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{ "count": 38488, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=17400", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=17200", "results": [ { "pk": 28343, "title": "Deriving uniform information density behavior in pragmatic agents", "subtitle": null, "abstract": "The combinatorial expressivity of natural language enables speakers to communicate a single idea in myriad ways. Howdo speakers decide which utterance to use? Under the Uniform Information Density (UID) hypothesis, speakers shouldplan their utterances to minimize listener comprehension difficulty by spreading out new information, for example, byusing complementizers or avoiding contractions before high-surprisal content. We explore how UID behaviors may resultfrom pragmatic considerations (e.g., social reasoning in context) using a computational pragmatics model. We showthat artificial pragmatic agents communicating under noise conditions exhibit key UID effects: (A) speakers provide cuesbefore high surprisal content, (B) given a UID-cue, listeners infer oncoming content is high-surprisal, (C) synthetic corporagenerated from speakers reflects a signature UID effect: a positive relationship between likelihood of optional elementsand surprisal of oncoming content. Thus, UID may follow from more general principles of pragmatic communication inthe presence of noise.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/88w067f2", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "", "last_name": "Peloquin", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Noah", "middle_name": "", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28343/galley/18056/download/" } ] }, { "pk": 27828, "title": "Determinants and Consequences of the Need for Explanation", "subtitle": null, "abstract": "Much of human learning throughout the lifespan is achievedthrough seeking and generating explanations. However, verylittle is known about what triggers a learner to seek anexplanation. In two studies, we investigate what makes a givenevent or phenomenon stand in need of explanation. In Study 1,we show that a learner’s judgment of “need for explanation”for a given question predicts that learner’s likelihood ofseeking an answer to this question. In Study 2, we exploreseveral potential predictors of need for explanation. We findthat the need for explanation is greater for questions expectedto have useful answers that require expert understanding, andthat “need for explanation” can be differentiated from generalcuriosity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "explanation" }, { "word": "Curiosity" }, { "word": "information search" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7ps0w8j5", "frozenauthors": [ { "first_name": "Emily", "middle_name": "G", "last_name": "Liquin", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "Tania", "middle_name": "", "last_name": "Lombrozo", "name_suffix": "", "institution": "UC Berkley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27828/galley/17467/download/" } ] }, { "pk": 28233, "title": "Determinants of Inhibitory Interference in Processing Reflexive-antecedent Dependencies", "subtitle": null, "abstract": "This study investigates the mechanism of memory retrieval in sentence processing, e.g. searching for an antecedent for thereflexive, e.g. himself or herself in English. Cue-based retrieval models (e.g. ACT-R, Lewis and Vasishth, 2005) predictthat such process is delayed when there is a distractor matching the retrieval cues, such as gender and number. However,this inhibitory interference effect was not found in a recent Bayesian random-effects meta-analysis of 49 experiments (Jgeret al., 2017).In two self-paced reading experiments, we provide additional evidence of the inhibitory interference effect in processingantecedent-reflexive dependencies. Reflexives and the following spillover regions were read slower when the distractorsgender matched the retrieval cue. The delay was more significant when the interference was retroactive, i.e. distractorswere located between the reflexive and its antecedent. The distractors prominence, which is related to its syntactic position,was not found to be a determinant in this process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7hx8t32s", "frozenauthors": [ { "first_name": "Zhong", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "Rochester Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28233/galley/17892/download/" } ] }, { "pk": 27920, "title": "Developing A Cognitive Reflection Test for School-Age Children", "subtitle": null, "abstract": "The cognitive reflection test (CRT; Frederick, 2005) assesseshow well adults can reflect on the validity of their ownthinking, and it has been shown to predict several measures ofnormative reasoning. Here, we sought to create a version ofthe cognitive reflection test suitable for elementary-school-aged children, which could be used to study the emergence ofcognitive reflection as well as its role in the development ofother forms of higher-order cognition. We identified eightchild-friendly questions that elicit an incorrect, intuitiveresponse that must be inhibited in order to provide a correct,analytic response. We compared children’s and adults’performance on these questions (dubbed the CRT-D) toseveral measures of rational thinking (denominator neglect,base rate sensitivity, syllogistic reasoning, otherside thinking)and thinking dispositions (actively open-minded thinking,need for cognition). The CRT-D was a significant predictor ofrational thinking and normative thinking dispositions in bothchildren and adults. Moreover, performance on the CRT-Dcorrelated with performance on the original CRT in adults,and in children, it predicted rational thinking and normativethinking dispositions above and beyond age. These resultssuggest that the CRT-D is a valid measure of children’scognitive reflection and pave the way for future investigationsof its development and its developmental consequences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive reflection" }, { "word": "rational thinking" }, { "word": "Cognitive Development" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/18x525bn", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "G", "last_name": "Young", "name_suffix": "", "institution": "Occidental College", "department": "" }, { "first_name": "Allison", "middle_name": "", "last_name": "Powers", "name_suffix": "", "institution": "Occidental College", "department": "" }, { "first_name": "Lesley", "middle_name": "", "last_name": "Pilgrim", "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": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27920/galley/17558/download/" } ] }, { "pk": 28101, "title": "Developmental changes in childrens processing of nonsymbolic ratio magnitudes: A cross-sectional fMRI study", "subtitle": null, "abstract": "A growing number of studies has revealed that humans and nonhuman animals have the ability to process magnitudes ofnonsymbolic ratios. Lewis, Mathews & Hubbard (2015) hypothesized that this ability may depend on a ratio processingsystem (RPS) that may help acquire symbolic fractions knowledge. The present study investigated ratio processing in2nd and 5th graders using functional MRI. In the scanner, children decided which of two ratios was numerically larger.The stimuli were constructed as pairs of nonsymbolic line ratios, symbolic fractions, and mixed notations. Both 2ndand 5th graders showed the distance effect the behavioral performance and the neural activation were modulated by thenumerical distance between two ratios. Notably, 5th graders showed greater neural distance effect and more overlapsin activation across notations when compared to 2nd graders. These results suggest that educational experience mightpromote recruitment of the RPS for processing symbolic fractions as well.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1cx2614c", "frozenauthors": [ { "first_name": "Yunji", "middle_name": "", "last_name": "Park", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Biznak", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Toomarian", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Priya", "middle_name": "", "last_name": "Kalra", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Percival", "middle_name": "", "last_name": "Matthews", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Hubbard", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28101/galley/17748/download/" } ] }, { "pk": 28303, "title": "Developmental Differences in Semantic Search Strategies Between Monolingualand Bilingual Children", "subtitle": null, "abstract": "In semantic fluency tasks, speakers name as many category exemplars as possible within a time limit. After age 8 to9 years, bilinguals produce fewer words in semantic fluency tasks than monolinguals (e.g., Friesen et al., 2015). Thiseffect may result from differences in how monolinguals and bilinguals search their semantic networks (e.g., Sandoval etal., 2010), which we examined here. Five- to 11-year-old monolinguals and bilinguals (n=300) completed a semanticfluency task. Monolinguals produced more words with age (r=.27, p=.001), whereas bilinguals did not (r=.11, p=.43).However, with age, bilinguals (r=-.32, p=.016)–but not monolinguals (r=.04, p=.65)–produced lower frequency words.Additionally, Latent Semantic Analysis revealed bilinguals to produce more semantically similar words in sequence withage (bilinguals: r=-.26, p=.05; monolinguals: r=.02, p=.83). These findings suggest bilingual children may develop moreefficient semantic search strategies than monolinguals.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6kp3m04v", "frozenauthors": [ { "first_name": "Naomi", "middle_name": "", "last_name": "Kline", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Natsuki", "middle_name": "", "last_name": "Atagi", "name_suffix": "", "institution": "University of California, Riverside", "department": "" }, { "first_name": "Maxim", "middle_name": "", "last_name": "Bushmakin", "name_suffix": "", "institution": "Brandeis University", "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": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28303/galley/17970/download/" } ] }, { "pk": 28142, "title": "Developmental Differences in the Status of Category Exceptions", "subtitle": null, "abstract": "In this paper we explored how people represent categories that\ninclude exceptions by examining contributions that features of\nregular and exception items make to determining category\nmembership. We examined performance of 4-year-old children\nand adults and found significant developmental differences.\nWhile for 4-year-olds, deterministic features of regular items\nand exceptions contributed comparably to determining\ncategory membership, an asymmetry was found in adults. For\nadults, deterministic features of regular items contributed more\nto determining category membership than features of\nexceptions. The results are discussed in relation to the\nSUSTAIN clustering model of category learning (Love,\nMedin, & Gureckis, 2004).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning; exceptions; SUSTAIN" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5mp2p1m9", "frozenauthors": [ { "first_name": "Olivera", "middle_name": "", "last_name": "Savic", "name_suffix": "", "institution": "Ohio State", "department": "" }, { "first_name": "Nathaniel", "middle_name": "", "last_name": "Blanco", "name_suffix": "", "institution": "Ohio State", "department": "" }, { "first_name": "Vladimir", "middle_name": "", "last_name": "Sloutsky", "name_suffix": "", "institution": "Ohio State", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28142/galley/17801/download/" } ] }, { "pk": 28083, "title": "Differentiation by Domain in Young Children’s Analogical Reasoning", "subtitle": null, "abstract": "How much does children’s performance on analogy tasks\nreflect general analogical reasoning versus specific\nknowledge? We asked this by comparing young children’s\nperformance on conceptual (e.g., whole, broken) versus spatial\n(e.g., above, overlapping) analogies. We asked two primary\nresearch questions. First, does children’s performance correlate\nacross tasks that depict conceptual versus spatial analogies?\nSecond, if children complete the easier analogical task first,\ndoes that experience boost performance on the second, harder\ntask? Successfully solving analogy problems in one domain\ncould provide insights to children that may carry over to a new\ndomain. However, if poor performance reflects an underlying\nlack of knowledge, rather than weak analogical reasoning, then\nadditional analogy experience will not be beneficial. Results\nshowed that children performed significantly better on\nconceptual than spatial analogies, and that the order of tasks\ndid not influence performance. Furthermore, performance was\nnot correlated across domains. These results suggest that\nperformance on these two tasks primarily reflects children’s\nunderstanding of the concepts and relations needed to complete\nthe analogies, rather than analogical reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogy; spatial cognition; development; early\nchildhood" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/60v6k5r6", "frozenauthors": [ { "first_name": "Hilary", "middle_name": "E", "last_name": "Miller", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Jennifer", "middle_name": "M", "last_name": "Weber", "name_suffix": "", "institution": "University of Wisconsin-Madison, University of Colorado Boulder", "department": "" }, { "first_name": "Vanessa", "middle_name": "R", "last_name": "Simmering", "name_suffix": "", "institution": "University of Wisconsin-Madison, ACTinc", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28083/galley/17722/download/" } ] }, { "pk": 28074, "title": "Dimensional Label Learning Predicts the Developmental Status of Executive \nFunction", "subtitle": null, "abstract": "The Dimensional Change Card Sort Task (DCCS) is a measure\nof the developmental status of early childhood EF. In this task,\nchildren use verbal rules regarding the features and dimensions\nof objects to sort cards by shape or color. A recent dynamic\nneural field model explains development in the DCCS task\nbased on the strength of associations between labels and visual\nfeatures. In this project, we explored the role of dimensional\nlabel learning (DLL) in the development of flexibility in the\nDCCS task. Three- and 4-year-olds were given DLL tasks\nalong with the DCCS task. We measured hemodynamic\nactivity as children performed these tasks using fNIRS. Results\nshowed that color label production produced activation\nthroughout frontal and left temporal areas. Importantly,\nhemodynamic activation during the DLL tasks predicted\nperformance in the DCCS. These results suggest that the neural\nsystems involved in DLL influences children’s ability to\nflexibly switch between rules.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "executive function; dimensional labels; fNIRS" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/82d5q29r", "frozenauthors": [ { "first_name": "Kara", "middle_name": "", "last_name": "Lowery", "name_suffix": "", "institution": "University of Tennessee, Knoxville", "department": "" }, { "first_name": "Anastasia", "middle_name": "", "last_name": "Kerr-German", "name_suffix": "", "institution": "University of Tennessee, Knoxville", "department": "" }, { "first_name": "Aaron", "middle_name": "T", "last_name": "Buss", "name_suffix": "", "institution": "University of Tennessee, Knoxville", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28074/galley/17713/download/" } ] }, { "pk": 27697, "title": "Dimension-based Attention in Learning and Understanding Spoken Language", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attention; learning; computational modeling; speech communications" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/27h194jm", "frozenauthors": [ { "first_name": "Frederic", "middle_name": "K", "last_name": "Dick", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Lori", "middle_name": "L", "last_name": "Holt", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Howard", "middle_name": "", "last_name": "Nusbaum", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Neeraj", "middle_name": "", "last_name": "Sharma", "name_suffix": "", "institution": "Indiana Institute of Science", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Shinn-Cunningham", "name_suffix": "", "institution": "Boston University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27697/galley/17338/download/" } ] }, { "pk": 28278, "title": "Discrimination difficulty modulates effects of language on perceptualdiscrimination", "subtitle": null, "abstract": "Although much evidence suggests that language influences perceptual discrimination, relatively little research has exploredfactors that might modulate such effects. Some have proposed that effects of language may be stronger for more difficultdiscriminations than for easier ones, yet previous studies have merely assumed this idea or tested it in a manner that treatslanguages influence as all-or-none rather than graded. Here we provide evidence for graded effects of language acrosssystematically varied levels of discrimination difficulty. Using color as a testbed, we show that categorical perceptionen-hanced discrimination at category boundariesincreases with difficulty, defined by the perceptual similarity between colors.Evidence for the modulatory role of difficulty was observed across two different linguistic category boundaries and twodifferent perceptual tasks. Our findings provide insight into the conditions under which language shapes perception andconverge with recent models that consider such effects in probabilistic terms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7p84182s", "frozenauthors": [ { "first_name": "Robert", "middle_name": "", "last_name": "Welch", "name_suffix": "", "institution": "Colorado College", "department": "" }, { "first_name": "Nicolas", "middle_name": "", "last_name": "Ravitch", "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": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28278/galley/17937/download/" } ] }, { "pk": 27973, "title": "Distinct behaviors in convergence across measures", "subtitle": null, "abstract": "We present data on convergence in the Switchboard corpus, ad-dressing differences across measures and across speakers. Wemeasured convergence in four characteristics, to test consis-tency in related and unrelated measures: F0 median, F0 vari-ance, speech rate, and odds of the fillers uh and um. Conver-gence was significant in all measures and exhibited variationboth between individuals and within individuals. Most notably,convergence in one measure was not predictive of convergencein other measures, except between closely related measures.The results demonstrate some of the limitations of generaliz-ing convergence results from one measure to other measures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "convergence" }, { "word": "individual differences" }, { "word": "pitch" }, { "word": "speech rate" }, { "word": "fillers" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3g39j2zc", "frozenauthors": [ { "first_name": "Uriel", "middle_name": "Cohen", "last_name": "Priva", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Chelsea", "middle_name": "", "last_name": "Sanker", "name_suffix": "", "institution": "Brown", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27973/galley/17611/download/" } ] }, { "pk": 27827, "title": "Distinct patterns of syntactic agreement errors in recurrent networks and humans", "subtitle": null, "abstract": "Determining the correct form of a verb in context requires anunderstanding of the syntactic structure of the sentence. Re-current neural networks have been shown to perform this taskwith an error rate comparable to humans, despite the fact thatthey are not designed with explicit syntactic representations.To examine the extent to which the syntactic representationsof these networks are similar to those used by humans whenprocessing sentences, we compare the detailed pattern of er-rors that RNNs and humans make on this task. Despite signif-icant similarities (attraction errors, asymmetry between singu-lar and plural subjects), the error patterns differed in importantways. In particular, in complex sentences with relative clauseserror rates increased in RNNs but decreased in humans. Fur-thermore, RNNs showed a cumulative effect of attractors buthumans did not. We conclude that at least in some respects thesyntactic representations acquired by RNNs are fundamentallydifferent from those used by humans.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psycholinguistics" }, { "word": "Syntax" }, { "word": "Recurrent neural networks" }, { "word": "Agreement attraction" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0623d3bt", "frozenauthors": [ { "first_name": "Tal", "middle_name": "", "last_name": "Linzen", "name_suffix": "", "institution": "John Hopkins", "department": "" }, { "first_name": "Brian", "middle_name": "", "last_name": "Leonard", "name_suffix": "", "institution": "John Hopkins", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27827/galley/17466/download/" } ] }, { "pk": 28256, "title": "Do Actions During Math Learning Leave a Legacy in Gesture?", "subtitle": null, "abstract": "The embodied cognition framework holds that cognition is grounded in action (Glenberg, 2010). This perspective impliesthat actions can influence learning. Actions may also influence the gestures made when later recalling the concept learned.According to the Gesture-as-Simulated-Action hypothesis, gestures derive from action simulations that underlie thinkingand speaking (Hostetter & Alibali, 2008). When concepts are learned through action, those same actions may be activatedwhen recalling that concept. Thus, learners actions may leave a legacy in their gestures. Moreover, gestures are a form ofaction, and as such, gestures may directly influence learning.This study investigated childrens (N=94) learning about mathematical equivalence both without actions (control), andusing mathematical manipulatives that afforded differing actions (stacking blocks, a pan balance, and buckets and bean-bagsin which children simulated a balance scale with their bodies). Working with the manipulatives did not enhancelearning relative to control, but gestures differed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6vh590jt", "frozenauthors": [ { "first_name": "Andrea", "middle_name": "", "last_name": "Donovan", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Martha", "middle_name": "", "last_name": "Alibali", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28256/galley/17915/download/" } ] }, { "pk": 27753, "title": "Do children privilege phonological cues in noun class learning?", "subtitle": null, "abstract": "Previous research on acquisition of noun class systems, such as\ngrammatical gender, has shown that child learners rely dispro-\nportionately on phonological cues to class, even when compet-\ning semantic cues are more reliable. Culbertson, Gagliardi, and\nSmith (2017) use artificial language learning experiments with\nadults to argue that over-reliance on phonology may be due\nto the fact that phonological cues are available first; learners\nbase early representations on surface phonological dependen-\ncies, only later integrating semantic cues from noun meanings.\nHere, we show that child learners (6-7 year-olds) show this\nsame sensitivity to early availability. However, we also find\nintriguing evidence of developmental changes in sensitivity to\nsemantics; when both cues are simultaneously available chil-\ndren are more likely to rely on a phonology cue than adults.\nOur results suggest that early availability and a bias in favor\nof phonological cues may both contribute to children’s over-\nreliance on phonology in natural language acquisition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Noun class" }, { "word": "Language Acquisition" }, { "word": "Artificial language learning" }, { "word": "category learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/74g7g684", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "", "last_name": "Culbertson", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Hanna", "middle_name": "", "last_name": "Jarvinen", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Frances", "middle_name": "", "last_name": "Haggarty", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27753/galley/17393/download/" } ] }, { "pk": 28098, "title": "Do different anchors generate the equivalent anchoring effect? Comparison of the effect size among different anchors", "subtitle": null, "abstract": "Anchoring effect, the effect of precedent stimuli on subsequentnumerical estimation, is one of the most studied topics injudgment and decision making. Many researchers haveexamined its psychological processes from many perspectives.However, few studies have directly compared strength ofanchoring effects generated by different anchor types. Thepresent study involved a behavioral experiment (numericalestimation task after presenting an anchor) and compared theeffect size of anchoring effect on numerical estimations amongdifferent five anchors. We found that significant anchoringeffect occurred only in two types of anchor. Common twofeatures of these two anchors were representation of specificnumber and the dimensional equivalence between an anchorand a target in the numerical estimation task. Thus, thesefindings indicated that presentation of a specific number withdimensional equivalence as in the target of a numericalestimation task plays an important role in the generation ofrobust anchoring effect. Psychological mechanisms ongeneration of anchoring effect are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "anchoring effect; anchoring and adjustmentmodel; numerical priming model; selective accessibility model" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3hf627xm", "frozenauthors": [ { "first_name": "Yutaro", "middle_name": "", "last_name": "Onuki", "name_suffix": "", "institution": "University of Tokyo", "department": "" }, { "first_name": "Hidehito", "middle_name": "", "last_name": "Honda", "name_suffix": "", "institution": "University of Tokyo", "department": "" }, { "first_name": "Noriko", "middle_name": "", "last_name": "Shingaki", "name_suffix": "", "institution": "Seijo University", "department": "" }, { "first_name": "Kazuhiro", "middle_name": "", "last_name": "Ueda", "name_suffix": "", "institution": "University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28098/galley/17740/download/" } ] }, { "pk": 28219, "title": "Does a 12 week intervention of metacognitive strategies improve self-efficacy and lessen test anxiety in high stakes testing for 10-12 year olds?", "subtitle": null, "abstract": "Test anxiety affects girls more than boys (Hembree 1988) and from as young an age as 7-8. Test anxiety is a transactionalconstruct (Zeidner 1998), which affects performance of the working memory (Eysenck 1992). High Test Anxious studentsare more self-centred and more self-critical than Low Test Anxious students (Zeidner and Matthews 2005). One aspect ofBanduras self-efficacy theory (1997) is that self-belief, belief in capability can raise performance. A 12 week interventionusing metacognition of desirable difficulties in the testing effect (Bjork 1974) and interleaved spaced retrieval (Karpickeand Roediger 2011) was delivered to a small group of Year 6 girls prior to a high stakes (entrance to Senior School)examination. This pilot intervention aimed to enable 10-12 year olds to believe that as you face an important exam, newmetacognitive knowledge can be used to give self-efficacy in test taking; to believe that testing routes in the brain havebeen primed and that belief in oneself is possible because of the mastery of the metacognition of self-efficacy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6r5367p9", "frozenauthors": [ { "first_name": "Helen", "middle_name": "", "last_name": "Barsham", "name_suffix": "", "institution": "University of Cambridge", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28219/galley/17878/download/" } ] }, { "pk": 28028, "title": "Does Extraneous Perception of Motion Affect Gesture Production?", "subtitle": null, "abstract": "Speech-accompanying gestures vary depending on features ofthe communicative situation. In the present study, weexamined whether they might also be affected by extraneousactivity in the speaker’s sensorimotor system. We askedparticipants to describe short animations that involved verticalmotion while simultaneously watching a display that depictedvertical motion in either a congruent or an incongruentdirection. Speakers produced gestures depicting verticalmotion at a higher rate when describing the target motionevents when they were simultaneously watching a display thatdepicted motion in the same direction than when watchingmotion in the opposite direction. These results suggest thatthe cognitive basis of gesture lies in the sensorimotor system.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "gesture; perceptual simulation; embodiedcognition" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2zz354v4", "frozenauthors": [ { "first_name": "Autumn", "middle_name": "B", "last_name": "Hostetter", "name_suffix": "", "institution": "Kalamazoo College", "department": "" }, { "first_name": "Kira", "middle_name": "", "last_name": "Boneff", "name_suffix": "", "institution": "Kalamazoo College", "department": "" }, { "first_name": "Martha", "middle_name": "W", "last_name": "Alibali", "name_suffix": "", "institution": "University of Wisonson - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28028/galley/17667/download/" } ] }, { "pk": 28242, "title": "Does minimally altering toddlers environments change the words they learn?", "subtitle": null, "abstract": "Previous work showed that after 9 weekly visits to the lab in which 17- month-old children repeatedly played with andheard names for objects alike in shape, children generalized novel nouns by shape and showed a dramatic increase inacquisition of new object names outside of the laboratory. The present attempts to influence childrens vocabularies bygiving them themed boxes of toys and books about vehicles (organized by shape) or foods (organized by material andshape). The question is, will minimally altering childrens home environments change their vocabulary composition andword learning biases? Results show that typically developing children showed the predicted shifts in their vocabularycomposition – children in the food enrichment knew more food words than children in the vehicle enrichment, and viceversa but no change in word learning biases. In contrast, late-talkers showed increased shape bias in both conditions, butmore so in the vehicle condition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/94b1c39p", "frozenauthors": [ { "first_name": "Eliana", "middle_name": "", "last_name": "Colunga", "name_suffix": "", "institution": "University of Colorado Boulder", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Ellis", "name_suffix": "", "institution": "University of Colorado Boulder", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28242/galley/17901/download/" } ] }, { "pk": 28339, "title": "Does shifting ability support interleaved learning of new science concepts inmiddle school students?", "subtitle": null, "abstract": "Prior research has shown that executive function (EF) ability predicts science achievement. Here, we ask whether EF alsopredicts science learning. We focus on the shifting EF, and predict that students with high (vs. low) shifting ability will beable to better learn new science concepts from interleaved (vs. blocked) instruction than students with low shifting ability.We are evaluating this hypothesis in a study where eighth graders learn about different attributes (origin, texture, compo-sition) of different rock types (igneous, sedimentary, metamorphic) in instruction that is either blocked by or interleavedacross rock types. We are measuring shifting using the WCST and local-global tasks. We are collecting post-test and long-term retention measures of learning and transfer. We predict better performance for high (vs. low) shifting individuals andfor interleaved (vs. blocked) instruction, and an overadditive interaction because shifting ability is critical for noticing thediscriminations that interleaved instruction highlights.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6144n9z9", "frozenauthors": [ { "first_name": "Jimin", "middle_name": "", "last_name": "Park", "name_suffix": "", "institution": "University of Minnesota", "department": "" }, { "first_name": "Keisha", "middle_name": "", "last_name": "Varma", "name_suffix": "", "institution": "University of Minnesota", "department": "" }, { "first_name": "Sashank", "middle_name": "", "last_name": "Varma", "name_suffix": "", "institution": "University of Minnesota", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28339/galley/18049/download/" } ] }, { "pk": 28271, "title": "Does Testing Change the Way Students Use Their Study Time?", "subtitle": null, "abstract": "The present study examined how testing of previously studied materials affects learners subsequent study time allocationwhen learning new materials. Participants learned the painting styles of various artists through two sections (Section A andB). After studying Section A for a fixed time, participants took a test or restudied for Section A and then studied anotherset of artists in Section B for unlimited time. The results showed that while total study time was not different in Section B,the test group outperformed the restudy group on the transfer test of Section B. The test group, however, allocated moretime in the early stage of Section B than the restudy group. Interim testing seems to inhibit study time decrease in theinitial phase of learning and encourage learners to use more effective strategies in their subsequent learning. These resultsalign with the encoding theory of the forward effect of testing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/54f2508z", "frozenauthors": [ { "first_name": "Hyorim", "middle_name": "", "last_name": "Ha", "name_suffix": "", "institution": "Yonsei University", "department": "" }, { "first_name": "Hee", "middle_name": "Seung", "last_name": "Lee", "name_suffix": "", "institution": "Yonsei University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28271/galley/17930/download/" } ] }, { "pk": 28117, "title": "Does the Blame Blocking Effect for Assignments of Punishment Generalize\nto Legal Experts?", "subtitle": null, "abstract": "The paper investigates the blame blocking effect with respect\nto assignments of punishments and pursues the question of\nwhether the effect generalizes to people with legal education.\nThe blame blocking effect predicts that an agent is punished\nmore severely when an intendedly harmful action does not\nlead to harm, compared to the case in which the harm results\nbut is caused independently of the agent (Cushman, 2008).\nFirstly, we replicate the blame blocking effect for people\nwithout legal education. Secondly, our findings indicate that\nthis effect is not present in people with a sufficient degree of\nlegal training: In contrast to first-year students – who still\nseem to exhibit blame blocking – the effect was not observed\nfor people with more than one year of legal education.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "blame blocking" }, { "word": "causation" }, { "word": "Punishment" }, { "word": "expertise\ndefense" }, { "word": "legal experts" }, { "word": "Reasoning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6xg0539f", "frozenauthors": [ { "first_name": "Karolina", "middle_name": "", "last_name": "Prochownik", "name_suffix": "", "institution": "Ruhr University Bochum", "department": "" }, { "first_name": "Matthias", "middle_name": "", "last_name": "Unterhuber", "name_suffix": "", "institution": "Ruhr University Bochum", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28117/galley/17777/download/" } ] }, { "pk": 28012, "title": "Does Training in Inhibition and Working MemoryInfluence Analogical reasoning and Theory of Mind in Young Children?", "subtitle": null, "abstract": "The present study was conducted to determine the effect ofinhibition and working memory training on analogicalgreasoning and theory of mind in young children. We presentthe results of 58 4-year-old children who were given a pre-test and post-test with analogical reasoning tasks and falsebeliefs tasks. Between the pre-test and the post-test a specifictraining was provided. Children were divided in three groupsaccording to the type of the training: a) group with inhibitiontraining; b) group with working memory training; c) controlgroup with conservation tasks training. Each training was 7days long, 25 minutes per child every day. The resultsshowed a significant increase in the post-test results of thegroups undergoing inhibition and working memory trainings.The performance of the children tested was significantlybetter on the post-test in comparison to both the pre-test andthe control group. The results clearly indicated the relation ofinhibition and working memory to analogical reasoning andfalse belief understanding, and also the importance of trainingsuch executive functions in order to increase other cognitiveabilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogical reasoning; theory of mind; falsebeliefs; training; inhibition; working memory" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9b5872rd", "frozenauthors": [ { "first_name": "Kristina", "middle_name": "", "last_name": "Gotseva-Balgaranova", "name_suffix": "", "institution": "New Bulgarian University", "department": "" }, { "first_name": "Milena", "middle_name": "", "last_name": "Mutafchieva", "name_suffix": "", "institution": "New Bulgarian University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28012/galley/17651/download/" } ] }, { "pk": 28237, "title": "Do humans have two systems to be creative?: Asymmetric underlying mechanisms of relation-based and property-based conceptual combination", "subtitle": null, "abstract": "We investigated the time course of property- and relation-based conceptual combination by showing asymmetric activa-tions of intrinsic and extrinsic semantic features in the two different combination types. Participants made lexical decisionson modifier or head associates at two different time points followed by sensicality judgments on noun-noun compoundsconstructed to facilitate either property- or relation-based interpretations. For property-based compounds, lexical deci-sions on modifier associates (intrinsic features) were facilitated, whereas those on head associates were inhibited. Forrelation-based compounds, however, lexical decisions on head associates (extrinsic features) and modifier associates wereequally facilitated. These asymmetric activations of intrinsic and extrinsic semantic features appeared only when the com-binatorial processes were completed. Our findings suggest that combinatorial processes can be considered as facilitationand inhibition of specific semantic features to form new concepts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0mr7b0x8", "frozenauthors": [ { "first_name": "Mingyeong", "middle_name": "", "last_name": "Choi", "name_suffix": "", "institution": "Pusan National University", "department": "" }, { "first_name": "Sangsuk", "middle_name": "", "last_name": "Yoon", "name_suffix": "", "institution": "Temple University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28237/galley/17896/download/" } ] }, { "pk": 27769, "title": "Do Humans Navigate via Random Walks? Modeling Navigation in a Semantic Word Game", "subtitle": null, "abstract": "We investigate a method for formulating context- and task-\nspecific computational models of human performance in a con-\nstrained semantic memory task. In particular, we assume that\nmemory retrieval can only use a simple process – a random\nwalk – and examine whether the effect of context and task\nspecifications can be captured via a straightforward network\nestimation method that is sensitive to context and task. We find\nthat a random walk model on the context-specific networks\nmimics aggregate human performance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "network analysis" }, { "word": "Semantic search" }, { "word": "spreading activation" }, { "word": "Semantic memory" }, { "word": "Random walks" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0bd1b52n", "frozenauthors": [ { "first_name": "Mohammad", "middle_name": "Isyroqi", "last_name": "Fatham", "name_suffix": "", "institution": "University of Kansas", "department": "" }, { "first_name": "Eli", "middle_name": "J", "last_name": "Renfro", "name_suffix": "", "institution": "University of Kansas", "department": "" }, { "first_name": "Joseph", "middle_name": "L", "last_name": "Austerweil", "name_suffix": "", "institution": "University of Wisonsin - Madison", "department": "" }, { "first_name": "Nicole", "middle_name": "M", "last_name": "Beckage", "name_suffix": "", "institution": "University of Kansas; University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27769/galley/17409/download/" } ] }, { "pk": 28367, "title": "Do Infants Learn Words from Statistics? Evidence from English-Learning InfantsHearing Italian", "subtitle": null, "abstract": "Infants track transitional probabilities (TPs) relevant to segmenting words in fluent speech, and learn sequences with highTPs (HTPs) as object labels. We tested whether HTPs are better learned because they are represented as candidate words,or because they are easier to encode. If tracking TPs results in identifying candidate words, TPs may have reduced powerto confer lexical status when yielding a unit dissimilar to English words. We found that 20-month-old English-learninginfants, especially those with larger vocabularies, resist learning HTP Italian words as object labels. This suggests thatbefore infants become highly tuned to their native language, TPs carry a high weight in word learning. However, asinfants accumulate more instances of words in their native language, HTPs no longer give sequences word-like status.Altogether, this suggests that tracking TPs allows infants to integrate statistical and language-specific cues as they becomemore proficient with their native language.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7jb3335c", "frozenauthors": [ { "first_name": "Amber", "middle_name": "", "last_name": "Shoaib", "name_suffix": "", "institution": "University of Notre Dame", "department": "" }, { "first_name": "Tianlin", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "University of Notre Dame", "department": "" }, { "first_name": "Jill", "middle_name": "", "last_name": "Lany", "name_suffix": "", "institution": "University of Notre Dame", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28367/galley/18105/download/" } ] }, { "pk": 28341, "title": "Do Interactive Simulations in Journal Articles Promote Learning?", "subtitle": null, "abstract": "Peer-reviewed scholarly documents like empirical journal articles are the vehicles through which scientific discoveries arecommunicated, critiqued, and applied to practical contexts. Whether these papers are published in print journals or hostedon websites, readers experience significant learning barriers. Consider, for instance, the difficulty of reading experimentalmethodologies. Articles usually describe complex methods using static text and images. This approach limits learningon an individual level and collective scientific progress. Here, I explored whether interactive simulations of experimentaltasks interleaved with text may better convey methodological information in a psychological journal article. In a laboratoryexperiment, novice undergraduate students studied an article composed of (1) text and images, (2) text and videos, or (3)text and interactive simulations of experimental tasks. Posttest scores and responses to a questionnaire favored interactivesimulations. Results are interpreted using multiple learning theories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4g50f5cv", "frozenauthors": [ { "first_name": "Purav", "middle_name": "", "last_name": "Patel", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Alex", "middle_name": "", "last_name": "Kuo", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Kelsey", "middle_name": "", "last_name": "Wenzel", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28341/galley/18053/download/" } ] }, { "pk": 28155, "title": "Do Pitch and Space Share Common Code?: Role of feedback on SPARC effect", "subtitle": null, "abstract": "Previous research shows that performance is better when a highpitch is responded with up or right responses and a low pitch isresponded with down or left responses, called the spatial-pitchassociation of response codes (SPARC) effect. Despite the in-tuitive coupling of perception-action, studies investigating theSPARC effect have, however, used feedback to manipulate thestimulus-response mapping. Feedback contradicts the purposeof intuitive stimulus-response mapping by enabling short-termlearning. This study primarily investigates the role of feedbackon SPARC effect. We believe that feedback can facilitate in-congruent mapping and can, therefore, reduce the cost betweenincongruent and congruent mapping resulting in a diminishedSPARC effect. Our results, however, show that feedback hasno influence on the SPARC effect indicating that long-termassociations can not be overcome by short-term learning dueto robust perception-action coupling. Further, unlike previousstudies, we observed a strong horizontal SPARC effect in non-musicians as well.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "response selection" }, { "word": "stimulus-response compat-ibility" }, { "word": "cross-modal correspondence" }, { "word": "pitch-space mapping" }, { "word": "SPARC effect" }, { "word": "Feedback" }, { "word": "dimensional overlap" }, { "word": "automaticity" }, { "word": "dual-route model" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6vt5k11z", "frozenauthors": [ { "first_name": "Pulkit", "middle_name": "", "last_name": "Singhal", "name_suffix": "", "institution": "International Institute of Information Technology", "department": "" }, { "first_name": "Aditya", "middle_name": "", "last_name": "Agarwala", "name_suffix": "", "institution": "Tata Institute of Social Science", "department": "" }, { "first_name": "Priyanka", "middle_name": "", "last_name": "Srivastava", "name_suffix": "", "institution": "International Institute of Information Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28155/galley/17814/download/" } ] }, { "pk": 27869, "title": "Dorsal Premotor Cortex and Conditional Rule Resolution: A High-Frequency TMS Investigation", "subtitle": null, "abstract": "Behavior that is contingent on conditional rules necessitatesan abstraction away from concrete stimulus-response identi-ties in order to form a rule template, but also a subsequenttransformation of representation back into sensorimotor for-mat in order to produce concrete behavior. Evidence suggeststhat dorsal premotor cortex (PMd) is well-positioned to me-diate such an operation. We utilized repetitive transcranialmagnetic stimulation, a non-invasive manner of perturbing thefunctioning of targeted cortical regions, to investigate the roleof dorsal premotor cortex during performance of a Rapid In-structed Task Learning paradigm. The task required partici-pants to form conditional associations between stimuli and re-sponses carrying varying levels of abstraction. Selective inter-ference of response times to stimuli presentation was observedonly when the task necessitated the participants to resolve aconditional response referring to an internally-produced repre-sentation of a rule element with relatively abstracted quality.We conclude that PMd specifically supports conditional rulebehavior through transformation of abstract representations toconcrete response, when the conditional rule necessary to re-solve includes abstract, internally-produced identities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Prefrontal Cortex" }, { "word": "Premotor cortex" }, { "word": "Transcranial magnetic stimulation" }, { "word": "Stimulus-Response associations" }, { "word": "Abstract rule representation" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/42g5w7w5", "frozenauthors": [ { "first_name": "Patrick", "middle_name": "J", "last_name": "Rice", "name_suffix": "", "institution": "University of Washington (UW)", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Stocco", "name_suffix": "", "institution": "UW", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27869/galley/17507/download/" } ] }, { "pk": 27798, "title": "Do social media messages incorporated into television programming impact learning? The effects of disposition to critical thinking", "subtitle": null, "abstract": "The present study explores the impact on memory and attitude\nchange of social media messages that are incorporated into\ntelevision programs, and the interaction of such messages with\nthe viewer’s disposition to critical thinking. Sixty university\nstudents were allocated to one of two experimental conditions\nand viewed television content: social media messages were\nincluded in only one condition. The results showed a\nsignificant interaction between participants’ disposition\n(Objectiveness) and the experimental condition: participants\nwith higher Objectiveness scores exhibited larger changes in\ntheir attitudes. An analysis of 10 participants’ eye fixations\nsuggested participants’ tendency to change their allocation of\nattention to different types of message over time. Additionally,\nthere was a significant correlation between the tendency to\nfocus on these messages and scores for disposition to critical\nthinking (Objectiveness and Logical thinking). We discuss the\npossible conclusions on the impact of showing social media\nmessages and the limitations of this study.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Critical thinking" }, { "word": "attitudes" }, { "word": "Mass media" }, { "word": "Social media messages" }, { "word": "Thinking disposition" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1bw9x9z7", "frozenauthors": [ { "first_name": "Miwa", "middle_name": "", "last_name": "Inuzuka", "name_suffix": "", "institution": "Tokyo Gakugei University", "department": "" }, { "first_name": "Yuko", "middle_name": "", "last_name": "Tanaka", "name_suffix": "", "institution": "Nagoya Institute of Technology", "department": "" }, { "first_name": "Mio", "middle_name": "", "last_name": "Tsubakimoto", "name_suffix": "", "institution": "The University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27798/galley/17438/download/" } ] }, { "pk": 27830, "title": "Drawings as a window into developmental changes in object representations", "subtitle": null, "abstract": "How do children’s representations of object categories changeas they grow older? As they learn about the world aroundthem, they also express what they know in the drawings theymake. Here, we examine drawings as a window into how chil-dren represent familiar object categories, and how this changesacross childhood. We asked children (age 3-10 years) to drawfamiliar object categories on an iPad. First, we analyzed theirsemantic content, finding large and consistent gains in howwell children could produce drawings that are recognizable toadults. Second, we quantified their perceptual similarity toadult drawings using a pre-trained deep convolutional neuralnetwork, allowing us to visualize the representational layoutof object categories across age groups using a common featurebasis. We found that the organization of object categories inolder children’s drawings were more similar to that of adultsthan younger children’s drawings. This correspondence wasstrong in the final layers of the neural network, showing thatolder children’s drawings tend to capture the perceptual fea-tures critical for adult recognition. We hypothesize that thisimprovement reflects increasing convergence between chil-dren’s representations of object categories and that of adults;future work will examine how these age-related changes re-late to children’s developing perceptual and motor capacities.Broadly, these findings point to drawing as a rich source ofinsight into how children represent object concepts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Object representations" }, { "word": "Drawings" }, { "word": "Child Development" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/70m758ht", "frozenauthors": [ { "first_name": "Bria", "middle_name": "", "last_name": "Long", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Judith", "middle_name": "E", "last_name": "Fan", "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": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27830/galley/17469/download/" } ] }, { "pk": 28025, "title": "Drivers of Identical Category Learning", "subtitle": null, "abstract": "Little is known about how categories are learned incidentallywithout instructions to group objects, overt decisions aboutcategory identity, or feedback about these decisions. Here weinvestigate how category learning may occur based on theassociation of categories with behaviorally-relevant events andactions. Previous research developed the SystematicMultimodal Associations Reaction Time (SMART) task inwhich participants report the location of a visual target with akeypress. The location of an upcoming visual target ispredicted by the identity of a novel sound category, exemplarsof which precede appearance of the visual target. Thiscategory-to-location mapping supports incidental learning ofauditory categories, with generalization to novel exemplars.Here, we examined whether this learning is driven by thecategory-to-location relationship, or instead by the associationwith distinct response alternatives. Across two experiments, weobserve that both a covert, reaction time measure of categorylearning and an overt labeling task testing generalization oflearning converge to indicate that the category-to-responserelationship drives incidental learning in the SMART task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "incidental learning; category learning; auditory" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3859q47x", "frozenauthors": [ { "first_name": "Lori", "middle_name": "L", "last_name": "Holt", "name_suffix": "", "institution": "Carnegie Mellon, CNBC", "department": "" }, { "first_name": "Casey", "middle_name": "L", "last_name": "Roark", "name_suffix": "", "institution": "Carnegie Mellon, CNBC", "department": "" }, { "first_name": "Matt", "middle_name": "I", "last_name": "Lehet", "name_suffix": "", "institution": "Carnegie Mellon, CNBC", "department": "" }, { "first_name": "Frederic", "middle_name": "", "last_name": "Dick", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28025/galley/17664/download/" } ] }, { "pk": 27821, "title": "Dynamic and distrobutional properties of prices", "subtitle": null, "abstract": "Most models of pricing embody a static, deterministic theoryof value where the monetary amount people assign to an itemis computed as a fixed function of its attributes. Preference re-versals — where prices assigned to gambles conflict with pref-erence orders elicited through binary choices – indicate thatthe response processes going into value assessments are impor-tant. In this paper, we additionally show that price responsesare sensitive to time pressure, suggesting a dynamic underlyingcognitive process. We also show that the elicited price distribu-tions can possess strong positive or negative skew, indicatingthat diverging information is used to generate buying versusselling and certainty equivalent prices. We develop a computa-tional cognitive model that predicts these continuous distribu-tions of price responses and how they change over time, show-ing that it can account for the major dynamic and distributionalproperties of prices and decisions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "pricing" }, { "word": "Cognitive model" }, { "word": "Buying" }, { "word": "Selling" }, { "word": "Certainty equivalent" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4zf0c9sx", "frozenauthors": [ { "first_name": "Peter", "middle_name": "D", "last_name": "Kvam", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Jerome", "middle_name": "R", "last_name": "Busemeyer", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27821/galley/17460/download/" } ] }, { "pk": 27873, "title": "Dynamic speech adaption to unreliable cues during intentional processing", "subtitle": null, "abstract": "Human behavior is often remarkably flexible, showing theability to quickly adapt to the statistical peculiarities of aparticular local context. When it comes to language, previ-ous work has shown that listeners’ anticipatory interpretationsof intonational cues are adapted dynamically when cues areobserved to be stochastically unreliable. This paper reportsnovel empirical data from manual response dynamics (mouse-tracking) on how listeners adapt their predictive interpretationwhen some intonational cues are occasionally unreliable whileothers are consistently reliable. A model of rational belief dy-namics predicts that listeners adapt differently to different un-reliable intonational cues, as a function of their initial eviden-tial strength. These predictions are borne out by our data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "intonation" }, { "word": "Mouse-tracking" }, { "word": "Prosody" }, { "word": "Rational predictive processing" }, { "word": "Speech adaptation" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/19h4h097", "frozenauthors": [ { "first_name": "Timo", "middle_name": "B", "last_name": "Roettger", "name_suffix": "", "institution": "Northwestern, University of Cologne", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Franke", "name_suffix": "", "institution": "Universitat Tubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27873/galley/17511/download/" } ] }, { "pk": 27815, "title": "Early-Developing Casual Perception is Sensitive to Multiple Physical Constraints", "subtitle": null, "abstract": "If an object A moves until it is adjacent with a stationary objectB, at which point object A stops and object B begins moving,adults and infants 6 months of age and older perceive that Acaused B to move. These “launching” events correspond toreal-world collisions, which are governed by Newtonianmechanics. Previous work showed that infants were sensitiveto Newtonian constraints on relative speed. Here, we show thatinfant causal perception is sensitive to other physicalconstraints on collision events as well. Infants habituated to alaunching event will dishabituate to an event in which object Bmoves at a 90° angle relative to object A, but not to a rotatedversion of the launching event. This selective dishabituationwas not found for non-causal events. The results suggest thatearly-developing causal perception is sensitive to the manyphysical principles of real-world collision events", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Casual perception" }, { "word": "Naive physics" }, { "word": "Cognitive Development" }, { "word": "infant" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0rm715gf", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "F", "last_name": "Kominsky", "name_suffix": "", "institution": "Harvard", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Carey", "name_suffix": "", "institution": "Harvard", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27815/galley/17454/download/" } ] }, { "pk": 27882, "title": "Ecological Psychology and the Environmentalist Promise of Affordances", "subtitle": null, "abstract": "What is ecological about Gibsonian Ecological Psychology?Well-known senses in which Gibson’s scientific program is‘ecological’ have to do with its theoretical, ontological andmethodological foundations. But, besides these, the Gibsonianframework is ‘ecological’ in an additional sense that has re-mained understudied and poorly understood—a sense of “eco-logical” that connects Gibson’s view to the environmentalismof environmental psychology and environmental ethics. Thispaper focuses on the latter sense of ‘ecological’, and exploresthe relevance of Gibson’s notion of “affordance” for thinkingabout environmental issues like deforestation, pollution andclimate change. One existing account is criticized and an al-ternative is proposed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Affordances" }, { "word": "perception" }, { "word": "environmental ethics" }, { "word": "environmental psychology" }, { "word": "moral psychology" }, { "word": "responsibility" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/19t8852h", "frozenauthors": [ { "first_name": "Guilherme", "middle_name": "", "last_name": "Sanches de Oliveira", "name_suffix": "", "institution": "U of Cincinnati", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27882/galley/17520/download/" } ] }, { "pk": 27794, "title": "Effectively Learning from Pedagogical Demonstrations", "subtitle": null, "abstract": "When observing others’ behavior, people use Theory of Mind\nto infer unobservable beliefs, desires, and intentions. And\nwhen showing what activity one is doing, people will modify\ntheir behavior in order to facilitate more accurate interpretation\nand learning by an observer. Here, we present a novel model of\nhow demonstrators act and observers interpret demonstrations\ncorresponding to different levels of recursive social reasoning\n(i.e. a cognitive hierarchy) grounded in Theory of Mind. Our\nmodel can explain how demonstrators show others how to per-\nform a task and makes predictions about how sophisticated ob-\nservers can reason about communicative intentions. Addition-\nally, we report an experiment that tests (1) how well an ob-\nserver can learn from demonstrations that were produced with\nthe intent to communicate, and (2) how an observer’s interpre-\ntation of demonstrations influences their judgments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Theory of mind" }, { "word": "Communicative intent" }, { "word": "Cognitive heirarchy" }, { "word": "Reinforcement Learning" }, { "word": "Bayesian pedagogy" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/16v54626", "frozenauthors": [ { "first_name": "Mark", "middle_name": "K", "last_name": "Ho", "name_suffix": "", "institution": "Brown", "department": "" }, { "first_name": "Michael", "middle_name": "L", "last_name": "Littman", "name_suffix": "", "institution": "Brown", "department": "" }, { "first_name": "Fiery", "middle_name": "", "last_name": "Cushman", "name_suffix": "", "institution": "Harvard", "department": "" }, { "first_name": "Joseph", "middle_name": "L", "last_name": "Austerweil", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27794/galley/17434/download/" } ] }, { "pk": 28302, "title": "Effectiveness of generic-parts technique in idea generation", "subtitle": null, "abstract": "Generic-parts technique (GPT), a method developed by McCaffrey (2012), involves repeatedly breaking an object intoparts and rephrasing their descriptions to not imply fixed functions. A previous study showed that GPT facilitates insightproblem solving. We investigated this methods effectiveness in idea generation. Ninety-four undergraduates were assignedto either an experimental group using GPT or a control group. In the training phase, the GPT-group participants wereexplained how to create a generic-parts diagram with an example of a bell, and they drew two diagrams for other objectsby themselves. The control-group participants were given a word association test of 180 words and were instructed towrite the first word that came to their mind. All participants then engaged in an unusual uses task with an umbrella. Theresults showed that the GPT-group generated less ideas than the control group. We concluded that GPT is not particularlyeffective in 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/0074r50m", "frozenauthors": [ { "first_name": "Maho", "middle_name": "", "last_name": "Akao", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "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": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28302/galley/17968/download/" } ] }, { "pk": 28335, "title": "Effect of denominator in the fraction on number line estimation: an exploration ofthe list of the basic fraction in Japanese university students", "subtitle": null, "abstract": "Familiar fractions (e.g., 1/2, 2/3, and 3/4) play a key role in fraction representations. Recent studies showed that, evenin mathematically matured adults, fraction processing was facilitated for familiar fractions (Liu, 2017; Taniguchi, et al.,2017). The working hypothesis was that fractions with small denominators are represented through retrieval and underpinthe representation of larger denominator fractions (Liu, 2017). However, the list of the distinctive basic denominators hasnot been systematically investigated. Thirty university students performed number line estimation of fractions with 2-19in the denominators. The results showed that the fraction 1/2 showed shorter RT and error distance than fractions withother denominators. Additionally, fractions with three in the denominator showed shorter RT than other fractions, but wereequivalent in accuracy. This suggests that fractions with two and three in the denominator are distinctive, and those withlarger denominators would need additional processes at least for number line estimation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/32g942nb", "frozenauthors": [ { "first_name": "Saho", "middle_name": "", "last_name": "Taniguchi", "name_suffix": "", "institution": "Osaka Prefecture University", "department": "" }, { "first_name": "Yuki", "middle_name": "", "last_name": "Tanida", "name_suffix": "", "institution": "Osaka Prefecture University", "department": "" }, { "first_name": "Masahiko", "middle_name": "", "last_name": "Okamoto", "name_suffix": "", "institution": "Osaka Prefecture University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28335/galley/18039/download/" } ] }, { "pk": 28377, "title": "Effect of Exploration-type on Spatial Knowledge while using Desktop 360-degreeIndirect Visual Display", "subtitle": null, "abstract": "360-degree indirect visual display (IVD) is becoming inevitable for emerging display technologies like security andsurveillance tasks. In this paper, we evaluated the effect of free- compared to goal-oriented exploration of an unknownvirtual environment on spatial knowledge, while using desktop 360-degree IVD. The ’goal-oriented exploration’ in thisstudy required returning to the starting position in order to complete the exploration. Spatial knowledge was assessed bycomparing the map-sketch score against the exploration-type. We found no difference in spatial knowledge across theexploration-types. However, participants with gaming experience scored significantly higher map-sketch score across theexploration-types, indicating the advantage of previous experience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/26b5f8zf", "frozenauthors": [ { "first_name": "Priyanka", "middle_name": "", "last_name": "Srivastava", "name_suffix": "", "institution": "International Institute of Information Technology, Hyderabad", "department": "" }, { "first_name": "Sushil", "middle_name": "", "last_name": "Chandra", "name_suffix": "", "institution": "Institute of Nuclear Medicine and Allied Sciences", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28377/galley/18124/download/" } ] }, { "pk": 27764, "title": "Effects of Illustration Details on Attention and Comprehension in Beginning Readers", "subtitle": null, "abstract": "Reading is a critical skill as it provides a gateway for other\nlearning within and outside of school. Many children struggle\nto acquire this fundamental skill. Suboptimal design of books\nfor beginning readers may be one factor that contributes to the\ndifficulties children experience. Specifically, extraneous\ndetails in illustrations (i.e., interesting but irrelevant to the story\nelements) could promote attentional competition and hamper\nemerging literacy skills. We used eye-tracking technology to\nexamine this possibility. The results of this study indicated that\nexcluding extraneous details from illustrations in a book for\nbeginning readers reduced attentional competition (indexed by\ngaze shifts away from text) and improved children’s reading\ncomprehension. This study suggests that design of reading\nmaterials for children learning to read can be optimized to\npromote literacy development in children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attention" }, { "word": "Reading" }, { "word": "Reading comprehension" }, { "word": "Illustration" }, { "word": "eye tracking" }, { "word": "Book design" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7mx9866w", "frozenauthors": [ { "first_name": "Cassondra", "middle_name": "M", "last_name": "Eng", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Karrie", "middle_name": "E", "last_name": "Godwin", "name_suffix": "", "institution": "Ken State", "department": "" }, { "first_name": "Kristen", "middle_name": "A", "last_name": "Boyle", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Anna", "middle_name": "V", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27764/galley/17404/download/" } ] }, { "pk": 28079, "title": "Effects of priming variability on adults learning about metamorphosis", "subtitle": null, "abstract": "Prior research on biological concepts suggests that peopleunderestimate within-species variability and rejectmetamorphosis as a possible change for unfamiliar organisms.This may be due to psychological essentialism. This studyinvestigated whether manipulating perceptions of biologicalvariability (both within species and between species) led toincreases in endorsement of metamorphosis amongundergraduate students. We manipulated perceptions ofvariability by priming students before a lesson and byhighlighting variability in the diagrams used during the lesson.Priming led to more endorsement of metamorphosis, but onlyamong those with high prior knowledge. Our results suggestthat manipulating perceptions of variability is not only possiblebut might be beneficial for those who have strong priorknowledge about biology.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "intuitive theories; psychological essentialism;metamorphosis" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8vn091jn", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Menendez", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Martha", "middle_name": "W", "last_name": "Alibali", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Karl", "middle_name": "S", "last_name": "Rosengren", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28079/galley/17718/download/" } ] }, { "pk": 28015, "title": "Effects of text availability and reasoning processes on test performance", "subtitle": null, "abstract": "Learning from expository science texts is challenging. These\nstudies explore whether difficulties can be attributed to poor\nmemory or poor reasoning. To eliminate the need for memory\nduring testing, some students took the tests with the texts\navailable. To test for the effects of reasoning on performance,\nsome students were prompted to engage in explanation\nactivities during or after reading. The effects of these\nmanipulations were tested on text-based and inference\nquestions. Allowing the reader access to the texts during testing\nimproved performance for text-based questions. In contrast,\nengaging in explanation activities during reading improved\nperformance on inference questions. These results suggest that\nachieving a better understanding from expository texts depends\non engaging in constructive reasoning processes, and not\nsimply improving memory for the texts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Text comprehension; Explanation; Inferences;\nSituation model; Learning from text" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6f90c942", "frozenauthors": [ { "first_name": "Tricia", "middle_name": "A", "last_name": "Guerrero", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Wiley", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28015/galley/17654/download/" } ] }, { "pk": 27809, "title": "Effects of visual representations on fraction arithmetic learning", "subtitle": null, "abstract": "Two common visual representations of fractions are circulararea models and the number line. The present studyexamined effects of these visual representations onacquisition of fraction knowledge. In Experiment 1,elementary school students learned aspects of fractionarithmetic with a visual representation or with standardsymbolic notation alone. Results found no advantage for theinclusion of a visual representation. In Experiment 2,elementary and middle students were tested on their ability torecognize, discriminate, and construct area models offractions and number line representations of fractions. Theresults show higher accuracy for area model questions thanfor number line representation questions. Taken togetherthese findings suggest that for fractions less than 1, simplearea models may have advantages over the number line forrecognition and discrimination of fractions representations.However, the incorporation of area models into instruction onfractions arithmetic provided no benefit over instruction withsymbolic notation alone.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mathematics" }, { "word": "fractions" }, { "word": "Visual Representations" }, { "word": "learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1p34f3tv", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "A", "last_name": "Kaminski", "name_suffix": "", "institution": "Wright State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27809/galley/17449/download/" } ] }, { "pk": 28238, "title": "Effects of Visuomotor Engagement on Object Knowledge Retrieval", "subtitle": null, "abstract": "Behavioral, neuroimaging, and neuropsychological studies have shown that certain aspects of object knowledge (e.g., theobjects function or mode of manipulation) can be accessed independently of more abstract properties (e.g., the objectsname) and faster when participants are presented with three-dimensional relative to two-dimensional objects. Here weexamined whether visual and manual exposure to three-dimensional objects, relative to two-dimensional pictures of theseobjects, would allow for differential access to semantic memory under conditions of impromptu relative to canonical goalachievement (i.e., when a participant has to come up with an unusual, relative to a typical, use for a common object).Our results showed that the combination of visual and manual exposure to three-dimensional objects interfered with thegeneration of uncommon uses, liked due to the facilitated access to sensorimotor object properties associated with theobjects canonical use. We discuss the implications of these results for theories of object knowledge retrieval.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2h89r6hg", "frozenauthors": [ { "first_name": "Evangelia", "middle_name": "", "last_name": "Chrysikou", "name_suffix": "", "institution": "Drexel University", "department": "" }, { "first_name": "Hannah", "middle_name": "", "last_name": "Morrow", "name_suffix": "", "institution": "University of Conneticut", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28238/galley/17897/download/" } ] }, { "pk": 28249, "title": "Efficiency in Solving the Traveling Salesman Problem as Predictor of PerceivedHumanness", "subtitle": null, "abstract": "Many studies have demonstrated that motion can convey intentionality and mental goals; for example, how do we distin-guish between a moving avatar thats controlled by a human being and a moving AI agent thats controlled by a computer?To answer this question, we use the travelling salesman problem (TPS), since it has been widely studied and, when thenumber of targets is limited, can be resolved optimally by both computers and human beings, even though with the useof different computational strategies (MacGregor & Chu, 2000). We asked 25 online participants to evaluate the perfor-mance of 5 human subjects and one AI agent in solving the TSP. The performances varied in efficiency. Results show thatoptimality is correlated with the perceived humanness of the agent: a lower efficiency in carrying out the task is perceivedas a distinctly human characteristic. Future directions include the analysis of the agent’s gaze direction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4nb2f92j", "frozenauthors": [ { "first_name": "Serena", "middle_name": "", "last_name": "De Stefani", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Samuel", "middle_name": "", "last_name": "Sohn", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Jacob", "middle_name": "", "last_name": "Feldman", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Mubbasir", "middle_name": "", "last_name": "Kapadia", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Pantelis", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28249/galley/17908/download/" } ] }, { "pk": 27880, "title": "Efficiency of learning vs. processing: Towards a normative theory of multitasking", "subtitle": null, "abstract": "A striking limitation of human cognition is our inability to ex-ecute some tasks simultaneously. Recent work suggests thatsuch limitations can arise from a fundamental trade-off in net-work architectures that is driven by the sharing of representa-tions between tasks: sharing promotes quicker learning, at theexpense of interference while multitasking. From this perspec-tive, multitasking failures might reflect a preference for learn-ing efficiency over parallel processing capability. We explorethis hypothesis by formulating an ideal Bayesian agent thatmaximizes expected reward by learning either shared or sep-arate representations for a task set. We investigate the agent’sbehavior and show that over a large space of parameters theagent sacrifices long-run optimality (higher multitasking ca-pacity) for short-term reward (faster learning). Furthermore,we construct a general mathematical framework in which ratio-nal choices between learning speed and processing efficiencycan be examined for a variety of different task environments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Multitasking" }, { "word": "cognitive control" }, { "word": "Bayesian inference" }, { "word": "capacity constraints" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8501s6t8", "frozenauthors": [ { "first_name": "Yotam", "middle_name": "", "last_name": "Sagiv", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Sebastian", "middle_name": "", "last_name": "Musslick", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Yael", "middle_name": "", "last_name": "Niv", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Jonathan", "middle_name": "D", "last_name": "Cohen", "name_suffix": "", "institution": "Princeton", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27880/galley/17518/download/" } ] }, { "pk": 28120, "title": "Egocentric and allocentric learning of social-indexical meaning in American English, Datooga, and Murrinhpatha", "subtitle": null, "abstract": "We address competing perspectives on how social-indexicalmeaning is learned in language, using data from artificial lan-guage learning experiments and two studies in small-scalesocieties. Our results indicate that learning social-indexicalmeaning is primarily allocentric as opposed to egocentric:speaker success in learning a social-indexical meaning patterndepends on overall exposure to the pattern more than the pat-tern’s relative importance to the speaker. We base these claimson data from American English-speaking adults, Datooga-speaking children, as well as adults and children speakingMurrinhpatha. The results highlight the importance of widen-ing the sample of methods and data sources in studying howvariation in language is learned and maintained.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "anguage learning" }, { "word": "Variation" }, { "word": "American English" }, { "word": "Datooga" }, { "word": "Murrinhpatha" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1tv3p387", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Racz", "name_suffix": "", "institution": "University of Bristol", "department": "" }, { "first_name": "Alice", "middle_name": "", "last_name": "Mitchell", "name_suffix": "", "institution": "University of Bristol", "department": "" }, { "first_name": "Joe", "middle_name": "", "last_name": "Blythe", "name_suffix": "", "institution": "Macquarie University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28120/galley/17780/download/" } ] }, { "pk": 28385, "title": "Elementary school students ability to activate related concepts in a domainpredicts domain-based inferential reading comprehension", "subtitle": null, "abstract": "The ability to make inferences has been identified as crucial for reading comprehension; yet, the mechanisms supportingsuch inferences remain poorly understood. We propose that the activation of related concepts in semantic memory supportsthe ability to make inferences, including in the context of reading comprehension. Consistent with this hypothesis, 2nd-and 3rd-grade students who more strongly co-activated related concepts in a domain (i.e., were more likely to notice thepresence of related distractors when searching for a target) showed better inferential comprehension of written passagesin that domain. This predictive relation was found across three different domains (natural kinds, music, and sports), andwhen controlling for individual differences in co-activation of concepts in a control, unrelated domain. We will discuss theimplications of these results for contemporary accounts of reading comprehension and for designing effective interventionsaimed at improving reading comprehension, a key ability in academic contexts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/19s0b393", "frozenauthors": [ { "first_name": "Catarina", "middle_name": "", "last_name": "Vales", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28385/galley/18140/download/" } ] }, { "pk": 35964, "title": "Embodied Pronunciation Learning: Research and Practice", "subtitle": null, "abstract": "This article summarizes research on body language, embodiment, and the incorporation of proprioception, physical movement, gestures, and touch into second language education, particularly with regard to the pronunciation of English. It asserts that careful attention to breathing, vocalization, articulatory positions, pulmonic and tactile pressures, pitch and duration, scope and synchrony of body movements, in addition to the systematic use of gestures, enables more effective pronunciation. It presents ways that teachers of English can embody features of pronunciation— making them more perceptible and representing them in clear and obvious ways to enhance perception, pronunciation, and\nretention. Classroom techniques described include pronunciation workouts such as breath training and articulator exercises; the use of simple devices, hands, and fingers to illustrate aspects of articulation and prosody; and larger body movements, such as the “Stress Stretch,” “Haptic Syllable Butterfly,” and “Rhythm Fight Club” to improve stress and rhythm.", "language": "eng", "license": null, "keywords": [ { "word": "Pronunciation" }, { "word": "Embodiment" }, { "word": "Gestures" }, { "word": "movement" }, { "word": "haptic" } ], "section": "Theme Section - Feature Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/89p6w17t", "frozenauthors": [ { "first_name": "Marsha", "middle_name": "J.", "last_name": "Chan", "name_suffix": "", "institution": "Sunburst Media, Sunnyvale, CA", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35964/galley/26818/download/" } ] }, { "pk": 27783, "title": "Emergence of Structured Behaviors from Curiosity-Based Intrinsic Motivation", "subtitle": null, "abstract": "Infants are experts at playing, with an amazing ability to gen-erate novel structured behaviors in unstructured environmentsthat lack clear extrinsic reward signals. We seek to replicatesome of these abilities with a neural network that implementscuriosity-driven intrinsic motivation. Using a simple but ecolog-ically naturalistic simulated environment in which the agent canmove and interact with objects it sees, the agent learns a worldmodel predicting the dynamic consequences of its actions. Si-multaneously, the agent learns to take actions that adversariallychallenge the developing world model, pushing the agent toexplore novel and informative interactions with its environment.We demonstrate that this policy leads to the self-supervisedemergence of a spectrum of complex behaviors, including egomotion prediction, object attention, and object gathering. More-over, the world model that the agent learns supports improvedperformance on object dynamics prediction and localizationtasks. Our results are a proof-of-principle that computationalmodels of intrinsic motivation might account for key featuresof developmental visuomotor learning in infants.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Development learning" }, { "word": "Curiosity" }, { "word": "Newral network models" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0hk971rx", "frozenauthors": [ { "first_name": "Nick", "middle_name": "", "last_name": "Haber", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Damian", "middle_name": "", "last_name": "Mrowca", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Li", "middle_name": "", "last_name": "Fei-Fei", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Daniel", "middle_name": "L.K.", "last_name": "Yamins", "name_suffix": "", "institution": "Stanford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27783/galley/17423/download/" } ] }, { "pk": 27871, "title": "Emergence of vowel-like organization in a color-based communicatino system", "subtitle": null, "abstract": "Vowel systems exhibit organization, and several theoretical ac-counts have been proposed to explain this. A prominent ac-count explains organization in terms of maximizing the disper-sion of vowels, increasing acoustic perceptibility while reduc-ing articulatory effort. This implies modality-independence,but leaves open questions about the extent to which dispersionis driven by articulatory or acoustic pressures. We investigatedwhether vowel-like organization would emerge in a novel vi-sual communication system in the laboratory, in which partic-ipants took turns to send color signals to communicate a set ofanimal referents by moving their fingers around a color space.We manipulated the extent to which sender and receiver needswere aligned. Overall, systems exhibited significant levels ofdispersion; participants also took into account receiver needs,withconsequences for the structure of the resulting systems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language" }, { "word": "Phonology" }, { "word": "experimental" }, { "word": "Communication game" }, { "word": "Experimental semiotics" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9vn6518t", "frozenauthors": [ { "first_name": "Gareth", "middle_name": "", "last_name": "Roberts", "name_suffix": "", "institution": "UPenn", "department": "" }, { "first_name": "Robin", "middle_name": "", "last_name": "Clark", "name_suffix": "", "institution": "UPenn", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27871/galley/17509/download/" } ] }, { "pk": 27787, "title": "Emerging abstractions: Lexical conventions are shaped by communicative context", "subtitle": null, "abstract": "Words exist for referring at many levels of specificity: from\nthe broadest (thing) to the most specific (Fido). What drives\nthe emergence of these taxonomies of reference? Recent com-\nputational theories of language evolution suggest that commu-\nnicative demands of the environment may play a deciding role.\nHere, we investigate local pragmatic mechanisms of lexical\nadaptation that may undergird global emergence by manipulat-\ning context in a repeated reference game where pairs of partic-\nipants interactively coordinate on an artificial communication\nsystem. We hypothesize that pairs should converge on specific\nnames (e.g. Fido) when the context requires frequently mak-\ning fine distinctions between entities; conversely, they should\nconverge on a more compressed system of conventions for ab-\nstract categories (e.g. dog) in coarser contexts, even if a finer\nmapping would be sufficient. We show differences in the lev-\nels of abstraction that emerged in different environments and\nintroduce a statistical approach to probe the dynamics of emer-\ngence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Convention" }, { "word": "Pragmatics" }, { "word": "Communication" }, { "word": "interaction" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/81s4d7fv", "frozenauthors": [ { "first_name": "Robert", "middle_name": "X.D.", "last_name": "Hawkins", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Franke", "name_suffix": "", "institution": "University of Tubingen", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Noah", "middle_name": "D", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27787/galley/17427/download/" } ] }, { "pk": 28133, "title": "Emotional Expressions as an Implicit Dimension of Categorization", "subtitle": null, "abstract": "In this pre-registered study, we investigated whether facial\nexpressions were implicitly encoded when forming\nimpressions of others, and whether differences between people\nin their encoding of angry and happy facial expressionswere\nrelated to depressive symptoms. These questions were\naddressed using the category confusion or Who Said What\n(WSW) paradigm. Results indicated that both angry and happy\nemotional expressions from human faces were encoded when\nforming impressions of others, with no difference in strength\nof encoding between both.We observed no evidence for\nassociations between encoding of angry or happy facial\nexpressions and depressive symptoms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "who said what; facial expressions; depressive\nsymptoms; encoding; attention" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/500925gf", "frozenauthors": [ { "first_name": "Isa", "middle_name": "", "last_name": "Rutten", "name_suffix": "", "institution": "University of Leuven", "department": "" }, { "first_name": "Wouter", "middle_name": "", "last_name": "Voorspoels", "name_suffix": "", "institution": "University of Leuven", "department": "" }, { "first_name": "Ernst", "middle_name": "H.W.", "last_name": "Koster", "name_suffix": "", "institution": "Ghent University", "department": "" }, { "first_name": "Wolf", "middle_name": "", "last_name": "Vanpaemel", "name_suffix": "", "institution": "University of Leuven", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28133/galley/17792/download/" } ] }, { "pk": 27883, "title": "Emotion as a Form of Perception: Why William James was not a Jamesian", "subtitle": null, "abstract": "Two main views have informed the literature on the psy-chology of emotion in the past few decades. On one side,cognitivists identify emotions with processes such as judg-ments, evaluations and appraisals. On the other side, advo-cates of non-cognitive approaches leave the “intellectual” as-pects of emotional experience out of the emotion itself, in-stead identifying emotions with embodied processes involv-ing physiological changes. Virtually everyone on either sideof the cognitive/non-cognitive divide identify William James’view, also known as the James-Lange theory, fully on the non-cognitivist side. But this is a mistake. Re-interpreting James’writings in its scientific context, this paper argues that he actu-ally rejected the cognitive/non-cognitive divide, such that hisview of emotions did not fit either side—that is, James was nota “Jamesian” in the sense the term is used in the literature.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Emotion" }, { "word": "cognitivism" }, { "word": "James-Lange theory" }, { "word": "perception" }, { "word": "Sensation" }, { "word": "physiological changes" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2kn6g303", "frozenauthors": [ { "first_name": "Guilherme", "middle_name": "", "last_name": "Sanches de Oliveira", "name_suffix": "", "institution": "U of Cincinnati", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27883/galley/17521/download/" } ] }, { "pk": 27895, "title": "Empirical Evidence from Neuroimaging Data for a Standard Model of the Mind", "subtitle": null, "abstract": "In a recent paper, Laird, Lebiere, and Rosenbloom (2017)highlight how 40 years of research on cognitive architectureshas begun to yield a dramatic convergence of different ap-proaches towards a set of basic assumptions that they calledthe “Standard Model of the Mind” (SMM), in analogy to theStandard Model of particle physics. The SMM was designedto capture a consensus view of “human-like minds”, whetherfrom AI or cognitive science, which if valid must also be trueof the human brain. Here, we provide a preliminary test ofthis hypothesis based on a re-analysis of fMRI data from fourtasks that span a wide range of cognitive functions and cog-nitive complexity, and are representative of the specific formof intelligence and flexibility that is associated with higher-level human cognition. Using an established method (DynamicCausal Modeling) to examine functional connectivity betweenbrain regions, the SMM was compared against two alternativemodels that violate either functional or structural assumptionsof the SMM. The results show that, in every dataset, the SMMsignificantly outperforms the other models, suggesting that theSMM best captures the functional requirements of brain dy-namics in fMRI data among these alternatives.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive architectures" }, { "word": "fMRI" }, { "word": "Effective Connectivity" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0gp961ht", "frozenauthors": [ { "first_name": "Andrea", "middle_name": "", "last_name": "Stocco", "name_suffix": "", "institution": "UW", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Laird", "name_suffix": "", "institution": "UMich", "department": "" }, { "first_name": "Christain", "middle_name": "", "last_name": "Libiere", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Rosenbloom", "name_suffix": "", "institution": "USC", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27895/galley/17533/download/" } ] }, { "pk": 27879, "title": "Endogenous orienting in the archer fish", "subtitle": null, "abstract": "The literature has long emphasized the neocortex’s role in volitionalprocesses. In this work, we examined endogenous orienting in anevolutionarily older species, the archer fish, which lacks neocortex-like cells. We used Posner’s classic endogenous cuing task, in whicha centrally presented, spatially informative cue is followed by a tar-get. The fish responded to the target by shooting a stream of waterat it. Interestingly, the fish demonstrated a human-like “volitional”facilitation effect: their reaction times to targets that appeared onthe side indicated by the precue were faster than their reactiontimes to targets on the opposite side. The fish also exhibited inhi-bition of return, an aftermath of orienting that commonly emergesonly in reflexive orienting tasks in human participants. We believethat this pattern demonstrates the acquisition of an arbitrary con-nection between spatial orienting and a nonspatial feature of acentrally presented stimulus in nonprimate species. In the literatureon human attention, orienting in response to such contingencies hasbeen strongly associated with volitional control. We discuss theimplications of these results for the evolution of orienting, and forthe study of volitional processes in all species, including humans.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Visual orienting" }, { "word": "Subcortical regions" }, { "word": "endogenous orienting" }, { "word": "IOR" }, { "word": "attention" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5xs6x920", "frozenauthors": [ { "first_name": "William", "middle_name": "", "last_name": "Saban", "name_suffix": "", "institution": "U of Haifa", "department": "" }, { "first_name": "Liora", "middle_name": "", "last_name": "Sekely", "name_suffix": "", "institution": "U of Haifa", "department": "" }, { "first_name": "Raymond", "middle_name": "M", "last_name": "Klein", "name_suffix": "", "institution": "Dalhousie University", "department": "" }, { "first_name": "Shai", "middle_name": "", "last_name": "Gabay", "name_suffix": "", "institution": "U of Haifa", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27879/galley/17517/download/" } ] }, { "pk": 28399, "title": "English speakers gesture laterally for time regardless of the input modality", "subtitle": null, "abstract": "Spontaneous gestures suggest that English speakers tend to conceptualize time on the lateral (left-right) axis, even thoughthey use sagittal (front-back) space-time metaphors in language. Here we tested a skeptical explanation for this counterin-tuitive finding: Perhaps participants in previous gesture studies were biased to spatialize time laterally because the stimuliwere presented in left-to-right text? We randomly assigned English speakers to read stories about the past and future,or to listen to the same stories, and then to retell the stories to their partners. Regardless of the presentation modality,participants made systematic use of the lateral axis but not the sagittal axis, contrary to predictions based on linguisticmetaphors. English speakers preferential use of the lateral axis for time cannot be explained by exposure to written textin the experimental setting, but may result from long-term exposure to English orthography, among other cultural artifactsand practices that spatialize time laterally.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6bt088t3", "frozenauthors": [ { "first_name": "De", "middle_name": "Fu", "last_name": "Yap", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Casasanto", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28399/galley/18170/download/" } ] }, { "pk": 27840, "title": "Enhancing Adaptive Learning through Strategic Scheduling of Passive and Active Learning Modes", "subtitle": null, "abstract": "Recent work suggests that optimal spacing in learningrequires adaptive procedures (Mettler, Massey & Kellman,2016). Here, we studied how adaptive techniques might befurther enhanced by combining active and passive learningmodes. Participants learned geography facts that werescheduled using the ARTS (Adaptive Reaction-Time-basedScheduling) system under four conditions involving passiveand/or active trials. Conditions included: a) Passive Onlypresentations of learning items, b) Passive Initial Blocksfollowed by active adaptive scheduling, c) Passive InitialItems followed by active adaptive scheduling for each itemintroduced, or d) Active Only learning with no passivepresentations. We found an advantage for combinations ofactive and passive presentation (by blocks or items) overPassive Only or Active Only presentation. Passive trialspresented in blocks at the beginning of learning showed bestperformance. We discuss possible explanations for thesedifferences and suggest principles underlying optimalcombinations of active and passive modes in adaptivelearning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Adaptive Learning" }, { "word": "Spacing effect" }, { "word": "memory" }, { "word": "active learning" }, { "word": "Passive learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8sw2n3jh", "frozenauthors": [ { "first_name": "Everett", "middle_name": "", "last_name": "Mettler", "name_suffix": "", "institution": "UCLA", "department": "" }, { "first_name": "Christine", "middle_name": "M", "last_name": "Massey", "name_suffix": "", "institution": "UCLA", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Burke", "name_suffix": "", "institution": "UCLA", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Garrigan", "name_suffix": "", "institution": "St. Joseph's University", "department": "" }, { "first_name": "Philip", "middle_name": "J", "last_name": "Kellman", "name_suffix": "", "institution": "UCLA", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27840/galley/17479/download/" } ] }, { "pk": 28143, "title": "Entropy, order and agency: The cognitive basis of the link between agents and order", "subtitle": null, "abstract": "People often believe that orderly structures were created by\nagents. We examine the cognitive basis of this tendency,\nasking if learned associations or causal reasoning drives us to\nlink order with agents. Causal reasoning predicts that\nknowledge of an alternative physical-mechanical cause\nshould ‘explain away’ orderliness, weakening the link with\nagents. In a preregistered experiment, we manipulated the\ncontext to provide (or not provide) a physical-mechanical\nexplanation for orderly outcomes, and participants judged if\nan object or agent had been present. We compared outcomes\ndiffering in (a)levels of orderliness and (b)whether context\nprovided an alternative explanation. We found that\nenvironmental context ‘explained away’ orderliness, such that\nparticipants observing order inferred agency only when there\nwas no alternative explanation. The link between order and\nagents is moderated by causal reasoning, and is malleable: It\ncan be weakened by understanding alternative causal\nmechanisms by which order could arise.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal reasoning" }, { "word": "inference" }, { "word": "order" }, { "word": "agency" }, { "word": "animacy" }, { "word": "music" }, { "word": "event perception" }, { "word": "social cognition" }, { "word": "Religion" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/74c6105q", "frozenauthors": [ { "first_name": "Adena", "middle_name": "", "last_name": "Schachner", "name_suffix": "", "institution": "UCSD", "department": "" }, { "first_name": "Min-Ju", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "UCSD", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28143/galley/17802/download/" } ] }, { "pk": 27953, "title": "Enumeration by pattern recognition requires attention: Evidence against immediate holistic processing of canonical patterns", "subtitle": null, "abstract": "Enumeration of canonical patterns (e.g., faces of six-sideddice) has generally been characterized by researchers as aholistic process, in which all items are perceived collectively.In previous work, based on a holistic processing view of enu-meration by pattern recognition, we predicted that enumera-tion of canonical forms would not be significantly affected byattentional load. In this paper, we present the results from twoexperiments designed to test this prediction using a divided-attention paradigm. In contrast to our predictions, enumerationof canonical patterns was disrupted by attentional load. Fur-thermore, enumeration of patterns under high attentional loadshowed evidence of conflation between patterns with similarcontours, providing evidence against a holistic processing ac-count of canonical pattern recognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "numerosity judgment; subitizing; enumeration; attention; pattern recognition; canonical patterns" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3zc3v7ms", "frozenauthors": [ { "first_name": "Gordon", "middle_name": "", "last_name": "Briggs", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" }, { "first_name": "Christina", "middle_name": "", "last_name": "Wasylyshyn", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" }, { "first_name": "Paul", "middle_name": "F", "last_name": "Bello", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27953/galley/17591/download/" } ] }, { "pk": 27870, "title": "Episodic Control as Meta-Reinforcement Learning", "subtitle": null, "abstract": "Recent research has placed episodic reinforcement learning(RL) alongside model-free and model-based RL on the list ofprocesses centrally involved in human reward-based learning.In the present work, we extend the unified account of model-free and model-based RL developed by Wang et al. (2017) tofurther integrate episodic learning. In this account, a genericmodel-free \"meta-learner\" learns to deploy and coordinate allof these RL algorithms. The meta-learner is trained on a broadset of novel tasks with limited exposure to each task, suchthat it learns to learn about new tasks. We show that whenequipped with an episodic memory system inspired by theoriesof reinstatement and gating, the meta-learner learns to use thesame pattern of episodic, model-free, and model-based RLobserved in humans in a task designed to dissociate among theinfluences of these learning algorithms. We discuss implicationsand predictions of the model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Reinforcement Learning" }, { "word": "Model-based" }, { "word": "Deep learning" }, { "word": "Meta-learning" }, { "word": "episodic memory" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7zj8r415", "frozenauthors": [ { "first_name": "S", "middle_name": "", "last_name": "Ritter", "name_suffix": "", "institution": "Deepmind, Princeton", "department": "" }, { "first_name": "JX", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "Deepmind", "department": "" }, { "first_name": "Z", "middle_name": "", "last_name": "Kurth-Nelson", "name_suffix": "", "institution": "MPS-UCL Centre for Computational Psychiatry", "department": "" }, { "first_name": "M", "middle_name": "", "last_name": "Botvinick", "name_suffix": "", "institution": "Gatsby Computational Neuroscience Unit", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27870/galley/17508/download/" } ] }, { "pk": 28379, "title": "Equality in Dictator Games: Methodological Concerns in InterpretingDefault-Mode Strategies and Norms for Equity", "subtitle": null, "abstract": "Standard behavioral economic games assume that rational actors have stable, well-defined preferences. Two experimentswere created to simulate various priming factors within a standard dictator game. Throughout the first experiment nearly50% of the participants gave an equal distribution of value between themselves and the recipient. This trend persistedwhen the recipient was clearly labelled as a computer. The second study evaluated whether or not the equal distributionobserved in the first experiment was due to an automatic response, where the default mode is to allocate resources equitably.After providing participants with a time delay and critical thinking prompt, there was a 6% shift in the number of equaldistributions given. These results indicate that equal distributions may be the result of an automatic thinking process.Methodological implications pertaining to past studies in which automatic behavior was not considered during the use ofdictator games may arise.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3kv0p16j", "frozenauthors": [ { "first_name": "Caden", "middle_name": "", "last_name": "Sumner", "name_suffix": "", "institution": "Michigan Technological University", "department": "" }, { "first_name": "Samantha", "middle_name": "", "last_name": "Verran", "name_suffix": "", "institution": "Michigan Technological University", "department": "" }, { "first_name": "Shane", "middle_name": "", "last_name": "Mueller", "name_suffix": "", "institution": "Michigan Technological University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28379/galley/18128/download/" } ] }, { "pk": 27845, "title": "Estimating the costs of cognitive control from task performance: theoretical validation and potential pitfalls", "subtitle": null, "abstract": "Cognitive control is critical for accomplishing daily tasks andyet we experience it as effortful or costly. Researchers havebeen increasingly interested in estimating how costly cognitivecontrol is for a given individual, to better understand underly-ing mechanisms and predict motivational impairments outsidethe lab. Here we leverage a computational model of controlallocation to (a) demonstrate a procedure for estimating indi-vidual’s control costs from task performance and (b) highlightthe conditions under which estimated costs will be confoundedwith other motivational variables. We show that costs of cog-nitive control can be reliably estimated under perfect assump-tions about other motivational variables. However, our simu-lation results indicate that poorly calibrated estimates of thoseother variables can lead to potentially drastic misestimations ofsubjects’ control costs, compromising the validity of empiricalobservations. We conclude by discussing the implications ofthese analyses for assessing individual differences in the costsof cognitive control.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Mental effort" }, { "word": "individual differences" }, { "word": "cognitive control" }, { "word": "Expected value of control" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/59r5d8sk", "frozenauthors": [ { "first_name": "Sebastian", "middle_name": "", "last_name": "Musslick", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Jonathan", "middle_name": "D", "last_name": "Cohen", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Amitai", "middle_name": "", "last_name": "Shenhav", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27845/galley/17484/download/" } ] }, { "pk": 27986, "title": "Evaluating Compositionality in Sentence Embeddings", "subtitle": null, "abstract": "An important challenge for human-like AI is compositional se-mantics. Recent research has attempted to address this by us-ing deep neural networks to learn vector space embeddings ofsentences, which then serve as input to other tasks. We presenta new dataset for one such task, “natural language inference”(NLI), that cannot be solved using only word-level knowledgeand requires some compositionality. We find that the perfor-mance of state of the art sentence embeddings (InferSent; Con-neau et al., 2017) on our new dataset is poor. We analyzethe decision rules learned by InferSent and find that they arelargely driven by simple heuristics that are ecologically validin its training dataset. Further, we find that augmenting train-ing with our dataset improves test performance on our datasetwithout loss of performance on the original training dataset.This highlights the importance of structured datasets in betterunderstanding and improving AI systems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Sentence embeddings; compositionality; testdatasets" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7pw490vw", "frozenauthors": [ { "first_name": "Ishita", "middle_name": "", "last_name": "Dasgupta", "name_suffix": "", "institution": "Harvard", "department": "" }, { "first_name": "Demi", "middle_name": "", "last_name": "Guo", "name_suffix": "", "institution": "Harvard", "department": "" }, { "first_name": "Andreas", "middle_name": "", "last_name": "Stuhlm ̈uller", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Samuel", "middle_name": "J", "last_name": "Gershman", "name_suffix": "", "institution": "Harvard", "department": "" }, { "first_name": "Noah", "middle_name": "D.", "last_name": "Goodman", "name_suffix": "", "institution": "Harvard", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27986/galley/17625/download/" } ] }, { "pk": 28225, "title": "Evaluating models of productivity in language acquisition", "subtitle": null, "abstract": "One of the challenges facing a child learning language is when to generalize over their input and infer productive rules. Twomathematically precise models of this problem have been proposed recently: Fragment Grammars (ODonnell, 2015) andthe Tolerance Principle (Yang, 2016). Both are based on the learner optimizing computation costs: Fragment Grammarsbalance the costs of storing forms whole and decomposing them into parts, while the Tolerance Principle reflects a trade-offbetween the processing time of serial search over all forms or only irregular forms. We implement versions of these modelsthat are directly comparable and perform a series of analyses that show that the models make systematically differingpredictions in some domains and parameter regimes. We then compare these predictions to the empirical literature on theemergence of productivity over development and evaluate which model under what assumptions provides a more accurateaccount of childrens learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/97h6x3z9", "frozenauthors": [ { "first_name": "Mika", "middle_name": "", "last_name": "Braginsky", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28225/galley/17884/download/" } ] }, { "pk": 27725, "title": "Evaluating Reading Support Systems Through Reading Skill Test", "subtitle": null, "abstract": "We propose a computer-based testing environment, Reading\nSkill Test, to measure the effects of various types of systematic\nreading support systems. We prove its validity, reliability and\none-dimensionality using 31,000 subjects. The effects of\nfurigana system on the 5th to 8th grade students are analyzed\nusing this environment. Furigana is a widely used Japanese\nreading support system that has been believed to be beneficial\nespecially for pupils. Despite our expectation, we have to\nconclude that furigana failed to improve pupils’ reading\nsignificantly, and discuss why it did so.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Reading comprehension" }, { "word": "Reading support systems" }, { "word": "Item responce theory" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/41c5p41c", "frozenauthors": [ { "first_name": "Teiko", "middle_name": "", "last_name": "Arai", "name_suffix": "", "institution": "University of Tokyo", "department": "" }, { "first_name": "Kyosuke", "middle_name": "", "last_name": "Bunji", "name_suffix": "", "institution": "University of Tokyo", "department": "" }, { "first_name": "Naoya", "middle_name": "", "last_name": "Todo", "name_suffix": "", "institution": "University of Tsukuba", "department": "" }, { "first_name": "Noriko", "middle_name": "H", "last_name": "Arai", "name_suffix": "", "institution": "National Institute of Informatics", "department": "" }, { "first_name": "Takuya", "middle_name": "", "last_name": "Matsuzaki", "name_suffix": "", "institution": "Nagoya University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27725/galley/17365/download/" } ] }, { "pk": 28109, "title": "Evaluating testimony from multiple witnesses: single cue satisficing or integration?", "subtitle": null, "abstract": "Testimony is a fundamental feature of human life: typically, wereceive testimonial evidence from others multiple times each day.Often, we have more than one source attesting to a particularclaim. This paper examines the way people integrate testimonialevidence from multiple sources. We find evidence that participantsdeviate substantially from the normative expectation. Instead,results seem indicative of the operation of simple, non-compensatory heuristics, at least some of the time.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Judgment; Reasoning; Decision Making; EvidenceEvaluation" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4b76w5b7", "frozenauthors": [ { "first_name": "Kirsty", "middle_name": "", "last_name": "Phillips", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Ulrike", "middle_name": "", "last_name": "Hahn", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Toby", "middle_name": "D", "last_name": "Pilditch", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28109/galley/17767/download/" } ] }, { "pk": 28147, "title": "Evidence for an Intuitive Physics Engine in the Human Brain", "subtitle": null, "abstract": "Humans demonstrate a remarkable ability to infer physical properties of objects and predict physical events in dynamicscenes. These abilities have been modeled as probabilistic simulations of a mental physics engine akin to 3D physicsengines used in computer simulations and video games (Battaglia, Hamrick & Tenenbaum 2013; Sanborn, Mansinghka &Griffiths 2013), but it is unknown if and how such a physics engine is implemented in the brain. Does the brain representquantities corresponding to the key latent variables of physical objects that contribute to their dynamics? To find out,we used multivariate pattern classification analyses of fMRI data from subjects viewing videos of dynamic objects. Themass of depicted objects could be decoded, across physical scenarios and object materials, from brain regions previouslyimplicated in intuitive physics. This invariant representation of mass may serve as a key variable in a generalized enginefor intuitive physics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2r38x003", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "", "last_name": "Schwettmann", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Jason", "middle_name": "", "last_name": "Fischer", "name_suffix": "", "institution": "John Hopkins", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Nancy", "middle_name": "", "last_name": "Kanwisher", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28147/galley/17806/download/" } ] }, { "pk": 28111, "title": "Evidence for evaluations of knowledge prior to belief", "subtitle": null, "abstract": "We investigate the relationship between evaluations of knowl-edge and belief in human adult theory of mind, and provideevidence that evaluations of knowledge are made without priorevaluations of belief. Our studies find that (1) people can ac-curately evaluate others’ knowledge before they evaluate theirbeliefs; (2) this pattern cannot be not explained by pragmaticdifferences; (3) it occurs cross-linguistically and unlikely tobe accounted for by differences in word frequency, and (4) italso generalizes to the larger class of factive and non-factiveattitudes (to which knowledge and belief respectively belong).Together, these studies demonstrate that human adults can as-cribe knowledge without first ascribing a belief state. Moregenerally, they lend support to the view that knowledge repre-sentations are a distinctive and basic way in which we makesense of others’ minds.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "knowledge; belief; theory of mind; factive atti-tudes; non-factive attitudes; False Belief; knowledge first" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1dp0j198", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "", "last_name": "Phillips", "name_suffix": "", "institution": "Harvard", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "Knobe", "name_suffix": "", "institution": "Yale", "department": "" }, { "first_name": "Brent", "middle_name": "", "last_name": "Strickland", "name_suffix": "", "institution": "Institut Jean Nicod", "department": "" }, { "first_name": "Pauline", "middle_name": "", "last_name": "Armary", "name_suffix": "", "institution": "Institut Jean Nicod", "department": "" }, { "first_name": "Fiery", "middle_name": "", "last_name": "Cushman", "name_suffix": "", "institution": "Harvard", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28111/galley/17771/download/" } ] }, { "pk": 27760, "title": "Evidence for hierarchically-structured reinforcement learning in humans", "subtitle": null, "abstract": "Flexibly adapting behavior to different contexts is a critical\ncomponent of human intelligence. It requires knowledge to\nbe structured as coherent, context-dependent action rules, or\ntask-sets (TS). Nevertheless, inferring optimal TS is compu-\ntationally complex. This paper tests the key predictions of a\nneurally-inspired model that employs hierarchically-structured\nreinforcement learning (RL) to approximate optimal inference.\nThe model proposes that RL acts at two levels of abstrac-\ntion: a high-level RL process learns context-TS values, which\nguide TS selection based on context; a low-level process learns\nstimulus-actions values within TS, which guide action selec-\ntion in response to stimuli. In our novel task paradigm, we\nfound evidence that participants indeed learned values at both\nlevels: not only stimulus-action values, but also context-TS\nvalues affected learning and TS reactivation, and TS values\nalone determined TS generalization. This supports the claim\nof two RL processes, and their importance in structuring our\ninteractions with the world.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Reinforcement Learning" }, { "word": "Structure learning" }, { "word": "Hierarchical representation" }, { "word": "Task sets" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3wx3881m", "frozenauthors": [ { "first_name": "Maria", "middle_name": "K", "last_name": "Eckstein", "name_suffix": "", "institution": "University of California, Berkley", "department": "" }, { "first_name": "Anne", "middle_name": "GE", "last_name": "Collins", "name_suffix": "", "institution": "University of California, Berkley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27760/galley/17400/download/" } ] }, { "pk": 27851, "title": "Evidence of Partial Number Word Knowledge on the Give-N Task", "subtitle": null, "abstract": "The most common measure of number word development isthe give-N task. Traditionally, to receive credit forunderstanding a number, N, children must understand that Ndoes not apply to other set sizes (e.g., a child who providesthree when asked for “three” but also when asked for “four”would not be credited with knowing “three”). We hypothesizedthat such performance may reveal a transitional knowledgestate that marks children who are ready to progress to the nextknower level. An analysis of six previous studies (N = 200)revealed that two, three, and four knowers flagged as havingpartial knowledge of N+1 at pretest outperformed those withno such knowledge on the give-N task at posttest. Resultssupport the idea of graded representations (Munakata, 2001) innumber word development and suggest the traditionalapproach to coding the give-N task may not completely capturechildren’s knowledge.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Give-N" }, { "word": "Cardinality" }, { "word": "Counting" }, { "word": "Partial knowledge" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8gn5m93t", "frozenauthors": [ { "first_name": "Connor", "middle_name": "D", "last_name": "O'Rear", "name_suffix": "", "institution": "Notre Dame", "department": "" }, { "first_name": "Nicole", "middle_name": "M", "last_name": "McNeil", "name_suffix": "", "institution": "Notre Dame", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Kirkland", "name_suffix": "", "institution": "Notre Dame", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [] }, { "pk": 28034, "title": "Evidence that the Attention Blink Reflects Categorical Perceptual Dynamics", "subtitle": null, "abstract": "Among the numerous formal and informal theories of the at-tentional blink, the common theoretical thread is that the deficitstems from selective attention and working memory processesbeing tied up in processing the first target (T1) when the sec-ond target (T2) appears. Rusconi & Huber (2017) challengedthis view by proposing the ’perceptual wink’ model of the AB,which posits that for categorical AB tasks (e.g., number/letter)the deficit reflects a failure to perceive that T2 belonged to thetarget category. The model makes the assumption that percep-tion is ’multi-faceted’; that is, there are separate, independentperceptual representations for an item’s identity and its cate-gory, and that either representation can be used to drive per-formance (e.g., trigger attentional encoding) depending on thetask demands. To differentiate between attention versus per-ceptual accounts of the AB, we used a stripped down RSVPtask where participants were asked to either report the iden-tity or category of the third item in a sequence of characters.In support of the perceptual account, we found priming foridentity or category depending on the task. Furthermore, wefound that the category results were analogous to the AB andthe spread of sparing even though the first character was nota target and there was no need to selectively filter items intoworking memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "perception; attention; priming; attentional blink" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2xb9z2sk", "frozenauthors": [ { "first_name": "Lucas", "middle_name": "D", "last_name": "Huszar", "name_suffix": "", "institution": "UMass", "department": "" }, { "first_name": "David", "middle_name": "E", "last_name": "Huber", "name_suffix": "", "institution": "UMass", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28034/galley/17673/download/" } ] }, { "pk": 28010, "title": "Examination of the Role of Book Layout, Executive Function, and Processing SpeedOn Children’s Decoding and Reading Comprehension", "subtitle": null, "abstract": "Books designed for beginning readers typically intermix textwith illustrations in close proximity. Prior research suggeststhis standard layout may reduce literacy skills due toincreased attentional competition between text andillustrations. The current study extends this work byexamining whether manipulations to the book layout canenhance reading performance and explores whether individualdifferences in executive function and processing speed arerelated to children’s decoding and reading comprehensionwhen reading books which utilize the standard layout.Separating text and illustrations improved readingcomprehension. Preliminary results also suggest workingmemory, inhibitory control, and processing speed are relatedto reading performance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attention; selective sustained attention; reading;reading fluency; decoding; reading comprehension;illustrations; executive function; inhibitory control; workingmemory; processing speed" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9492c03x", "frozenauthors": [ { "first_name": "Karrie", "middle_name": "E", "last_name": "Godwin", "name_suffix": "", "institution": "Kent State", "department": "" }, { "first_name": "Cassondra", "middle_name": "M", "last_name": "Eng", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Rachael", "middle_name": "", "last_name": "Todaro", "name_suffix": "", "institution": "Kent State", "department": "" }, { "first_name": "Grace", "middle_name": "", "last_name": "Murray", "name_suffix": "", "institution": "Kent State", "department": "" }, { "first_name": "Anna", "middle_name": "V", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28010/galley/17649/download/" } ] }, { "pk": 28197, "title": "Examining the Independence of Scales in Episodic Memory using Experience Sampling Data", "subtitle": null, "abstract": "We investigated whether memories of different time scales(i.e., week, day, hour) are used independently (i.e., indepen-dence of scales). To overcome the limitations of previousstudies that have low ecological validity in selecting the teststimuli, we used experience sampling technology. Participantswore a smartphone around their neck for two weeks, whichwas equipped with an app.that automatically collected time,images, GPS, audio and accelerometry. After a one-week re-tention interval, participants were presented with an image thatwas captured during their data collection phase, and tested ontheir memory of when the event happened (i.e., week, day ofweek, and hour). We find that, in contrast to previous studies,memories of different time scales were not retrieved indepen-dently in everyday life. Additionally, we replicated previouslaboratory findings such as correlations between confidencerating and memory performance, and patterns found betweenvalence rating and memory accuracy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "independence of scales; experience sampling;episodic memory" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/85h082b1", "frozenauthors": [ { "first_name": "Hyungwook", "middle_name": "", "last_name": "Yim", "name_suffix": "", "institution": "University of Melbourne; University of Tasmania", "department": "" }, { "first_name": "Paul", "middle_name": "M", "last_name": "Garrett", "name_suffix": "", "institution": "University of Newcastle", "department": "" }, { "first_name": "Megan", "middle_name": "", "last_name": "Baker", "name_suffix": "", "institution": "University of Newcastle", "department": "" }, { "first_name": "Simon", "middle_name": "J", "last_name": "Dennis", "name_suffix": "", "institution": "University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28197/galley/17856/download/" } ] }, { "pk": 28236, "title": "Examining the Pre-Test and Interim-Test Effect in Inductive Learning", "subtitle": null, "abstract": "Recent studies suggest that testing helps learning of materials studied after taking the test. However, it is not yet clearhow testing helps subsequent learning. The current study investigated whether testing benefit was due to test expectancyor adjustment of study strategies by contrasting pre-test and interim-test conditions in addition to the restudy controlcondition. Participants learned the painting styles of various artists that were divided into two sections. Participants hadeither a pre-test, interim-test, or interim-restudy on the first section before proceeding to the second section. On thefinal transfer test, the interim-test group outperformed those from the pre-test and restudy groups, implying that only theinterim-test effect existed, but not the pretesting effect. The result suggests that in inductive learning simply knowingabout the test format in advance of study session does not really help learning, rather it is important for learners to testthemselves after studying.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/304664vw", "frozenauthors": [ { "first_name": "Heeseon", "middle_name": "", "last_name": "Choi", "name_suffix": "", "institution": "Yonsei University", "department": "" }, { "first_name": "Hee", "middle_name": "Seung", "last_name": "Lee", "name_suffix": "", "institution": "Yonsei University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28236/galley/17895/download/" } ] }, { "pk": 28285, "title": "Examining the Representational Change Theory on the interpretation of Remote Associates Problem Solving", "subtitle": null, "abstract": "The main purpose of current study is to examine the insight theory on the interpretation of remote associates problemsolving. In our experiment, we manipulated the position of keyword to alter the relaxation of constraint in the problem.Three kinds of problems were presented: the Keyword-in-Front (KF), Keyword-in-Middle (KM) and Keyword-in-Back(KB) problems. Fifty-eight undergraduates were recruited and the eye movements while they were solving these threeproblems were recorded. The results indicate that, (1) the correct rate of KM problems are higher than KB problems. (2)When individuals solve the KF problems or KB problems, they would display more regression counts and spend moretime gazing at the fixation region than key region. However, more time and regression counts are spent at the key regionwhile solving KM problems. The results of current experiment support the explanation of Representation Change Theoryon the solving process of remote associates problems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0cg1v5f5", "frozenauthors": [ { "first_name": "Posheng", "middle_name": "", "last_name": "Huang", "name_suffix": "", "institution": "Hsuan Chuang University", "department": "" }, { "first_name": "Shu-Ling", "middle_name": "", "last_name": "Peng", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Jon-Fan", "middle_name": "", "last_name": "Hu", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Cheng-Hong", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "National Tsing Hua University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28285/galley/17944/download/" } ] }, { "pk": 28272, "title": "Examining the role of the motor system in the beneficial effect of speaker’sgestures during encoding and retrieval", "subtitle": null, "abstract": "Co-speech hand gesture facilitates learning and memory, yet little is known about the underlying mechanisms. Ian andBucciarelli (2017) investigated this: participants watched videos of a person producing sentences with or without concur-rent hand gestures. In one experiment, participants hands were occupied with an unrelated motor task while watching.Gesture enhanced memory for sentences except when hands were engaged in the motor task, indicating motor systeminvolvement when gesture enhances memory. We investigated when and how the motor system is engaged in service ofmemory. We replicated the above design and cued listeners at retrieval with the same or different manipulation they expe-rienced at encoding (gesture/motor task). We predict that participants in the same motor task condition for encoding andretrieval will have better recall performance than those in mismatch conditions, suggesting that re-engaging or simulatingprevious motor experiences is critical in the relationship between gesture and memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/92w5t6v5", "frozenauthors": [ { "first_name": "Alexa", "middle_name": "", "last_name": "Bushinski", "name_suffix": "", "institution": "Metropolitan State University", "department": "" }, { "first_name": "Caitlin", "middle_name": "", "last_name": "Hilverman", "name_suffix": "", "institution": "Vanderbilt University Medical Center", "department": "" }, { "first_name": "Kimberly", "middle_name": "", "last_name": "Halvorson", "name_suffix": "", "institution": "Metropolitan State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28272/galley/17931/download/" } ] }, { "pk": 28135, "title": "Example Generation Under Constraints Using Cascade Correlation Neural Nets", "subtitle": null, "abstract": "Humans not only can effortlessly imagine a wide range ofnovel instances and scenarios when prompted (e.g., a newshirt), but more remarkably, they can adequately generate ex-amples which satisfy a given set of constraints (e.g., a new,dotted, pink shirt). Recently, Nobandegani and Shultz (2017)proposed a framework which permits converting deterministic,discriminative neural nets into probabilistic generative models.In this work, we formally show that an extension of this frame-work allows for generating examples under a wide range ofconstraints. Furthermore, we show that this framework is con-sistent with developmental findings on children’s generativeabilities, and can account for a developmental shift in infants’probabilistic learning and reasoning. We discuss the impor-tance of integrating Bayesian and connectionist approaches tocomputational developmental psychology, and how our workcontributes to that research.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cascade correlation neural networks; Determin-istic discriminative models; Probabilistic generative models;Bayesian vs. connectionist modeling of development" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9f71755r", "frozenauthors": [ { "first_name": "Ardavan", "middle_name": "S", "last_name": "Nobandegani", "name_suffix": "", "institution": "McGill", "department": "" }, { "first_name": "Thomas", "middle_name": "R", "last_name": "Schultz", "name_suffix": "", "institution": "McGill", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28135/galley/17794/download/" } ] }, { "pk": 27823, "title": "Exclusivity in casual reasoning", "subtitle": null, "abstract": "Causal systems often include mutually exclusive events: events\nwhich cannot occur simultaneously. However, when events in\na causal system are exclusive, the normative properties of the\nwhole system change substantially. Are adults sensitive to the\nconsequences of exclusivity for causal reasoning? Here, we\nsystematically manipulated common-effect causal systems to\nhave either exclusive or non-exclusive causes while holding all\nother factors constant. Adults showed a rich understanding of\nexclusive systems in making both predictive (Experiment 1)\nand diagnostic (Experiments 2 and 3) causal inferences.\nAdults’ success in these tasks suggests that exclusivity is an\nimportant dimension in human causal reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Exclusivity" }, { "word": "Independence" }, { "word": "Casual reasoning" }, { "word": "predictive" }, { "word": "Diagnostic" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1511c7zv", "frozenauthors": [ { "first_name": "Alexander", "middle_name": "", "last_name": "LaTourrette", "name_suffix": "", "institution": "Northwestern", "department": "" }, { "first_name": "Mathew", "middle_name": "", "last_name": "Myers", "name_suffix": "", "institution": "Northwestern", "department": "" }, { "first_name": "Lance", "middle_name": "J", "last_name": "Rips", "name_suffix": "", "institution": "Northwestern", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27823/galley/17462/download/" } ] }, { "pk": 28115, "title": "Expectations bias judgments of harm against others", "subtitle": null, "abstract": "People’s expectations play an important role in their evalua-tions and reactions to events. There is often disappointmentwhen events fail to meet expectations—sometimes even whenthe events are still positive overall—and there is a special thrillto having one’s expectations exceeded. In four studies, weexamined how expectations influence people’s judgments ofevents where another person or people were harmed. Partici-pants judged pairs of events where a victim experienced a sim-ilar harm, but where victims were at different prior risk of be-ing harmed. We found that people judged these events as beingworse when they were less expected–that is, when the victimswere initially at lower risk of being harmed. We argue that thisbias has pernicious moral consequences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Judgment and decision-making; Moral judgments;Bias" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2dv1g25p", "frozenauthors": [ { "first_name": "Derek", "middle_name": "", "last_name": "Powell", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Zachary", "middle_name": "", "last_name": "Horne", "name_suffix": "", "institution": "Arizona State", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28115/galley/17775/download/" } ] }, { "pk": 28200, "title": "Experientially Grounded Learning About the Roles of Variability, Sample Size, and Difference Between Means in Statistical Reasoning", "subtitle": null, "abstract": "Despite its omnipresence in this information-laden\nsociety, statistics is hard. The present study explored the\napplicability of a grounded cognition approach to learning\nbasic statistical concepts. Participants in 2 experiments\ninteracted with perceptually rich computer simulations\ndesigned to foster understanding of the relations between\nfundamental statistical concepts and to promote the ability\nto reason with statistics. During training, participants were\nasked to estimate the probability of two samples coming\nfrom the same population, with sample size, variability, and\ndifference between means independently manipulated. The\namount of learning during training was measured by the\ndifference between participants’ confidence judgments and\nthose of an Ideal Observer. The amount of transfer was\nassessed by the increase in accuracy from a pretest to a\nposttest. Learning and transfer were observed when tailored\nguidance was given along with the perceptually salient\nproperties. Implications of our quantitative measures of\nhuman sensitivity to statistical concepts were discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "grounded cognition; statistical inferences;\nstatistics education; variability; sample size; mean" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2gq7d6xm", "frozenauthors": [ { "first_name": "Jingqi", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Robert", "middle_name": "L", "last_name": "Goldstone", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Landy", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28200/galley/17859/download/" } ] }, { "pk": 28032, "title": "Experimental Evidence of Emotional Learning in the Iowa Gambling Task", "subtitle": null, "abstract": "The Iowa Gambling Task (IGT) is an established toolused for evaluating the role of emotional learning underconditions of uncertainty. To date, however, themajority of studies have not explicitly manipulated theemotional content within the IGT or examined the effectof doing so on different populations. We address thisgap in the present study, focusing our analysis on twogroups: low vs. high psychopathy individuals insubclinical populations. Our findings demonstrate thatemotional content boosted learning for the high but notthe low psychopathy group.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Iowa Gambling Task; emotional learning;psychopathy; decision making" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9n67k2d1", "frozenauthors": [ { "first_name": "Courtney", "middle_name": "", "last_name": "Humeny", "name_suffix": "", "institution": "Institute of Cognitive Science at Carleton University", "department": "" }, { "first_name": "Kasia", "middle_name": "", "last_name": "Muldner", "name_suffix": "", "institution": "Institute of Cognitive Science at Carleton University", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "West", "name_suffix": "", "institution": "Institute of Cognitive Science at Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28032/galley/17671/download/" } ] }, { "pk": 28118, "title": "Experimentally Testing the Intuitions about Semantic Reference", "subtitle": null, "abstract": "The debate about semantic reference between Frege’s (1948)\ndescriptivism and Kripke’s (1972) causal theory of reference\nhas recently been approached through experimental\npsychology. However, no consensus has been reached on the\ndirection of the results. While some studies face clear\nmethodological charges, even those that are currently\nuncontested do not reach a mutual conclusion. We propose a\nnovel experimental paradigm with methodology designed to\nevade the problems of previous studies. Contrary to the past\nliterature, we find a prevalence of descriptivists under lenient\ncriteria for consistency across trials, while under strict criteria\nwe find an equal amount of descriptivists and hybrids, with\nlow numbers of referentialists (causal theory of reference)\nunder both criteria. We suggest an interpretation of this result,\nand where future research might head.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "proper names; descriptivist theory; causal theory\nof reference; semantic reference" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4zj1g2d7", "frozenauthors": [ { "first_name": "Ana", "middle_name": "", "last_name": "Puljic", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Leonidas", "middle_name": "A.A.", "last_name": "Doumas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28118/galley/17778/download/" } ] }, { "pk": 28273, "title": "Expertise seeks rewards: Error-related negativities and defensive motivation in spelling decisions", "subtitle": null, "abstract": "The error-related negativity (ERN) is an event-related potential (ERP) component generated in anterior cingulate cortexthat reflects reward sensitivity and error aversion (Hajcak & Foti, 2008). In a spelling decision task that included a mon-etary reward for good performance, Harris, Perfetti, and Rickles (2014) found that mean ERN amplitude was associatedwith an offline behavioral measure of spelling knowledge, suggesting that expert spellers are more error-averse during areward-based spelling task than those with less expertise. However, task performance alone is an imperfect indicator of ex-pertise, because a correct response could result from guessing or motor error. In the present study, we investigated whetherthe left-lateralized N170, an ERP component directly tied to orthographic expertise, was associated with ERN effect size inthe spelling decision task. We found that mean N170 amplitude correlated positively with mean ERN amplitude, indicatingthat experts experience greater aversion to errors than non-experts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3gv1j9vq", "frozenauthors": [ { "first_name": "Lindsay", "middle_name": "", "last_name": "Harris", "name_suffix": "", "institution": "Northern Illinois University", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Rickles", "name_suffix": "", "institution": "University of maryland", "department": "" }, { "first_name": "Luis", "middle_name": "", "last_name": "Lopez", "name_suffix": "", "institution": "Northern Illinois University", "department": "" }, { "first_name": "Charles", "middle_name": "", "last_name": "Perfetti", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28273/galley/17932/download/" } ] }, { "pk": 28069, "title": "Explaining away: significance of priors, diagnostic reasoning, and structuralcomplexity", "subtitle": null, "abstract": "Recent research suggests that people do not perform wellon some of the most crucial components of causal reason-ing: probabilistic independence, diagnostic reasoning, and ex-plaining away. Despite this, it remains unclear what con-texts would affect people’s reasoning in these domains. Inthe present study we investigated the influence of manipulatingpriors of causes and structural complexity of Causal BayesianNetworks (CBNs) on the above components. Overall we foundthat participants largely accepted the priors and understoodprobabilistic independence, but engaged in inaccurate diagnos-tic reasoning and insufficient explaining away behavior. More-over, the effect of manipulating priors on participants’ perfor-mance in diagnostic reasoning and explaining away was sig-nificantly larger in a structurally less complex CBN than in astructurally more complex CBN.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Explaining Away; Diagnostic Reasoning; Priorprobability; Causal Bayesian Networks; Network Complexity;Interpretations of Probability; Propensity" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9t25s82z", "frozenauthors": [ { "first_name": "Alice", "middle_name": "", "last_name": "Liefgreen", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Marko", "middle_name": "", "last_name": "Tesic", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Lagnado", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28069/galley/17708/download/" } ] }, { "pk": 27941, "title": "Explaining Human Decisino Making in Optimal Stopping Tasks", "subtitle": null, "abstract": "In an optimal stopping problem, people encounter a sequenceof options and are tasked with choosing the best one; once anoption is rejected, it is no longer available. Recent studies ofoptimal stopping suggest that people compare the current op-tion with an internal threshold and accept it when the optionexceeds the threshold. In contrast, we propose that humans de-cide to accept or reject an option based on an estimate of theprobability that a better option will be observed in the future.We develop a computational model that formalizes this idea,and compare the model to the optimal policy in two experi-ments. Our model provides a better account of the data thanthe optimal model. In particular, our model explains how thedistributional structure of option values affects stopping behav-ior, providing a step towards a more complete psychologicaltheory of optimal stopping.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "optimal stopping; cognitive modeling; sequential decision making; probabilistic choice behavior" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9v51f0hg", "frozenauthors": [ { "first_name": "Christiane", "middle_name": "", "last_name": "Baumann", "name_suffix": "", "institution": "University of Zurich", "department": "" }, { "first_name": "Henrik", "middle_name": "", "last_name": "Singmann", "name_suffix": "", "institution": "U of Zurich", "department": "" }, { "first_name": "Vassilios", "middle_name": "E", "last_name": "Kaxiras", "name_suffix": "", "institution": "Belmont High School", "department": "" }, { "first_name": "Samuel", "middle_name": "J", "last_name": "Gershman", "name_suffix": "", "institution": "Harvard", "department": "" }, { "first_name": "Bettina", "middle_name": "", "last_name": "von Helveren", "name_suffix": "", "institution": "U of Zurich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27941/galley/17579/download/" } ] }, { "pk": 28188, "title": "Explaining Reasoning Effects: A Neural Cognitive Model of Spatial Reasoning", "subtitle": null, "abstract": "According to mental model theory, spatial reasoning is basedon the construction and variation of mental modelsrepresenting spatial arrangements. Several effects in humanspatial reasoning are known to support this theory, forexample the ordering effect. Yet, reasoning effects have beenobserved for which the cognitive mechanisms are not entirelyexplained. To investigate how these effects can be attributedto neural computation, we modeled spatial reasoning in theNeural Engineering Framework.We selected three experiments to simulate tasks in a cognitivemodel based on an internal display. In our model,performance declines with an increase of objects which isexplained by the neural drift over time. We replicated effectsfrom the studies which we have found to be due to continuouspremise integration. By modeling and simulating spatialreasoning tasks, we showed that effects reported inpsychological studies can be explained by the emergentproperties of neural computation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Neural Engineering Framework; spatialreasoning; relational Reasoning; cognitive Modeling" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7bx6p90b", "frozenauthors": [ { "first_name": "Julia", "middle_name": "", "last_name": "Wertheim", "name_suffix": "", "institution": "Albert-Ludwigs-University Freiburg", "department": "" }, { "first_name": "Terrence", "middle_name": "C", "last_name": "Stewart", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28188/galley/17847/download/" } ] }, { "pk": 28072, "title": "Explanation and its Limits: Mystery and the Need for Explanation in Science and Religion", "subtitle": null, "abstract": "Both science and religion offer explanations for everydayevents, but they differ with respect to their tolerance formysteries. In the present research, we investigate laypeople’sperceptions about the extent to which religious and scientificquestions demand an explanation and the extent to which anappeal to mystery can satisfy that demand. In Study 1, wedocument a large domain difference between science andreligion: scientific questions are judged to be more in need ofexplanation and less appropriately answered by appeal tomystery than religious questions. In Study 2, we demonstratethat these differences are not driven by differing levels of beliefin the content of these domains. While the source of thesedomain differences remains unclear, we propose severalhypotheses in the General Discussion.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "explanation; mystery; science; religion" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/006843x6", "frozenauthors": [ { "first_name": "Emily", "middle_name": "G", "last_name": "Liquin", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "S", "middle_name": "Emlen", "last_name": "Metz", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "Tania", "middle_name": "", "last_name": "Lombrozo", "name_suffix": "", "institution": "UC Berkley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28072/galley/17711/download/" } ] }, { "pk": 28077, "title": "Explanation Hubris and Conspiracy Theories: A Case of the 2016 Presidential Election", "subtitle": null, "abstract": "While explanations provide the power to understand the worldaround us, people are often overconfident about their ownunderstanding. We explored how people’s perceptions of theirunderstanding of phenomena is related to endorsement ofconspiracy theories. We first tested people’s perceptions oftheir understanding of the 2016 Presidential electoral processand then measured their beliefs that the election itself wasillegitimate, a form of conspiratorial belief. We found thatparticipants who still endorsed high levels of understandingafter generating an explanation for the 2016 election were alsomore likely to endorse the election was illegitimate. However,this finding only obtained for participants who voted for thelosing candidate. These results suggest interesting avenues forexploring individual differences that may be related to theillusion of explanatory depth.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "illusion of explanatory depth; conspiracy beliefs;causal understanding; belief revision" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6c87b6bx", "frozenauthors": [ { "first_name": "Jessecae", "middle_name": "K", "last_name": "Marsh", "name_suffix": "", "institution": "Lehigh University", "department": "" }, { "first_name": "Joseph", "middle_name": "A", "last_name": "Vitriol", "name_suffix": "", "institution": "Lehigh University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28077/galley/17716/download/" } ] }, { "pk": 27946, "title": "Exploration and Attention in Young Children", "subtitle": null, "abstract": "Exploration is critical for discovering how the world works.Exploration should be particularly valuable for young children,who have little knowledge about the world. Theories ofdecision-making describe systematic exploration as beingprimarily sub-served by prefrontal cortex (PFC). Recentresearch suggests that systematic exploration predominates inyoung children’s choices, despite immature PFC, suggestingthat this systematic exploration may be driven by differentmechanisms. We hypothesize that young children’s tendencyto distribute attention widely promotes broad informationgathering, which in turn translates to exploratory choicebehavior, and that interrupting distributed attention allocationthrough bottom up attentional capture would also disruptsystematic exploration. We test this hypothesis using a simplechoice task in which saliency of the options was manipulated.Saliency disrupted systematic exploration. These resultssuggest that attentional mechanisms may drive systematicexploratory behavior, and may be part of a larger tendencytoward broad information gathering in young children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; exploration; decision-making; attention" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3dq2422s", "frozenauthors": [ { "first_name": "Nathaniel", "middle_name": "J", "last_name": "Blanco", "name_suffix": "", "institution": "Ohio State", "department": "" }, { "first_name": "Vladimir", "middle_name": "M", "last_name": "Sloutsky", "name_suffix": "", "institution": "Ohio State", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27946/galley/17584/download/" } ] }, { "pk": 28210, "title": "Exploring automatic metacognitive monitoring processes: Are errors in equations detected without intentional calculation?", "subtitle": null, "abstract": "Metacognitive monitoring, like error detection, is crucial for appropriate self-regulating processes. Some researchersargue that metacognitive monitoring automatically occurs (Spehn & Reder, 2000). Whether the automatic monitoringprocesses exist or not and what tasks are needed to investigate the processes have been topics of considerable discussion.We attempted to observe these automatic metacognitive monitoring processes. Two calculus equations were verticallypresented on a computer screen for 50ms, followed by an auditory cue to indicate one of the two equations. Twenty-sevenuniversity students were asked to judge whether the cued equation was correct or incorrect. The result showed that RTwas longer when the distractor, non-cued equation, was incorrect than when it was correct, although the distractor couldn’thave been intentionally calculated. This finding suggests that errors in equations were rapidly and automatically detected.We discuss whether automatic metacognitive monitoring processes are observed in our task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5hx0k509", "frozenauthors": [ { "first_name": "Shogo", "middle_name": "", "last_name": "AMANO", "name_suffix": "", "institution": "Osaka Prefecture University", "department": "" }, { "first_name": "Yoshihiro", "middle_name": "", "last_name": "Nakagawa", "name_suffix": "", "institution": "Osaka Prefecture University", "department": "" }, { "first_name": "Masahiko", "middle_name": "", "last_name": "Okamoto", "name_suffix": "", "institution": "Osaka Prefecture University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28210/galley/17869/download/" } ] }, { "pk": 28258, "title": "Exploring model-based versus model-free pupillometry correlates to reinforcement learning parameters", "subtitle": null, "abstract": "While many recent studies have successfully used reinforcement learning (RL) frameworks to explain large portions ofvariance within neurobiological and decision-making datasets, the relatability of such models to the true mechanisms anddynamics underlying human learning, cognition, and behavior is arguably still quite limited–in part due to the exclusion ofwell-defined mechanisms controlling the dynamics of sensory-model updating (particularly during exploratory behavior)and sensory-model extraction (for use of exploitative behavior) processes. In an attempt to mend this gap, the currentstudy investigates the diameter of the pupil as a potential signature of both ongoing sensory-model updating and sensory-model extraction processes. With the use of a hybrid Q-learning model, these hypothesized correlates are found to accountfor discrepancies in pupil diameter between model-based and model-free learning strategies during exploratory and ex-ploitative behavior, and simultaneously frame human learning experience as a dynamic interplay between sensory-modelupdating and recollection processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0cf8s8dj", "frozenauthors": [ { "first_name": "Chris", "middle_name": "", "last_name": "Endemann", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28258/galley/17917/download/" } ] }, { "pk": 35983, "title": "Exploring Options in Academic Writing: Effective Vocabulary and Grammar Use - Jan Frodesen and Margi Wald", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/58w2d44k", "frozenauthors": [ { "first_name": "Megan", "middle_name": "M.", "last_name": "Siczek", "name_suffix": "", "institution": "The George Washington University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35983/galley/26836/download/" } ] }, { "pk": 27919, "title": "Exploring the Reality of the Knowledge Level: Pragmatism Embodied", "subtitle": null, "abstract": "Allen Newell’s Knowledge Level theory is a philosophical\nposition on the reality of knowledge that is best understood\nthrough the lens of Pragmatism--specifically, the view that the\npractical effects of general concepts are indelibly linked with\nthe reality of those concepts. Consequently, the reality of the\nknowledge level is context-dependent. Newell’s theory\nreduces the complexity of analyzing every mechanism behind\nintelligence systems by abstracting away details irrelevant to\npredicting behavior and, as such, is more important than ever\nin light of current challenges in cognitive science.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Knowledge Level; Knowledge Representation; Cognitive Modeling; Cognitive Architectures; inter-theoretic Levels; Agency; Behavioral Prediction" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3657m2rp", "frozenauthors": [ { "first_name": "Jeremy", "middle_name": "T", "last_name": "young", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Robert", "middle_name": "L", "last_name": "West", "name_suffix": "", "institution": "Carleton", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27919/galley/17557/download/" } ] }, { "pk": 28266, "title": "Extending an integrated computational model of the time-based resource-sharingtheory of working memory", "subtitle": null, "abstract": "The time-based resource-sharing (TBRS) model envisions working memory as a rapidly switching, serial, attentionalrefreshing mechanism. Executive attention trades its time between rebuilding decaying memory traces and processingextraneous activity. To thoroughly investigate the implications of the TBRS theory, we integrated TBRS within the ACT-Rcognitive architecture. This allowed us to test the TBRS model against both participant accuracy and RT data in a dual taskenvironment and in particular, determine the patterns in these data directly attributable to working memory limitations. Inthe current work, we extend the model to include articulatory rehearsal, which allows us to examine suppression effects.Additionally, we use the model to predict performance under a larger range of cognitive load. These predictions enable astronger test of the TBRS model that would not be possible without our complete computational account of TBRS and thegeneral assumptions of the ACT-R framework.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2k41t2g0", "frozenauthors": [ { "first_name": "Joseph", "middle_name": "", "last_name": "Glavan", "name_suffix": "", "institution": "Wright State University", "department": "" }, { "first_name": "Joseph", "middle_name": "", "last_name": "Houpt", "name_suffix": "", "institution": "Wright State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28266/galley/17925/download/" } ] }, { "pk": 27930, "title": "Face Recognition and Bilingual Lexical Access: Familiarized faces prime performance in a written language-selection task", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "bilingualism; face perception; priming" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5jx4p3q8", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Abugaber", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27930/galley/17568/download/" } ] }, { "pk": 28252, "title": "Facial thermal responses to moodboards: confirming implicit preferences to colorsas a function of motivation profiles for physical activity", "subtitle": null, "abstract": "Facial thermal reactions were measured to confirm individuals preferences for the colors used in moodboards as a functionof their motivation profile to leisure physical activity (PA). Forty-five individuals were recruited as primary motivated byPsychological well-being (PSY), beauty appearance (APP) or Physical strength (PHY). Participants performed two taskssitting in front of a computer screen. In the first, a SMI-eye tracking system was used to measure fixation durations (in ms)when color-patches were presented. In the second task, a thermal camera measured emotional reactions to the presentationof motivation-designed moodboards. Specific eye-tracking patterns and thermal reactions were obtained as a function ofmotivation profiles. Green, pink and red/black were the preferred colors for PSY, APP and PHY profiles, respectively.Data from the thermal camera confirmed the specificity of the profile groups by indicating that greater emotional changesin face temperature were observed when individuals viewed moodboards that corresponded to their own profile.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8t87473m", "frozenauthors": [ { "first_name": "Yvonne", "middle_name": "", "last_name": "Delevoye-Turrell", "name_suffix": "", "institution": "Lille University", "department": "" }, { "first_name": "Adamantia", "middle_name": "", "last_name": "Batistatou", "name_suffix": "", "institution": "Lille 3", "department": "" }, { "first_name": "Antoine", "middle_name": "", "last_name": "Deplancke", "name_suffix": "", "institution": "University of Lille", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28252/galley/17911/download/" } ] }, { "pk": 28294, "title": "Facilitating interpersonal action coordination in a movement control task", "subtitle": null, "abstract": "The present experiment examined how individuals and dyads coordinate action in a movement control task either with orwithout additional action effects. Participants pressed computer keys to keep a moving dot stimulus within a rectangleby certain key-movement mapping. Pressing a key could also cause visual, auditory, or no effect. Participants completedthe task either alone or with a partner they could neither see nor hear. The results showed that individuals had betterperformance and longer key-press than dyads. The performance of dyads was improved by auditory effects, whereasthe performance of individuals was not influenced by any additional action effect. In a subsequent STROOP-like task,participants were asked to press a computer key they used in the movement control task while being primed by eithervisual or auditory effects. The results revealed an association between auditory effects and correspondent key, whereas nosuch association was found for visual effects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5mj5w0w1", "frozenauthors": [ { "first_name": "Bai", "middle_name": "", "last_name": "Jiuyang", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Schloesser", "name_suffix": "", "institution": "UC Merced", "department": "" }, { "first_name": "Jordan", "middle_name": "J", "last_name": "Scott", "name_suffix": "", "institution": "Illinois State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28294/galley/17953/download/" } ] }, { "pk": 27917, "title": "Factors Underlying Conceptual Change in the Sciences and Social Sciences", "subtitle": null, "abstract": "Learning in the sciences is difficult for students from\nelementary school to university due to misconceptions, or\nincorrect prior knowledge, interfering with the acquisition of\nnew knowledge. The process of replacing previously incorrect\nideas with new and accurate ones is referred to as conceptual\nchange. Which factors and to what extent they facilitate the\nconceptual change is debated. This study primarily\ninvestigates two key components to conceptual change in\nscientific knowledge: text style and epistemic beliefs. We also\nexplored additional contributions of individual differences in\nprior knowledge, reading ability, and working memory. 157\ncollege students completed a two-part, within subjects design\nstudy in which they completed pretests, read passages\naddressing a misconception, completed posttests, and were\nassessed on a battery of the individual difference measures.\nWe noted conceptual change on the posttest, but individual\nreaders appeared to respond to the text differently.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "conceptual change; epistemic beliefs; discourse processing" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/096421s9", "frozenauthors": [ { "first_name": "Angel", "middle_name": "", "last_name": "Yazbec", "name_suffix": "", "institution": "Florida State", "department": "" }, { "first_name": "Arielle", "middle_name": "", "last_name": "Borovsky", "name_suffix": "", "institution": "Purdue", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Kaschak", "name_suffix": "", "institution": "Florida State", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27917/galley/17555/download/" } ] } ] }