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{ "count": 38488, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=17800", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=17600", "results": [ { "pk": 28026, "title": "Speakers’ choice of frame based on reference point:With explicit reason or affected by irrelevant prime?", "subtitle": null, "abstract": "Previous studies have shown that when choosing one of thelogically equivalent frames (e.g., “half full” or “half empty”),speakers tend to choose one based on a reference point. Forexample, when the amount of water in a glass with 500ml ca-pacity was originally 0ml (or 500ml) and then increased (ordecreased) to 250ml, speakers tended to express the contentof water in the glass as “half full” (or “half empty”). We ex-amined why speakers chose one of the logically equivalentframes. In addition, we examined whether an irrelevant refer-ence point affected speakers’ choice of frame. In order to ex-amine these two issues, we conducted three behavioral exper-iments using a frame choice task. Specifically, participantswere presented with a task-relevant (story-based) or task-irrelevant (prime-based) reference point and then asked tochoose a frame. Following this, they were asked to reveal thereason for the frame choice. Our findings were summarizedwith the following two points. First, when reference pointswere task-relevant, many participants chose a frame based onthe reference point with explicit reason. Second, even whenreference points were task-irrelevant, they affected framechoices and almost all of our participants did not report the ef-fect of the irrelevant reference point. These results indicatethat the effect of reference points on frame choices is robustand that people do not always notice the effect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "frame choice; reference point hypothesis; refer-ence point" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5qt9z5g7", "frozenauthors": [ { "first_name": "Hidehito", "middle_name": "", "last_name": "Honda", "name_suffix": "", "institution": "University of Tokyo", "department": "" }, { "first_name": "Masaru", "middle_name": "", "last_name": "Shirasuna", "name_suffix": "", "institution": "University of Tokyo", "department": "" }, { "first_name": "Toshihinko", "middle_name": "", "last_name": "Matsuka", "name_suffix": "", "institution": "Chiba 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": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28026/galley/17665/download/" } ] }, { "pk": 28102, "title": "SRT and ASRT: Similar Tasks Tapping Distinct Learning Mechanisms?", "subtitle": null, "abstract": "The Serial Reaction Time (SRT) and the Alternating Serial\nReaction Time (ASRT) tasks are widely used assessments of\nsequence learning (SL) wherein repetitive patterning of visual-\nspatial elements leads participants to anticipate locations of\nsubsequent elements in the series. In the SRT task, the\npredictive dependencies involve adjacent elements whereas in\nthe ASRT task they involve nonadjacent elements, due to the\ninsertion of random elements into the pattern. We tested\ncollege students (N = 74) to explore whether the SRT and the\nASRT tasks relied on similar underlying learning mechanisms\nwhile also examining associations between task performance\nand nonverbal fluid intelligence, visual-spatial working\nmemory, and sentence processing ability. There was no\ncorrelation in performance across the two SL tasks (r = –.18),\nsuggesting distinct learning mechanisms. Whereas 95.9% of\nparticipants demonstrated sequence-specific learning in the\nSRT task, only 64.9% demonstrated learning in the ASRT task.\nSL in the ASRT but not the SRT task was associated with\nnonverbal intelligence, visual-spatial working memory, and\nsentence comprehension. The observed results run counter to\nthe claim that the ASRT relies only on implicit learning\nmechanisms presumed to be unrelated to executive functioning\nor general intelligence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "sequence learning; implicit statistical learning;\nworking memory; nonverbal intelligence; sentence processing" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5ks2h562", "frozenauthors": [ { "first_name": "Olga", "middle_name": "", "last_name": "Parshina", "name_suffix": "", "institution": "CUNY", "department": "" }, { "first_name": "Rita", "middle_name": "", "last_name": "Obeid", "name_suffix": "", "institution": "CUNY", "department": "" }, { "first_name": "Elizabeth", "middle_name": "S", "last_name": "Che", "name_suffix": "", "institution": "CUNY", "department": "" }, { "first_name": "Timothy", "middle_name": "J", "last_name": "Ricker", "name_suffix": "", "institution": "CUNY", "department": "" }, { "first_name": "Patricia", "middle_name": "J", "last_name": "Brooks", "name_suffix": "", "institution": "CUNY", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28102/galley/17751/download/" } ] }, { "pk": 28075, "title": "Stability in the temporal dynamics of word meanings", "subtitle": null, "abstract": "Words show complex dynamics of meaning change. In somecases, a word may acquire novel senses. In other cases, ex-isting senses of a word may become obsolete. The rates atwhich words gain and lose senses may vary, but it is an openquestion which factors might account for this variation. Build-ing on work in computational linguistics and cognitive science,we develop a computational approach that explores this ques-tion by leveraging word sense records from a large histori-cal database of English. Our results suggest that polysemouswords tend to gain and lose senses more than words with fewersenses, and that these effects are robust when word frequencyand length are both controlled for. These results are consis-tent with recent findings on the mechanisms of emergent wordmeanings and they further suggest stability in the temporal dy-namics of word meanings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "lexicon; word meaning; sense gain; sense loss;polysemy; lexical evolution; stability" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1zm104tt", "frozenauthors": [ { "first_name": "Yiwei", "middle_name": "", "last_name": "Luo", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Yang", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28075/galley/17714/download/" } ] }, { "pk": 28333, "title": "State- and Trait-Creativity as Predictors of Semantic Distance in Verbal AnalogyGeneration", "subtitle": null, "abstract": "Creativity is often considered a static trait, but recent work has shown that a creative state can be induced through explicitinstruction to be creative. A two-term verbal analogy generation task (e.g., GLOVE : HAND :: : ) that includeda randomized instruction to Answer Creatively vs. Answer Quickly was used to explore the impact of state creativity,and convergent and divergent thinking upon the creativity (i.e., semantic distance) of the generated analogies. Resultsconfirm that instruction to Answer Creatively yielded more semantically distant analogies. Additionally, the magnitudeof improvement between instructional conditions was predicted by performance in the Quickly condition. Participantsproducing less creative analogies in the Quickly condition benefited substantially, whereas participants producing morecreative analogies benefited less. Convergent and divergent thinking predicted more creative analogies in the Quicklycondition but not in the Creatively condition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0170n001", "frozenauthors": [ { "first_name": "Gregory", "middle_name": "", "last_name": "Norville", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Lara", "middle_name": "", "last_name": "Jones", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28333/galley/18034/download/" } ] }, { "pk": 27814, "title": "Statistical norm effects in casual cognition", "subtitle": null, "abstract": "Current causal theories argue that the statistical normality or\nabnormality of an action makes a difference to people’s\ncausal judgements. In this paper, we present two experiments\nthat explore the role of statistical norms in causal cognition.\nIn our first experiment, we provide a preliminary test of two\ncompeting theories that aim to explain the effects of normality\nin causal cognition – the actual causal strength measure (Icard\nKominsky & Knobe, 2017) and the correspondence\nhypothesis about causal judgements (Harinen, 2017). In\naddition, we control for an often neglected factor, the\nepistemic states of agents. Our second experiment\ninvestigates the effect of statistical normality in the same\ncontext, but with a probabilistic rather than deterministic\ncausal structure. Our results favour Icard et al.’s (2017) model\nof causal strength, but show that the statistical normality of an\naction loses its influence when the occurrence of the outcome\nis probabilistic. We discuss the implications of our findings\nfor current causal theories", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Casual judgement" }, { "word": "statistical norms" }, { "word": "normality" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7g14d2f6", "frozenauthors": [ { "first_name": "Lara", "middle_name": "", "last_name": "Kirfel", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Lagnado", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27814/galley/17453/download/" } ] }, { "pk": 27694, "title": "Statistics as Pottery: Bayesian Data Analysis using Probabilistic Programs (Tutorial)", "subtitle": null, "abstract": "Probability theory is the “logic of science” (Jaynes, 2003) and\nBayesian data analysis (BDA) is the glue that brings that logic\nto data. BDA is a general, flexible alternative to standard statis-\ntical approaches (e.g., NHST) that provides the scientist with\nclarity and ease to address their personal scientific questions.\nDoing BDA in a probabilistic programming language (PPL) af-\nfords several additional advantages: a compositional approach\nto writing models, separation of model specification from al-\ngorithmic implementation (a la lm() in R), and continuity from\narticulating data analytic models to Bayesian cognitive mod-\nels. Furthermore, specifying one’s model and data analysis\nin a PPL allows you to search for “optimal experiments” for\nfree. This tutorial will walk the participant through the basics\nof BDA to state-of-the-art applications, using an interactive on-\nline web-book and tools for integrating BDA into their existing\nworkflow.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "bayesian data analysis; bayesian cognitive modeling; probabilistic programming" } ], "section": "Tutorials", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8hn1k8qp", "frozenauthors": [ { "first_name": "Michael", "middle_name": "Henry", "last_name": "Tessler", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27694/galley/17335/download/" } ] }, { "pk": 27704, "title": "Strategies and Representations in Physical Inference", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Physical Inference" }, { "word": "Represntation" }, { "word": "perception" }, { "word": "Logical Rules" }, { "word": "Simulation" }, { "word": "Meta-Reasoning" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1vh4z9pc", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "A", "last_name": "Smith", "name_suffix": "", "institution": "Massachusetts Institure of Technology", "department": "" }, { "first_name": "Joshua", "middle_name": "B", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institure of Technology", "department": "" }, { "first_name": "Erin", "middle_name": "", "last_name": "Anderson", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Hespos", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Lance", "middle_name": "", "last_name": "Rips", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Chaz", "middle_name": "", "last_name": "Firestone", "name_suffix": "", "institution": "John Hopkins University", "department": "" }, { "first_name": "Jessica", "middle_name": "B", "last_name": "Hamrick", "name_suffix": "", "institution": "Google Deepmind", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27704/galley/17345/download/" } ] }, { "pk": 28373, "title": "Strategy Specificity as a Predictor of Mental Set on the Water Jar Task", "subtitle": null, "abstract": "Mental set occurs when people become entrenched in the problem-solving strategies they develop. Different strategieshave different properties, and it is plausible that those properties might modify the probability of mental set. However, forthe water jar task (Luchins, 1942), there is still no clear consensus on which strategies people use, and whether strategyuse influences the likelihood of mental set. We identified several common strategies used on the water jar task, and foundthat mental set was related to strategy specificity. Specific, algorithmic strategies were associated with a higher rate ofmental set, whereas general problem-solving heuristics were associated with a lower rate. This suggests that people are atthe greatest risk for mental set when they create strategies specific to the problem at hand. Specific strategies may be moreaccurate if the problem demands stay the same, but are less flexible for handling a change in the environment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8xs5j9tr", "frozenauthors": [ { "first_name": "Erin", "middle_name": "Sovansky", "last_name": "Winter", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" }, { "first_name": "Stellan", "middle_name": "", "last_name": "Ohlsson", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28373/galley/18117/download/" } ] }, { "pk": 28212, "title": "Strengthening Visual Learned CP Research", "subtitle": null, "abstract": "Learned categorical perception (CP) occurs when judgments of stimulus similarity or discriminability are altered as a resultof learning to categorize the stimuli; for example, there may be enhanced discrimination of items straddling a categoryboundary or of differences anywhere along a category-relevant dimension. Typical visual learned CP experiments donot test for both kinds of effects or employ control groups receiving exposure to the stimuli comparable to that receivedby category learning groups, rendering the results ambiguous in multiple ways. We will present results from a newexperimental paradigm that is designed to achieve the following important goals: (a) test for and clearly distinguishall known types of boundary and dimension-wide effects considered variants of learned CP and (b) determine whetherobserved changes in performance are actually due to categorization training by comparing them to the changes caused bycomparable stimulus exposure in the absence of category learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/79b86661", "frozenauthors": [ { "first_name": "Janet", "middle_name": "", "last_name": "Andrews", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "de Leeuw", "name_suffix": "", "institution": "Vassar College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28212/galley/17871/download/" } ] }, { "pk": 27856, "title": "Stronger evidence isn't always better: A role for social inference in evidence selection and interpretation", "subtitle": null, "abstract": "Much of what we know comes from other people, and thequantity of information provided is often constrained by timeor space. For a communicator, what information they chooseto convey depends not just on the nature of their topic, but alsoon the social inferences their listeners will make about thembased on what they say. For the listener, their interpretation ofinformation given to them depends not just on the informationitself, but also on what inferences they make about the bias andmotivations of the communicator they received it from. In thispaper we explore how and whether these social factors interactwith the “true” nature of the information being communicated.We find that stronger evidence does not always lead to strongerconclusions and often leads to increased perceived bias. Com-municators, perhaps for this reason and perhaps for others, of-ten modulate the evidence they present to be less unanimousthan warranted. This has implications for real-world situations,like communicating about climate change: in such situations,both communicators and listeners behave in what may be indi-vidually rational ways, but the end result is that the underlyingtruth gets distorted.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Communication" }, { "word": "Ratinoal inference" }, { "word": "evidence selection" }, { "word": "climate change" }, { "word": "Pragmatics" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9f69q5wm", "frozenauthors": [ { "first_name": "Amy", "middle_name": "", "last_name": "Perfors", "name_suffix": "", "institution": "U of Melbourne", "department": "" }, { "first_name": "Denielle", "middle_name": "J", "last_name": "Navarro", "name_suffix": "", "institution": "UNSW", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Shafto", "name_suffix": "", "institution": "Rutgers", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27856/galley/17494/download/" } ] }, { "pk": 28124, "title": "Structural similarity superiority in a free-recall reminding paradigm", "subtitle": null, "abstract": "In this study, we test the possibility that real-life events induce anabstract category activation in a way that permits structurally-basedretrievals. We used a free-recall reminding paradigm whereparticipants had to report any memory that come to mind when facedwith a target cue embodying a familiar concept. This methodallowed us to consider the retrievals of any analog that shares ameaningful structural similarity in the participants’ own eyes.Results revealed that most participants predominantly retrievedSuperficially Dissimilar Analogs (SDAs) rather than SuperficiallySimilar Disanalogs (SSDs). Interestingly, retrievals of SDAs werepreponderant over retrievals of Superficially Similar Analogs(SSAs). These data suggest that familiar abstract knowledge mayhave a more important role in promoting abstract encoding andstructurally-based retrievals than it was supposed to.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogical retrieval; structural similarity; abstractencoding; abstract categories; free-recall reminding paradigm" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5cb3s5hk", "frozenauthors": [ { "first_name": "Lucas", "middle_name": "", "last_name": "Raynal", "name_suffix": "", "institution": "University Cergy-Pontoise", "department": "" }, { "first_name": "Evelyne", "middle_name": "", "last_name": "Clement", "name_suffix": "", "institution": "University Cergy-Pontoise", "department": "" }, { "first_name": "Emmanuel", "middle_name": "", "last_name": "Sander", "name_suffix": "", "institution": "University of Geneva", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28124/galley/17784/download/" } ] }, { "pk": 27721, "title": "Success does not imply knowledge: Preschoolers believe that accurate predictions reveal prior knowledge, but accurate observations do not.", "subtitle": null, "abstract": "Much research has investigated how children track and reason\nabout accuracy when deciding who to trust. The majority of\nthis work assumes a static link between accuracy and\nknowledge; that is, children are expected to attribute greater\nknowledge to accurate agents. But while accuracy often\nreveals knowledge, the two are not deterministically related.\nIgnorant agents can be accurate (for example, one could take\na lucky guess), and knowledgeable agents can be inaccurate\n(for example, one could accidentally err). Given this, how do\nchildren reason about the relation between knowledge and\naccuracy? Across three experiments, we show that four- and\nfive-year-olds are sensitive to the distinction between\nknowledge and accuracy. Specifically, children judge that an\nagent who accurately predicts an outcome is knowledgeable,\nbut an agent who merely observes and then accurately\ndescribes the same outcome is not. Our findings show that\nwhen children gauge agents’ knowledge, they do not rely on\naccuracy alone; they infer knowledge only when an agent is\nright in the right kind of way", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "testimony" }, { "word": "social learning" }, { "word": "Knowledge" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5hd2g3sq", "frozenauthors": [ { "first_name": "Rosie", "middle_name": "", "last_name": "Aboody", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Holly", "middle_name": "", "last_name": "Huey", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Jara-Ettinger", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27721/galley/17361/download/" } ] }, { "pk": 27894, "title": "Supervised Learning of Actino Selection in Cognitive Spiking Neoron Models", "subtitle": null, "abstract": "We have previously shown that a biologically realistic spikingneuron implementation of an action selection/executionsystem (constrained by the neurological connectivity of thecortex, basal ganglia, and thalamus) is capable of performingcomplex tasks, such as the Tower of Hanoi, n-Back, andsemantic memory search. However, because the neuralimplementation approximates a strict rule-based structure of aproduction system, such models have involved hand-tweakingof multiple parameters to get the desired behaviour. Here, weshow that a simple, local, online learning rule can be used tolearn these parameters, resulting in neural models of cognitivebehaviours that are more reliable and easier to construct thanwith prior methods.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "neural engineering framework" }, { "word": "neural production systems" }, { "word": "semantic pointer architecture" }, { "word": "spiking neurons" }, { "word": "basal ganglia" }, { "word": "neural cognitive architectures" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4wf00586", "frozenauthors": [ { "first_name": "Terrence", "middle_name": "C", "last_name": "Stewart", "name_suffix": "", "institution": "UWaterloo", "department": "" }, { "first_name": "Sverrir", "middle_name": "", "last_name": "Thorgeirsson", "name_suffix": "", "institution": "UWaterloo", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Eliasmith", "name_suffix": "", "institution": "UWaterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27894/galley/17532/download/" } ] }, { "pk": 28289, "title": "Supports for Visual Comparison in STEM textbooks", "subtitle": null, "abstract": "Many science and mathematics concepts involve complex relationships. Educational materials, such as textbooks, oftenconvey these systems through visualizations (e.g., Jee et al., 2010; Mayer, 1993). To abstract the key relationships,students must compare corresponding elements of these visualizations-parts of a structure, steps in a process, etc. Yet,little is known about the ways in which visual comparisons are presented in textbooks. The present study evaluated imagesin science and mathematics textbooks from top U.S. publishers with respect to the support for visual comparisons. Theresearch team identified several factors that could help vs. hinder visual comparison based on prior research on visualcomparison and analogy, including the spatial arrangement of corresponding elements (Matlen, Gentner, & Franconeri,2014), the number intervening elements between them, and the ways in which comparisons are formally encouragedthrough both verbal and non-verbal cues.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/38m371td", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "", "last_name": "Jee", "name_suffix": "", "institution": "Worcester State University", "department": "" }, { "first_name": "Bryan", "middle_name": "", "last_name": "Matlen", "name_suffix": "", "institution": "WestEd", "department": "" }, { "first_name": "Nina", "middle_name": "", "last_name": "Simms", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28289/galley/17948/download/" } ] }, { "pk": 28035, "title": "Symbol grounding and system construction in the color lexicon", "subtitle": null, "abstract": "This research investigated the acquisition process of the\ncolor lexicon, specifically how color words are initially\ngrounded and develop into the lexical system possessed\nby the adults in the ambient language. We conducted a\nlongitudinal study in which Japanese-learning 2-year-\nolds were tested every month on their understanding of\nbasic words denoting 8 chromatic colors, continuing\nuntil they were able to map these words onto their\nreferents consistently. The results strongly endorse the\nview that acquisition of the color lexicon should be\ncharacterized as a process of system construction,\nthrough which children reorganize prelinguistic color\ncategories onto the linguistic categories of the ambient\nlanguage, thereby representations of individual words\nare continuously refined along with the refinement of\nthe representation of the system as a whole.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "color word learning; lexical acquisition;\nsymbol grounding; Bayesian model" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2jk1h9qw", "frozenauthors": [ { "first_name": "Mutsumi", "middle_name": "", "last_name": "Imai", "name_suffix": "", "institution": "Keio University", "department": "" }, { "first_name": "Shohei", "middle_name": "", "last_name": "Hidaka", "name_suffix": "", "institution": "Japan Advanced Institute of Science and Technology", "department": "" }, { "first_name": "Noburo", "middle_name": "", "last_name": "Saji", "name_suffix": "", "institution": "Kamakura Womans University", "department": "" }, { "first_name": "Masato", "middle_name": "", "last_name": "Ohba", "name_suffix": "", "institution": "Keio University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28035/galley/17674/download/" } ] }, { "pk": 27695, "title": "Symposium on Event Predictive Cognition", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6ds9b46d", "frozenauthors": [ { "first_name": "Martin", "middle_name": "V", "last_name": "Butz", "name_suffix": "", "institution": "University of Tubingen", "department": "" }, { "first_name": "Alistair", "middle_name": "", "last_name": "Knott", "name_suffix": "", "institution": "University of Otago", "department": "" }, { "first_name": "Jeffrey", "middle_name": "L", "last_name": "Elman", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Papafragou", "name_suffix": "", "institution": "University of Delaware", "department": "" }, { "first_name": "Richard", "middle_name": "P", "last_name": "Cooper", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Ken", "middle_name": "", "last_name": "McRae", "name_suffix": "", "institution": "Ontario Social Science Center", "department": "" }, { "first_name": "Jeffrey", "middle_name": "M", "last_name": "Zacks", "name_suffix": "", "institution": "Washington University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27695/galley/17336/download/" } ] }, { "pk": 27849, "title": "Syntactic production is not independent of inhibitory control: Evidence from agreement attraction errors", "subtitle": null, "abstract": "Native adult speakers of a language can produce grammatical\nsentences fluently, effortlessly, and with relatively few errors.\nThese characteristics make the highly-practiced task of\nspeaking a viable candidate for an automatic process, i.e., one\nindependent of cognitive control. However, recent studies have\nsuggested that some aspects of production, such as lexical\nretrieval and tailoring speech to an addressee, may depend on\nthe speaker’s inhibitory control abilities. Less clear is the\ndependence of syntactic operations on inhibitory control\nprocesses. Using both a direct manipulation of inhibitory\ncontrol demands and an analysis of individual differences, we\nshow that one of the most common syntactic operations,\nproducing the correct subject-verb agreement, requires\ninhibitory control when a singular subject noun competes with\na plural local noun as in “The snake next to the purple\nelephants is green.” This finding calls for the integration of\ninhibitory control mechanisms into models of agreement\nproduction, and more generally into theories of syntactic\nproduction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Syntactic production" }, { "word": "Subject-verb agreement" }, { "word": "Agreement attraction" }, { "word": "Inhibitory control" }, { "word": "individual differences" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3486r0jw", "frozenauthors": [ { "first_name": "Nazbanou", "middle_name": "", "last_name": "Nozari", "name_suffix": "", "institution": "Johns Hopkins", "department": "" }, { "first_name": "Akira", "middle_name": "", "last_name": "Omaki", "name_suffix": "", "institution": "University of Washington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27849/galley/17488/download/" } ] }, { "pk": 28336, "title": "Taking Whorf to School: Does Language Reform Improve Student Learning?", "subtitle": null, "abstract": "East Asian students routinely outperform American peers in mathematics. One source of this learning gap may be linguis-tic, such as explicitly naming part-whole relations in fractions (e.g., of four parts, one in Korean vs. one-fourth in English).Our study examined whether adopting such language would improve American children’s number-line estimates. To testthis, 83 10-year-olds were read fractions using either Korean-style or English names over pretest, training, and posttest. Inboth conditions, number-line problems either had no landmarks, landmarks that matched the denominator, or landmarksthat did not match the denominator. As expected, we observed a session by problem type interaction (F=2.71, p¡.05),indicating that feedback improved accuracy most for problems involving matching landmarks. Surprisingly, the effect ofKorean naming was to reduce accuracy across all problems and test phases (ps ¡ .01). Results offer an important warningagainst linguistic reform that may be harmful for American students.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7t52w34x", "frozenauthors": [ { "first_name": "John", "middle_name": "", "last_name": "Opfer", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Dan", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Pooja", "middle_name": "", "last_name": "Sidney", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "Charles", "middle_name": "", "last_name": "Fitzsimmons", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "Clarissa", "middle_name": "", "last_name": "Thompson", "name_suffix": "", "institution": "Kent State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28336/galley/18041/download/" } ] }, { "pk": 27864, "title": "Task dynamics reveal how fraction values are reconstructed", "subtitle": null, "abstract": "We evaluate how learners construct internal representationsof fraction values. Symbolic numbers written using fractionnotation are difficult for both children and adults to use.Errors made by learners suggest that even experienced adultscan lack fluency with fractions. One such error is the NaturalNumber bias phenomenon: when the relative size of fractionsvalues to be compared is incongruent with the relative size ofthe fraction components learners show a reaction time delayor decreased accuracy. For example, noting that 1/7 is smallerthan 1/5 may take longer that noting that 3/10 is smaller than5/10. We adjust the temporal dynamics of the fractioncomparison task to characterize how learners constructfraction values from the constituent parts. We also create amathematical model of the fraction value construction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Dynamic systems" }, { "word": "Neural Network" }, { "word": "Numerical cognitino" }, { "word": "decision making" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7hd44677", "frozenauthors": [ { "first_name": "Richard", "middle_name": "", "last_name": "Prather", "name_suffix": "", "institution": "U of Maryland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27864/galley/17502/download/" } ] }, { "pk": 27774, "title": "Task Expectations Influence Learning from Feedback", "subtitle": null, "abstract": "The effects of feedback often depend on individual learnercharacteristics. In the current study, we experimentally testedwhether an individual’s task expectations influence learningfrom feedback on mathematics problems. Specifically, wemanipulated undergraduate students’ beliefs about thedifficulty of the task to influence their expectations forsuccess. Students (N = 160) were randomly assigned to one offour learning conditions based on a crossing of two factors:task expectations (easy or hard) and feedback during problemsolving (yes or no). On a final transfer test, feedback led tohigher scores than no feedback for those who expected thetask to be easy. But, feedback led to marginally lower scoresfor those who expected the task to be hard. Results suggestthat expecting the task to be hard and to experience failurecan lead to a self-fulfilling prophecy. When learning fromfeedback, students should set their expectations for success.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Feedback" }, { "word": "problem solving" }, { "word": "Task expectations" }, { "word": "individual differences" }, { "word": "Mathematics learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2333q3pm", "frozenauthors": [ { "first_name": "Emily", "middle_name": "R", "last_name": "Fyfe", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Sarah", "middle_name": "A", "last_name": "Brown", "name_suffix": "", "institution": "University of Wisonsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27774/galley/17414/download/" } ] }, { "pk": 28097, "title": "Tasks That Prime Deliberative Processes Boost Base Rate Use", "subtitle": null, "abstract": "Obrecht and Chesney (2016) contend that deliberation supports\ngreater base rate use. In line with this, they found that\nprompting deliberation by evaluating arguments about the\nusefulness of base rate and/or stereotype data increased\nsubsequent use of base rates in judgment tasks. However, an\nalternative account of these results is that the intervention\nincreased base rate use merely by increasing the salience of\nbase rate information, rather than by increasing deliberation.\nHere we examine these accounts in two experiments.\nExperiment 1 showed that participants prompted to deliberate\nby evaluating arguments used base rates more in subsequent\njudgements, compared to participants who were merely\nreminded of relevant information. Experiment 2 showed that\nparticipants prompted to deliberate by completing math\nproblems prior to the judgment task also increased their base\nrate use. Taken together, these results support the theory that\ntasks that prompt deliberative processes increase normative use\nof base rates.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "statistical inference; judgment; decision making;\nbase rates; normative behavior; priming; numeracy" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/08s3v9zs", "frozenauthors": [ { "first_name": "Natalie", "middle_name": "A", "last_name": "Obrecht", "name_suffix": "", "institution": "William Paterson University", "department": "" }, { "first_name": "Dana", "middle_name": "L", "last_name": "Chesney", "name_suffix": "", "institution": "St Johns University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28097/galley/17738/download/" } ] }, { "pk": 35968, "title": "Teaching High-Value Pronunciation Features: Contrastive Stress for Intermediate Learners", "subtitle": null, "abstract": "Pronunciation features are not equal in how they affect listeners’ability to understand. Some are low value, while others are high value. This study explores whether contrastive stress is high value. Previous research has shown that identification of contrastive stress is learnable (Pennington & Ellis, 2000), and that explicit teaching about contrastive stress patterns can improve production for advanced learners (Hahn, 2002; Muller Levis & Levis, 2012). To test whether instruction on contrastive stress improved comprehensibility and fluency in spontaneous speech, we developed a 3 week class for intermediate ESL learners, whose preand posttest productions were rated by native listeners. Ratings for fluency showed no improvement. Ratings for comprehensibility significantly improved for the experimental group while control participants showed no improvement. Improvement resulted both from better contrastive stress and greater comfort with producing grammatical frames to express the contrasts. The article concludes by discussing the importance of high-value pronunciation features for improved comprehensibility.", "language": "eng", "license": null, "keywords": [ { "word": "comprehensibility" }, { "word": "contrastive stress" }, { "word": "fluency" }, { "word": "pronunciation teachin" } ], "section": "Theme Section - Feature Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2vv9x23p", "frozenauthors": [ { "first_name": "John", "middle_name": "M.", "last_name": "Levis", "name_suffix": "", "institution": "Iowa State University, Ames", "department": "" }, { "first_name": "Greta", "middle_name": "Muller", "last_name": "Levis", "name_suffix": "", "institution": "Iowa State University, Ames", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35968/galley/26822/download/" } ] }, { "pk": 35980, "title": "Teaching the Pronunciation of English: Focus on Whole Courses - John Murphy (Ed.)", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Special Issue Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7h47j3m4", "frozenauthors": [ { "first_name": "Janet", "middle_name": "", "last_name": "Goodwin", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35980/galley/26833/download/" } ] }, { "pk": 27717, "title": "Temporal Dynamics of Categorization: Is There a Best of Both Worlds?", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "spaced learning" }, { "word": "Comparison" }, { "word": "timing of learning" }, { "word": "Categorization" }, { "word": "Generalization" }, { "word": "Cognitive Development" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/48m1s7bp", "frozenauthors": [ { "first_name": "Haley", "middle_name": "A", "last_name": "Vlach", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27717/galley/17357/download/" } ] }, { "pk": 28250, "title": "Testing Effects in Children’s Storybook Reading", "subtitle": null, "abstract": "The integration of testing practice into learning materials benefits long-term retention over simple studying, a phenomenonknown as the testing effect. Although the benefits of testing are observed in adults, it is uncertain whether young children,who have more constraints on their memory abilities, benefit from learning materials that incorporate testing. Preschool-age children (2-5 years; N=50) learned and were tested on ten novel word-object mappings during repeated storybookreading. Results revealed that childrens testing performance during storybook reading was related to their performance ona final, delayed post-test for retention. Additionally, regression modeling revealed that childrens success in testing duringstorybook reading predicted later retention above and beyond childrens age. These results suggest that, while challengingyoung children through testing can support long-term word learning regardless of age, children need to be successfulduring the challenge to benefit from a testing effect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6p62j7vf", "frozenauthors": [ { "first_name": "Catherine", "middle_name": "", "last_name": "DeBrock", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Haley", "middle_name": "", "last_name": "Vlach", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28250/galley/17909/download/" } ] }, { "pk": 28007, "title": "Testing Expectancy, but not Judgements of Learning, Moderate the Disfluency Effect", "subtitle": null, "abstract": "Do students learn better with material that is perceptually harder-to-process? Previous research has been equivocal concerning thisquestion. To clarify these discrepancies, the present studyexamined two potential boundary conditions to determine whendisfluent text is, and is not, beneficial to learning. The twoboundary conditions examined were: type of judgement oflearning (JOLs) and testing expectancy. Boundary conditionswere examined in separate Group (incidental aggregate JOLs vs.intentional aggregate JOLs vs. item-by-item JOLs) by Disfluency(Masked vs. Nonmasked) mixed ANOVAs. Results revealed thattype of JOL did not moderate the disfluency effect, but testingexpectancy did. These results bring forth questions pertaining tothe utility of disfluency on learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Disfluency; Testing Expectancy; JOLs; Desirabledifficulties; Learning and Memory" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/34g5x8fc", "frozenauthors": [ { "first_name": "Jason", "middle_name": "", "last_name": "Geller", "name_suffix": "", "institution": "University of Alabama at Birmingham", "department": "" }, { "first_name": "Mary", "middle_name": "L", "last_name": "Still", "name_suffix": "", "institution": "Old Dominion University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28007/galley/17646/download/" } ] }, { "pk": 28086, "title": "Testing the effectiveness of crossword games on immediate and delayed memory for scientific vocabulary and concepts", "subtitle": null, "abstract": "Word games such as crossword puzzles are widely used in ed-ucation to help familiarize students with technical vocabulary.Despite an extensive literature discussing their use, few pub-lished research articles have established their effectiveness onmemory retention and retrieval, especially in comparison tocontrol study methods. We report two experiments in whichuniversity introductory psychology students studied materialsrelevant to their coursework using an on-line interactive wordgame. Results showed that word games improved later tests ofthe material, both on immediate test and after a delay, and re-tention was most enhanced in comparison to control when theclues were solved repeatedly and given with difficult ortho-graphic hints. Importantly, easy clues were not retained overtime even with multiple repetitions. Results suggest that wordgames can be effective in this domain, but it depends on howthey are implemented, and several factors predicted by existingcognitive theory can guide implementation choices.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word games; learning; retrieval practice" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1jg7h8g0", "frozenauthors": [ { "first_name": "Shane", "middle_name": "T", "last_name": "Mueller", "name_suffix": "", "institution": "Michigan Technological University", "department": "" }, { "first_name": "Elizabeth", "middle_name": "S", "last_name": "Veinott", "name_suffix": "", "institution": "Michigan Technological University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28086/galley/17725/download/" } ] }, { "pk": 27958, "title": "Testing Theories of Working Memory and Their Links to Mathematics Achievement (Education)", "subtitle": null, "abstract": "Numerous studies have suggested a relationship between working memory and mathematical ability. However, despite theclear relationship between these two constructs, it is still unclear why working memory might be related to mathematicalability. In the current study, we tested three possible theories, the Positive Manifold, a mediation model, and a Transac-tional model. Using path analyses in a structural equation modeling (SEM) framework, fit indices indicated an excellent fitfor the Transactional model, while a poor fit was shown for the remaining models. This finding may suggest that workingmemory and mathematical ability interact in a recursive manner over time, and essentially influence one another over adevelopmental trajectory. Findings may demonstrate the continued importance of working memory early in developmentand understanding how improving working memory may help struggling students in mathematics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6xg0k6rv", "frozenauthors": [ { "first_name": "Dr James", "middle_name": "P", "last_name": "Byrnes", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Dana", "middle_name": "", "last_name": "Miller-Cotto", "name_suffix": "", "institution": "U of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27958/galley/17596/download/" } ] }, { "pk": 27887, "title": "Texture as a Diagnostic Signal in Mammograms", "subtitle": null, "abstract": "Radiologists can discriminate between normal and abnormalbreast tissue at a glance, suggesting that radiologists might beusing some “global signal” of abnormality. Our study inves-tigated whether texture descriptions can be used to character-ize the global signal of abnormality and whether radiologistsuse this information during interpretation. Synthetic imageswere generated using a texture synthesis algorithm trained ontexture descriptions extracted from sections of mammograms.Radiologists completed a task that required rating the abnor-mality of briefly presented tissue sections. When the abnormaltissue had no visible lesion, radiologists seemed to use texturedescriptions; performance was similar across real and synthe-sized tissue sections. However, when the abnormal tissue had avisible lesion, radiologists seemed to rely on additional mech-anisms beyond the texture descriptions; performance increasedfor the real tissue sections. These findings suggest that radiol-ogists can use texture descriptions as global signals of abnor-mality in interpretation of breast tissue.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "texture analysis" }, { "word": "medical image perception" }, { "word": "visual search" }, { "word": "ROC curves" }, { "word": "log likelihood ratios" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1hx386sk", "frozenauthors": [ { "first_name": "Yelda", "middle_name": "", "last_name": "Semizer", "name_suffix": "", "institution": "Rutgers", "department": "" }, { "first_name": "Melchi", "middle_name": "M", "last_name": "Michel", "name_suffix": "", "institution": "Rutgers", "department": "" }, { "first_name": "Karla", "middle_name": "K", "last_name": "Evans", "name_suffix": "", "institution": "University of York", "department": "" }, { "first_name": "Jeremy", "middle_name": "M", "last_name": "Wolfe", "name_suffix": "", "institution": "Harvard", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27887/galley/17525/download/" } ] }, { "pk": 27940, "title": "That'll Teach 'em: How Expectations about Teaching Styles may Constrain Inferences", "subtitle": null, "abstract": "How do learners’ expectations about teachers’ informativenessshape subsequent learning? Here, we suggest that expecta-tions about teaching style may constrain learning through in-ferences over (1) the amount of information to be learned, and(2) the importance of the demonstrated information. Adult be-havioral data from two experiments conform with our predic-tions: Given a single pedagogical demonstration, as teacherswere expected to share less information, adults inferred thatthere should be more additional information to be learned, andgreater importance of the demonstrated information. Model-ing of these results sheds insight into how adults may be mak-ing these inferences, and provides a framework with which wemay predict future results of children’s exploration followingpedagogical demonstrations from different teachers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "pedagogy" }, { "word": "guided play" }, { "word": "learning" }, { "word": "modeling" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sw6q3xj", "frozenauthors": [ { "first_name": "Ilona", "middle_name": "", "last_name": "Bass", "name_suffix": "", "institution": "Rutgers", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Shafto", "name_suffix": "", "institution": "Rutgers", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Bonawitz", "name_suffix": "", "institution": "Rutgers", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27940/galley/17578/download/" } ] }, { "pk": 27960, "title": "The Acquisition of Vowel Harmony from Simple Local Statistics", "subtitle": null, "abstract": "Vowel harmony denotes a class of phonotactic constraintswhich limit which vowels can co-occur in words. The charac-teristics of harmony systems have been well-researched fromtheoretical, typological, and developmental perspectives. Chil-dren are sensitive to harmony very early in their development,as young as seven months, so the mechanisms responsible forharmony acquisition must be able to identify its presence aswell as the specifics of individual vowel harmony systemswith little input. Prior computational work has sought eitherto detect the presence of harmony without describing the spe-cific implementation or to describe a specific implementationwhen the general details are known beforehand. We presenta new computational acquisition approach inspired by phono-logical notions of restrictiveness which succeeds in automat-ically detecting harmony in some language and describes thegross characteristics of the underlying harmony grammar with-out prior knowledge about the type of system to expect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "linguistics; language acquisition; phonology; computational modeling; vowel harmony" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0p72d9c0", "frozenauthors": [ { "first_name": "Spencer", "middle_name": "", "last_name": "Caplan", "name_suffix": "", "institution": "UPenn", "department": "" }, { "first_name": "Jordan", "middle_name": "", "last_name": "Kodner", "name_suffix": "", "institution": "UPenn", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27960/galley/17598/download/" } ] }, { "pk": 27806, "title": "The Aesthetics of Mathematical Explanation", "subtitle": null, "abstract": "Mathematicians often describe arguments as “beautiful” or\n“dull,” and famous scientists have claimed that\nmathematical beauty is a guide toward the truth. Do\nlaypeople, like mathematicians and scientists, perceive\nmathematics through an aesthetic lens? We show here that\nthey do. Two studies asked people to rate the similarity of\nsimple mathematical arguments to pieces of classical piano\nmusic (Study 1) or to landscape paintings (Study 2). In\nboth cases, there was internal consensus about the pairings\nof arguments and artworks at greater than chance levels,\nparticularly for visual art. There was also some evidence\nfor correspondence to the aesthetic ratings of\nundergraduate mathematics students (Study 1) and of\nprofessional mathematicians (Studies 1 and 2).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology of mathematics" }, { "word": "explanation" }, { "word": "aesthetics" }, { "word": "Reasoning" }, { "word": "STEM education" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3jt7617v", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "G.B.", "last_name": "Johnson", "name_suffix": "", "institution": "University of Bath", "department": "" }, { "first_name": "Stefan", "middle_name": "", "last_name": "Steinberger", "name_suffix": "", "institution": "Yale", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27806/galley/17446/download/" } ] }, { "pk": 27757, "title": "The Applicability and Benefits of Virtual Reality for the Cognitive Sciences: The Case of Context-Dependent Memory", "subtitle": null, "abstract": "Immersive virtual reality (VR) offers important benefits over\nnon-immersive displays, such as increased ecological validity\nand high experimental control. Studies in cognitive science\nusing immersive VR are however still rather limited in\nnumber. The current paper illustrates the opportunities to\napply VR in the cognitive sciences by using an immersive\nadaptation of a classic study by Godden and Baddeley (1975)\non environmental context-dependent memory (ECDM). In\nthis memory study, retrieval was facilitated when the context\nbetween learning and testing matched. In line with the\nliterature showing small effects for context-dependent recall,\nthe current study indicated a marginally significant ECDM\neffect for one virtual context, but when deep processing was\ncontrolled, a significant ECDM effect was obtained. In\ndemonstrating the applicability and benefits of immersive VR,\nthis study at last opens a doorway to the large-scale\nimplementation of immersive VR for the cognitive sciences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "virtual reality" }, { "word": "Immersive" }, { "word": "learning strategies" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0p15z4v0", "frozenauthors": [ { "first_name": "Tycho", "middle_name": "T", "last_name": "deBack", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Angelica", "middle_name": "M", "last_name": "Tinga", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Rens", "middle_name": "", "last_name": "vanHoef", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Erwin", "middle_name": "M", "last_name": "Peters", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Max", "middle_name": "M", "last_name": "Louwerse", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27757/galley/17397/download/" } ] }, { "pk": 28139, "title": "The Cognition-Perception Distinction Across Paradigms: An Ecological View", "subtitle": null, "abstract": "Folk psychology takes perception and cognition to be two\ndistinct processes. It seems that when we perceive the world\nwe are engaged in one kind of activity and when we think about\nit we are engaged in a different one. This conception underlies\nvarious discussions within the cognitive sciences, such as on\nthe architecture and modularity of the mind, and the cognitive\npenetrability of perception. But is the distinction justified? This\npaper looks for an answer in two opposing paradigms in the\nsciences of the mind: traditional cognitivism and ecological\npsychology. Even though cognitivism is the dominant\nparadigm, we argue that it has thus far failed to give a definite\naccount of the relation between perception and cognition, and\nto support or to deny their separation. Ecological psychology,\non the other hand, rejects the distinction and integrates\ncognition with perception. We discuss previous work within\nthe ecological view and sketch directions for future research.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognition; perception; folk psychology;\ncognitivism; ecological psychology" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/81w0c7g8", "frozenauthors": [ { "first_name": "Guilherme", "middle_name": "Sanches", "last_name": "de Oliveira", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Vicente", "middle_name": "", "last_name": "Raja", "name_suffix": "", "institution": "University of Cincinnati", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28139/galley/17798/download/" } ] }, { "pk": 27964, "title": "The Cognitive Process Underlying Moral Judgment Across Development", "subtitle": null, "abstract": "Some moral philosophers have suggested that a basicprohibition against intentional harm ought to be at the core ofmoral belief systems across human societies. Yet,experimental work suggests that not all harm is viewedequally—people often respond more negatively to harm thatoccurs among fellow social group members, rather thanbetween members of different groups. The present two studiesinvestigated how concerns about social group membershipfactor into the moral judgment system. Adults (N = 111, Study1) and children (N = 110, Study 2) evaluated instances ofinter- and intra-group harm under varying levels of cognitiveload. Both children and adults responded more slowly tointergroup harm than to intragroup harm. Furthermore, adultsunder cognitive load rated intergroup harm more lenientlythan intragroup harm, but adults who were not under loadrated the two types of behaviors similarly. These findingssuggest that across development, evaluations of intergroupharm rely more heavily on conscious deliberation thanevaluations of intragroup harm. Thus, people's evaluations ofharmful behaviors are made in light of information about thesocial category membership of the people involved.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "moral judgment; social cognitive development; intergroup cognition" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5dz4x6p5", "frozenauthors": [ { "first_name": "Lisa", "middle_name": "", "last_name": "Chalik", "name_suffix": "", "institution": "Yale", "department": "" }, { "first_name": "Jay", "middle_name": "J", "last_name": "Van Bavel", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "Marjorie", "middle_name": "", "last_name": "Rhodes", "name_suffix": "", "institution": "NYU", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27964/galley/17602/download/" } ] }, { "pk": 27696, "title": "The cognitive systems of visual and miltimodal narratives", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "visual narrative; visual language; event perception; scene perception; attention; comics; autism" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/30s2h8r9", "frozenauthors": [ { "first_name": "Neil", "middle_name": "", "last_name": "Cohn", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Emily", "middle_name": "", "last_name": "Coderre", "name_suffix": "", "institution": "University of Vermont", "department": "" }, { "first_name": "Aidan", "middle_name": "", "last_name": "Osterby", "name_suffix": "", "institution": "Kansas State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27696/galley/17337/download/" } ] }, { "pk": 27983, "title": "The Curse of Knowing: The Influence of Explicit Perspective-AwarenessInstructions on Perceivers’ Perspective-Taking", "subtitle": null, "abstract": "This study investigated whether an explicit and stimulatedattention to the mental states of an uninformed other fostersperspective-taking. The experimental aim of this study wastwofold. First, we aimed to replicate Keysar’s (1994) curse ofknowledge effect, indicating how privileged information biasescorrect perspective-judgments. The second aim was toinvestigate whether this curse of knowledge effect diminishesby explicit instructions to become aware of another person’sperspective. Findings showed that we replicated Keysar’s(1994) curse of knowledge effect. Perceivers were more likelyto impute their perception of speaker’s sarcasm onto anuninformed addressee when their privileged informationsuggested that the speaker was being sarcastic rather than beingsincere. Findings further revealed that perceivers were just aslikely to overestimate the extent to which their privateperspective was shared by an uninformed addressee, regardlessof their explicit and stimulated attention to this addressee’sperspective.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "perspective-taking; interpersonal perceptionquestions; curse of knowledge; privileged information;egocentricity bias" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/02j886ww", "frozenauthors": [ { "first_name": "Debby", "middle_name": "", "last_name": "Damen", "name_suffix": "", "institution": "Tilburg university", "department": "" }, { "first_name": "Per", "middle_name": "", "last_name": "van der Wijst", "name_suffix": "", "institution": "Tilburg university", "department": "" }, { "first_name": "Marije", "middle_name": "", "last_name": "van Amelsvoort", "name_suffix": "", "institution": "Tilburg university", "department": "" }, { "first_name": "Emiel", "middle_name": "", "last_name": "Krahmer", "name_suffix": "", "institution": "Tilburg university", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27983/galley/17622/download/" } ] }, { "pk": 28157, "title": "The Development of a Generative Lexicon: Evidence from Instrument Verbs", "subtitle": null, "abstract": "Many words have multiple yet predictably related meanings. For example, in English and in other languages, the sameroot morphemes can be used flexibly, to label an action and the instrument used to perform the action (e.g., we hammerwith a hammer and mix with a mixer). Previous findings indicate that four- and five-year-olds have formed abstractgeneralizations about these patterns and use them to infer new word meanings, such that they expect a word that haslabeled an action to also label its instrument. But how do these generalizations develop? Across five experiments witha large sample of English-speaking children, we show that in the third year of life, children begin to generalize wordsbetween actions and instruments: e.g., they expect that if an action involving an instrument and patient has been calledpabbing, then a pab (or a pabber) will refer to the instrument. Additionally, we find that children of the same age alsospontaneously extend words between actions and instruments: e.g., if an action has been called pabbing, children indicatethat the instrument cannot be a neefoo, presumably because they think it should instead be called a pab or a pabber.Critically, we show that these results do not depend on whether the new word labels an event for which children knowa word (e.g., hammering) or instead labels a novel event involving a novel instrument. These findings suggest that byage three, children’s knowledge of lexical flexibility is generative and abstract, and may not be constructed through item-specific learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3m060979", "frozenauthors": [ { "first_name": "Barbora", "middle_name": "", "last_name": "Skarabela", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Hugh", "middle_name": "", "last_name": "Rabagliati", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Mahesh", "middle_name": "", "last_name": "Srinivasan", "name_suffix": "", "institution": "UC Berkley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28157/galley/17816/download/" } ] }, { "pk": 28297, "title": "The Development of Deductive Reasoning in Mastermind", "subtitle": null, "abstract": "We present an information-theoretic approach to modeling childrens performance in a deductive reasoning game. Ourapproach takes cognitive limitations into account to model the interpretability of feedback that children receive during thegame. We use data of thousands of children, 5 to 12 years of age, from a popular online educational learning system. In theDeductive Mastermind game the player seeks to identify a hidden code that consists of a sequence of colors. The playersees a series of proposed codes together with corresponding feedback providing partial information about the similarity ofeach proposal and the hidden code. In Deductive Mastermind games, the proposals are set up such that deductive reasoningleads to a single possible hidden code. The games vary in code length, the number of possible colors, and the number ofproposals, resulting in game difficulties of various degrees.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8qn5d2gj", "frozenauthors": [ { "first_name": "Anselm", "middle_name": "", "last_name": "Rothe", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "George", "middle_name": "", "last_name": "Kachergis", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Maartje", "middle_name": "", "last_name": "Raijmakers", "name_suffix": "", "institution": "University of Amsterdam", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28297/galley/17958/download/" } ] }, { "pk": 28003, "title": "The effect of expertise on auditory categorization: a domain-specific ordomain-general mechanism?", "subtitle": null, "abstract": "Are the perceptual and cognitive changes associated with expertise due to improvements in domain-general abilities orchanges to domain-specific representations? Elmer et al. (2014) measured how controls, language experts, and musicianscategorized perceptually ambiguous sounds (blends of speech and music) and concluded domain-general changes underlieexpertise. Acoustic and perceptual analyses of their stimuli suggested their stimulus creation methodology might havedistorted the results. An experiment replicated and extended their findings with revised stimuli. Results suggest thatexpertise leads instead to domain-specific changes in representational weighting or selective attention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2p43g4b9", "frozenauthors": [ { "first_name": "Marjorie", "middle_name": "", "last_name": "Freggens", "name_suffix": "", "institution": "Ohio State", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Pitt", "name_suffix": "", "institution": "Ohio State", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28003/galley/17642/download/" } ] }, { "pk": 28284, "title": "The Effect of Facial Expression Bearers Gender on the Assimilation for Emotion Judgement", "subtitle": null, "abstract": "The purpose of the present study was to examine the effect of the gender of stimuli on the emotional assimilation betweenthe context and the target. Pictures of five cartoon figures bearing facial expressions of anger, happiness, and sadnesswere presented to 42 participants. Four smaller figures served as the context while a central enlarged figure was placedas the target. The participants were told to judge the emotion intensity of the target by giving ratings from 1-10. Besidesthe types of expression was manipulated to create a difference between ambiguous targets and unambiguous ones. Theresults of the present study showed that the gender of the target has an effect on the assimilation of different emotions.While the assimilation effect was found in male targets, especially for moderate anger and extreme happiness, there wasno assimilation effect when participants saw female targets with moderately angry and extremely sad expressions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0r72k66r", "frozenauthors": [ { "first_name": "Jon-Fan", "middle_name": "", "last_name": "Hu", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Su-Ling", "middle_name": "", "last_name": "Peng", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Posheng", "middle_name": "", "last_name": "Huang", "name_suffix": "", "institution": "Hsuan Chuang University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28284/galley/17943/download/" } ] }, { "pk": 28282, "title": "The Effect of Theory of Mind on Detecting Social Norm Violation", "subtitle": null, "abstract": "Individuals’ judgments about social norm may have different sensitivities depending on personality and attitude, includingtheir sensibility to social situation. Therefore, in this study we mainly focused on evaluating whether such perceivingothers mental states (theory of mind) is related to social norm violation. Some social and personality traits also wereexplored to examine how they involve the sensitivity to detecting social norm violation. Both asking participants to judgethe appropriateness of various behaviors occurred in different everyday situations/locations and collecting ToM statusand other personality and social trait questionnaires were conducted for investigating the relationships with social normviolation. As a result, understanding others mind states through non-verbal manners has more tolerance in terms of thejudgments of the appropriateness of social behavior. However, Nationalism was found to cause the opposite relationship.Furthermore, attitudes of cultural tightness and looseness is found associated with the sensibility of detect norm violations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5xc6d6c1", "frozenauthors": [ { "first_name": "Nai", "middle_name": "Ching", "last_name": "Hsiao", "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": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28282/galley/17941/download/" } ] }, { "pk": 28353, "title": "The effect of trait labels on the perception of clinical disorders", "subtitle": null, "abstract": "Syntactic cues can lead people to infer trait-like qualities about novel agents (Gelman & Heyman, 1999). When anagent is described with a novel label, for instance, as a carrot-eater, children and adults are more likely to think that theagent has an enduring trait compared to an agent described as eating carrots all the time. Although novel labels mayinfluence peoples trait inferences in this way, it is less clear this effect would hold for more familiar, real-life descriptions.Here, we examined whether linguistic cues (i.e., noun vs. verb forms) influence peoples beliefs about lasting stabilityof symptoms associated with clinical disorders. Specifically, we examined whether describing a person as, for instance,having depression vs. feeling extremely depressed, would affect participants inferences about the stability of that personsdepression. We observed no effect of syntactic form on trait inferences. We discuss the implications of this work forpsychological science.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9xd8r0gj", "frozenauthors": [ { "first_name": "Samantha", "middle_name": "", "last_name": "Roberts", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Zachary", "middle_name": "", "last_name": "Horne", "name_suffix": "", "institution": "Arizona State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28353/galley/18077/download/" } ] }, { "pk": 28062, "title": "The Effects of Age and Event Structure on Timeline Estimation Task", "subtitle": null, "abstract": "Most previous studies on time perception have examinedtemporal order and distance judgments in isolation usingcontrolled stimuli. However, in real life, these two elementarytemporal experiences are related. Here, we examine the effectsof age and event structure on temporal estimation and introducea novel timeline estimation paradigm comprising temporalorder and distance judgments with naturalistic stimuli. In twoexperiments, we asked participants to view a three-minute-longvideo clip and mark the temporal order and distance of aspecific scene of the video on a horizontal timeline. In the firstexperiment, we conducted the timeline estimation task withthree different age groups – 6-8-year-olds, 9-11-year-olds andadults – and found age-related differences in the participants’accuracy and variability of temporal estimation. Thenonlinearity between their estimates and stimulus distancedecreased as their ages increased. In Experiment 2, we testedthe effect of event structure on participants’ timeline estimationand observed that more complicated video resulted in moredistorted temporal estimation. In sum, the current studycorroborated the timeline estimation task to be a valuable toolfor assessing temporal judgments across development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "temporal order memory; duration judgment; timeestimation; temporal concept development" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3hd300d3", "frozenauthors": [ { "first_name": "Saebyul", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "Korean Brain Research Institute", "department": "" }, { "first_name": "Su Keun", "middle_name": "", "last_name": "Jeong", "name_suffix": "", "institution": "Korean Brain Research Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28062/galley/17701/download/" } ] }, { "pk": 28044, "title": "The Effects of Background Noise on Native and Non-native Spoken-wordRecognition: A Computational Modelling Approach", "subtitle": null, "abstract": "How does the presence of background noise affect thecognitive processes underlying spoken-word recognition? Andhow do these effects differ in native and non-native languagelisteners? We addressed these questions using artificial neural-network modelling. We trained a deep auto-encoderarchitecture on binary phonological and semanticrepresentations of 121 English and Dutch translationequivalents. We also varied exposure to the two languages togenerate ‘native English’ and ‘non-native English’ trainednetworks. These networks captured key effects in theperformance (accuracy rates and the number of erroneousresponses per word stimulus) of English and Dutch listeners inan offline English spoken-word identification experiment(Scharenborg et al., 2017), which considered clean and noisylistening conditions and three intensities of speech-shapednoise, applied word-initially or word-finally. Our simulationssuggested that the effects of noise on native and non-nativelistening are comparable and can be accounted for within thesame cognitive architecture for spoken-word recognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "spoken-word recognition; non-native listening;noise; computational modelling; deep neural networks" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/51v4f4r5", "frozenauthors": [ { "first_name": "Themis", "middle_name": "", "last_name": "Karaminis", "name_suffix": "", "institution": "Edge Hill University", "department": "" }, { "first_name": "Odette", "middle_name": "", "last_name": "Scharenborg", "name_suffix": "", "institution": "Radboud University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28044/galley/17683/download/" } ] }, { "pk": 28046, "title": "The Effects of Greed and Fear in Symmetric and Asymmetric Volunteer’s Dilemmas", "subtitle": null, "abstract": "The current research explores the role of two different\nmotives underlying volunteering (or defecting) in a simple\neconomic game. We find in Study 1 that in a symmetric\nVolunteer’s Dilemma (VoD) the willingness to volunteer is\nreduced more strongly by an increase in the payoff for\nunilateral defection (suggesting more greed) than by an\nincrease in the payoff for mutual defection (suggesting less\nfear). In Study 2, we replicate this finding when only the\nparticipants’ own payoffs are varied, but not when only the\nother player’s payoffs are varied. These findings are\ninconsistent with standard (i.e., Nash) game-theoretic\npredictions and Schelling’s focal-point hypothesis. Instead,\nthe empirical patterns suggest that participants approach the\nVoD using egocentric decision heuristics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Volunteer’s Dilemma" }, { "word": "mixed motives" }, { "word": "game\ntheory" }, { "word": "egocentrism" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/573771sm", "frozenauthors": [ { "first_name": "Boyoung", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Johannes", "middle_name": "", "last_name": "Ulrich", "name_suffix": "", "institution": "University of Zurich", "department": "" }, { "first_name": "Joachim", "middle_name": "I", "last_name": "Krueger", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28046/galley/17685/download/" } ] }, { "pk": 28318, "title": "The embodied, interactional origins of systemic inequality in conversation", "subtitle": null, "abstract": "Multi-person conversation is a crucible for social organization and human ingenuity. But not everybody gets equal access.Members of minority and marginalized groups can struggle to participate. Why? Explanations have focused on institu-tional factors, socialization (e.g., feminine communication styles), or ubiquitous prejudice. Here, we propose that it maybe a pernicious consequence of otherwise rational processes: namely, the role of experienced-based prediction in nego-tiating turn-taking during communication (e.g., through gaze allocation). Using an agent-based model, we demonstratethat this mechanism suffices to explain phenomena that have been reported empirically, but without a unified treatment:members of minority or marginalized groups talk less; this is more pronounced in larger groups; despite talking less, theyare perceived to talk more; they are more likely to be interrupted. Besides practical implications for increasing partici-pation by underrepresented groups, we discuss theoretical implications for the emergence of group-level inequality fromindividual cognitive processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8kg5h3gd", "frozenauthors": [ { "first_name": "Tyler", "middle_name": "", "last_name": "Marghetis", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Samantha", "middle_name": "", "last_name": "Cohen", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Todd", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Robert", "middle_name": "", "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": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28318/galley/18002/download/" } ] }, { "pk": 27896, "title": "The First Step in Harnessing the Self Conscious Emotions: A Quantitative Exploration of Shame", "subtitle": null, "abstract": "A gap currently exists in the literature regarding a quantitative\nexploration of the self-conscious emotions (i.e., pride,\nembarrassment, shame, and guilt). In order to address this\ngap, the present study sought to explore the possibility of\nsystematically inducing one specific self-conscious emotion\n(shame). Various methods were explored to determine the\nmost effective way to induce a sense of shame in an\neducational context. Results revealed significant differences\nin state shame as measured by the Experiential Shame Scale.\nHowever, this difference was related to a student’s proneness\nto shame, expectations of success, and perceptions of failure.\nImmediate implications for shame’s impact in a variety of\neducational contexts are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "emotions; academic shame; learning; self-conscious emotions; state shame" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2gf7627c", "frozenauthors": [ { "first_name": "Jeremiah", "middle_name": "", "last_name": "Sullins", "name_suffix": "", "institution": "Harding", "department": "" }, { "first_name": "Katie", "middle_name": "", "last_name": "Console", "name_suffix": "", "institution": "Harding", "department": "" }, { "first_name": "Clayton", "middle_name": "", "last_name": "Henrichson", "name_suffix": "", "institution": "Harding", "department": "" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Denton", "name_suffix": "", "institution": "Harding", "department": "" }, { "first_name": "Shelby", "middle_name": "", "last_name": "Roberts", "name_suffix": "", "institution": "Harding", "department": "" }, { "first_name": "Katherine", "middle_name": "", "last_name": "Howell", "name_suffix": "", "institution": "Harding", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27896/galley/17534/download/" } ] }, { "pk": 27932, "title": "The Fractal Structure of Extended Communicative Performance", "subtitle": null, "abstract": "How does the mind sustain lengthy, continuous performances?Cognitive processes are continuous, dynamic and adaptive.However, until recently, we didn’t have the methodologicaltools to study these features. In this study, we use DetrendedFluctuation Analysis (DFA) and a sliding window, to analyzethe change in the fractal structure of body movement during thedelivery of an academic lecture. We show that fractal structurevaries widely during performance but also reveals a strongattraction towards 1/f noise. Our analysis also uncover ageneral inverted U pattern in the fractal organization of theperformance: speakers exhibit relatively low exponents (i.e.,less structure) at the beginning of their talk, that then increaseas they get into their performance, and then decrease again asthey finish their narration. This trajectory mirrors the familiaridea of academic lectures as performances in which we set upan argument, develop that argument, and conclude thatargument.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "1/f noise; fractal exponents; video analysis; communication; dynamic systems" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/593817w9", "frozenauthors": [ { "first_name": "Camila", "middle_name": "", "last_name": "Alviar", "name_suffix": "", "institution": "UC Merced", "department": "" }, { "first_name": "Rick", "middle_name": "", "last_name": "Dale", "name_suffix": "", "institution": "UCLA", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Kello", "name_suffix": "", "institution": "UC Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27932/galley/17570/download/" } ] }, { "pk": 28369, "title": "The Geography of Sport: Evidence for the Domain-Specificity of CulturalMindsets.", "subtitle": null, "abstract": "Sports are a microcosm of society. A nations sports reflect its peoples values, and contribute to their social identity. Herewe investigated whether countries previously identified as individualistic versus collectivistic tend to excel in individualsports versus team sports, respectively. Individual sports like golf require athletes to focus on personal goals, whereasteam sports like hockey require players to cooperate and to focus on collective goals. We analyzed the rate of Olympicmedals won in individual versus team sports by 11 countries: 5 Western countries identified previously by sociologicaland psychological research as individualistic, and 6 East Asian or Eastern European countries identified as collectivistic.Paradoxically, results showed that individualistic countries won a greater proportion of medals in team sports, whereascollectivistic countries won more medals in individual sports. Findings support the view that cultural mindsets and valueorientations are domain-specific, not monolithic.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3c5300td", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Casasanto", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Amritpal", "middle_name": "", "last_name": "Singh", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Qi", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28369/galley/18108/download/" } ] }, { "pk": 28376, "title": "The ’Goldilocks Effect’ in Preschoolers’ Attention to Spoken Language", "subtitle": null, "abstract": "How do children decide what language input to learn from? Here, we extend the idea that infants attend to stimuli atan intermediate level of complexity to the rich, naturalistic domain of spoken language. In our study, 2.5 to 6.5-year-oldchildren watched two speakers alternate narrating pages of a textless picture book, before selecting which speaker theywanted to continue listening to. We manipulated the complexity of the speech, such that the Simple speaker used earlier-acquired words than the Complex speaker, but both introduced a rare target word each turn. We tested children’s learningof the target words, tracked their attention via eyetracking, and measured their vocabulary via the PPVT. Children learnedmore words from the Simple speaker overall, and were more likely to select the Simple speaker with greater age andvocabulary, suggesting they discriminated between levels of speech complexity, and selected the more learnable level.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2th380jv", "frozenauthors": [ { "first_name": "Ruthe", "middle_name": "", "last_name": "Foushee", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Fei", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Mahesh", "middle_name": "", "last_name": "Srinivasan", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28376/galley/18122/download/" } ] }, { "pk": 27782, "title": "The Impact of Gesture and Prior Knowledge on Visual Attention During Math Instruction", "subtitle": null, "abstract": "Inclusion of gesture – meaningful movements of the hands –during mathematics instruction is beneficial for teachingnaïve learners novel concepts, and it can affect a learner’sallocation of visual attention. Yet, it is unknown how childrenwith pre-existing knowledge of a math concept approachinstruction that includes gesture. Here, we examine howchildren’s prior knowledge and either the presence or absenceof gesture during instruction drive patterns in visual attentionduring a lesson. We find that prior knowledge does determinevisual attention patterns, independent of type of instruction(i.e. with or without gesture). These findings further ourunderstanding of the attentional mechanisms of gesture andhave implications for real-world classrooms, where levels ofprior knowledge are often mixed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Gesture" }, { "word": "eye tracking" }, { "word": "Mathematical equivalence" }, { "word": "visual attention" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3q9737z7", "frozenauthors": [ { "first_name": "Katharine", "middle_name": "F", "last_name": "Guarino", "name_suffix": "", "institution": "Loyola University Chicago", "department": "" }, { "first_name": "Elizabeth", "middle_name": "M", "last_name": "Wakefield", "name_suffix": "", "institution": "Loyola University Chicago", "department": "" }, { "first_name": "Miriam", "middle_name": "A", "last_name": "Novack", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Eliza", "middle_name": "L", "last_name": "Congdon", "name_suffix": "", "institution": "Bucknell University", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Franconeri", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Goldin-Meadow", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27782/galley/17422/download/" } ] }, { "pk": 28334, "title": "The impact of social information on the dynamics of decision making withingroups", "subtitle": null, "abstract": "To reduce uncertainty, individuals in groups can use personal and social information (i.e., information provided by others).Individuals are both emitters and receivers of social information and have to integrate personal and social information,giving rise to complex, poorly understood, collective dynamics. Here we applied evidence accumulation models (the drift-diffusion model) to group decision making to describe and understand these dynamics. We modelled the choice behavioras a process where evidence, in the form of sequentially arriving social information from other participants choices, isaccumulated until a threshold is reached. Our results show that highly confident individuals start close to the threshold andthus respond fast. Such early responders affects the subsequent dynamics, whereby humans weighted social informationas a linear function of the size of the majority for a particular option. Our results provide new insights into how socialinformation impacts the dynamics of decision making within groups.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/20f7j36f", "frozenauthors": [ { "first_name": "Alan", "middle_name": "Novaes", "last_name": "Tump", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Tim", "middle_name": "", "last_name": "Pleskac", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Ralf", "middle_name": "", "last_name": "Kurvers", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28334/galley/18037/download/" } ] }, { "pk": 28264, "title": "The impact of social network topology on open-ended and fixed solution problems", "subtitle": null, "abstract": "How do solution strategies spread in teams? Inspired by the 80s sci-fi movie Close encounters of the third kind, weset up a networked multiplayer game where participants had to signal peace to invading aliens from space by playingmusic. In each round of the game, participants were matched in dyads and through chat had to jointly construct a four-tone melody. Melodies translated to points according to a rugged landscape score system. We compared three networktopologies: a lattice network (participants only play with immediate neighbours), a fully connected network, and dyads.Furthermore, we manipulated the nature of the problem being either open-ended or with fixed solutions by making themaximum possible score known or not. With known maximum score, lattice networks show an advantage with increasedpropensity to explore and diffusion of good solutions, compared to fully connected networks. No effects are observedwhen the maximum score is unknown.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9z38f48n", "frozenauthors": [ { "first_name": "Riccardo", "middle_name": "", "last_name": "Fusaroli", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Dan", "middle_name": "", "last_name": "Mnster", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Baronchelli", "name_suffix": "", "institution": "City University, London", "department": "" }, { "first_name": "Kritsian", "middle_name": "", "last_name": "Tylen", "name_suffix": "", "institution": "Aarhus University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28264/galley/17923/download/" } ] }, { "pk": 28391, "title": "The impact of transcutaneous vagal nerve stimulation on central noradrenergicactivity as evidenced by salivary alpha amylase and the P3 event-related potential", "subtitle": null, "abstract": "We applied transcutaneous vagus nerve stimulation (TVNS) in concert with electroencephalogram (EEG) recordings andsaliva samples to test for an impact of TVNS on norepinephrine (NE) activity in the central nervous system. TVNS is anew, non-invasive intervention for epilepsy and depression with a yet-to-be established efficacy for increasing central NE.Both the electroencephalogram and saliva samples offer biomarkers of central NE activity. The P3 event-related potentialmay reflect phasic changes in cortical NE levels, and salivary alpha amylase (SAA) is sensitive to changes in central NEactivity. We applied real and sham TVNS to a group of healthy subjects while they performed a standard set of oddballtasks known to elicit a P3, and analyzed EEG data and SAA to determine the efficacy of a standard TVNS protocol formanipulating central NE activity. TVNS did not affect P3 amplitude, but did increase SAA, casting doubt on the NE-P3theory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/15z1m73j", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "", "last_name": "Warren", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Klodianna", "middle_name": "Daphne", "last_name": "Tona", "name_suffix": "", "institution": "Leiden University", "department": "" }, { "first_name": "Lineke", "middle_name": "", "last_name": "Ouwerkerk", "name_suffix": "", "institution": "Vrije University", "department": "" }, { "first_name": "Jos", "middle_name": "A.", "last_name": "Bosch", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Sander", "middle_name": "", "last_name": "Nieuwenhuis", "name_suffix": "", "institution": "Leiden University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28391/galley/18153/download/" } ] }, { "pk": 28182, "title": "The Influence of Bilingual Language Experience on Working Memory Updating Performance in Young Adults", "subtitle": null, "abstract": "Reports of the relationship between aspects of cognitivecontrol and bilingual language experience in youngadults have been inconsistent. This study comparedperformance between monolingual and bilingual youngadults on working memory (WM) updating as ameasure of cognitive control and examined howdifferences in bilingual language experience manifestin updating performance. A letter N-back task with setsize and lure manipulations was used to measureupdating processes in the presence of increasedmemory load and interference. We expected to see aneffect of the bilingual experience on WM updating, aswell as within task variations related to the use ofdifferent updating mechanisms. While the monolingualand bilingual groups did not perform significantlydifferently, high non-English reading proficiencysignificantly predicted accuracy and reaction timewithin the bilingual group, particularly in high load,interference conditions. Results showed that youngadults categorized as bilingual in a broadly definedgroup may be difficult to uniformly compare to amonolingual group as they show large variations inperformance depending on their individual languageexperience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "working memory" }, { "word": "updating" }, { "word": "bilingualism" }, { "word": "cognitive flexibility" }, { "word": "Interference" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0rv547n7", "frozenauthors": [ { "first_name": "Deepti", "middle_name": "", "last_name": "Wadhera", "name_suffix": "", "institution": "CUNY", "department": "" }, { "first_name": "Luca", "middle_name": "", "last_name": "Campanelli", "name_suffix": "", "institution": "CUNY", "department": "" }, { "first_name": "Klara", "middle_name": "", "last_name": "Marton", "name_suffix": "", "institution": "CUNY, Eotvos Lorand University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28182/galley/17841/download/" } ] }, { "pk": 28326, "title": "The Influence of Mechanism Knowledge on Causal Interactions", "subtitle": null, "abstract": "People rely on mechanism knowledge when making causal inferences that involve multiple causal variables. In particular,mechanism knowledge can influence whether people use linear or alternative integration rules to predict how multiplecauses will interact to produce an effect. We examine whether general beliefs about mechanism types whether two causesoperate by the same or different mechanisms might mediate such inferences. Experiment 1 demonstrates that when acausal interaction yields non-linear positive effects, people are more likely to infer that the two causes work via differentmechanisms. Experiment 2 investigates the converse of this inference, showing that people also predict non-linear positiveinteractions more often when they know that two causes have different mechanisms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6vq2811g", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "", "last_name": "Myers", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Alexander", "middle_name": "", "last_name": "LaTourrette", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Lance", "middle_name": "", "last_name": "Rips", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28326/galley/18020/download/" } ] }, { "pk": 28185, "title": "The Influence of Music and Music Familiarity on Time Perception", "subtitle": null, "abstract": "Previous research has shown that secondary tasks sometimesinterfere with the perception of time. In this study, we look atthe impact of background music, and the familiarity of musicon the reproduction of a time interval. We hypothesize thatboth music listening and attending to time require declarativememory access, and that conflicts between the two can explainwhy the reproduced intervals are longer when participants lis-ten to music. A cognitive model based on the PRIMs architec-ture, but built from two existing models can explain the data,including the effect of music familiarity. The model is a com-bination of two existing models: one of time perception, whichrequires occasional memory access to check whether the inter-val is already over, and one of music perception, which triesto predict the next musical phrase based on the one currentlyperceived. The memory conflict between the two models re-produces the effects found in the data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "time perception; music; multitasking; declarativememory; cognitive model" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2nf7v0jk", "frozenauthors": [ { "first_name": "Jie", "middle_name": "", "last_name": "Wan", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Niels", "middle_name": "", "last_name": "Taatgen", "name_suffix": "", "institution": "University of Groningen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28185/galley/17844/download/" } ] }, { "pk": 28338, "title": "The Influence of Pretend Play on Children’s and Language and Pre-Literacy Skills", "subtitle": null, "abstract": "The role of pretend play on children’s cognitive development has garnered interest recently. This study examines theefficacy of a pretend play intervention on the self-regulation and language skills of four- to five-year-olds. Pretend playincludes a pretender projecting a mental representation onto reality. The sample consisted of 60 children who wererandomized into two groups: (a) Pretend play; and (b) Art activities. The intervention included sixteen 30-minute sessionsover 13 weeks, in groups of six children. Each session included: (1) storybook reading; (2) role-playing; and (3) review.During storybook reading explicit phonological awareness and vocabulary instruction were provided for 18 words in eachbook. Role-playing involved giving children props to partake in pretend play. Review consisted of revising the PA andvocabulary of the target words. The improvements that occurred in the children’s self-regulation and language skillscontribute to a better understanding of pretend play in educational settings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0fk2t7vr", "frozenauthors": [ { "first_name": "Tanya", "middle_name": "", "last_name": "Paes", "name_suffix": "", "institution": "University of Cambridge", "department": "" }, { "first_name": "Michelle", "middle_name": "", "last_name": "Ellefson", "name_suffix": "", "institution": "University of Cambridge", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28338/galley/18046/download/" } ] }, { "pk": 28070, "title": "The Influence of Schizotypal Traits on the Preference for High InstrumentalDivergence", "subtitle": null, "abstract": "A large literature has demonstrated an abnormal sense ofagency (SOA) in schizophrenic individuals. One limitation ofsuch studies is that they focus exclusively on cognitive orperceptual judgments, thus failing to address affective aspectsof SOA. In our recent work, we have used instrumentaldivergence – the distance between outcome probabilitydistributions associated with available actions – as a formalmeasure of agency, demonstrating an influence of this noveldecision variable on behavioral choice preferences andassociated neural computations in neurotypical adults. Here,we show that the preference for high instrumental divergence(i.e., for high-agency environments) is significantlymodulated by individual differences in positive and negativeschizotypy dimensions. Implications for future assessmentsof clinical populations are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Instrumental divergence; Agency; Schizotypy" }, { "word": "utility" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/567894cx", "frozenauthors": [ { "first_name": "Mimi", "middle_name": "", "last_name": "Liljeholm", "name_suffix": "", "institution": "UC Irvine", "department": "" }, { "first_name": "Prachi", "middle_name": "", "last_name": "Mistry", "name_suffix": "", "institution": "UC Irvine", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Koh", "name_suffix": "", "institution": "UC Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28070/galley/17709/download/" } ] }, { "pk": 28081, "title": "The interaction between phonological and lexical variation in word recall in African American English", "subtitle": null, "abstract": "Phonological characteristics of a voice, such as th-stopping(pronouncing them as “dem”) associated with AfricanAmerican English (AAE), provide indexical sociolinguisticinformation about the speaker. Word usage also signals thissocial dialect, i.e. usage of crib to mean house. The currentstudy examines the effect of these sociolinguisticcharacteristics on word recall, as well as the interactionbetween the phonological and the lexical levels of variation. Ina modified word recognition task, listeners displayed moreaccurate veridical word recall of AAE lexical items and voices.Furthermore, there was an interaction between phonologicaland lexical variation: listeners were even more accurate atrecognizing AAE-specific lexical items heard in an AAE voice.This study adds to a growing body of work finding thatsociolinguistic information influences word memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "memory" }, { "word": "word recognition" }, { "word": "lexical variation" }, { "word": "dialect" }, { "word": "African American English" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7gx404cj", "frozenauthors": [ { "first_name": "Zion", "middle_name": "", "last_name": "Mengesha", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Georgia", "middle_name": "", "last_name": "Zellou", "name_suffix": "", "institution": "UC Davis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28081/galley/17720/download/" } ] }, { "pk": 27843, "title": "The Intrinsic Cost of Dissent", "subtitle": null, "abstract": "Consensus seeking – abandoning one’s own judgment to alignwith a group majority – is a fundamental feature of humansocial interaction. Notably, such striving for majorityaffiliation often occurs in the absence of any apparenteconomic or social gain, suggesting that achieving consensusmight have intrinsic value. Here, we examine the affectiveproperties of consensus decisions by assessing the transfer ofvalence to concomitant stimuli. Specifically, in two studies,we show that contexts repeatedly paired with consensusdecisions are rated as more likable, and selected morefrequently in a two-alternative forced choice test, than arecontexts repeatedly paired with dissent from a unanimousmajority. In the second study, we rule out inferences aboutthe accuracy of the majority opinion as the basis for suchevaluative changes. Our results suggest that an intrinsic valueof consensus, or cost of dissent, may motivate and reinforcesocial conformity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Conformity" }, { "word": "Dissent" }, { "word": "Reinforcement Learning" }, { "word": "decision making" }, { "word": "Conditioned reinforcement" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2ws4m5p3", "frozenauthors": [ { "first_name": "Prachi", "middle_name": "", "last_name": "Mistry", "name_suffix": "", "institution": "UC Irvine", "department": "" }, { "first_name": "Mimi", "middle_name": "", "last_name": "Liljeholm", "name_suffix": "", "institution": "UC Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27843/galley/17482/download/" } ] }, { "pk": 28350, "title": "The Lesson and the Learner: The Effect of Individual Differences and TaskScaffolding on Category Learning", "subtitle": null, "abstract": "The majority of conceptual change studies have investigated either manipulations of the learning environment or examinedthe effect of individual differences on conceptual change (Cordova, et al. 2014; Taasoobshirazi & Sinatra, 2011). In eithercase, the importance of interactions is left out. The present study investigates whether individual differences in hot andcold cognitive ability and task scaffolding interact with each other in their effect on conceptual change. Participants(n = 299) were tasked with determining how best to categorize whether a fictitious bacteria is oxygen resistant acrossthree learning conditions. The results suggest that a refutational text produces better learning gains than an expositorytext, which outperforms feedback alone. Moreover, hot and cold cognitive factors were found to interact with learnerscaffolding differentially. The results of this research project can be used to improve instructional practices, which, inturn, should aid learners understanding of scientific conceptions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5jk789mg", "frozenauthors": [ { "first_name": "Jared", "middle_name": "", "last_name": "Ramsburg", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" }, { "first_name": "Stellan", "middle_name": "", "last_name": "Ohlsson", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28350/galley/18071/download/" } ] }, { "pk": 28330, "title": "Thematic and taxonomic influences in abstract vs. concrete concepts not sodifferent after all", "subtitle": null, "abstract": "Studies using balanced materials have found that both feature-based comparison and thematic integration play a role inconcept organization (e.g. Mirman & Graziano, 2012; Murphy, 2001), a proposal backed up by neurological findings.This experiment crossed taxonomic and thematic relatedness of abstract vs concrete pairs to examine how these processesaffect perceived similarity. Participants rated similarity of 96 normed word pairs and explained ratings in writing. Linearmixed effect modeling revealed a 3-way interaction on ratings, with taxonomic relatedness affecting ratings more forconcrete than abstract pairs only when a thematic relation was absent. No other abstractness effects were observed. Forcoded explanations, a difference emerged only for pairs related both taxonomically and thematically: concrete pairs wereprocessed more frequently thematically than taxonomically, with the reverse pattern for abstract pairs. Further, qualitativeanalyses of the explanations and Bayesian analyses of the relation between explanations and similarity ratings will bepresented.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/795550dd", "frozenauthors": [ { "first_name": "Jane", "middle_name": "", "last_name": "Neal", "name_suffix": "", "institution": "Northern Illinois University", "department": "" }, { "first_name": "Katja", "middle_name": "", "last_name": "Wiemer", "name_suffix": "", "institution": "Northern Illinois University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28330/galley/18029/download/" } ] }, { "pk": 28231, "title": "The Mediation Effect of Context for Empathy on Emotion Judgment", "subtitle": null, "abstract": "This research aimed to study the impact of context on the status of empathy in terms of emotion judgment towardsothers. Specifically, how empathy would be mediated by different conditions was further investigated. Descriptions ofmoral/unmoral conditions were designed and hypothesized to influence the status of empathy accordingly. Study partic-ipants were instructed to rate pictures using TAPS (Taiwan Affective Picture System) for judging the emotion valenceand arousal of human facial expression. As a result, low-level empathy group was found to show an alternation for theiremotion judgments on both valence and arousal as the picture context changed, especially in the moral situation. Onthe contrary, high-level group only show an alternation for their emotion judgments on valence, in the unmoral situationthe most. The findings indicated that different status of empathy might be determined the emotion judgments under thecontexts where other social cues are presented.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1zw40070", "frozenauthors": [ { "first_name": "Chen", "middle_name": "Jung", "last_name": "Chen", "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": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28231/galley/17890/download/" } ] }, { "pk": 27959, "title": "The Modulatory Effect of Expectations on Memory Retrieval During Sentence Comprehension", "subtitle": null, "abstract": "Memory retrieval and probabilistic expectations arerecognized factors in sentence comprehension that capturetwo different critical aspects of processing difficulty: the costof retrieving and integrating previously processed elementswith the new input words and the cost of incorrect predictionsabout upcoming words or structures in a sentence. Althoughthese two factors have independently received substantialsupport from the extant literature, how they interact remainspoorly understood. The present study investigated memoryretrieval and expectation in a single experiment, pitting thesefactors against each other. Results showed a significantinterference effect in both response time to the comprehensionquestions and reading time at the last (spillover) sentenceregion. We also found that the interference effect on readingtime (but not on comprehension question response time) wascanceled when the word at the retrieval site was highlypredictable. Overall, our findings are consistent with thehypothesis of a modulatory effect of expectations on memoryretrieval and with the idea that expectation-based facilitationresults from pre-activation of the target word ahead of time.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "working memory; interference; expectations; dual tasking" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5vt3m66c", "frozenauthors": [ { "first_name": "Luca", "middle_name": "", "last_name": "Campanelli", "name_suffix": "", "institution": "CUNY", "department": "" }, { "first_name": "Julie", "middle_name": "A", "last_name": "Van Dyke", "name_suffix": "", "institution": "Haskins Laboratories", "department": "" }, { "first_name": "Klara", "middle_name": "", "last_name": "Marton", "name_suffix": "", "institution": "CUNY", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27959/galley/17597/download/" } ] }, { "pk": 28232, "title": "The Onset Form Preparation Effect in Korean Single Word Production", "subtitle": null, "abstract": "Korean has a simple syllable structure like Mandarin Chinese, but it allows for resyllabification unlike Chinese. Its rhythmis often perceived as syllable-timed, although the frequent occurrence of taps and strong final lengthening also give it thestress-timed impression. It uses a script that consists of characters, but the characters are phonologically-based. Thesemixed characteristics make it difficult to predict whether the Korean word production system employs the phoneme or thesyllable or even the mora as the proximate unit for phonological encoding. The present study adopted the form preparationtask, in which the onset phoneme (n, g, ch, b) was the shared phonological content among the response words in thehomogeneous context. The participants were 23 college students conveniently recruited from university campuses inSeoul. The observed onset preparation effect was close to zero. The result rules out the phoneme as the proximate unit inKorean word production.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/62x4f1jb", "frozenauthors": [ { "first_name": "Jenn-Yeu", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "National Taiwon Normal University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28232/galley/17891/download/" } ] }, { "pk": 28263, "title": "The other Fox News effect: Attractive people and women more strongly impactbelief formation", "subtitle": null, "abstract": "In everyday learning, people often receive conflicting information from different sources. What factors determine whichsources influence learning? In this study, we consider whether social characteristics of a source, such as attractivenessand gender, affect belief-updating in a simple category learning task. Participants sorted novel stimuli into two categories.After establishing an initial category boundary, two companions were introduced from whom categorization advice wasreceived. These sources did not always agree, and participants were never told which of them was correct. Acrossparticipants, the gender and attractiveness of the companions was varied. After 300 trials receiving this feedback for arange of stimuli, participants category boundaries were again measuredallowing a determination of belief-shifts. For bothmale and female participants, attractiveness had a significant impact, and female sources were afforded more weight thanmales. Our results suggest that category learning can be influenced by social factors like gender and attractiveness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8rj5b1kn", "frozenauthors": [ { "first_name": "Vincent", "middle_name": "", "last_name": "Frigo", "name_suffix": "", "institution": "UW - Madison", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Rogers", "name_suffix": "", "institution": "UW - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28263/galley/17922/download/" } ] }, { "pk": 27875, "title": "The Phenomenology of Eye Movement Intention and their Disruption in Goal-Directed Actions", "subtitle": null, "abstract": "The role of intentions in motor planning is heavily weightedin classical psychological theories, but their role in generat-ing eye movements, and our awareness of these oculomotorintentions, has not been investigated explicitly. In this study,the extent to which we monitor oculomotor intentions, i.e.the intentions to shift one’s gaze towards a specific location,and whether they can be expressed in conscious experience,is investigated. A forced-choice decision task was developedwhere a pair of faces moved systematically across a screen.In some trials, the pair of faces moved additionally as soon asthe participants attempted to gaze at one of the faces, prevent-ing them from ever viewing it. The results of the experimentsuggest that humans in general do not monitor their eye move-ment intentions in a way that allows for mismatches betweenplanned gaze landing target and resulting gaze landing targetto be consciously experienced during decision-making.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Eye movements" }, { "word": "Intentions" }, { "word": "Goal-directed actions" }, { "word": "awareness" }, { "word": "decision making" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6fv7q60k", "frozenauthors": [ { "first_name": "Maximilian", "middle_name": "K", "last_name": "Roszko", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "Lars", "middle_name": "", "last_name": "Hall", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "Petter", "middle_name": "", "last_name": "Johansson", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "Philip", "middle_name": "", "last_name": "Parnamets", "name_suffix": "", "institution": "Lund University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27875/galley/17513/download/" } ] }, { "pk": 27956, "title": "The production and comprehension of variable number agreement", "subtitle": null, "abstract": "The relationship between sentence production and comprehension is at the forefront of psycholinguistic research (e.g.Meyer et al., 2016). Psycholinguists are increasingly interested in cross-linguistic perspectives (e.g. Norcliffe et al., 2015).We report studies of the production and comprehension of variable number agreement in Yucatec Maya, an indigenouslanguage of Mexico. We examined the effects of numerosity through a picture description task involving sets of one,two and seven humans or animals depicting an intransitive action. In production more numerous sets led to higher rates ofplural production. In a timed acceptability decision task, number agreement rather than numerosity significantly facilitatedcomprehension. An interaction revealed that plural marking on the noun facilitated the comprehension of singleton versusnon-singleton sets. In contrast, plural marking on the verb facilitated comprehension of large versus small non-singletonsets. These results suggest divergent effects of numerosity in the nominal and verbal domains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1038s7fj", "frozenauthors": [ { "first_name": "Lindsay", "middle_name": "", "last_name": "Butler", "name_suffix": "", "institution": "University of Conneticut", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27956/galley/17594/download/" } ] }, { "pk": 27835, "title": "The psychophysics of society: Uncertain estimates of invisible entities", "subtitle": null, "abstract": "Large-scale societies are impossible to perceive directly.Unsurprisingly, lay demographic estimates are wildlyinaccurate. How should we interpret these errors? Mostaccounts assume these errors are evidence of topic-specificbiases and prejudices. (e.g., “People overestimateimmigration because immigrants threaten the status quo.”)But this glosses over the distortions that are introducedwhenever underlying perceptions are translated into explicitnumerical estimates. For instance, estimates are typicallyhedged, or ‘rescaled,’ toward an expected value — aperfectly rational strategy when information is uncertain.We show that uncertainty-based rescaling accounts for mosterror in individual demographic estimates. Residual errorswere not even always in the same direction; populations thatappeared to have been over-estimated (e.g., Asian-Americans) now appear to be under-estimated. The amountof rescaling engaged in by an individual was proportional totheir uncertainty (about politics or about numbers).Perceptions of society are surprisingly good; thepsychophysics of estimation gets in the way.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "numerical cognition" }, { "word": "Bayesian estimation" }, { "word": "Confidence" }, { "word": "demographics" }, { "word": "psychophysics" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0g81j9cd", "frozenauthors": [ { "first_name": "Tyler", "middle_name": "", "last_name": "Marghetis", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Brian", "middle_name": "", "last_name": "Guay", "name_suffix": "", "institution": "Duke University", "department": "" }, { "first_name": "A", "middle_name": "", "last_name": "Karlapudy", "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": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27835/galley/17474/download/" } ] }, { "pk": 28386, "title": "The relative amount of information contributed by learning and bypre-specification in a SRN trained to compute sameness", "subtitle": null, "abstract": "We analyze the conditions under which Simple Recurrent Networks learn and generalize sameness. This task is difficultfor a generic SRN, and several properties of the network have to be established previous to any learning for generalizationto occur. We show that by selecting a set of narrow weight intervals a network can learn sameness from a limited set ofexamples. The intervals depend on the particular training set, and we obtained them from a series of simulations usingthe complete training set. We can approximate the relative amount of information provided by the initial structure andthe amount provided by the examples. Although we did not arrive to a general rule, in all our cases the initial structureprovides much more information than the examples. This shows that if something similar to ANN operates in the brain, arich innate structure is needed to support the learning of general functions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4z77k46z", "frozenauthors": [ { "first_name": "Juan", "middle_name": "", "last_name": "Valle-Lisboa", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28386/galley/18142/download/" } ] }, { "pk": 27937, "title": "The Role of Affective Involvement and Knowledge in Processing Mixed Evidence for Social Issues", "subtitle": null, "abstract": "Exposure to mixed evidence can lead to polarization, oradopting a more extreme version of one’s initial attitude. Onepotential reason for this is attitude congruency bias, ratingevidence that supports one's attitude as stronger than evidencethat undermines it. Here we explore factors associated withthis bias and their relationship to attitude change followingexposure to mixed evidence. We conducted several tests,including an attitude survey on two controversial socialissues, a poll regarding participants’ affective involvement ineach issue, an argument rating task, and assessments ofknowledge about social issues and political sophistication.We replicated the attitude congruency bias. Ratings bias wasassociated with affective involvement, but not with measuresof topic knowledge or political sophistication. Attitudechange was predicted by a linear combination of objectiveargument strength and rating bias. Participants’ sensitivity toobjective argument strength suggests the attitude congruencybias does not inevitably lead to polarization.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision making; reasoning; motivated reasoning; rationality; language and thought; attitude congruency bias" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2h97s4fx", "frozenauthors": [ { "first_name": "Megan", "middle_name": "D", "last_name": "Bardolph", "name_suffix": "", "institution": "UCSD", "department": "" }, { "first_name": "Seana", "middle_name": "", "last_name": "Coulson", "name_suffix": "", "institution": "UCSD", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27937/galley/17575/download/" } ] }, { "pk": 27978, "title": "The Role of Conceptual Structure in Mathematical Explanation", "subtitle": null, "abstract": "People’s reasoning about physical and social explanations iswell understood (Keil, 2008). However, less is known abouthow people reason about mathematical explanations (Johnsonet. al., 2017). Experiment 1 replicates the central result ofJohnson et. al (2017), that people impose order on simplearithmetic explanations, as well as sets the limits of thatpreference. Experiment 2 extends the results of a second factor,the character of the relationship between the operations relatedby the explanation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Explanations" }, { "word": "mathematical reasoning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/48m557qj", "frozenauthors": [ { "first_name": "Nathan", "middle_name": "", "last_name": "Couch", "name_suffix": "", "institution": "Northwestern", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27978/galley/17616/download/" } ] }, { "pk": 27972, "title": "The role of fast speech in sound change", "subtitle": null, "abstract": "Recent research has seen a surge in interest in the role of theindividual in sound change processes. Do fast speakers have aunique role in sound change processes? Fast speech leads togreater rates of lenition (reduction). But should it mean thatfast talkers would be more likely to lenite even when speak-ing slowly? In two corpus studies we show that even whenfast talkers speak more slowly they are (a) more likely to omitsegments and (b) more likely to perform variable reduction ofconsonants. This draws attention to habitual speech rate as alikely factor in the actuation of lenition processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "lenition" }, { "word": "speech rate" }, { "word": "individual differences" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/42h9h6n7", "frozenauthors": [ { "first_name": "Uriel", "middle_name": "Cohen", "last_name": "Priva", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Emily", "middle_name": "", "last_name": "Gleason", "name_suffix": "", "institution": "Brown", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27972/galley/17610/download/" } ] }, { "pk": 27829, "title": "The Role of Generating Versus Choosing an Error in Children's Later Error Correction", "subtitle": null, "abstract": "Errors are common during learning, but what factorsinfluence whether those errors are corrected? Evidencesuggests error generation and memory for errors may be twoimportant factors. Middle-school children studied and weretested on their memory for math definitions. After receivingcorrect answer feedback, children recalled their initial testanswers before taking a final test. Memory for errors anderror correction rates were higher for errors that weregenerated compared to errors that were chosen from a list.Further, memory for errors was positively correlated witherror correction, even after controlling for age, grade, andmath and reading skills. However, this relationship was onlypresent for errors that were generated and not for errors thatwere chosen from a list. These findings suggest retrievalplays an important role in the relationship between memoryfor errors and error correction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Error Correction" }, { "word": "retrieval practice" }, { "word": "Children" }, { "word": "mathematics" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/82z1t7xg", "frozenauthors": [ { "first_name": "Abbey", "middle_name": "M", "last_name": "Loehr", "name_suffix": "", "institution": "Vanderbilt", "department": "" }, { "first_name": "Lisa", "middle_name": "", "last_name": "Fazio", "name_suffix": "", "institution": "Vanderbilt", "department": "" }, { "first_name": "Bethany", "middle_name": "", "last_name": "Rittle-Johnson", "name_suffix": "", "institution": "Vanderbilt", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27829/galley/17468/download/" } ] }, { "pk": 28345, "title": "The role of iconicity in word learning: Insights from child-directed language(CDL)", "subtitle": null, "abstract": "Understanding how children acquire language remains a challenge of language research. Most research assumes that labeland referent are linked by arbitrary convention alone. However, in addition to being indisputably arbitrary, language isalso iconic. Recent evidence has shown that children are sensitive to iconic mappings and that these may bootstrap wordacquisition. However, we know little about the presence of iconicity in the language input children are exposed to. Thistalk focuses on iconicity in English CDL across vocal and visual channels: phonology (meow), prosody (loooooong),gestures (stirring) and hand actions (stirring with spoon). We discuss evidence that caregivers exploit iconicity in CDL,and use iconicity differentially depending on whether referents talked about are present or not, and familiar or not to thechild. An analysis of the type and amount of iconicity used in CDL is crucial for understanding the role of iconicity insupporting referential mapping.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4s48r46g", "frozenauthors": [ { "first_name": "Margherita", "middle_name": "", "last_name": "Murgiano", "name_suffix": "", "institution": "University of Brighton", "department": "" }, { "first_name": "Pamela", "middle_name": "", "last_name": "Perniss", "name_suffix": "", "institution": "University of Brighton", "department": "" }, { "first_name": "Yasamin", "middle_name": "", "last_name": "Motamedi", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Gabriella", "middle_name": "", "last_name": "Vigliocco", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28345/galley/18061/download/" } ] }, { "pk": 28307, "title": "The Role of Inquiry in Childrens and Adults Memory, Categorization, andExplanation of New Information", "subtitle": null, "abstract": "Asking questions is a fundamental part of learning. Previous research has touched on the types of questions we askto gather information (e.g., Ruggeri & Lombrozo, 2015), but not yet on whether there are developmental differences inquestions that go unanswered. In this study, we looked at the unanswered questions children and adults ask when presentedwith new information. We found that adults asked questions on many topics such as behavior, category membership, andsocial relevance, while children mainly asked feature-related questions. Additionally, these unanswered questions wererelated to learning outcomes after the questioning period. For instance, results revealed that the presence of feature orcategory questions predicted how narrowly or broadly children categorized novel objects. These findings indicate thatunanswered questions may have consequences for learning outcomes, and that there are likely developmental differencesin how unanswered questions affect cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/30t3r81q", "frozenauthors": [ { "first_name": "Emma", "middle_name": "", "last_name": "Lazaroff", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Haley", "middle_name": "", "last_name": "Vlach", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28307/galley/17979/download/" } ] }, { "pk": 28403, "title": "The Roles of Gesture and Statistical Cues on Infants’ Word Learning in SharedStorybook Reading", "subtitle": null, "abstract": "Children rapidly learn the word-object mappings even though they are facing the challenge of referential uncertainty(Quine,1960). When parents read books to their infants, how do infants learn to associate the words with multiple objectson the page. Using data from parent-child book reading interactions, we analyzed moment-by-moment eye movement datato examine the role of gesture and statistical cues on word learning. Specifically, we investigated 1) whether parent’s andchild’s gestures could direct the child’s attention to the object named by the parent during naturalistic storybook reading; 2)given that parents repeatedly name objects, how statistical information across multiple instances could provide convergingevidence of the correct word-object mapping? Using data jointly created by parents and children in everyday book readingcontext, we demonstrated that both gesture cues and statistical information across multiple instances could dramaticallyreduce referential ambiguity and provide converging evidence of the correct word-object mappings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2kk6z691", "frozenauthors": [ { "first_name": "Yayun", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28403/galley/18178/download/" } ] }, { "pk": 27818, "title": "These boots are made for walking: Teleogical generalizations from principled connections", "subtitle": null, "abstract": "Certain generalizations are teleological, e.g., forks are foreating. But not all properties relevant to a particular conceptpermit teleological generalization. For instance, forks getwashed roughly as often as they’re used for eating, yet thegeneralization, forks are for washing, might strike reasoners asunacceptable. What explains the discrepancy? A recenttaxonomic theory of conceptual generalization (Prasada, 2017;Prasada & Dillingham, 2006; Prasada et al., 2013) argues thatcertain kinds of conceptual connections – known as“principled” connections – license generalizations, whereasassociative, “statistical” connections license only probabilisticexpectations. We apply this taxonomy to explain teleologicalgeneralization: it predicts that acceptable teleologicalgeneralizations concern concept-property pairs in which theconcept bears a principled connection to a property. Under thisanalysis, the concept fork bears a principled connection toeating and a statistical connection to washing. Twoexperiments and a regression analysis tested and corroboratedthe predictions of the theory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Teleogical generalization" }, { "word": "generics" }, { "word": "principled connections" }, { "word": "statistical connections" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4nq120cj", "frozenauthors": [ { "first_name": "Joanna", "middle_name": "", "last_name": "Korman", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" }, { "first_name": "Sangeet", "middle_name": "", "last_name": "Khemlani", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27818/galley/17457/download/" } ] }, { "pk": 35955, "title": "The TESOL Encyclopedia of English Language Teaching by John I. Liontas (Ed.)", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9df59928", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "", "last_name": "Nall", "name_suffix": "", "institution": "Miyagi University, Japan", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35955/galley/26809/download/" } ] }, { "pk": 28304, "title": "The Uncanny Valley: Behavioral, Cognitive, and Neurological Evidence", "subtitle": null, "abstract": "The uncanny valley hypothesis suggests that human replicas, such as robots and animated characters, which closely (butdo not completely) resemble humans create feelings of discomfort and eeriness in observers. Given the large volume ofresearch that has sought to assess this hypothesis and explain why some replicas induce such feelings, I have conducted anintegrative review of such research to explore the uncanny valley within behavioral science, neuroscience, and cognitiveengineering. I believe the data suggest that uncanniness can be at least partially attributed to a mental conflict betweenthe observers knowledge of the replicas artificiality and the observers emotional desire to form a connection with some-thing that looks so human. Nevertheless, the literature has several limitations that must be addressed before definitiveconclusions can be made. This poster will review and integrate this research on the uncanny valley hypothesis.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6s49h6bp", "frozenauthors": [ { "first_name": "Umesh", "middle_name": "", "last_name": "Krishnamurthy", "name_suffix": "", "institution": "University of California Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28304/galley/17972/download/" } ] }, { "pk": 27872, "title": "This and that back in context: Grounding demonstrative reference in manual and social affordances", "subtitle": null, "abstract": "Spatial demonstratives, i.e. words like this and that, serve asimportant tools to establish joint attention, allowinginterlocutors to flexibly share spatial reference schemes.However, little experimental work has investigated whichperceptual and social factors drive speakers’ choices ofdemonstrative forms. We used a novel experimental paradigmto explore 1) the role of relative placement of competingreferents on the sagittal and lateral planes, 2) whether and howthe presence of an addressee modulates the speaker’s choice ofdemonstrative forms. We found that the choice ofdemonstratives is affected by the relative position ofcompeting referents both on the sagittal and lateral plane.Furthermore, we found that the presence of an interlocutorshifts attraction for proximal demonstratives towards theshared space of reference, but only in collaborative contexts.Together, these results suggest that spatial deixis is groundedin a contrastive organization of space tightly coupled to manualand social affordances.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Demonstratives" }, { "word": "social cognition" }, { "word": "Spatial Cognition" }, { "word": "Spatial deixis" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8pv5d89m", "frozenauthors": [ { "first_name": "Robert", "middle_name": "", "last_name": "Rocca", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Mikkel", "middle_name": "", "last_name": "Wallentin", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Cordula", "middle_name": "", "last_name": "Vesper", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Kristian", "middle_name": "", "last_name": "Tylen", "name_suffix": "", "institution": "Aarhus University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27872/galley/17510/download/" } ] }, { "pk": 27860, "title": "Time and numbers on the fingers: Dissociating the mental timeline and mental number line", "subtitle": null, "abstract": "People use space to conceptualize abstract domains like timeand number. This tendency may be a cognitive universal, butthe specifics of people’s implicit space-time and space-numberassociations vary across cultures. How does culture shape ourabstract concepts? In Western cultures, both time and numbersare arranged in people’s minds along an imaginary horizontalline, from left to right, but in other cultures the directions of themental timeline (MTL) and mental number line (MNL) arereversed. The directions of both the MTL and MNL have longbeen assumed to depend on the direction in which people readand write text. Here we argue that this assumption is false, andshow that the MTL and MNL are shaped by different aspectsof cultural experience. In a training experiment, participantsspatialized time and numbers in opposite directions across theirfingers. Training changed the MTL and MNL in oppositedirections, as predicted by a general principle called theCORrelations in Experience (CORE) principle: peoplespatialize abstract conceptual domains in their minds accordingto the ways these domains are spatialized in their experience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Conceptual metaphor" }, { "word": "SNARC" }, { "word": "Mental number line" }, { "word": "Mental timeline" }, { "word": "Space" }, { "word": "time" }, { "word": "embodied cognition" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8jn3v0pb", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "", "last_name": "Pitt", "name_suffix": "", "institution": "UChicago", "department": "" }, { "first_name": "Kamilah", "middle_name": "", "last_name": "Scales", "name_suffix": "", "institution": "UChicago", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Casasanto", "name_suffix": "", "institution": "Cornell", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27860/galley/17498/download/" } ] }, { "pk": 27850, "title": "Time-Based Resource Sharing in ARCADIA", "subtitle": null, "abstract": "We provide a new computational model of working memory inthe complex span task implemented in the ARCADIA cogni-tive framework. While there exist implementations of workingmemory successful enough to account for many of the bench-mark findings in the working memory literature, we demon-strate that further progress requires the integration of thesemodels with a rich conception of attention. ARCADIA pro-vides this intersection, allowing for precise control of the focusof attention on a time scale fine enough to begin to disentan-gle the overlapping effects of interference, temporal decay, andattentional refreshing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "working memory" }, { "word": "Time-based resource sharing" }, { "word": "attention" }, { "word": "cognitive architecture" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9q5983k6", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "", "last_name": "O'Neill", "name_suffix": "", "institution": "Naval Research Laboratory Washington", "department": "" }, { "first_name": "Will", "middle_name": "", "last_name": "Bridewell", "name_suffix": "", "institution": "Naval Research Laboratory Washington", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Bello", "name_suffix": "", "institution": "Naval Research Laboratory Washington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27850/galley/17489/download/" } ] }, { "pk": 28216, "title": "Time perception of intermodal empty intervals when the first marker is auditory", "subtitle": null, "abstract": "Previous studies show that auditory intervals are, in general, more accurately discriminated than visual or tactile intervals(Grondin, 2003). Also for discrimination tasks, when the markers of brief empty intervals are delivered from differentsensory modalities, sensitivity to time is much lower than it is when the markers are delivered from the same modality(Grondin & Rousseau, 1991). The purpose of this study was to evaluate the effect of intermodality on the temporaldiscrimination. Twelve participants (mean = 25.33, SD = 5.12) performed a bisection temporal task. During eight sessions,three conditions were manipulated: certainty about the origin of the second marker (certainty, uncertainty), standardduration (300ms, 900ms), and modality (auditory- auditory, auditory- tactile, auditory-visual). Results showed intramodalintervals are better discriminated than intermodal intervals. In both 300ms and 900ms, intervals were better discriminatedwhen the second modality was auditory than when it was tactile or visual.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4fv5j3c0", "frozenauthors": [ { "first_name": "Leila", "middle_name": "", "last_name": "Azari", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Grondin", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28216/galley/17875/download/" } ] }, { "pk": 28005, "title": "Tiptoeing around it: Inference from absence in potentially offensive speech", "subtitle": null, "abstract": "Language that describes people in a concise manner may con-flict with social norms (e.g., referring to people by their race),presenting a conflict between transferring information effi-ciently and avoiding offensive language. When a speakeris describing others, we propose that listeners consider thespeaker’s use or absence of potentially offensive language toreason about the speaker’s goals. We formalize this hypothe-sis in a probabilistic model of polite pragmatic language un-derstanding, and use it to generate predictions about interpre-tations of utterances in ambiguous contexts, which we testempirically. We find that participants are sensitive to poten-tially offensive language when resolving ambiguity in refer-ence. These results support the idea that listeners representconflicts in speakers’ goals and use that uncertainty to inter-pret otherwise underspecified utterances.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "politeness; social meaning; pragmatics; Bayesiancognitive model; Rational Speech Act model" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6n2261g3", "frozenauthors": [ { "first_name": "Monica", "middle_name": "A", "last_name": "Gates", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "Tess", "middle_name": "L", "last_name": "Veuthey", "name_suffix": "", "institution": "UCSF", "department": "" }, { "first_name": "Michael", "middle_name": "Henry", "last_name": "Tessler", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Kevin", "middle_name": "A", "last_name": "Smith", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Gerstenberg", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Laurie", "middle_name": "", "last_name": "Bayet", "name_suffix": "", "institution": "Harvard", "department": "" }, { "first_name": "Joshua", "middle_name": "B", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28005/galley/17644/download/" } ] }, { "pk": 28009, "title": "Toddlers and Adults Simultaneously Track Multiple Hypotheses in a CausalLearning Task", "subtitle": null, "abstract": "Research on the development of future hypothetical andcounterfactual thinking suggests that children as old as fivemay be unable to consider multiple, equally probablepossibilities simultaneously. Yet, a large literature on thedevelopment of causal reasoning suggests that much youngerchildren are able to generate, evaluate, and test causalhypotheses, often by integrating information about severalcandidate causes at once. The current research seeks to bridgethese two bodies of research. In three experiments, adults andtoddlers (18–30 months) observe a sequence of evidence thatis equally consistent with two hypotheses, each occupying adifferent level of abstraction (individual vs. relational).Results suggest that learners generate more than one potentialcause, hold both in mind, and flexibly apply the appropriatehypothesis to inform their inferences at test. Findingschallenge previous suggestions that much older children failto consider multiple, equally probable possibilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; causal reasoning;counterfactual thinking; epistemic uncertainty" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5q38x25g", "frozenauthors": [ { "first_name": "Mariel", "middle_name": "K", "last_name": "Goddu", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "Caren", "middle_name": "M", "last_name": "Walker", "name_suffix": "", "institution": "UCSD", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28009/galley/17648/download/" } ] }, { "pk": 28194, "title": "Toddlers Connect Emotional Responses to Epistemic States", "subtitle": null, "abstract": "Emotional expressions are typically transient; while we mayreact emotionally to a new event, we are unlikely to respondwith the same emotion once the event becomes familiar. Herewe look at whether toddlers understand the relationshipbetween people’s epistemic states and their emotionalresponses. Younger (12-17-month) and older (18-24-month)toddlers were familiarized with a movie in which an observerwas knowledgeable or ignorant about a recurring event. On thetest trial, the observer saw the event and either remained neutralor changed to a valenced emotional reaction (positive ornegative). We predicted that the change from a neutral to avalenced expression would be more surprising if the event wasfamiliar to the observer than if the event was novel. We foundan interaction between epistemic state and emotion for olderbut not younger toddlers. These results suggest that before agetwo, children begin to understand the transient nature ofemotional reactions and their dependence on people’sepistemic states.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "emotion understanding; epistemic state; ignorance;causal reasoning; toddlers" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6x12g3cd", "frozenauthors": [ { "first_name": "Yang", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Laura", "middle_name": "E", "last_name": "Schulz", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Saxe", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28194/galley/17853/download/" } ] }, { "pk": 27876, "title": "Topics and Trends in Cognitive Science (2000-2017)", "subtitle": null, "abstract": "What are the major topics of the Cognitive Science Societyconference? How have they changed over the years? To an-swer these questions, we applied an unsupervised learning al-gorithm known as dynamic topic modeling (Blei & Lafferty,2006) to the 2000–2017 Proceedings of the Cognitive Sci-ence Society. Unlike traditional topic models, a dynamic topicmodel is sensitive to the temporal context of documents andcan characterize the evolution of each topic across years. Us-ing this model, we identify historical trends in the popularity oftopics over time, and shifts in word use within topics indicativeof changing focuses within the field. We also measure the cor-relation across topics, and use the model to highlight the topicstructure of particular papers and labs. We believe dynamictopic models present an important tool towards understandingCognitive Science as it continues to grow and evolve over time", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Topic models" }, { "word": "trends" }, { "word": "Scientometrics" }, { "word": "Cognitive Science" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9k09z277", "frozenauthors": [ { "first_name": "Anselm", "middle_name": "", "last_name": "Rothe", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "Alexander", "middle_name": "S", "last_name": "Rich", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "Zhi-Wei", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "NYU", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27876/galley/17514/download/" } ] }, { "pk": 27714, "title": "Toward a Resolution of the Debate on the Cognitive Penetrability of Perception", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Top-down effects" }, { "word": "cognitive penetrability" }, { "word": "perception" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/79v1v958", "frozenauthors": [ { "first_name": "Gary", "middle_name": "", "last_name": "Lupyan", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27714/galley/17354/download/" } ] }, { "pk": 28123, "title": "Towards a Formal Foundation of Cognitive Architectures", "subtitle": null, "abstract": "Cognitive architectures are an advantageous tool for creatingcognitive models. They provide a framework integrating generalcognitive structures and assumptions about the mind as forexample the working memory, structural modularity or theirinterconnections. A vast number of cognitive architectures havebeen developed in the last decades. While the architectures realizethe cognitive perspective, the formal foundation and similaritiesof cognitive architectures remain open. To identify the cognitivesubstrate of the architectures, we propose a generalized cognitiveframework allowing to embed different cognitive architecturesto analyze their properties and to have a common and formalground for comparisons. We demonstrate our approach – as proof-of-concept – by embedding the two most popular architectures,ACT-R and SOAR, and evaluate cognitive models for recognitionmemory in our approach. Potentials and limitations are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Formalization; Knowledge Representation; CognitiveArchitecture; Cognitive Modeling; ACT-R; SOAR" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/93h774km", "frozenauthors": [ { "first_name": "Marco", "middle_name": "", "last_name": "Ragni", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Kai", "middle_name": "", "last_name": "Sauerwald", "name_suffix": "", "institution": "University of Hagen", "department": "" }, { "first_name": "Tanja", "middle_name": "", "last_name": "Bock", "name_suffix": "", "institution": "TU Dortmind University", "department": "" }, { "first_name": "Gabriele", "middle_name": "", "last_name": "Kern-Isberner", "name_suffix": "", "institution": "TU Dortmind University", "department": "" }, { "first_name": "Paulina", "middle_name": "", "last_name": "Friemann", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Christoph", "middle_name": "", "last_name": "Beierle", "name_suffix": "", "institution": "University of Hagen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28123/galley/17783/download/" } ] }, { "pk": 27788, "title": "Towards a Pedigogical Conversational Agent for Collaborative Learning: A Model Based on Gaze Recurrence and Information Overlap", "subtitle": null, "abstract": "This study focuses on collaborative learning involving a\nknowledge integration activity, whereby learner dyads explain\neach other’s expert knowledge. It was hypothesized that learn-\ning gain can be determined by the degree to which learn-\ners synchronize their gaze (gaze recurrence) and use overlap-\nping language (information overlap) during their interaction.\nThirty-four learners participated in a laboratory-based eye-\ntracking experiment, wherein learners’ gazes and oral dialogs\nwere analyzed. Multiple regression analysis was conducted,\nwherein learning performance was regressed on the two inde-\npendent variables. Then, a simulation was conducted to view\nhow the model predicts performance based on the collabora-\ntive process. The results showed that both gaze recurrence and\nlexical overlap significantly predicted learning performance in\nthe current task. Furthermore, the suggested model success-\nfully predicted learning performance in the simulation. These\nresults indicate that the two variables might be useful for de-\nveloping detection modules that enable a better understanding\nof learner-learner collaborative learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Collaborative learning" }, { "word": "Pedagogical Conversational Agent" }, { "word": "Information Overlap" }, { "word": "Gaze recurrence" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/11p1p7ps", "frozenauthors": [ { "first_name": "Yugo", "middle_name": "", "last_name": "Hayashi", "name_suffix": "", "institution": "Ritsumeikan University; Carnegie Mellon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27788/galley/17428/download/" } ] }, { "pk": 27985, "title": "Towards a physio-cognitive model of slow-breathing", "subtitle": null, "abstract": "How may controlled breathing be beneficial, or detrimental to\nbehavior? Computational process models are useful to specify the\npotential mechanisms that lead to behavioral adaptation during\ndifferent breathing exercises. We present a physio-cognitive model\nof slow breathing implemented within a hybrid cognitive\narchitecture, ACT-R/Φ. Comparisons to data from an experiment\nindicate that the physiological mechanisms are operating in a\nmanner that is consistent with actual human function. The presented\ncomputational model provides predictions of ways that controlled\nbreathing interacts with mechanisms of arousal to mediate cognitive\nbehavior. The increasing use of breathing techniques to counteract\neffects of stressors makes it more important to have a detailed\nmechanistic account of how these techniques may affect behavior,\nboth in ways that are beneficial and detrimental. This multi-level\nunderstanding is useful for adapting to changes in our physical and\nsocial environment, not only for performance, but for physical and\nmental health.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "ACT-R/Φ; Physio-cognitive model; Breathing" }, { "word": "adaptation" }, { "word": "cognitive architecture" }, { "word": "HumMod" }, { "word": "Stress" }, { "word": "Arousal" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1tv3r0m3", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "L", "last_name": "Dancy", "name_suffix": "", "institution": "Bucknell University", "department": "" }, { "first_name": "Jong", "middle_name": "W", "last_name": "Kim", "name_suffix": "", "institution": "US Army Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27985/galley/17624/download/" } ] }, { "pk": 27740, "title": "Tracking the Development of Automaticity in Memory Search with Human Electrophysiology", "subtitle": null, "abstract": "Shiffrin and Schneider (1977) demonstrated that highly efficient\nmemory- and visual-search performance could be achieved\nthrough consistent item-to-response mapping (CM) training. It is\ntheorized that subjects shifted from relying on working memory to\nlearned item-response associations in long-term memory (Logan,\n1988). The theory was tested and explored mostly through\nbehavioral experiments and computational modeling. In a recent\nseries of articles involving visual search (e.g. Woodman et al,\n2013; Carlisle et al. 2011), Woodman and colleagues found that\nthe contralateral-delay activity (CDA) of human event-related\npotentials is related to the maintenance of information in visual\nworking memory and that the magnitude of the CDA decreases\nwhen target information is stored in long-term memory. We\nemployed the CDA and other neural measures to study the nature\nof memory retrieval in CM memory search tasks. We observed a\nsignificant reduction in the magnitude of the CDA in CM training\ncompared to a control condition in which item-response mappings\nvaried from trial to trial (VM). The results provided converging\nevidence supporting the classic theoretical interpretation of the\nbases for CM and VM memory search. The results also raised\ninteresting questions concerning the detailed interpretation of\nCDA.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "memory search" }, { "word": "Old-new recognition" }, { "word": "EEG" }, { "word": "Automatic processing" }, { "word": "contralateral delay activity" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4qb622n2", "frozenauthors": [ { "first_name": "Rui", "middle_name": "", "last_name": "Cao", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Thomas", "middle_name": "A", "last_name": "Busey", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Robert", "middle_name": "M", "last_name": "Nosofsky", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Richard", "middle_name": "M", "last_name": "Shiffrin", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Geoffery", "middle_name": "F", "last_name": "Woodman", "name_suffix": "", "institution": "Vanderbilt University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27740/galley/17380/download/" } ] }, { "pk": 28023, "title": "Transfer in Gesture: L2 Placement Event Descriptions", "subtitle": null, "abstract": "There are cross-linguistics differences in the type of verb used\nto describe placement events. Dutch uses semantically specific\nplacement verbs (zetten, leggen), whereas English uses a\nsemantically general placement verb (put). This semantic focus\nis reflected in speaker’s gestures, which can be specific and\nobject-focused by showing object-incorporating handshapes,\nor not. This study investigates the semantic placement event\nfocus of Dutch L2 speakers of English, by investigating verb\nuse and gesture production in placement event descriptions.\nResults showed that placement verb production was native-\nlike, with a majority correct usage of put. However, gesture\nproduction showed many object-incorporating handshapes,\nsimilar to L1 Dutch gesture production. These results suggest\nthat although the Dutch L2 speakers of English sounded native-\nlike in speech, they were still trying to express Dutch-like\nplacement verb meaning, by showing a continued focus on the\nobject, as expressed in their gesture production.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "gesture; second language acquisition; transfer;\nplacement events" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3qc1s8xn", "frozenauthors": [ { "first_name": "Marieke", "middle_name": "", "last_name": "Hoetjes", "name_suffix": "", "institution": "Radboud University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28023/galley/17662/download/" } ] }, { "pk": 28204, "title": "Tuning in to non-adjacent dependencies: How experience with learnable patterns supports learning novel regularities", "subtitle": null, "abstract": "Non-adjacent dependencies are ubiquitous in language, butdifficult to learn. Previous research has shown that the presenceof high variability between dependent items facilitateslearning. Yet what allows learning of non-adjacentdependencies even without high variability in interveningelements? One possibility is that learning non-adjacentdependencies highlights similar structures, allowing people tolearn new non-adjacent dependencies that are otherwisedifficult. In two studies, we show how being exposed tolearnable non-adjacent dependencies can change learners’sensitivity to novel non-adjacent regularities that are moredifficult to detect. These findings demonstrate a new way inwhich learning can build on and shape later learning aboutcomplex linguistic structure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "non-adjacent dependency" }, { "word": "Language Learning" }, { "word": "grammar" }, { "word": "Artificial language learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/79n6b8d3", "frozenauthors": [ { "first_name": "Martin", "middle_name": "", "last_name": "Zettersten", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Christine", "middle_name": "", "last_name": "Potter", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Jenny", "middle_name": "", "last_name": "Saffran", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28204/galley/17863/download/" } ] }, { "pk": 28054, "title": "Tuning to the Task at Hand:Processing Goals Shape Adults’ Attention to Unfolding Activity", "subtitle": null, "abstract": "Human activity generates dynamic, multi-modal sensorystreams. Effectively processing this complex flow ofinformation on-the-fly is essential if one is to remember andrespond to others’ action, anticipate what they might do next,and learn how to perform new actions. Selectively attending toinformation-rich regions of activity seems key to fluentprocessing. However, what counts as information-rich likelydepends on numerous factors including relevance to the causalstructure of the activity, local opportunity for repeated viewing,and processing goals of the observer. We explored theinfluence of these factors on observers’ attention to a dynamic,novel activity sequence. A performance context elicitednuanced differences in processing in contrast to a remembercontext. Specifically, individuals given a perform contexttuned in to causally distinct regions of the action stream andfine-level event details. These findings provide altogether newinformation regarding how processing rapidly reorganizesaround novel activity and responds to the processing task athand.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "event processing; action segmentation; contexteffects" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9m54b05f", "frozenauthors": [ { "first_name": "Jessica", "middle_name": "E", "last_name": "Kosie", "name_suffix": "", "institution": "University of Oregon", "department": "" }, { "first_name": "Dare", "middle_name": "A", "last_name": "Baldwin", "name_suffix": "", "institution": "University of Oregon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28054/galley/17693/download/" } ] }, { "pk": 27693, "title": "Tutorial: Mixed Models in R - An Applied Introduction", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "statistical analyses; repeated-measures; mized model; multilevel model; heirarchical model" } ], "section": "Tutorials", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4zb0b0hz", "frozenauthors": [ { "first_name": "Henrik", "middle_name": "", "last_name": "Singmann", "name_suffix": "", "institution": "University of Zurich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27693/galley/17334/download/" } ] }, { "pk": 27811, "title": "Understanding Attention Selectively, Flexibility, and Stability: A Dynamic Neural Field Model Predicts Behavior in 3- and 4-year-olds", "subtitle": null, "abstract": "Previously, a dynamic neural field model of the dimensional\nchange card sort (DCCS) task was used to explain the role of\nflexible attention in early executive function development. In\nthe current study, we generalize this model to demonstrate that\nit successfully explains developmental associations between\nflexible and stable attention development. Next, we test\nassociations between attentional flexibility and attention\nselectivity predicted by the model. Three- and 4-year-olds who\ndemonstrated attentional flexibility were more likely to\nselectively attend to a single dimension in the free\nclassification task, supporting model predictions. In addition,\nchildren who were more flexibly were also more stable in their\nchoices during a dimensional priming task. These results\nsuggest that multiple attentional functions emerge from\ncommon neurocognitive processes operating across different\ntask demands.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Exectutive function" }, { "word": "Dimensional attention" }, { "word": "Computational Model" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/32c039k8", "frozenauthors": [ { "first_name": "Anastasia", "middle_name": "", "last_name": "Kerr-German", "name_suffix": "", "institution": "University of Tennessee, Knoxville", "department": "" }, { "first_name": "Kara", "middle_name": "", "last_name": "Lowery", "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": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [] } ] }