy" }, { "word": "computer-assisted pronunciation teaching (CAPT)" }, { "word": "automatic speech recognition (ASR)" }, { "word": "apps for teaching" }, { "word": "technology" }, { "word": "(computer-assisted language learning (CALL)" } ], "section": "Theme Section - Special Issue Exchanges", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0t00n7r8", "frozenauthors": [ { "first_name": "Marla", "middle_name": "Tritch", "last_name": "Yoshida", "name_suffix": "", "institution": "University of California, Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35971/galley/26825/download/" } ] }, { "pk": 28134, "title": "Cognition and Emotion in Narratives of Redemption: An Automated Analysis", "subtitle": null, "abstract": "Redemptive narratives are stories of challenge, failure, or\nadversity that in some way acknowledge the goodness or\npersonal growth that came of the recounted difficult event. In\nthis paper we use a corpus-statistic based approach to explore\nthe role of cognition and emotion in these narrative arcs. In\nparticular, we trace the shift from negative to positive\nsentiment (a change in the emotional valence) and vice to\nvirtue (evidence of cognitive, moral processing) within the\nnarrative. Our results suggest that cognitive processes, more\nthan emotion, drive the shift to goodness and growth that is at\nthe core of redemptive narratives. We discuss the implications\nof these results to both narrative psychology and cognitive\npsychology.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Narrative analysis; Redemption; Latent Semantic\nAnalysis; Sentiment analysis; Cognitive processes; Affective\nprocesses" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5mz0n3jp", "frozenauthors": [ { "first_name": "Eyal", "middle_name": "", "last_name": "Sagi", "name_suffix": "", "institution": "University of St Francis", "department": "" }, { "first_name": "Brady", "middle_name": "K", "last_name": "Jones", "name_suffix": "", "institution": "University of St Francis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28134/galley/17793/download/" } ] }, { "pk": 27700, "title": "Cognition under Pressure: Relationships between Anxiety, Executive Functions, and Mathematics", "subtitle": null, "abstract": "This symposium integrates findings across studies\nconducted in both laboratory and classroom contexts to\ndraw attention to the relationships between Executive\nFunctions (EFs) and feelings of anxiety in a context with\neducational consequences: Mathematics. EFs, the cognitive\nresources including working memory and inhibitory control\nthat enable attentional control, manipulation of mental\nrepresentations, and task switching (Miyake et al, 2000),\npowerfully predict mathematics achievement (Bull & Lee,\n2014). Mathematics is also a domain in which anxiety and\nperformance pressure are often heightened, which can result\nin worry ideation and load to EF resources (Foley et al,\n2017; Schmader & Beilock, 2012). However, despite these\nrelationships, mathematics cognition under pressure remains\nunder-considered.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "executive functions" }, { "word": "mathematics" }, { "word": "anxiety" }, { "word": "pressure" }, { "word": "stereotype threat" }, { "word": "Mindfulness" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0s28s8wt", "frozenauthors": [ { "first_name": "Emily", "middle_name": "McLaughlin", "last_name": "Lyons", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Lindsey", "middle_name": "E", "last_name": "Richland", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Priti", "middle_name": "", "last_name": "Shah", "name_suffix": "", "institution": "University of Michigan", "department": "" }, { "first_name": "Amira", "middle_name": "", "last_name": "Ibrahim", "name_suffix": "", "institution": "University of Michigan", "department": "" }, { "first_name": "Marci", "middle_name": "S", "last_name": "Decaro", "name_suffix": "", "institution": "University of Louisville", "department": "" }, { "first_name": "David", "middle_name": "B", "last_name": "Bellinger", "name_suffix": "", "institution": "University of Louisville", "department": "" }, { "first_name": "Patricia", "middle_name": "A. S.", "last_name": "Ralston", "name_suffix": "", "institution": "University of Louisville", "department": "" }, { "first_name": "Susanne", "middle_name": "M", "last_name": "Jaeggi", "name_suffix": "", "institution": "University of California, Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27700/galley/17341/download/" } ] }, { "pk": 27731, "title": "Cognitive and Experimental Interstingness in Abstract Visual Narrative", "subtitle": null, "abstract": "Interactive intelligent agents use cognitive models to antic-\nipate and simulate human behavior, and a fundamental pil-\nlar of human cognition and interaction is narrative. As a\nresult, agents need to understand human comprehension of\nvarious types of narratives. A key component of modeling\ncomprehension is the perception of interestingness of con-\nstituent actions and events in the narrative. In this paper, we\nbriefly review previous theories of interestingness, drawn from\ncognitive psychology and narratology. We propose expanded\ncomputationally amenable theory of interest which takes into\naccount both cognitive and experiential aspects of perceived\ninterest. To empirically validate the theory, we present a\nnarrative generator for abstract animations inspired by Heider\nand Simmel’s experiments (Heider & Simmel, 1944). The\ngenerated animations are parameterized along the dimensions\nof our proposed theory. We present the results of a user study\nwith this generative system and report on the effects of visual\nnarrative parameters on perceived interest.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Story interest" }, { "word": "Cognitive interest" }, { "word": "Visual Narrative" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1wd1c6mh", "frozenauthors": [ { "first_name": "Morteza", "middle_name": "", "last_name": "Behrooz", "name_suffix": "", "institution": "University of California, Santa Cruz", "department": "" }, { "first_name": "Afshin", "middle_name": "", "last_name": "Mobramaein", "name_suffix": "", "institution": "University of California, Santa Cruz", "department": "" }, { "first_name": "Arnav", "middle_name": "", "last_name": "Jhala", "name_suffix": "", "institution": "North Carolina State University", "department": "" }, { "first_name": "Jim", "middle_name": "", "last_name": "Whitehead", "name_suffix": "", "institution": "University of California, Santa Cruz", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27731/galley/17371/download/" } ] }, { "pk": 28331, "title": "Cognitive interference modulates speech acoustics in a vowel-modified Stroop task", "subtitle": null, "abstract": "How do cognitive processes influence speaking? We used a novel variant of the Stroop test to measure whether cognitiveinhibition could modulate acoustic properties of speech. Participants named the color of words in three categories: 1)congruent (e.g. red written in red), 2) color-incongruent (e.g. green written in red), and 3) vowel-incongruent, withphonetic properties that partially matched the text color (e.g. rid written in red). We hypothesized that the cognitive effortof inhibiting reading in this third conditionsaying red, not ridcould affect the acoustics of the spoken response. A classicStroop effect was evident: congruent trials were faster than color-incongruent trials. Interestingly, vowel-incongruent trialsdid not show this reaction time difference, but spoken vowels from these trials were systematically biased away from thevisually-presented text. Thus, the inhibition of a competing target is manifest in an accentuation of the acoustic contrastbetween the spoken and inhibited words.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/47v6264q", "frozenauthors": [ { "first_name": "Caroline", "middle_name": "", "last_name": "Niziolek", "name_suffix": "", "institution": "University of Wisconsin Madison", "department": "" }, { "first_name": "Sara", "middle_name": "", "last_name": "Beach", "name_suffix": "", "institution": "Harvard Medical School", "department": "" }, { "first_name": "Swathi", "middle_name": "", "last_name": "Kiran", "name_suffix": "", "institution": "Boston University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28331/galley/18030/download/" } ] }, { "pk": 28019, "title": "Cognitive Load Affects Temporal and Numerical Judgments in Distinct Ways", "subtitle": null, "abstract": "A prominent theory posits that time and number are processed by a common magnitude system (CMS). Yet, recent studieshave revealed inconsistencies in quantity processing. For example, identical emotional stimuli evoke temporal overestima-tion, but numerical underestimation. These data discount the CMS and have led researchers to speculate about the distinctmechanisms that underlie these unique biases. In particular, differences in arousal have been posited to evoke temporaloverestimation, whereas altered attention results in numerical underestimation. In the current study, we explored adulttemporal and numerical processing under cognitive load, a task that compromises attention. Inconsistent with a CMS,baseline performance on the temporal and numerical tasks was not correlated. Similar to the work with emotional stimuli,cognitive load resulted in numerical underestimation, yet marginal temporal overestimation. Together, our data challengethe CMS, while also providing support for the role of attentional processes involved in numerical underestimation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6952x5fz", "frozenauthors": [ { "first_name": "Karina", "middle_name": "", "last_name": "Hamamouche", "name_suffix": "", "institution": "Boston College", "department": "" }, { "first_name": "Maura", "middle_name": "", "last_name": "Keefe", "name_suffix": "", "institution": "Boston College", "department": "" }, { "first_name": "Kerry", "middle_name": "", "last_name": "Jordan", "name_suffix": "", "institution": "Utah State", "department": "" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Cordes", "name_suffix": "", "institution": "Boston College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28019/galley/17658/download/" } ] }, { "pk": 27746, "title": "Cognitive pragmatism: Children flexibly choose between facts and conjectures.", "subtitle": null, "abstract": "Abundant work has looked at children’s ability to appropri-\nately reject testimonies and unverified claims (Butler et al,\n2017; Frazier, Gelman, & Wellman, 2009; Koenig, Clement,\n& Harris, 2004). However, sometimes our current knowledge\nis insufficient for solving a problem. In these cases, we should\nreject unsatisfying facts and prefer satisfying, if speculative,\nconjectures. In two studies, we gave 4-7 year-old children\n(Study 1, N=66; Study 2, N=32) questions that either could\nor could not be answered with available information. For each\nquestion, children made a binary choice between a factual an-\nswer citing information from the story or a conjectural answer\nthat made unverified claims. Across age groups, children suc-\ncessfully chose the more satisfying response regardless of its\ntruth value: children chose facts for questions with known an-\nswers and conjectures for questions with unknown answers.\nThese findings suggest that children will go beyond known in-\nformation to endorse unverified claims when they satisfy the\nquestion-under-discussion.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Development" }, { "word": "Explanations" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/20r8d5j3", "frozenauthors": [ { "first_name": "Junyi", "middle_name": "", "last_name": "Chu", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27746/galley/17386/download/" } ] }, { "pk": 28047, "title": "Cognitive Processes in Numerosity Comparison: Theory and Data", "subtitle": null, "abstract": "In numerosity comparison, performance is faster, more accurate, and less noisy with the ratio of compared numbers.Whereas the ratio-dependency has been intensively studied in relation to internal noise, processes of numerosity com-parison that may increase internal noise have not been fully understood. In this paper, we propose a process theory thataccounts for non-numerical, visuo-spatial processes in numerosity comparison. Consistent with the theory, we found thatas required processes decreased, performance improved significantly, to the extent that there were no differences betweennon-symbolic and symbolic number comparison in reaction time, accuracy, and internal noise. The findings suggest thatcomparing numerosities requires multiple processes homogenizing ancillary stimulus dimensions and that the homoge-nization processes are the major source of fuzziness in approximate number comparison.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2592n9vz", "frozenauthors": [ { "first_name": "Dan", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Ohio State", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Opfer", "name_suffix": "", "institution": "Ohio State", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28047/galley/17686/download/" } ] }, { "pk": 28061, "title": "Collective Implicit Attitudes: A Stakeholder Conception of Implicit Bias", "subtitle": null, "abstract": "Psychologists and philosophers have not yet resolved whatthey take implicit attitudes to be; and, some, concerned aboutlimitations in the psychometric evidence, have evenchallenged the predictive and theoretical value of positingimplicit attitudes in explanations for social behavior. In themidst of this debate, prominent stakeholders in science havecalled for scientific communities to recognize andcountenance implicit bias in STEM fields. In this paper, Istake out a stakeholder conception of implicit bias thatresponds to these challenges in ways that are responsive to thepsychometric evidence, while also being resilient to the sortsof disagreements and scientific progress that would notundermine the soundness of this call. Along the way, myaccount advocates for attributing collective (group-level)implicit attitudes rather than individual-level implicitattitudes. This position raises new puzzles for future researchon the relationship (metaphysical, epistemic, and ethical)between collective implicit attitudes and individual-levelattitudes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "collective implicit attitudes; implicit attitudes;implicit bias; science policy; dispositional attitudes; attitudes" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6th8t5nv", "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": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28061/galley/17700/download/" } ] }, { "pk": 27923, "title": "Color naming reflects both perceptual structure and communicative need", "subtitle": null, "abstract": "Gibson et al. (2017) argued that color naming is shaped bypatterns of communicative need. In support of this claim, theyshowed that color naming systems across languages supportmore precise communication about warm colors than cool col-ors, and that the objects we talk about tend to be warm-coloredrather than cool-colored. Here, we present new analyses thatalter this picture. We show that greater communicative preci-sion for warm than for cool colors, and greater communicativeneed, may both be explained by perceptual structure. How-ever, using an information-theoretic analysis, we also showthat color naming across languages bears signs of communica-tive need beyond what would be predicted by perceptual struc-ture alone. We conclude that color naming is shaped both byperceptual structure, as has traditionally been argued, and bypatterns of communicative need, as argued by Gibson et al. –although for reasons other than those they advanced.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "information theory; color naming; categorization" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8p67769q", "frozenauthors": [ { "first_name": "Noga", "middle_name": "", "last_name": "Zaslavsky", "name_suffix": "", "institution": "The Hebrew University, UC Berkley", "department": "" }, { "first_name": "Charles", "middle_name": "", "last_name": "Kemp", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Naftali", "middle_name": "", "last_name": "Tishby", "name_suffix": "", "institution": "The Hebrew University", "department": "" }, { "first_name": "Terry", "middle_name": "", "last_name": "Regier", "name_suffix": "", "institution": "UC Berkley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27923/galley/17561/download/" } ] }, { "pk": 28397, "title": "Commonality search between unrelated objects for retrieving original knowledge", "subtitle": null, "abstract": "Memory retrieval is the basis of idea generation. We hypothesized that people retrieve more original knowledge by search-ing for a commonality between unrelated objects than by thinking about an object itself. Seventy-seven undergraduatesfrom Nagoya University were assigned to one of three conditions: a commonality search and either of two control condi-tions. In the first session, the participants in the commonality search condition listed a feature shared by a pair of wordspresented; those in the control conditions listed a feature associated with a word presented. In the second session, all par-ticipants were asked to list the words associated with the features they identified in the previous session. Results showedthat the features and the words listed in the commonality search condition were more original than those in either controlcondition. We concluded that the method we proposed is effective in retrieving original knowledge for idea generation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4pm4n1j0", "frozenauthors": [ { "first_name": "Mayu", "middle_name": "", "last_name": "Yamakawa", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Sachiko", "middle_name": "", "last_name": "Kiyokawa", "name_suffix": "", "institution": "Nagoya University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28397/galley/18166/download/" } ] }, { "pk": 27826, "title": "Communicative Efficiency, Uniform Information Density, and the Rational Speech Act theory", "subtitle": null, "abstract": "One major class of approaches to explaining the distribu-tion of linguistic forms is rooted in communicative effi-ciency. For theories in which an utterance’s communica-tive efficiency is itself dependent on the distribution oflinguistic forms in the language, however, it is less clearhow to make distributional predictions that escape circu-larity. I propose an approach for these cases that involvesiterating between speaker and listener in the RationalSpeech Act theory. Characteristics of the fixed points ofthis iterative process constitute the distributional predic-tions of the theory. Through computer simulation I applythis approach to the well-studied case of predictability-sensitive optional function word omission for the theoryof Uniform Information Density, and show that the ap-proach strongly predicts the empirically observed nega-tive correlation between phrase onset probability and rateof function word use.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "communicative efficiency" }, { "word": "Uniform information density" }, { "word": "Rational speech act theory" }, { "word": "Syntactic optionality" }, { "word": "Pragmatics" }, { "word": "Computational Modeling" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3m8596qg", "frozenauthors": [ { "first_name": "Roger", "middle_name": "P", "last_name": "Levy", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27826/galley/17465/download/" } ] }, { "pk": 28325, "title": "Communicative pressure can lead to input that supports language learning", "subtitle": null, "abstract": "While children must learn language from the statistical structure of the input they receive, parents play a critical role shap-ing the structure of this input. Even without an explicit pedagogical goal, parents’ desire to communicate successfully maycause them to produce language calibrated to their child’s linguistic development. We designed a Mechanical Turk studyto experimentally validate this idea, putting Turkers in the role of parents talking with children less familiar with a novellanguage. Participants could communicate in 3 ways: pointingexpensive but unambiguous, labelingcheap but knowledge-dependent, or both. They won points only for communicating successfully. Participants adapted their communicativebehavior to their own knowledge and their partners knowledge. Teaching emerged when the speaker had more linguisticknowledge than their partner. We implemented a rational planning model that fits these data and demonstrates that suchpatterns could result from maximizing expected utilities, accounting for the expected utilities of future interactions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/48c4r2jz", "frozenauthors": [ { "first_name": "Ben", "middle_name": "", "last_name": "Morris", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Dan", "middle_name": "", "last_name": "Yurovsky", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28325/galley/18018/download/" } ] }, { "pk": 28211, "title": "Comparing Flanker Effects in Direction and Color over Development", "subtitle": null, "abstract": "The Erikson flanker task is a well-established measure of selective attention for adults. In this task, participants judgethe direction a central target points with flanking distractors that are neutral (no direction), congruent (same direction astarget), or incongruent (opposite direction of target). This task has recently been modified for use with young children,but it is unclear whether developmental differences in childrens spatial skills and language limit its appropriateness. Thecurrent study tested preschool-aged children in both the classic directional version and new color version (i.e., blue and redtargets, with blue, red, or white flankers). Results showed significantly better performance on the color versus directionalversion, with trial types showing the same pattern in both tasks: worst performance on incongruent trials, comparableperformance on congruent and neutral. Ongoing work is comparing the same tasks in adults to see if this difference islimited to early childhood.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/42t641gd", "frozenauthors": [ { "first_name": "Rebecca", "middle_name": "E", "last_name": "Leuenberger", "name_suffix": "", "institution": "Ripon College", "department": "" }, { "first_name": "Chelsea", "middle_name": "", "last_name": "Andrews", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Kristine", "middle_name": "", "last_name": "Kovack-Lesh", "name_suffix": "", "institution": "Ripon College", "department": "" }, { "first_name": "Vanessa", "middle_name": "", "last_name": "Simmering", "name_suffix": "", "institution": "ACT, Inc", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28211/galley/17870/download/" } ] }, { "pk": 27708, "title": "Comparing Markov versus quantum dynamic models of changes in confidence during evidence monitoring", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Markov dynamics" }, { "word": "quantum dynamics" }, { "word": "confidence rating" }, { "word": "evidence accumulation" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/40c21767", "frozenauthors": [ { "first_name": "Jerome", "middle_name": "R", "last_name": "Busemeyer", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Peter", "middle_name": "D", "last_name": "Kvam", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Timothy", "middle_name": "J", "last_name": "Pleskac", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27708/galley/17349/download/" } ] }, { "pk": 27992, "title": "Comparing Mediation Inferences and Explaining Away Inferenceson Three Variable Causal Structures", "subtitle": null, "abstract": "People reliably make two errors when making inferences aboutthree-variable causal structures: they violate what is known asthe Markov assumption (mediation) on causal chains andcommon cause structures, and fail to sufficiently ‘explainaway’ on common effect structures. Our goal for the presentstudy was to quantitatively compare these two errors aftersubjects have learned the statistical relations between threevariables using procedures designed to maximize the accuracyof their learning and inferences. Aligning with prior research,we found that subjects violated the Markov assumption, anddid not sufficiently explain away. We also found judgmentsabout mediation were worse than judgments about explainingaway for one inference, but better for another, suggesting thatpeople are not uniquely worse at reasoning about one structurethan another. We discuss the results in terms of a theory of cueconsistency.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal learning; causality; causal structure;Markov assumption; explaining away" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9cz1x058", "frozenauthors": [ { "first_name": "Cory", "middle_name": "J", "last_name": "Derringer", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Benjamin", "middle_name": "M", "last_name": "Rottman", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27992/galley/17631/download/" } ] }, { "pk": 27728, "title": "Comparing models of semantic fluency: Do humans forage optimally, or walk randomly?", "subtitle": null, "abstract": "Hills, Jones, and Todd (2012) observed that response patterns\nduring the semantic fluency task (e.g., “name all the animals\nyou can in a minute”) display statistical signatures of memory\nsearch that mirror optimal foraging in physical space. They\nproposed a model of memory search based on exploration-\nexploitation tradeoffs known to produce optimal foraging\npatterns when animals search for food resources, applied to a\nspatial model of semantic memory. However, Abbott,\nAusterweil, and Griffiths (2015) demonstrated that optimal\nforaging behavior could also naturally emerge from a random\nwalk applied to a network representation of semantic memory,\nwithout reliance on a foraging process. Since then, this has\nbeen a very active are of debate in the literature, but core\nconfounds have prevented any clear conclusions between the\nrandom walk and cue switching model. We control confounds\nhere by using a fixed training corpus and learning model to\ncreate both spatial and network representations, and evaluate\nthe ability of the cue switching model and several variants of\nthe random walk model to produce the behavioral\ncharacteristics seen in human data. Further, we use BIC to\nquantitatively compare the models’ ability to fit the human\ndata, an obvious comparison that has never before been\nundertaken. The results suggest a clear superiority of the Hills\net al. cue switching model. The mechanism used to search\nmemory in the fluency task is likely to have been exapted from\nmechanisms evolved for foraging in spatial environments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Semantic memory" }, { "word": "memory search" }, { "word": "model" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8tz9m7sc", "frozenauthors": [ { "first_name": "Johnathan", "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": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27728/galley/17368/download/" } ] }, { "pk": 27924, "title": "Comparing Theories of Speaker Choice Using Classifier Production in Mandarin Chinese", "subtitle": null, "abstract": "Speakers often have more than one way to express the same meaning. What generalprinciples govern speaker choice in the face of optionality when near semanticallyinvariant alternation exists? Studies have shown that optional reduction in language issensitive to contextual predictability, where the more predictable a linguistic unit is, themore likely it gets reduced. Yet it is unclear whether speaker choice is geared towardaudience design, or toward facilitating production. Here we argue that for a differentoptionality phenomenon, namely classifier choice in Mandarin Chinese, UniformInformation Density and at least one plausible variant of availability-based productionmake opposite predictions regarding the relationship between the predictability of theupcoming material and speaker choices. In a corpus analysis of Mandarin Chinese, weshow that the distribution of speaker choices supports the availability-based productionaccount, and not Uniform Information Density.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0q54k21k", "frozenauthors": [ { "first_name": "Meilin", "middle_name": "", "last_name": "Zhan", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Roger", "middle_name": "", "last_name": "Levy", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27924/galley/17562/download/" } ] }, { "pk": 28317, "title": "Comparison of small sets and number word comprehension", "subtitle": null, "abstract": "Humans can encode number both using non-verbal and verbal systems of representation. Here, we investigated the rela-tionship between 2- and 3-year-old childrens (N=122) understanding of number words and their ability to compare setsof small sizes (e.g., 2 vs 3) to test whether the acuity of small number representations changes as a function of numberword comprehension. Childrens comprehension of number words was measured using Wynns (1990) Give-Number task,while small number discrimination was measured using a computerized adaptation of Feigenson and Careys (2005) crawl-ing preference paradigm. We found that children were able to compare small sets within and beyond the small numberrange, independent of how objects are presented (i.e., simultaneously vs sequential). We also found no relation betweenthis ability and children’s comprehension of number words (i.e., knower-level), which argues against the hypothesis thatnon-verbal number acuity is related to the acquisition of verbal labels for exact number.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9j9977f4", "frozenauthors": [ { "first_name": "Elisabeth", "middle_name": "", "last_name": "Marchand", "name_suffix": "", "institution": "University of California San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28317/galley/18000/download/" } ] }, { "pk": 28342, "title": "Complex coordination: How power dynamics and task demands shapeinterpersonal motor synchrony", "subtitle": null, "abstract": "Interpersonal coordination describes how we change our movements and speech patterns as a result of our interactionwith others. Recent research has begun to understand interpersonal coordination as an phenomenon that emerges frominteractiona complex adaptive system for which different initial conditions and contextual constraints may alter the formand function of coordination. In this project, we explore the effects of two different constraints on the emergence of inter-personal motor synchrony in dyadic interactions of native Korean speakers: power dynamics and task instructions. Specif-ically, we analyze a corpus of interactions that differ by power dynamics (i.e., friend-to-friend or professor-to-student) aswell as task (i.e., friendly conversation, directed role-play, storytelling, or problem-solving). Video recordings of theseinteractions were analyzed using computer vision algorithms and a nonlinear dynamical systems analysis methodcross-recurrence quantification analysisto characterize how the interpersonal system responds to these simultaneous contextualconstraints.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3dv0t4zr", "frozenauthors": [ { "first_name": "Alexandra", "middle_name": "", "last_name": "Paxton", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Lucien", "middle_name": "", "last_name": "Brown", "name_suffix": "", "institution": "Monash University", "department": "" }, { "first_name": "Bodo", "middle_name": "", "last_name": "Winter", "name_suffix": "", "institution": "University of Birmingham", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28342/galley/18055/download/" } ] }, { "pk": 28145, "title": "Complexity Matching in Collaborative Coordination", "subtitle": null, "abstract": "Complexity matching—converging temporal correlations\nmeasured by correlating the slopes of power spectra—is a new\nmeasure of coordination based on information exchange between\ncomplex networks. To date, studies have focused on the dyadic\ncase, but complexity matching may generalize to interacting\ncomplex networks in the left and right hemispheres of a single\nbrain. We examined complexity matching in a perceptual-motor\ntask between individuals and dyads. Participants alternated hitting\ntargets in a Fitts-like task with the left and right hands of one\nindividual, or analogously between two people. Response coupling\nwas manipulated by making targets drift randomly (decoupled) or\ncontingently (coupled). Results showed long-range correlations in\ntime series of inter-response intervals exhibited complexity\nmatching for both individuals and dyads, but only when responses\nwere coupled via contingent drift. We conclude that complexity\nmatching observed between individuals can similarly occur within\none individual, suggesting a general principle of interaction at\nwork.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "complex systems; complexity matching; joint\naction; interpersonal dynamics; coordination" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/17z0c61x", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "S", "last_name": "Schloesser", "name_suffix": "", "institution": "UC Merced", "department": "" }, { "first_name": "Alma", "middle_name": "G", "last_name": "Munoz", "name_suffix": "", "institution": "UC Merced", "department": "" }, { "first_name": "Christopher", "middle_name": "T", "last_name": "Kello", "name_suffix": "", "institution": "UC Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28145/galley/17804/download/" } ] }, { "pk": 28146, "title": "Complexity Reduction in the Negotiation of New Lexical Conventions", "subtitle": null, "abstract": "In the process of collectively inventing new words for new con-cepts in a population, conflicts can quickly become numerous,in the form of synonymy and homonymy. Remembering all ofthem could cost too much memory, and remembering too fewmay slow down the overall process. Is there an efficient be-havior that could help balance the two? The Naming Game isa multi-agent computational model for the emergence of lan-guage, focusing on the negotiation of new lexical conventions,where a common lexicon self-organizes but going through aphase of high complexity. Previous work has been done onthe control of complexity growth in this particular model, byallowing agents to actively choose what they talk about. How-ever, those strategies were relying on ad hoc heuristics highlydependent on fine-tuning of parameters. We define here a newprincipled measure and a new strategy, based on the beliefsof each agent on the global state of the population. The mea-sure does not rely on heavy computation, and is cognitivelyplausible. The new strategy yields an efficient control of com-plexity growth, along with a faster agreement process. Also,we show that short-term memory is enough to build relevantbeliefs about the global lexicon.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language emergence" }, { "word": "active learning" }, { "word": "multi-agentmodel" }, { "word": "control of complexity growth" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/91n2f735", "frozenauthors": [ { "first_name": "William", "middle_name": "", "last_name": "Schueller", "name_suffix": "", "institution": "University of Bordeaux, Research Center INRIA Bordeaux", "department": "" }, { "first_name": "Vittorio", "middle_name": "", "last_name": "Loreto", "name_suffix": "", "institution": "SONY Computer Science Lab, University of Rome, Complexity Science Hub Vienna", "department": "" }, { "first_name": "Pierre-Yves", "middle_name": "", "last_name": "Oudeyer", "name_suffix": "", "institution": "Research Center INRIA Bordeaux", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28146/galley/17805/download/" } ] }, { "pk": 27690, "title": "Computational Methods and Systems for the Cognitive Modelling and Support of Creativity and Creative Problem Solving", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Creative cognition; Creative problem solving; Computational modeling; Creativity; Methods; Intelligent systems; Assistive systems" } ], "section": "Workshops", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8ps786nn", "frozenauthors": [ { "first_name": "Ana-Maria", "middle_name": "", "last_name": "Olteteanu", "name_suffix": "", "institution": "Freie Universit ̈at", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27690/galley/17331/download/" } ] }, { "pk": 27824, "title": "Computational Modeling of Cognitive Control in a Flanker Task", "subtitle": null, "abstract": "Cognitive control refers to the ability to adjust our thoughts andbehaviors in order to achieve internalized goals. In the past,researchers have proposed several models of cognitive controlto account for the characteristic patterns of response timesobserved in the tasks (e.g., Botvinick, Braver, Barch, Carter, &Cohen, 2001). The goal of this study is to evaluate empiricalvalidity of such models in an experiment. To that end, wecompared two models of cognitive control, the conflictmonitoring model and the expectancy-based model. Eachmodel was implemented in two different modelingframeworks, neural networks and simple linear models. Therelative fits of the four models were then evaluated andcompared based on observed data from a flanker taskexperiment. The model comparison results showed thatperformance of the simple linear models was entirelycomparable to that of the neural network models. We alsoconstructed and fitted hierarchical Bayesian latent mixtureversions of the linear models to investigate individualdifferences. The result suggests that no single model ofcognitive control, whether conflict monitoring or expectancy-based, would be able to account for individual performance onthe task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive control" }, { "word": "Computational Modeling" }, { "word": "neural networksm heirarchical bayes" }, { "word": "latent micture modeling" }, { "word": "Model comparison" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3r87x4k6", "frozenauthors": [ { "first_name": "Sang", "middle_name": "Ho", "last_name": "Lee", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Mark", "middle_name": "A", "last_name": "Pitt", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Jay", "middle_name": "I", "last_name": "Myung", "name_suffix": "", "institution": "Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27824/galley/17463/download/" } ] }, { "pk": 28361, "title": "Computational Model of Spatial Auditory Attention in ACT-R", "subtitle": null, "abstract": "We present an extension to the ACT-R audition module developed to support models of spatial auditory attention. Thisextension adds support for spatial sounds and models a gradient of spatial auditory attention over 180 in the frontalhorizontal plane. This spatial gradient represents the attentional bias created from interaction between top-down (goaldriven) attention and bottom-up (salient) attention, represented by a Gaussian and inverse Gaussian curve respectively.Response time to a sound is modeled using a calculated attentional bias, affected by the current goal location and thesound location. This ACT-R extension is used to model a behavioral task where subjects were told to attend to a spatiallocation and respond to sounds at attended and distractor locations. By incorporating this model into ACT-R, we will gaininsights into the interaction between spatial auditory attention and other other cognitive processes, such as learning andmemory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6hj8m2p9", "frozenauthors": [ { "first_name": "Jaelle", "middle_name": "", "last_name": "Scheuerman", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Maxwell", "middle_name": "T.", "last_name": "Anderson", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "K. Brent", "middle_name": "", "last_name": "Venable", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Golob", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28361/galley/18093/download/" } ] }, { "pk": 27803, "title": "Conceptual and Prosodic Cues in Child-directed Speech can Help Children Learn the Meaning of Disjunction", "subtitle": null, "abstract": "At first glance, children’s word learning appears to be mostly\na problem of learning words like dog and run. However, it\nis small words like and and or that enable the construction of\ncomplex combinatorial language. How do children learn the\nmeaning of these function words? Using transcripts of parent-\nchild interactions, we investigate the cues in child-directed\nspeech that can inform the interpretation and acquisition of the\nconnective or which has a particularly challenging semantics.\nStudy 1 finds that, despite its low overall frequency, children\ncan use or close to parents’ rate by age 4, in some speech acts.\nStudy 2 uses annotations of a subset of parent-child interac-\ntions to show that disjunctions in child-directed speech are ac-\ncompanied by reliable cues to the correct interpretation (ex-\nclusive vs. inclusive). We present a decision-tree model that\nlearns from a handful of annotated examples to correctly pre-\ndict the interpretation of a disjunction. These studies suggest\nthat conceptual and prosodic cues in child-directed speech can\nprovide information for the acquisition of functional categories\nlike disjunction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language Acquisition" }, { "word": "word learning" }, { "word": "function words" }, { "word": "logical words" }, { "word": "disjunction" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0bz8t9cc", "frozenauthors": [ { "first_name": "Masoud", "middle_name": "", "last_name": "Jasbi", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Akshay", "middle_name": "", "last_name": "Jaggi", "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": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27803/galley/17443/download/" } ] }, { "pk": 28027, "title": "Conceptual constraints on generating explanations", "subtitle": null, "abstract": "When reasoners explain everyday patterns and observations,they tend to generate explanations based on inherent propertiesof the observations (Cimpian & Salomon, 2014). Cimpian(2015) and his colleagues hypothesized that inherent propertiespermit rapid explanation, but the mechanism by whichreasoners rapidly build explanations remains unclear. Anygiven concept may relate to innumerable inherent properties,and no theory explains how reasoners avoid protractedsearches through semantic memory. Prasada and colleagues(2013) describe a novel conceptual framework thatdistinguishes between principled and statistical inherentproperties. Here, we argue that the framework can resolve thepredicted link between rapid explanation and the inherencebias. Two studies provide evidence that people systematicallyprefer principled inherent explanations. The finding allows foran integrated, mechanistic account of how reasoners generateexplanations in which a preference for inherent explanationsemerges from a preference for principled connections.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "inherence bias" }, { "word": "principled connections" }, { "word": "explanation" }, { "word": "Reasoning" }, { "word": "dual-processes" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5rv4q357", "frozenauthors": [ { "first_name": "Zach", "middle_name": "", "last_name": "Horne", "name_suffix": "", "institution": "Arizona State", "department": "" }, { "first_name": "Sangeet", "middle_name": "", "last_name": "Khemlani", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28027/galley/17666/download/" } ] }, { "pk": 27688, "title": "Conceptual Foundations in Dynamic Field Theory: Applications in Cognitive and Developmental Science", "subtitle": null, "abstract": "plore some productive areas of overlap between cognitive", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Computational model; Dynamic systems; Neural fiels model" } ], "section": "Workshops", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5jx097kg", "frozenauthors": [ { "first_name": "Aaron", "middle_name": "T", "last_name": "Buss", "name_suffix": "", "institution": "University of Tennessee", "department": "" }, { "first_name": "Sammy", "middle_name": "", "last_name": "Perone", "name_suffix": "", "institution": "Washington State University", "department": "" }, { "first_name": "Ajaz", "middle_name": "A", "last_name": "Bhat", "name_suffix": "", "institution": "University of East Anglia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27688/galley/17329/download/" } ] }, { "pk": 28002, "title": "Confidence Levels in Scientific Writing:Automated Mining of Primary Literature and Press Releases", "subtitle": null, "abstract": "Scientific communication includes primary scientificliterature written by and for scientists, as well as pressreleases written about these scientific articles that are used toinform the popular press. By the time new scientific findingsare reported by the press, the reporting can often reflect 'spin',or reporting that minimizes uncertainties and exaggeratesimpact, as compared to the original study. In this work, weexamine the role that the press release may play incommunicative change, in particular with respect todifferences in portrayed confidence between abstracts ofscientific articles and press releases. We examine a largecorpus of over 15,000 documents collected from onlinedatabases covering a range of scientific topics, leveragingautomated analysis tools from natural language processing toexamine how the readability, sentiment, subjectivity, andportrayed confidence varies between primary literature andpress releases. We find that press releases are often easier toread, portray more positive sentiment, use language thatimplies greater objectivity, and demonstrate higher confidencein the findings. Future work should focus on examining ifthese differences between press releases and primary articlesdo indeed engender different perceptions in readers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "text-mining; science communication; naturallanguage processing; web-scraping; automated analysis" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4mw6k6qg", "frozenauthors": [ { "first_name": "Will", "middle_name": "", "last_name": "Fox", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Donoghue", "name_suffix": "", "institution": "UCSD", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28002/galley/17641/download/" } ] }, { "pk": 27911, "title": "Connecting conceptual and spatial search via a model of generalization", "subtitle": null, "abstract": "The idea of a “cognitive map” was originally developed to ex-plain planning and generalization in spatial domains througha representation of inferred relationships between experiences.Recently, new research has suggested similar principles mayalso govern the representation of more abstract, conceptualknowledge in the brain. We test whether the search for rewardsin conceptual spaces follows similar computational principlesas in spatial environments. Using a within-subject design, par-ticipants searched for both spatially and conceptually corre-lated rewards in multi-armed bandit tasks. We use a GaussianProcess model combining generalization with an optimisticsampling strategy to capture human search decisions and judg-ments in both domains, and to simulate human-level perfor-mance when specified with participant parameter estimates. Inline with the notion of a domain-general generalization mecha-nism, parameter estimates correlate across spatial and concep-tual search, yet some differences also emerged, with partici-pants generalizing less and exploiting more in the conceptualdomain.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Generalization; Cognitive maps; Exploration-exploitation; Multi-armed bandits; Gaussian Processes; Search" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4649175q", "frozenauthors": [ { "first_name": "Charley", "middle_name": "M", "last_name": "Wu", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Eric", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Mona", "middle_name": "M", "last_name": "Garvert", "name_suffix": "", "institution": "Max Planck Institute for Human Development, Oxford", "department": "" }, { "first_name": "Bjorn", "middle_name": "", "last_name": "Meder", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Nicolas", "middle_name": "W", "last_name": "Schuck", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27911/galley/17549/download/" } ] }, { "pk": 27766, "title": "Considering alternative facilities anomaly detection in preschoolers", "subtitle": null, "abstract": "Here we explore whether drawing upon preschooler’s\nintuitive causal reasoning abilities may bolster their attention\nto the presence of conflicting data. Specifically, we examine\nwhether prompting children to think counterfactually about\nalternative outcomes facilitates their anomaly detection in a\ncausal reasoning task. The current task assesses whether\nchildren in two conditions successfully differentiate between\npotential causes: one that accounts for 100% of the data (no\nanomalies), and one that accounts for 75% of the data\n(anomalies observed). Results indicate that counterfactual\nprompts lead 5-year-olds to privilege the hypothesis that\naccounts for more of their observations, and also support\ntransfer of this hypothesis to inform their inferences about\nnovel cases. Findings suggest that counterfactual scaffolds\nmay be beneficial in promoting causal reasoning in children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Development" }, { "word": "Casual learning" }, { "word": "counterfactuals" }, { "word": "scientific reasoning" }, { "word": "anomaly detection" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7tc7j6cc", "frozenauthors": [ { "first_name": "Jae", "middle_name": "", "last_name": "Engle", "name_suffix": "", "institution": "UC San Diego; Scripps", "department": "" }, { "first_name": "Caren", "middle_name": "M", "last_name": "Walker", "name_suffix": "", "institution": "UC San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27766/galley/17406/download/" } ] }, { "pk": 28381, "title": "Consistency of Creativity Assessment: Influence of Personality and AssessmentProcess", "subtitle": null, "abstract": "In this study, we investigated the consistency of creativity assessment by novice raters. Such naive decision for creativ-ity assessment might be based upon individuals intuitive process. On the other hand, when they have enough time todecide their assessment for creativity, they might be able to activate their analytical process to do it. Therefore, we in-vestigated difference between intuitive and analytical processes on consistency of creativity assessment. We conductedexperiments of creativity assessment based on repeated measure to investigate interaction between personality and assess-ment process. Personality regarding preference for intuition and deliberation was measured by questionnaires. Assessmentprocess included two levels as within-participants factor: intuitive and deliberative processes. We will discuss influence ofpersonality and assessment process on consistency of creativity assessment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/04k7d0t4", "frozenauthors": [ { "first_name": "Hitoshi", "middle_name": "", "last_name": "Terai", "name_suffix": "", "institution": "Kindai University", "department": "" }, { "first_name": "Kazuhisa", "middle_name": "", "last_name": "Miwa", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Mina", "middle_name": "", "last_name": "Nakamura", "name_suffix": "", "institution": "Kindai University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28381/galley/18132/download/" } ] }, { "pk": 28179, "title": "Consistent but not diagnostic: Preschoolers’ intuitions about shared preferences within social groups", "subtitle": null, "abstract": "Social groups highlight latent structure in the social worldand support inductive inferences about individuals. In thepresent work, we examined children and adults’ intuitionsabout shared preferences within social groups. In Exp.1, 3- to5-year-old children treated preferences as a consistent propertyof social groups; that is, children expected members of a so-cial group to like the same toys that other members have liked.However, they did not treat preferences as diagnostic of socialgroups; they did not expect individuals to belong to a groupthat shares their preferences. By contrast, in Exp.2, adultsreadily treated preferences as both a consistent and diagnos-tic property of social groups. These results suggest that chil-dren’s inferences about social groups are asymmetric: Chil-dren readily infer preferences based on group membership, butnot group membership based on preferences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social cognitive development; social categories" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2607h5vq", "frozenauthors": [ { "first_name": "Natalia", "middle_name": "", "last_name": "Velez", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Yuerui", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "Hyowon", "middle_name": "", "last_name": "Gweon", "name_suffix": "", "institution": "Stanford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28179/galley/17838/download/" } ] }, { "pk": 27775, "title": "Consolidation and retention of auditory catagories acquired incidentally in performing a visuomotor task", "subtitle": null, "abstract": "A wealth of evidence indicates the existence of a consolidationphase, triggered by and following a practice session, wherein newmemory traces relevant to task performance are transformed andhoned to represent new knowledge. But, the role of consolidation isnot well-understood in category learning and has not been studied atall under incidental category learning conditions. Here, weexamined the acquisition, consolidation and retention phases in avisuomotor task wherein auditory category information wasavailable, but not required, to guide detection of an above-thresholdvisual target across one of four spatial locations. We compared twotraining conditions: (1) Constant, whereby repeated instances of oneexemplar from an auditory category preceded a visual target,predicting its upcoming location; (2) Variable, whereby five distinctcategory exemplars predicted the visual target. Visual detectionspeed and accuracy, as well as the performance cost of randomizingthe association of auditory category to visual target location, wereassessed during online performance, again after a 24-hour delay toassess the expression of delayed gains, and after 10 days to assessretention. Results revealed delayed gains associated with incidentalauditory category learning and retention effects for both trainingconditions. Offline processes can be triggered even for incidentalauditory input and lead to category learning; variability of input canenhance the generation of incidental auditory category learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning" }, { "word": "Auditory. Incidental learning" }, { "word": "Memory consolidation" }, { "word": "Speach" }, { "word": "statistical learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/10c2n7cq", "frozenauthors": [ { "first_name": "Yafit", "middle_name": "", "last_name": "Gabay", "name_suffix": "", "institution": "University of Haifa", "department": "" }, { "first_name": "Avi", "middle_name": "", "last_name": "Karni", "name_suffix": "", "institution": "University of Haifa", "department": "" }, { "first_name": "Lori", "middle_name": "L", "last_name": "Holt", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27775/galley/17415/download/" } ] }, { "pk": 27749, "title": "Constraints and Development in Children's Block Construction", "subtitle": null, "abstract": "Block construction tasks are highly complex, yet even young\nchildren engage in these tasks in both informal and formal\nlearning settings. In this paper, we ask whether the specific\npaths through which children build a structure are unique to the\nindividual, or alternatively, constrained by similar principles\nacross individuals and over age. Our results show that although\nchildren between 4 and 8 make frequent errors in copying\nmodel constructions, there is a striking amount of consistency\nin specific attributes of their paths of construction, and this\nconsistency mirrors that of adults. The build paths suggest that\nalthough children sometimes build inefficiently, they tend to\nbuild layer-by-layer, consistent with a role for intuitive physics\nthat enables the creation of stable structures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Skilled action" }, { "word": "Spatial skills" }, { "word": "Spatial Cognition" }, { "word": "development" }, { "word": "Block copying" }, { "word": "Intuitive physics" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9031f4w2", "frozenauthors": [ { "first_name": "Cathryn", "middle_name": "S", "last_name": "Cortesa", "name_suffix": "", "institution": "John Hopkins University", "department": "" }, { "first_name": "Jonathan", "middle_name": "D", "last_name": "Jones", "name_suffix": "", "institution": "John Hopkins University", "department": "" }, { "first_name": "Gregory", "middle_name": "D", "last_name": "Hager", "name_suffix": "", "institution": "John Hopkins University", "department": "" }, { "first_name": "Amy", "middle_name": "Lynne", "last_name": "Shelton", "name_suffix": "", "institution": "John Hopkins University", "department": "" }, { "first_name": "Sanjeev", "middle_name": "", "last_name": "Khudanpur", "name_suffix": "", "institution": "John Hopkins University", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Landau", "name_suffix": "", "institution": "John Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27749/galley/17389/download/" } ] }, { "pk": 27846, "title": "Constraints associated with cognitive control and the stability-flexibility dilemma", "subtitle": null, "abstract": "One of the most compelling characteristics of controlled pro-cessing is our limitation to exercise it. Theories of control allo-cation account for such limitations by assuming a cost of con-trol that constrains how much cognitive control is allocated toa task. However, this leaves open the question of why sucha cost would exist in the first place. Here, we use neural net-work simulations to test the hypothesis that constraints on cog-nitive control may reflect an optimal solution to the stability-flexibility dilemma: allocating more control to a task results ingreater activation of its neural representation but also in greaterpersistence of this activity upon switching to a new task, yield-ing switch costs. We demonstrate that constraints on controlimpair performance of any given task but reduce performancecosts associated with task switches. Critically, we show thatoptimal control constraints are higher in environments with ahigher probability of task switches.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cost of cognitive control" }, { "word": "capacity constraint" }, { "word": "Neural Networks" }, { "word": "task switching" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7nm3c7xj", "frozenauthors": [ { "first_name": "Sebastian", "middle_name": "", "last_name": "Musslick", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Seong", "middle_name": "J", "last_name": "Jang", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Shvartsman", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Amitai", "middle_name": "", "last_name": "Shenhav", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Jonathan", "middle_name": "D", "last_name": "Cohen", "name_suffix": "", "institution": "Princeton", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27846/galley/17485/download/" } ] }, { "pk": 27955, "title": "Construct Validity of Procedural Memory Tasks Used in Adult-Learned Language", "subtitle": null, "abstract": "Research has examined the role of domain-general cognitive\nfactors in second language (L2) acquisition, with emerging\nevidence implicating a role for procedural memory, a long-\nterm memory system (e.g., Morgan-Short et al., 2014). Strong\nconclusions regarding the role of procedural memory are\nhindered by the lack of knowledge regarding the reliability\nand validity of procedural memory assessments. In this study,\nparticipants completed three assessments of procedural\nmemory that have previously been used to study L2 learning,\nalong with assessments of declarative memory, working\nmemory, and an artificial L2 learning task. Results indicated\nthat the procedural memory assessments generally showed\nevidence of reliability and discriminant validity, but,\nsomewhat surprisingly, evidence for convergent validity was\nlacking. Finally, one procedural memory assessment showed\npredictive validity for the L2 learning task. Implications for\nfuture research on the role of procedural memory in L2\nacquisition will be considered in light of these results.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "procedural memory; second language acquisition; reliability; construct validity" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/18h9b8wp", "frozenauthors": [ { "first_name": "Joshua", "middle_name": "", "last_name": "Buffington", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" }, { "first_name": "Kara", "middle_name": "", "last_name": "Morgan-Short", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27955/galley/17593/download/" } ] }, { "pk": 28314, "title": "Contextual Separation Shifts Attentional Biases", "subtitle": null, "abstract": "The context you learn in influences how you recall information. When there are multiple competing sources of informationto be recalled, context dependency may help activate information that is hard to retrieve. This study examines its effects onlearning shape and texture categories signaled by redundant correlated contextual cues. Three-year-olds learned shape andtexture in two conditions: a contextual separation condition and a contextual overlap condition. Children in the separationcondition learned shape in one context and learned texture in a second context. Children in the overlap condition learnedboth shape and texture on both contexts. After training, children were asked to find a texture match to test if they could shifttheir attention away from shape. Children in the separation condition chose the texture match more often than children inthe overlap condition, suggesting a benefit of using contextual cues to shift dominant biases.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/07t615n1", "frozenauthors": [ { "first_name": "Michelle", "middle_name": "", "last_name": "Luna", "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": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28314/galley/17994/download/" } ] }, { "pk": 28359, "title": "Context variability in learning", "subtitle": null, "abstract": "There are conflicting accounts of how context variability affects childrens word learning. In some instances, toddlers andpreschoolers word learning appears sensitive to context changes (e.g., Goldenberg & Sandhofer, 2013; Vlach & Sandhofer,2011). In other cases, however, children show learning independent of context variability (e.g., Akhtar, 2005). There mayalso be instances where context variability promotes label retention (Twomey, Ma, & Westermann, 2017). Inconsistentfindings in this literature could be the result of task demands. Context dependencies may emerge when tasks are moredifficult, because children are unable to suppress irrelevant context features and focus on relevant inputs, which are factorsthat can contribute to the strength of context effects (Smith & Vela, 2001). We explored potential context effects in wordand fact learning using a design intended to reduce task load. Under these conditions, fact learning was affected by contextvariability, but word learning was not.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/11f9g88t", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": "", "last_name": "Tippenhauer", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Megan", "middle_name": "", "last_name": "Saylor", "name_suffix": "", "institution": "Vanderbilt University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28359/galley/18088/download/" } ] }, { "pk": 27765, "title": "Contingent Responsiveness in Digital Sotrybooks: Effects on Children's Comprehension and the Role of Individual Differences in Attention", "subtitle": null, "abstract": "Experiences of contingent interactions like referential cues\n(e.g., caregivers pointing to relevant text and pictures) during\nshared book reading predict better reading and language\noutcomes (Landry, & Smith, 2007). However, it is unclear\nwhether contingent responsiveness in a digital book could\nprovide similar support for children in the absence of\ncontingent feedback from an adult. The effects on story\ncomprehension using an interactive book with content-related\nanimations that activated contingent on children’s\nvocalizations were investigated, with a focus on whether the\ninteractive book might be especially useful for children with\nless developed attentional control. The present study used a\nwithin-subject design with data from 69 preschool-aged\nchildren. The use of the interactive book exhibited\nsignificantly increased comprehension, and was also found to\nbe especially useful for children with less attentional control.\nImportantly, the associations between attention and\ncomprehension gains were not entirely due to variance shared\nwith verbal ability.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attention" }, { "word": "Reading" }, { "word": "individual differences" }, { "word": "Reading comprehension" }, { "word": "Books" }, { "word": "technology" }, { "word": "learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0276w0rb", "frozenauthors": [ { "first_name": "Cassondra", "middle_name": "M", "last_name": "Eng", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Anthony", "middle_name": "S", "last_name": "Tomasic", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Erik", "middle_name": "D", "last_name": "Thiessen", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27765/galley/17405/download/" } ] }, { "pk": 27741, "title": "Contrasting Cases Enhances Transfer of Physics Knowledge from an Engineering Design Task", "subtitle": null, "abstract": "An extensive body of work has documented the impact of\nanalogous cases on transfer. However, far less work has\nexplored the role of contrasting cases in facilitating transfer.\nWe designed a novel contrasting cases activity to engage\nlearners with center-of-mass concepts in an engineering design\ntask – building a cantilever using Legos. Participants in three\nconditions analyzed either contrasting cases, single cases, or no\ncases in the midst of an engineering design activity.\nContrasting cases facilitated near but not far transfer. However,\nall conditions built equally successful cantilevers and noticed\nthe underlying structure of center-of-mass concepts to the same\ndegree. Moreover, regardless of condition, participants who\nnoticed the structure at a deeper level performed better on both\nthe engineering task and the far transfer assessment. The work\nhas implications for the design of science and engineering\ninstruction, while expanding our understanding of the\nperceptual processes that underlie transfer.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "transfer" }, { "word": "Contrasting cases" }, { "word": "Science learning" }, { "word": "Engraving" }, { "word": "education" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3f12t6xh", "frozenauthors": [ { "first_name": "Catherine", "middle_name": "C", "last_name": "Chase", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Malkiewich", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "Aakash", "middle_name": "", "last_name": "Kumar", "name_suffix": "", "institution": "Columbia University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27741/galley/17381/download/" } ] }, { "pk": 28384, "title": "Contributions of Statistical Regularities to Semantic Development", "subtitle": null, "abstract": "Extensive findings attest to an early-emerging sensitivity to statistical regularities, such as reliable co-occurrence betweenperceptual inputs. However, we know little about how such sensitivity may shape the organization of semantic memoryaccording to relations between concepts. To address this question, we designed a paradigm appropriate for a broad devel-opmental age-range in which participants identify whether either a word or a picture is the same or of the same thing as apreceding word (e.g., chicken followed by chicken or a chicken picture). Semantic effects are inferred from slower correctno responses to pairs that are related versus those that are unrelated. We used this paradigm to assess semantic effects in4-year-old children for pairs that co-occurred in child-directed speech (e.g., shoe-foot) or were taxonomically related (e.g.,fork-bowl). We found evidence of semantic effects in all conditions, suggesting that co-occurrence sensitivity contributesto relational knowledge in emerging semantic networks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7h52t19f", "frozenauthors": [ { "first_name": "Layla", "middle_name": "", "last_name": "Unger", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Vladimir", "middle_name": "", "last_name": "Sloutsky", "name_suffix": "", "institution": "The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28384/galley/18139/download/" } ] }, { "pk": 28149, "title": "Coupling Dynamical and Connectionist Models: Representation of SpatialAttention via Learned Deictic Gestures in Human-Robot Interaction", "subtitle": null, "abstract": "A proper representation of space and a joint attention mecha-nism are indispensable for an effective deictic communicationwith embodied agents. Taking inspiration from developmen-tal psychology may help us to tackle computational challengesfor robots. Although some developmental joint attention mod-els for robots have already been proposed, to the best of ourknowledge, there is no such model that can stand for the ef-fects of pointing gestures on covert attention in infants. Thuswe have designed and implemented a developmental roboticsmodel for joint spatial attention combining connectionist anddynamical approaches. The hybrid architecture was struc-tured over two existing computational models: a connectionistmodel of gesture comprehension and a Dynamic Field (DF)model of spatial attention in infants. These models were ex-tended with various perceptual modules and dynamical neu-ral fields, and implemented on the state-of-art iCub humanoidrobot. In this paper, the computational architecture is intro-duced with some preliminary results that show the model’s ca-pability of representing deixis and perceived objects, and theireffects on attention over space and time.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive modelling; cognitive robotics; artificialneural networks; dynamic field theory; joint attention; pointinggestures; spatial attention; deixis; grounded cognition" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5413h4zr", "frozenauthors": [ { "first_name": "Baris", "middle_name": "", "last_name": "Serhan", "name_suffix": "", "institution": "Plymouth University", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Spencer", "name_suffix": "", "institution": "University of East Anglia", "department": "" }, { "first_name": "Angelo", "middle_name": "", "last_name": "Cangelosi", "name_suffix": "", "institution": "Plymouth University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28149/galley/17808/download/" } ] }, { "pk": 28049, "title": "Coupling Perception with Action: A Dynamic Account of the Effect of Action on Memory", "subtitle": null, "abstract": "The ability to plan, inhibit, and execute motor movements are\nall necessary for achieving goal-directed behavior. These\nprocesses are closely related to memory, as perceptual input\nand memory of that input often recruit motor movements.\nUnknown, however, is how the engagement of perception-\naction processes impact the memory of objects. One such\ninteraction suggests that participants have worse memory recall\nfor stimuli which elicit inhibition of a motor response than\nstimuli which afford the execution of a motor response (Chiu\n& Egner, 2015). This effect has been explained through\ncompetition for common neural resources: allocation of\nresources toward response inhibition reduces the amount of\nresources available for memory. Alternatively, this effect could\nbe driven at the level of perception-action coupling: engaging\nand pairing the motor system with visual perception enhances\nthe memory of stimuli which elicited the motor preparation or\nresponse. To test these hypotheses, we first replicated Chiu and\nEgner (2015). In Experiment 2, we included neutral stimuli that\ndid not necessitate motor preparation processes. Memory was\nenhanced for stimuli presented in conjunction with motor\nengagement, providing evidence for an account of memory that\nis facilitated when coupled with the motor system.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "perception-action coupling; goal-directed behavior;\nmemory; go/no-go; action-induced remembering" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8g66h6qt", "frozenauthors": [ { "first_name": "Kaleb", "middle_name": "T", "last_name": "Kinder", "name_suffix": "", "institution": "University of Tennesse, Knoxville", "department": "" }, { "first_name": "Aaron", "middle_name": "T", "last_name": "Buss", "name_suffix": "", "institution": "University of Tennesse, Knoxville", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28049/galley/17688/download/" } ] }, { "pk": 28247, "title": "Creating an affordable ,effective, adaptive & personalized attention tasks for children with developmental disorders.", "subtitle": null, "abstract": "The main challenge in studying cognition & designing effective tasks for children with learning disorders is creatingpersonalized & adaptive tasks in line with the current abilities & mood of the child. The current study confronts thischallenge by testing a new paradigm to access the current state of mind and adapting the tasks based on the current mood& abilities of the child. Children were given chess puzzles with various levels of difficulty (from just identifying thepieces, legal moves and eventually even capturing pieces with depth=1). while the children were performing the tasks thepupil-metric data (for cognitive load), facial expressions and the head pose were used to gauge the current-state and adaptthe puzzles accordingly. Further development of dynamic feedback and providing rewards for looking at the right squaresare also underway. custom software with off the shelf web-cameras were used as the current solutions in the market areprohibitively expensive for testing on large scale.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6kz2c7vf", "frozenauthors": [ { "first_name": "Amarnath", "middle_name": "", "last_name": "Dasaka", "name_suffix": "", "institution": "International Institute of Information Technology, Hyderabad", "department": "" }, { "first_name": "Bapiraju", "middle_name": "", "last_name": "Surampudi", "name_suffix": "", "institution": "International Institute of Information Technology, Hyderabad", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28247/galley/17906/download/" } ] }, { "pk": 35953, "title": "Creating Buy-In: Integrating IEP Core Curricula and TOEFL Prep", "subtitle": null, "abstract": "The Test of English as a Foreign Language (TOEFL) is the standard in the college admissions process, leading to the inclusion of preparation\nclasses in Intensive English Program (IEP) curricula. But does preparing for the TOEFL in isolation yield optimal results for IEP college\nhopefuls? In this article, we will share information about the structure of the test as well as skills needed to perform successfully. In addition,\nwe will offer teaching strategies and activities that we have found useful in increasing student buy-in, strengthening their test-taking abilities, and building their skills in order to increase their test scores. We believe that if we can better connect what we are teaching in our other intensive English classes to skills assessed on the TOEFL, it could lead to decreased resistance to particular activities.", "language": "eng", "license": null, "keywords": [ { "word": "TOEFL" }, { "word": "test prep" }, { "word": "Intensive English Programs" } ], "section": "CATESOL Exchanges", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0cj3j12b", "frozenauthors": [ { "first_name": "Jeri", "middle_name": "", "last_name": "Ahern", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Eve", "middle_name": "Nora", "last_name": "Litt", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35953/galley/26807/download/" } ] }, { "pk": 28150, "title": "Creative leaps in musical ecosystems: early warning signals of critical transitions in professional jazz", "subtitle": null, "abstract": "High-level cognition is often accomplished not byindividuals working in isolation, but by distributed, complexcognitive systems. Examples include teams of scientists orcollaboratively improvising musicians. These distributedsystems can undergo critical transitions, suddenly movingfrom one stable pattern of activity to another. For instance,in ‘free jazz,’ where musicians improvise without apredetermined plan or a central leader, the performance willoften settle into a particular texture or style beforetransitioning to something entirely new, often quitesuddenly. When do these transitions occur? Are theyforeseeable? Inspired by suggestions that cognitive systemsare, in some sense, a kind of ‘ecosystem,’ we draw on recentwork in quantitative ecology that has begun to describegeneric early warning signals of impending criticaltransitions in ecosystems. We apply these techniques to acorpus of audio recordings of professional jazz quartetsplaying improvised music. We find that the same genericmeasures that have been used successfully to predict criticaltransitions in natural ecosystems describe the complexdynamics of improvised musical performance in the lead-upto transitions. By taking seriously the metaphor thatcognition occurs in ‘ecosystems,’ we gain new insights intohow stable patterns of thought can emerge suddenly incomplex cognitive systems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Early Warning Signals; Music; Improvisation; ComplexAdaptive Systems; Distributed Cognition" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3z2264c0", "frozenauthors": [ { "first_name": "Matt", "middle_name": "", "last_name": "Setzler", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Tyler", "middle_name": "", "last_name": "Marghetis", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Minje", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28150/galley/17809/download/" } ] }, { "pk": 28213, "title": "Cross-Cultural Differences in Children’s Conceptions of Space Science", "subtitle": null, "abstract": "Many children struggle to comprehend basic space science, including the scientific explanations of the day/night cycle andseasonal change (e.g., Plummer, 2014; Vosniadou & Brewer, 1994). With notable exceptions (e.g., Samarapungavan, Vos-niadou, & Brewer, 1994), prior research has focused on Westerners’ ideas and experiences. Using structured interviews,we explored U.S. and Indonesian 3rd graders’ conceptions of the day/night cycle and seasonal change. Children fromboth communities had similar explanations of the day/night cycle, often confusing the Sun’s apparent movement as actualmotion. Cross-cultural differences emerged in children’s explanations of seasons: U.S. children were more likely to usechanges in Sun-Earth proximity, whereas Indonesian children tended to provide Earth-centric, geographical explanations(e.g., ”America gets snow because it is near the North Pole”). These findings reveal an interesting interplay betweenchildren’s geographically limited observations of the sky, the seasons, and their ideas about invisible causal forces in thesolar system.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5vs310bs", "frozenauthors": [ { "first_name": "Florencia", "middle_name": "", "last_name": "Anggoro", "name_suffix": "", "institution": "College of the Holy Cross", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Jee", "name_suffix": "", "institution": "Worcester State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28213/galley/17872/download/" } ] }, { "pk": 28148, "title": "Cross-Domain Influences on Creative Processes and Products", "subtitle": null, "abstract": "According to the honing theory of creativity, the iterativeprocess culminating in a creative work is made possible by theself-organizing nature of a conceptual network, or worldview,and its innate holistic tendency to minimize inconsistency. Assuch, the creative process is not limited to the problem domain,and influences on creativity from domains other than that of thefinal product are predicted to be widespread. We conducted astudy in which participants with varying levels of creativeexperience listed their creative outputs, as well as influences(sources of inspiration) on these outputs. Of the 758 creativeinfluences, 13% were within-domain narrow, 13% within-domain broad, 67% cross-domain, and 6% unclear. Thesefindings support the hypothesis that to trace the inspirationalsources or ‘conceptual parents’ of a creative output, and thustrack its cultural lineage, one must look beyond the problemdomain to the creators’ self-organizing, inconsistency-minimizing worldview at large.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "art; creativity; cross-domain influence; domain-general; domain-specific; innovation; inspiration; music" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0xw0p294", "frozenauthors": [ { "first_name": "Victoria", "middle_name": "", "last_name": "Scotney", "name_suffix": "", "institution": "University of British Columbia", "department": "" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Weissmeyer", "name_suffix": "", "institution": "University of British Columbia", "department": "" }, { "first_name": "Liane", "middle_name": "", "last_name": "Gabora", "name_suffix": "", "institution": "University of British Columbia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28148/galley/17807/download/" } ] }, { "pk": 28279, "title": "Cross-linguistically shared spatial mappings of abstract concepts guide non-signers inferences about sign meaning", "subtitle": null, "abstract": "Abstract concepts like valence and magnitude are represented through space in co-speech gestures and linguistic metaphors.Recent work has shown that such spatial mappings are also reflected in the motion patterns of signs in sign languages,suggesting that sign languages may reveal cross-linguistically shared ways of spatializing abstract concepts. We probedthis possibility further by testing whether non-signers are sensitive to vertical spatial mappings encoded in signs in Amer-ican Sign Language (ASL). Non-signers were presented with videos of ASL signs and asked to judge the likely valenceand magnitude of their meanings. Judgments were well predicted by the direction of hand movement along the verticalaxis but not other axes, implying that participants spontaneously relied on vertical mappings of valence and magnitude tomake semantic inferences. These findings suggest that sign languages encode spatial mappings of abstract concepts thatare readily accessible to non-signers, and potentially useful for language learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2qt8n2jh", "frozenauthors": [ { "first_name": "Ruther", "middle_name": "", "last_name": "Rabinovitch", "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": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28279/galley/17938/download/" } ] }, { "pk": 27836, "title": "Crosslinguistic transfer as category adjustment: Modeling conceptual color shift in bilingualism", "subtitle": null, "abstract": "We present a general framework for capturing categorical cross-linguistic transfer effects – the influences of linguistic and con-ceptual categories in a bilingual speaker’s languages on eachother. By formulating the phenomenon as an instance of cogni-tive category shift, we achieve a general method for investigat-ing the extent and causes of crosslinguistic transfer in terms ofa category similarity space and a set of weighting factors. Weapply the model to the well-understood domain of color, formu-lating transfer as the modulation of conceptual color categoriesin one language on those of the other language. We analyze thecomponents of the model that predict salient aspects of humandata on an observed transfer effect in a range of languages.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Semantic shift. Crosslinguistic transfer" }, { "word": "Color categories" }, { "word": "Category adjustment model" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2ds7z9vm", "frozenauthors": [ { "first_name": "Yevgen", "middle_name": "", "last_name": "Matusevych", "name_suffix": "", "institution": "U of Toronto", "department": "" }, { "first_name": "Barend", "middle_name": "", "last_name": "Beekhuizen", "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": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27836/galley/17475/download/" } ] }, { "pk": 28290, "title": "Cross Modal Cue Compensation in Size and Pitch", "subtitle": null, "abstract": "When attempting to correctly interpret signals from noise, many sources of noise are not random, only unwanted. Thesecan be discounted by observing cues that predict the noise and canceling or adjusting accordingly. We trained participantsto classify artificial bird calls of different pitches. Pitch was affected by the intended message or word the bird wascommunicating, as well as the size of the bird (larger birds were given lower pitch overall). Participants could hear thecall and also see an image indicating the size of the bird, allowing them to predict and counteract the effect of size, whichserved as noise when trying to interpret communication. At test, we probed many pitches and sizes outside the range oftraining stimuli, and we analyze the patterns by which participants not only compensate for noise, but extrapolate andgeneralize their compensation to new situations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3747n1vk", "frozenauthors": [ { "first_name": "Gavin", "middle_name": "", "last_name": "Jenkins", "name_suffix": "", "institution": "Simon Fraser University", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Tupper", "name_suffix": "", "institution": "Simon Fraser University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28290/galley/17949/download/" } ] }, { "pk": 27949, "title": "Crossword, Quiz Shows, and the Geometry of Question-Asking", "subtitle": null, "abstract": "Asking and answering questions is a pervasive activity. Over and above the survival benefits it provides, it is one thatcan be intrinsically pleasurable. Word puzzles provide a window into this process that allow us to go beyond laboratoryinvestigations to capture how question-asking functions in the real world. Analysis of New York Times crosswords,and quiz-show Jeopardy questions allow us to tease apart two phenomena that make for difficult questions: opacity (theindirectness of cues within a clue), and obscurity (the rarity of the answer). Vector-space models of natural language revealhow synergistic cues aid the puzzle-solver, overcoming obscurity in ways that contemplation of cues in isolation can not,and show how these effects compete with the obscurity of the answer itself. Our methods provide new ways to measurethese phenomena in question-asking, and show how they operate in this most basic of behaviors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1qn777j0", "frozenauthors": [ { "first_name": "Christina", "middle_name": "", "last_name": "Boyce-Jacino", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "DeDeo", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27949/galley/17587/download/" } ] }, { "pk": 27761, "title": "Cumulative improvements in iterated problem solving", "subtitle": null, "abstract": "As compared to other animals, humans are particularly skilled\nat using and improving tools and other solutions to problems\nthat were first discovered by other people. Although the human\ncapacity for cumulative cultural evolution is well-known, the\neffectiveness of inheritance as a form of problem solving is\nan area in need of further research. We report an experiment\ndesigned to understand how effectively solutions to problems\naccumulate over generations of problem solving. Using a tool-\ndiscovery game, we found that participants were consistently\nable to discover more tools in a 25 minute session than their\nancestors. Participants who inherited more tools required more\ntime to recreate them, but their rate of new tool discovery was\nnot slowed. In addition, we show that participants were able\nto recreate the tools they inherited more efficiently than their\nancestors, but that inheritance did not confer any improvement\nin future problem solving. We discuss the limitations of this\nwork, and motivate future directions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cultural evolution" }, { "word": "transmission chain" }, { "word": "iterated learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5dd5j0cc", "frozenauthors": [ { "first_name": "Pierce", "middle_name": "", "last_name": "Edminston", "name_suffix": "", "institution": "University of Wisonsin - Madison", "department": "" }, { "first_name": "Maxime", "middle_name": "", "last_name": "Derex", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Lupyan", "name_suffix": "", "institution": "University of Wisonsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27761/galley/17401/download/" } ] }, { "pk": 28064, "title": "Data Availability and Function Extrapolation", "subtitle": null, "abstract": "In function learning experiments, where participants learnrelationships from sequentially-presented examples, peopleshow a strong tacit expectation that most relationships are lin-ear, and struggle to learn and extrapolate from non-linear rela-tionships. In contrast, experiments with similar tasks wheredata are presented simultaneously – typically using scatterplots – have shown that human learners can discover and ex-trapolate from complex non-linear trends. Do people have dif-ferent expectations in these task types, or can the results beattributed to effects of memory and data availability? In a di-rect comparison of both paradigms, we found that differencesbetween task types can be attributed to data availability. Weshow that a simple memory-limited Bayesian model is consis-tent with human extrapolations for linear data for both highand low data availability. However, our model underestimatesthe participants’ ability to infer non-monotonic functions, es-pecially when data is sparse. This suggest that people trackhigher-order properties of functions when learning and gen-eralizing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Function learning" }, { "word": "function estimation" }, { "word": "resource rationality" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/36x9d07k", "frozenauthors": [ { "first_name": "Pablo", "middle_name": "Leon", "last_name": "Villagra", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Irina", "middle_name": "", "last_name": "Preda", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Christopher", "middle_name": "G", "last_name": "Lucas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28064/galley/17703/download/" } ] }, { "pk": 27702, "title": "Data Visualization as a Domain to Research Areas in Cognitive Science", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Translational cognitive science" }, { "word": "vision" }, { "word": "learning" }, { "word": "development" }, { "word": "evidence-based decision making" }, { "word": "data visualization" }, { "word": "visual reasoning" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4kf989v4", "frozenauthors": [ { "first_name": "Caitlyn", "middle_name": "", "last_name": "McColeman", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Audry", "middle_name": "", "last_name": "Michal", "name_suffix": "", "institution": "University of Alabama", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Goldstone", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Karen", "middle_name": "", "last_name": "Schloss", "name_suffix": "", "institution": "University of Wisonsin-Madison", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Kaminski", "name_suffix": "", "institution": "Wright State University", "department": "" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Hullman", "name_suffix": "", "institution": "University of Washington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27702/galley/17343/download/" } ] }, { "pk": 28014, "title": "Decisions about time in public transport", "subtitle": null, "abstract": "Travel behavior research shows that the disutility of waiting times looms larger than the disutility of in-vehicle times.However, little has been said about the plausibility of the assumption of compensatory behavior in the preferences forwaiting and traveling. Another open question is whether the variability in waiting and in-vehicle times affects transportdecisions in the same way. To answer these research questions, we conducted a lab experiment with university studentsfrom London, UK and Santiago, Chile. Participants were presented with 14 decisions scenarios that manipulated theaverage and the variability of waiting and in-vehicle times in two bus routes under the choice paradigms of decisions fromdescription and from experience. We found that participants did not compensate waiting and in-vehicle times; rather, theysought to minimize overall journey times. In addition, participants disliked more variability while waiting than traveling.Interestingly, both behaviors were only observed in the experiential choices.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0034568f", "frozenauthors": [ { "first_name": "Pablo", "middle_name": "", "last_name": "Guarda", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Paula", "middle_name": "", "last_name": "Parpart", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Nigel", "middle_name": "", "last_name": "Harvey", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Juan", "middle_name": "Carlos", "last_name": "Muoz", "name_suffix": "", "institution": "Pontificia Universidad Catalica de Chile", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28014/galley/17653/download/" } ] }, { "pk": 28141, "title": "Deductive reasoning about expressive statements using external graphical representations", "subtitle": null, "abstract": "Research in psychology on reasoning has often been restrictedto relatively inexpressive statements involving quantifiers.This is limited to situations that typically do not arise inpractical settings, such as ontology engineering. In orderto provide an analysis of inference, we focus on reasoningtasks presented in external graphic representations wherestatements correspond to those involving multiple quantifiersand unary and binary relations. Our experiment measuredparticipants’ performance when reasoning with two notations.The first used topology to convey information via node-linkdiagrams (i.e. graphs). The second used topological andspatial constraints to convey information (Euler diagrams withadditional graph-like syntax). We found that topological-spatial representations were more effective than topologicalrepresentations. Unlike topological-spatial representations,reasoning with topological representations was harder wheninvolving multiple quantifiers and binary relations than singlequantifiers and unary relations. These findings are comparedto those for sentential reasoning tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "inference; diagrammatic reasoning; externalrepresentation; quantifiers; unary and binary predicates" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0775j1sm", "frozenauthors": [ { "first_name": "Yuri", "middle_name": "", "last_name": "Sato", "name_suffix": "", "institution": "University of Brighton", "department": "" }, { "first_name": "Gem", "middle_name": "", "last_name": "Stapleton", "name_suffix": "", "institution": "University of Brighton", "department": "" }, { "first_name": "Mateja", "middle_name": "", "last_name": "Jamnik", "name_suffix": "", "institution": "University of Cambridge", "department": "" }, { "first_name": "Zohreh", "middle_name": "", "last_name": "Shams", "name_suffix": "", "institution": "University of Cambridge", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28141/galley/17800/download/" } ] }, { "pk": 28042, "title": "DeepColor: Reinforcement Learning optimizes information efficiency andwell-formedness in color name partitioning", "subtitle": null, "abstract": "As observed in the World Color Survey (WCS), some univer-sal properties can be identified in color naming schemes overa large number of languages. For example, Regier, Kay, andKhetrapal (2007) and Regier, Kemp, and Kay (2015); Gib-son et al. (2017) recently explained these universal patterns interms of near optimal color partitions and information theoreticmeasures of efficiency of communication. Here, we introducea computational learning framework with multi-agent systemstrained by reinforcement learning to investigate these universalproperties. We compare the results with Regier et al. (2007,2015) and show that our model achieves excellent quantitativeagreement. This work introduces a multi-agent reinforcementlearning framework as a powerful and versatile tool to investi-gate such semantic universals in many domains and contributesignificantly to central questions in cognitive science.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "color naming; world color survey; reinforcementlearning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3p43k82r", "frozenauthors": [ { "first_name": "Mikael", "middle_name": "", "last_name": "Kageback", "name_suffix": "", "institution": "Chalmers University of Technology", "department": "" }, { "first_name": "Devdatt", "middle_name": "", "last_name": "Dubhashi", "name_suffix": "", "institution": "Chalmers University of Technology", "department": "" }, { "first_name": "Asad", "middle_name": "", "last_name": "Sayeed", "name_suffix": "", "institution": "University of Gothenburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28042/galley/17681/download/" } ] }, { "pk": 27935, "title": "Deep Convolutional Networks do not Perceive Illusory Contours", "subtitle": null, "abstract": "Deep learning networks have shown impressive performance\nin object recognition. We used the classification image method\nto probe whether a deep learning model employs the same\nfeatures as humans in perceiving real and illusory contours. We\nadopted a deep learning network, pre-trained with natural\nimages, and retrained the decision layer with laboratory stimuli\nto perform shape discrimination in the “fat/thin” task. We\ntested the network with real and illusory contour stimuli\ncontaminated with luminance noise. We found that deep\nnetworks trained on natural images can be readily adapted to\ndiscriminate between psychophysical stimuli with an\nextremely high degree of accuracy. However, deep learning\nnetworks do not appear to represent illusory contours where\nthey may aid performance in the fat/thin task, a process\nautomatically performed in human vision. This divergence\nindicates an important difference between the kinds of visual\nrepresentations formed by deep networks and by humans.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Deep learning" }, { "word": "contour interpolation" }, { "word": "classification images" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6fj2c7k2", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": "", "last_name": "Baker", "name_suffix": "", "institution": "UCLA", "department": "" }, { "first_name": "Gennady", "middle_name": "", "last_name": "Erlikhman", "name_suffix": "", "institution": "University of Nevada, Reno", "department": "" }, { "first_name": "Philip", "middle_name": "", "last_name": "Kellman", "name_suffix": "", "institution": "UCLA", "department": "" }, { "first_name": "Hongjing", "middle_name": "", "last_name": "Lu", "name_suffix": "", "institution": "UCLA", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27935/galley/17573/download/" } ] }, { "pk": 27833, "title": "Delegation of a task to a partner in cooperation with a human partner and with a system partner", "subtitle": null, "abstract": "This study investigated the delegation of tasks to a partner incooperation with a human partner and with an automation sys-tem as a system partner. In the experiment, a line-tracing taskwas used, in which the performance in the task of the partic-ipants and their partners was dynamically altered at multiplelevels. The participants were informed that their task partnerswere human (human condition) or automation system (systemcondition). However, in reality, all participants performed theirtask with an automation system. The results showed that a re-lationship between subjective trust in the partner and the per-centage of the task delegated to the partner was found only inthe system condition but not in the human condition. More-over, sensitivity to change in the task performance of the par-ticipants and their partners was higher, and the suitability oftask delegation was greater in the system condition than in thehuman condition. These results were discussed based on theprevious studies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Automation system" }, { "word": "Task delegation" }, { "word": "trust" }, { "word": "Misuse" }, { "word": "Disuse" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1cm2q0vn", "frozenauthors": [ { "first_name": "Akihiro", "middle_name": "", "last_name": "Maehigashi", "name_suffix": "", "institution": "KDDI Research", "department": "" }, { "first_name": "Kazuhisa", "middle_name": "", "last_name": "Miwa", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Kasuaki", "middle_name": "", "last_name": "Kojima", "name_suffix": "", "institution": "Teikyo University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27833/galley/17472/download/" } ] } ] }