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{ "count": 39538, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=18100", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=17900", "results": [ { "pk": 28030, "title": "A generative model of people’s intuitive theory of emotions: inverse planning inrich social games", "subtitle": null, "abstract": "We propose a formal model of humans’ intuitive theories of others’ emotions. From a single choice in a social interaction(e.g. the choice to cooperate in a Prisoner’s Dilemma game), human observers can infer a player’s complex values, such asprosocial preferences and reputational concerns. When the player then experiences a new situation (the game’s outcome),observers infer the player’s reaction to the event based on the mental state likely to have produced the player’s action. Herewe capture this process by inverting a richly structured generative model of social gameplay, including social equity andreputational dimensions, and translate players’ subjective motivations, expectations, and prediction errors into forwardpredictions of the emotional experiences of the players. Our model infers players’ values and expectations, generatespatterns of play that match observers’ intuitions, and supports formally generated emotion predictions with substantiallyextended breadth and nuance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/09x0r0ht", "frozenauthors": [ { "first_name": "Sean", "middle_name": "", "last_name": "Houlihan", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Max", "middle_name": "", "last_name": "Kleiman-Weiner", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Saxe", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28030/galley/17669/download/" } ] }, { "pk": 27885, "title": "Agent versus Non-Agent Motions Influence Language Production: Word Order and Perspective in a VOS language", "subtitle": null, "abstract": "Is language production isolated from our experiences ofphysical events, or can physical motion affect the conceptualsaliency of the components of a to-be-described event, inways that affect its linguistic description? This studyexamined the influence of physical motion on theinterpretation and description of simple transitive events.More specifically, we investigated whether engagement innon-speech physical actions affects the relative location ofverbs versus arguments in sentence production, and therelative location and prominence of Agents, by testing nativespeakers of Truku, a language that allows flexibility in eachof these options and presents under-studied typologicalpatterns.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Embodiment" }, { "word": "conceptual saliency" }, { "word": "sentence production" }, { "word": "motion" }, { "word": "endangered languege" }, { "word": "Verb-initial language" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/57c482xx", "frozenauthors": [ { "first_name": "Manami", "middle_name": "", "last_name": "Sato", "name_suffix": "", "institution": "Okinawa International University", "department": "" }, { "first_name": "Keiyu", "middle_name": "", "last_name": "Niikuni", "name_suffix": "", "institution": "Tohoku University", "department": "" }, { "first_name": "Amy", "middle_name": "J", "last_name": "Schafer", "name_suffix": "", "institution": "University of Hawaii", "department": "" }, { "first_name": "Masatoshi", "middle_name": "", "last_name": "Koizumi", "name_suffix": "", "institution": "Tohoku University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27885/galley/17523/download/" } ] }, { "pk": 28365, "title": "Age-related change of hand raising behavior in elementary school children", "subtitle": null, "abstract": "Raising hands is an important behavior in a classroom because children get a chance to participate in the class by doingit, and teachers use it to monitor how well children have understood the lesson. However, little is known about thehand raising behavior in a classroom. Thus, we examined to see if hand raising behavior varies with childrens age in anelementary school. Children in the first, third and fifth grades participated in this study. We recoded the teachers andchildrens behaviors and speech observed in Japanese language class and analyzed their interactions. The results showedthat fifth graders frequently raised their hands, while third graders raised them the least. The incidence of hand raisingduring anothers speech was also higher in fifth graders. This suggests that with age, children learn to use teacher and otherchildrens speech and non-verbal behavior as a resource to participate in a class.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9pg2p7hq", "frozenauthors": [ { "first_name": "Kazuki", "middle_name": "", "last_name": "Sekine", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Takashi", "middle_name": "", "last_name": "Ito", "name_suffix": "", "institution": "Hokkaido University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28365/galley/18101/download/" } ] }, { "pk": 27991, "title": "A graph-based model to discover preference structure from choice data", "subtitle": null, "abstract": "In this paper we demonstrate how to use graph matching touncover heterogeneity in the structure of preferences acrossa population of decision-makers. We propose a novel non-parametric approach to formally capture the concept of pref-erence structure using preference graphs, thereafter clusteringdecision-makers based on graph embedding methods. We ex-plore the approach with simulated choice and empirical datafrom the most common classes of economic and psychologicalmodels. The approach uncovers heterogeneity in preferencestructure across a variety of dimensions, without requiring anyprior knowledge of those structures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Heuristics; Preference Structure; Graph Matching;Clustering; Transitivity" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8rb400pg", "frozenauthors": [ { "first_name": "Cristobal", "middle_name": "", "last_name": "De La Maza", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Alex", "middle_name": "", "last_name": "Davis", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Cleotilde", "middle_name": "", "last_name": "Gonzalez", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Inˆes", "middle_name": "", "last_name": "Azevedo", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27991/galley/17630/download/" } ] }, { "pk": 27813, "title": "A Hidden Markov Model for Analyzing Eye-Tracking of Moving Object", "subtitle": null, "abstract": "Eye-tracking provides an opportunity to generate and analyzehigh-density data relevant to understanding cognition. How-ever, while objects in the real world are often dynamic, eye-tracking paradigms are typically limited to assessing gaze to-ward static objects. In this study, we propose a generativeframework, based on a hidden Markov model, for using eye-tracking data to analyze behavior in the context of multiplemoving objects of interest. We apply this framework to ana-lyze data from a recent visual object tracking task paradigm,TrackIt, for studying selective sustained attention in children.We also present a novel ‘supervised’ variant of TrackIt that weuse to tune and validate our model, while providing insightsinto the visual object tracking abilities of children and adults", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "eye-tracking" }, { "word": "Visual object tracking" }, { "word": "hidden Markov model" }, { "word": "TrackIt" }, { "word": "Selective sustained attention" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/92r3s94h", "frozenauthors": [ { "first_name": "Jaeah", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Shashank", "middle_name": "", "last_name": "Singh", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Anna", "middle_name": "Vande", "last_name": "Velde", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Erik", "middle_name": "D", "last_name": "Thiessen", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Anna", "middle_name": "V", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27813/galley/17452/download/" } ] }, { "pk": 28173, "title": "All Creatures Great and Small: Category-Relevant Statistical Regularities in Children’s Books", "subtitle": null, "abstract": "Sensitivity to statistical co-occurrence regularities is present\nfrom infancy. This sensitivity may contribute to learning in\nmany domains, including category learning. However, prior\nresearch has not examined whether everyday input conveys\ncategory-relevant statistical regularities. This study assessed\nwhether statistical regularities relevant to real-world categories\nare present in a commonly experienced source input –\nchildren’s picture books. We focused on animal categories\nbecause this is a domain in which children receive much\nexposure from an early age, while simultaneously holding\npersistent misconceptions about category membership beyond\npreschool years. Analysis of 80 books revealed that they: 1)\nWere likely to contain regularities from which individual\nspecies categories (e.g., “chicken”) might be learned, but 2)\nWere unlikely to contain regularities from which broader\ntaxonomic categories (e.g., “bird”) might be learned. These\nfindings point to a paucity of taxonomically-relevant statistical\nregularities that may contribute to persistent taxonomic\nmisconceptions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Development; Semantic Knowledge;\nSemantic Development; Category learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0p04r7jc", "frozenauthors": [ { "first_name": "Layla", "middle_name": "", "last_name": "Unger", "name_suffix": "", "institution": "Ohio State", "department": "" }, { "first_name": "Anna", "middle_name": "V", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28173/galley/17832/download/" } ] }, { "pk": 28299, "title": "Allowing Children Time to Forget Promotes Their Acquisition and Generalizationof Science Concepts", "subtitle": null, "abstract": "Research on the timing of learning has revealed that simultaneous and spaced presentations promote childrens generaliza-tion. Why does both presenting information at the same time and apart in time support learning? In this study we addressedthis question by examining the effects of presentation schedules on childrens generalization of science concepts. In Ex-periment 1, children (N = 165) were presented with science concepts on simultaneous, massed, or spaced presentationschedules, and were tested immediately or after a delay. There were no performance differences at the immediate test andchildren had stronger performance on the spaced schedule at the delayed test. Experiments 2 and 3 (N = 87) were con-ducted to determine why spaced learning led to stronger performance; we investigated whether patterns of visual attentionand forgetting during learning varied across conditions. Taken together, this work suggests forgetting is the mechanismthat drives spacing effects in childrens science concept generalization.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3510n5vp", "frozenauthors": [ { "first_name": "Megan", "middle_name": "", "last_name": "Kaul", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Emma", "middle_name": "", "last_name": "Lazaroff", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Haley", "middle_name": "", "last_name": "Vlach", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28299/galley/17962/download/" } ] }, { "pk": 27707, "title": "A logical investigation of false-belief tasks", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "false-belief tasks" }, { "word": "hybrid modal logic" }, { "word": "natural deduction" }, { "word": "recursion" }, { "word": "autism spectrum disorder" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0fj9d02n", "frozenauthors": [ { "first_name": "Torben", "middle_name": "", "last_name": "Braüner", "name_suffix": "", "institution": "Roskilde University", "department": "" }, { "first_name": "Irina", "middle_name": "", "last_name": "Polyanskaya", "name_suffix": "", "institution": "Roskilde University", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Blackburn", "name_suffix": "", "institution": "Roskilde University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27707/galley/17348/download/" } ] }, { "pk": 28208, "title": "A Memory for Goals Account for Priming in Confidence Judgments", "subtitle": null, "abstract": "Drift diffusion models of decision-making offer some of the\nmost robust predictions of response time for a number of\nmemory manipulations. Some drift diffusion models have\nbeen extended to explain confidence judgments. Many of\nthese models assume that confidence judgments are\nindependent and are not systematically related to other task\nitems. In this paper the authors report a relationship between\nconfidence judgments in procedural tasks and how the\nMemory for Goals model would explain this relationship.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Confidence" }, { "word": "memory for goals" }, { "word": "priming" }, { "word": "sequential sampling models" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2sv1k421", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "", "last_name": "Zish", "name_suffix": "", "institution": "George Mason University", "department": "" }, { "first_name": "Nathan", "middle_name": "", "last_name": "Aguiar", "name_suffix": "", "institution": "George Mason University", "department": "" }, { "first_name": "Malcolm", "middle_name": "", "last_name": "McCurry", "name_suffix": "", "institution": "Peraton", "department": "" }, { "first_name": "J. Gregory", "middle_name": "", "last_name": "Trafton", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28208/galley/17867/download/" } ] }, { "pk": 27907, "title": "A Meta-Analysis of Inftants' Mispronunciation Sensitivity Development", "subtitle": null, "abstract": "Before infants become mature speakers of their nativelanguage, they must acquire a robust word-recognition systemwhich allows them to strike the balance between allowingsome variation (mood, voice, accent) and recognizingvariability that potentially changes meaning (e.g. cat vs hat).The current meta-analysis quantifies how the latter, termedmispronunciation sensitivity, changes over infants’ first threeyears, testing competing predictions of mainstream languageacquisition theories. Our results show that infants weresensitive to mispronunciations, but accepted them as labelsfor target objects. Interestingly, and in contrast to predictionsof mainstream theories, mispronunciation sensitivity was notmodulated by infant age, suggesting that a sufficientlyflexible understanding of native language phonology is inplace at a young age.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language acquisition; mispronunciation sensitivity; word recognition; meta-analysis; lexicon" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1849s18g", "frozenauthors": [ { "first_name": "Katie", "middle_name": "Von", "last_name": "Holzen", "name_suffix": "", "institution": "U of Maryland", "department": "" }, { "first_name": "Christina", "middle_name": "", "last_name": "Bergmann", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27907/galley/17545/download/" } ] }, { "pk": 27773, "title": "A model of linguistic accomodation leading to language simplification", "subtitle": null, "abstract": "Language complexity seems to be influenced by populationcharacteristics such as the proportion of adult learners. Onepotential explanation for this link is that native speakers ac-commodate to non-native speakers, simplifying their languageuse during such interactions: learners may then acquire a lesscomplex language. We model accommodation in interaction ina Bayesian framework, where in order to accommodate appro-priately, an agent must first infer their interlocutor’s linguisticabilities. We find that when the agent consistently accommo-dates, learners end up with a simplified language, due to a rein-forcing effect between an initially underinformed learner andan accommodating native speaker.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language evolutino" }, { "word": "Language complexity" }, { "word": "Bayesian models" }, { "word": "interaction models" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7ff5s7gp", "frozenauthors": [ { "first_name": "Stella", "middle_name": "", "last_name": "Frank", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27773/galley/17413/download/" } ] }, { "pk": 28267, "title": "A mouse-tracking study of how exceptions to a probabilistic generalization are learned", "subtitle": null, "abstract": "How are exceptions to a probabilistic generalization learned? The present results suggest exceptions are learned in partby selectively suppressing the competing category, as opposed to only increasing knowledge of exceptions. Participantswere exposed to a mini-artificial language with a probabilistic generalization (80-20%) that mapped labels to categories ofimages (faces and scenes). Mouse-tracking trajectories determined the degree to which the generalization served as a lureto exceptions, compared to a separate baseline condition. Over time, the generalization became suppressed in a context-sensitive way: for exception items only. This extends retrieval induced forgetting, in which a particular item is suppresseddue to competition from partial retrieval, to include the entire conceptual category. Post-test revealed high item-specificaccuracy, even though category recognition was sufficient for the task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4n49q2d6", "frozenauthors": [ { "first_name": "Karina", "middle_name": "", "last_name": "Tachihara", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Kenneth", "middle_name": "", "last_name": "Norman", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Nicholas", "middle_name": "", "last_name": "Turk-Browne", "name_suffix": "", "institution": "Yale", "department": "" }, { "first_name": "Adele", "middle_name": "", "last_name": "Goldberg", "name_suffix": "", "institution": "Princeton", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28267/galley/17926/download/" } ] }, { "pk": 27841, "title": "An Adaptive Signal Detection Model Applied to Perceptual Learning", "subtitle": null, "abstract": "We introduce a new model of adaptive criterion setting withina signal detection framework, and show how this provides psy-chological insights that allow us to segregate causes of subop-timality in perceptual learning. We apply this to a perceptuallearning task for both neurotypical and autistic participants.The model parameters provide a bridge between the mecha-nisms of an aberrant precision account of autism and result-ing behavior that can be interpreted within a receiver operatingcharacteristic framework. The model makes superior out-of-sample predictions compared to standard signal detection the-ory, about how people adapt to different environmental manip-ulations when asked to categorize audio-spatial stimuli. Wefind that accuracy of participants is more strongly correlated tothe construct of persistence signals that inhibit response flexi-bility, than to the neuromodulatory gain. We also find evidencefor individual differences in persistence that are correlated toscores on the autistic traits questionnaire.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Adaptive signal detection" }, { "word": "Autism" }, { "word": "Cognitive model" }, { "word": "Categorization" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4mr7m327", "frozenauthors": [ { "first_name": "Percy", "middle_name": "K", "last_name": "Mistry", "name_suffix": "", "institution": "UC Irvine", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "Skewes", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Michael", "middle_name": "D", "last_name": "Lee", "name_suffix": "", "institution": "UC Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27841/galley/17480/download/" } ] }, { "pk": 35966, "title": "An Advantage for Age? Self-Concept and Self-Regulation as Teachable Foundations in Second Language Accent", "subtitle": null, "abstract": "Age of onset has long been assumed to predict outcomes in second/foreign language accent. Yet beyond early childhood, acquiring a new accent has much to do with social-affective factors such as learner identity and motivation, as well as cognitive factors such as learning strategies (Pfenninger, 2017). Newer perspectives acknowledge this complexity, emphasizing learner experience and orientation instead. This article contextualizes the age factor and prioritizes self-concept, given that those with a strong affinity to the target language and culture end up sounding more authentic, that is, closer-to-native, than those with a more conflicted sense of second language (L2) self (see Moyer, 2004). Given the connections between self-concept and self-regulated learning, age actually confers two benefits: self-awareness and metalinguistic knowledge, which can be channeled into strategies such as goal setting and self-evaluation. Pedagogical strategies can facilitate the development of a strong L2 self-concept as well as an appreciation for the importance of accent in the target language.", "language": "eng", "license": null, "keywords": [ { "word": "age of acquisition" }, { "word": "Pronunciation" }, { "word": "Self-Concept" }, { "word": "selfregulation" }, { "word": "motivation" } ], "section": "Theme Section - Feature Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/79f2k6th", "frozenauthors": [ { "first_name": "Alene", "middle_name": "", "last_name": "Moyer", "name_suffix": "", "institution": "University of Maryland,\nCollege Park", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35966/galley/26820/download/" } ] }, { "pk": 28277, "title": "Analogical comparison of semantic categories across languages challenges beliefs about category discreteness", "subtitle": null, "abstract": "People often categorize the world in absolutes, believing that certain words demarcate categories with discrete boundaries.This belief in category discretenessa signature of psychological essentialismstands in contrast to the observation that cate-gory boundaries differ markedly across languages. Here we show that learning about such semantic diversity via analogicalcomparison reduces the tendency to think of categories in discrete terms. Participants who compared contrasting categoriesfrom different languages in several semantic domains were less likely to endorse statements about category discretenessthan those exposed to the same categories separately or those in a no-exposure control group. These results suggest thatcomparing the semantic systems of different languages, and thereby discerning alignable differences between them, canfacilitate more flexible conceptions of categories. To the extent that cross-language comparison occurs spontaneously inindividuals with access to more than one semantic system, such conceptual flexibility may be a natural consequence ofbilingualism.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3kb2p9s0", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "Q", "last_name": "Husney", "name_suffix": "", "institution": "Colorado College", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Kopel", "name_suffix": "", "institution": "Colorado College", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Holmes", "name_suffix": "", "institution": "Colorado College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28277/galley/17936/download/" } ] }, { "pk": 28100, "title": "Analogies May Not be as Cognitively Demanding as Previously Assumed: Evidence from a Dual-Task Paradigm with Gradually Increasing Cognitive Load", "subtitle": null, "abstract": "Making analogies is considered to depend on executivefunctions. We examined the role of the central executive insolving pictorial cross-mapping problems while generatingrandom digits ranging 1-3 for one group of subjects, and 1-9for another. We used three indices assessing different aspectsof randomness and a self-report measure to evaluate the effectof the concurrent task. Subjects who had to generate digitsbetween 1 and 9 perceived the task to be harder but stillproduced more random sequences than those in the smaller-range condition. Although the manipulation of cognitive loadwas successful, no difference was observed in the proportionof relational responses to the cross-mapping task, suggestingthat analogies may not be as cognitively demanding asotherwise assumed. We also provide correlational support forthe influence of individual differences in fluid intelligence onrelational mapping abilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogy; working memory; central executive;relational mindset; cognitive load" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0tn1k2nd", "frozenauthors": [ { "first_name": "Katerina", "middle_name": "", "last_name": "Paliakova", "name_suffix": "", "institution": "New Bulgarian University", "department": "" }, { "first_name": "Penka", "middle_name": "", "last_name": "Hristova", "name_suffix": "", "institution": "New Bulgarian University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28100/galley/17745/download/" } ] }, { "pk": 27947, "title": "Analysis of human problems solving drafts: a methodological approach on the example of Rush Hour", "subtitle": null, "abstract": "Assessing the quality of a learner’s solution for a given task isan essential step in analyzing a learner’s performance. For awell-defined sequential problem, correctness and optimality ofthe solution as well as its length provide first simple and rea-sonable metrics. However, this ignores the fact that there areconceptually different errors that humans make when solving aproblem. This work proposes a rule-based system of error cat-egories which is able to classify conceptually different errorswith respect to their (assumed) motive. The principles the cat-egories are based on are valid for most well-defined sequentialproblems and can hence serve as a valuable tool in the analy-sis of human solutions for such a problem. In this work, theerror category system is adapted to the game Rush Hour. Weuse the category system as a tool for a detailed analysis of 115human solutions of a Rush Hour game. We found that the mostcommon error type is based on a simple solving heuristic, butmainly occurs in the first half of the solution process. Other er-ror types whose occurrence is numerically less dominant, arestill found in the majority of the solutions. However, they oc-cur in very specific game situations. As a first generalizationapproach of the category system, its application on a furtherdataset containing 56 different Rush Hour tasks and more than31, 000 human solutions yield promising results.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Problem solving; Solution quality; Error analysis; Error categories; Rush hour" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9mk0v4m7", "frozenauthors": [ { "first_name": "Mareike", "middle_name": "", "last_name": "Bockholt", "name_suffix": "", "institution": "University of Kaiserslautern", "department": "" }, { "first_name": "Olaf", "middle_name": "", "last_name": "Peters", "name_suffix": "", "institution": "Technical University of Dresden", "department": "" }, { "first_name": "Susanne", "middle_name": "", "last_name": "Narciss", "name_suffix": "", "institution": "Technical University of Dresden", "department": "" }, { "first_name": "Katharina", "middle_name": "A", "last_name": "Zweig", "name_suffix": "", "institution": "University of Kaiserslautern", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27947/galley/17585/download/" } ] }, { "pk": 27837, "title": "Analyzing and modeling free word associations", "subtitle": null, "abstract": "Human free association (FA) norms are believed to reflect thestrength of links between words in the lexicon of an averagespeaker. Large-scale FA norms are commonly used as a datasource both in psycholinguistics and in computational mod-eling. However, few studies aim to analyze FA norms them-selves, and it is not known what are the most important factorsthat guide speakers’ lexical choices in the FA task. Here, wefirst provide a statistical analysis of a large-scale data set ofEnglish FA norms. Second, we argue that such analysis caninform existing computational models of semantic memory,and present a case study with the topic model to support thisclaim. Based on our analysis, we provide the topic model withdictionary-based knowledge about word synonymy/antonymy,and demonstrate that the resulting model predicts human FAresponses better than the topic model without this information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Free association" }, { "word": "Semantic memory" }, { "word": "Statistical Modeling" }, { "word": "topic model" }, { "word": "Latent Dirichlet allocation" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7h52305w", "frozenauthors": [ { "first_name": "Yevgen", "middle_name": "", "last_name": "Matusevych", "name_suffix": "", "institution": "U of Toronto", "department": "" }, { "first_name": "Suzanne", "middle_name": "", "last_name": "Stevenson", "name_suffix": "", "institution": "U of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27837/galley/17476/download/" } ] }, { "pk": 27889, "title": "Analyzing Human Negotiation using Automated Cognitive Bahavior Analysis: The Effect of Personality", "subtitle": null, "abstract": "In this paper we study the influence of personality traits in ne-gotiation by using a methodology for automated cognitive be-havior analysis (ACBA). This methodology uses genetic pro-gramming (GP) for hypothesis generation and testing of hu-man behavior with the goal of explaining the underlying men-tal structures guiding people’s actions during a task. ACBA it-eratively generates programs—the hypotheses—capable of ex-plaining the behavior exhibited by an individual during a multi-level, multi-issue, sequential bargaining task against an artifi-cial agent. Our study focuses on the influence of the personal-ity traits of social-value orientation (SVO) and Machiavellian-ism (Mach). The results show that by using ACBA, we are ableto identify differences in the outcomes of programs emergingfrom GP that are consistent with the influences that differentSVO and Mach profiles have in human negotiation behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cCognitive Behavior Understanding" }, { "word": "Genetic Programming" }, { "word": "Artificial Intelligence" }, { "word": "Negotiation" }, { "word": "Social Value Orientation" }, { "word": "Machiavellianism" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/478892ng", "frozenauthors": [ { "first_name": "Pedro", "middle_name": "", "last_name": "Sequeira", "name_suffix": "", "institution": "Northeastern", "department": "" }, { "first_name": "Stacy", "middle_name": "", "last_name": "Marsella", "name_suffix": "", "institution": "Northeastern", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27889/galley/17527/download/" } ] }, { "pk": 27943, "title": "An Attention-Driven Computational Model of Human Causal Reasoning", "subtitle": null, "abstract": "Herein we describe CRAMM, a framework for Causal Reason-ing via Attention and Mental Models. CRAMM develops andextends assumptions made by a previously developed coun-terfactual simulation model of human causal judgment. Weimplement CRAMM computationally and demonstrate how itrobustly captures human causal judgments about simple two-object interactions at the level of underlying cognitive and per-ceptual processes, including data on eye-movements that serveas direct evidence for the role of counterfactuals in causal judg-ment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "casual cognition; mental models; reasoning; attention; perception; cognitive architecture; computational model" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7bw8d284", "frozenauthors": [ { "first_name": "Paul", "middle_name": "", "last_name": "Bello", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Lovett", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" }, { "first_name": "Gordon", "middle_name": "", "last_name": "Briggs", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "O'Neill", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27943/galley/17581/download/" } ] }, { "pk": 28156, "title": "An Embodied Intelligent Tutor for Literal Concepts Recognition", "subtitle": null, "abstract": "We combine motion captured data with linguistic notions in a game-like intelligent tutoring system, in order to helpelementary school students to better differentiate literal from metaphorical uses of motion verbs, based on embodied in-formation. In addition to the thematic goal, we intend to improve young students attention and spatiotemporal memory, bypresenting sensorimotor data experimentally collected in our motion capturing labs. Furthermore, we examine the accom-plishment of games goals and compare it to curriculums approach. Sixty nine elementary school students were randomlydivided in two experimental groups (game and traditional) and one control group. Two way analysis of variance suggeststhat the experimental groups showed progress in posttests, with game group showing remarkable progress especially inthe verbs/actions presented during the intervention. This finding was considered as a first indication of attentional andspatiotemporal memorys improvement, while the games assistance features cultivated students metacognitive perception.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4ns5j466", "frozenauthors": [ { "first_name": "Marietta", "middle_name": "", "last_name": "Sionti", "name_suffix": "", "institution": "Bielefeld University", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Schack", "name_suffix": "", "institution": "Bielefeld University", "department": "" }, { "first_name": "Yiannis", "middle_name": "", "last_name": "Aloimonos", "name_suffix": "", "institution": "University of Maryland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28156/galley/17815/download/" } ] }, { "pk": 27791, "title": "An enhanced model of gemination in spelling: Evidence from a large corpus of typing errors", "subtitle": null, "abstract": "Geminates (or double letters) are a feature of many languages,\nincluding English. Studies of the spelling errors produced by\nindividuals with orthographic working memory deficits have\nprovided evidence that geminates are not produced as two in-\ndependent instances of the same letter. Instead, there must be\na special mechanism in the orthographic system that produces\ngeminates. Several theories have attempted to model such\nmechanisms. However, in most cases, the predictions of such\ntheories have been tested using data from single-case neuro-\npsychological studies. In the current study, we re-evaluate\nthese theories using the largest corpus of geminate errors in\ntyping collected to date, and show that no theory can explain\nall the findings. We then propose an enhanced model of gem-\nination that can.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Double letters" }, { "word": "Geminates" }, { "word": "typing" }, { "word": "orthographic working memory" }, { "word": "Graphemic buffer" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7xc6296n", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "R", "last_name": "Hepner", "name_suffix": "", "institution": "John Hopkins", "department": "" }, { "first_name": "Svetlana", "middle_name": "", "last_name": "Pinet", "name_suffix": "", "institution": "John Hopkins", "department": "" }, { "first_name": "Nazbanou", "middle_name": "", "last_name": "Nozari", "name_suffix": "", "institution": "John Hopkins", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27791/galley/17431/download/" } ] }, { "pk": 27800, "title": "A Neueal Network Model of Complementary Learning Systems", "subtitle": null, "abstract": "We introduce a computational model capturing the high-level\nfeatures of the complementary learning systems (CLS) frame-\nwork. In particular, we model the integration of episodic mem-\nory with statistical learning in an end-to-end trainable neural\nnetwork architecture. We model episodic memory with a non-\nparametric module which can retrieve past observations in re-\nsponse to a given observation, and statistical learning with a\nparametric module which performs inference on the given ob-\nservation. We demonstrate on vision and control tasks that our\nmodel is able to leverage the respective advantages of nonpara-\nmetric and parametric learning strategies, and that its behavior\naligns with a variety of behavioral and neural data. In partic-\nular, our model performs consistently with results indicating\nthat episodic memory systems in the hippocampus aid early\nlearning and transfer generalization. We also find qualitative\nresults consistent with findings that neural traces of memories\nof similar events converge over time. Furthermore, without\nexplicit instruction or incentive, the behavior of our model nat-\nurally aligns with results suggesting that the usage of episodic\nsystems wanes over the course of learning. These results sug-\ngest that key features of the CLS framework emerge in a task-\noptimized model containing statistical and episodic learning\ncomponents, supporting several hypotheses of the framework.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5845p3bv", "frozenauthors": [ { "first_name": "Mika", "middle_name": "Sarkin", "last_name": "Jain", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Jack", "middle_name": "", "last_name": "Lindsey", "name_suffix": "", "institution": "Stanford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27800/galley/17440/download/" } ] }, { "pk": 27819, "title": "A Neural Dynamic Architecture That Autonomously Builds Mental Models", "subtitle": null, "abstract": "Reasoning and other mental operations are believed to rely onmental models. Arguments have been made that mental mod-els share representational substrate with perception. Here, wedemonstrate that a neural dynamic architecture that perceptu-ally grounds language may also support the building of men-tal models. Supplied with a sequence of simple premises thatspecify the colors of object pairs as well as their spatial rela-tion, the architecture builds a mental model of the describedscene. We show how the neural processes of the architec-ture evolve in response to both determinate and indeterminatepremises. For indeterminate premises, we demonstrate thatthe preferred mental models observed in human participantsemerge from the underlying neural dynamics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mental models" }, { "word": "Neural dynamics" }, { "word": "dynamic field theory" }, { "word": "Grounded cognition" }, { "word": "Visual imagery" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1ft4x43d", "frozenauthors": [ { "first_name": "Parthena", "middle_name": "", "last_name": "Kounatidou", "name_suffix": "", "institution": "Ruhr-Universitat Bochum", "department": "" }, { "first_name": "Mathis", "middle_name": "", "last_name": "Richter", "name_suffix": "", "institution": "Ruhr-Universitat Bochum", "department": "" }, { "first_name": "Gregor", "middle_name": "", "last_name": "Schoner", "name_suffix": "", "institution": "Ruhr-Universitat Bochum", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27819/galley/17458/download/" } ] }, { "pk": 28195, "title": "A neural network model for learning to represent 3D objects via tactile exploration", "subtitle": null, "abstract": "This paper aims to answer the fundamental but still unan-swered question: how can brains represent 3D objects? Ratherthan building a model of visual processing, we focus on mod-eling the haptic sensorimotor processes through which objectsare explored by touch. This idea is inspired from two mainfacts: 1) in developmental terms, tactile exploration is the pri-mary means by which infants learn to represent object shapes;2) blind people can also represent and distinguish objects justby haptic exploration. Therefore, in this paper, we firstly es-tablish the relationship between the geometric properties of anobject and constrained navigation action sequences for tactileexploration. Then, a neural network model is proposed to rep-resent 3D objects from these experiences, using a mechanismthat is computationally similar to that used by hippocampalplace cells. Simulation results based on a 2 × 2 × 2 cube anda 3 × 2 × 1 cuboid show that the proposed model is effectivefor representing 3D objects via tactile exploration and compar-ative results suggest that the model is more efficient and accu-rate when learning a representation of the 3×2×1 cuboid withan asymmetrical geometrical structure than the 2 × 2 × 2 cubewith a symmetrical geometrical structure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "tactile exploration; 3D object representations;constrained navigation action sequences; neural network" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3515m810", "frozenauthors": [ { "first_name": "Xiaogang", "middle_name": "", "last_name": "Yan", "name_suffix": "", "institution": "University of Otago", "department": "" }, { "first_name": "Alistair", "middle_name": "", "last_name": "Knott", "name_suffix": "", "institution": "University of Otago", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Mills", "name_suffix": "", "institution": "University of Otago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28195/galley/17854/download/" } ] }, { "pk": 28309, "title": "A Neural Network Model of Complementary Learning Systems", "subtitle": null, "abstract": "We introduce a computational model capturing the high-level features of the complementary learning systems (CLS)framework. In particular, we model the integration of episodic memory with statistical learning in an end-to-end trainableneural network architecture. We demonstrate on vision and control tasks that our models behavior aligns with a varietyof behavioral and neural data. In particular, our model performs consistently with results indicating that episodic mem-ory systems aid early learning and transfer generalization. We also find qualitative results consistent with findings thatneural traces of memories of similar events converge over time. Furthermore, without explicit instruction or incentive,the behavior of our model naturally aligns with results suggesting that the usage of episodic systems wanes with learning.These results suggest that key features of the CLS framework emerge in a task-optimized model containing statistical andepisodic learning components, supporting several hypotheses of the framework.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/68c841d8", "frozenauthors": [ { "first_name": "Mika", "middle_name": "", "last_name": "Jain", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Jack", "middle_name": "", "last_name": "Lindsey", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28309/galley/17983/download/" } ] }, { "pk": 27905, "title": "A Neurobiologically Motivated Analysis of Distributional Semantic Models", "subtitle": null, "abstract": "The pervasive use of distributional semantic models or wordembeddings is due to their remarkable ability to represent themeanings of words for both practical application and cognitivemodeling. However, little has been known about what kind ofinformation is encoded in text-based word vectors. This lack ofunderstanding is particularly problematic when distributionalsemantics is regarded as a model of semantic representationfor abstract concepts. This paper attempts to reveal the internalknowledge encoded in distributional word vectors by the anal-ysis using Binder et al.’s (2016) brain-based vectors, explicitlystructured conceptual representations based on neurobiologi-cally motivated attributes. In the analysis, the mapping fromtext-based vectors to brain-based vectors is trained and predic-tion performance is evaluated by comparing the estimated andoriginal brain-based vectors. The analysis demonstrates thatsocial and cognitive information is predicted with the highestaccuracy by text-based vectors, but emotional information isnot predicted so accurately. This result is discussed in terms ofembodied theories for abstract concepts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Distrobutional semantic models; Word vectors; Brain-based representation; Embodied cognition; Emotional and social information; Abstract concepts" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1fw6v0s0", "frozenauthors": [ { "first_name": "Akira", "middle_name": "", "last_name": "Utsumi", "name_suffix": "", "institution": "University of Electro-Communications", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27905/galley/17543/download/" } ] }, { "pk": 27902, "title": "A neurocognitive model for predicting the fate of individual memories", "subtitle": null, "abstract": "One goal of cognitive science is to build theories of mentalfunction that predict individual behavior. In this project wefocus on predicting, for individual participants, which specificitems in a list will be remembered at some point in the future.If you want to know if an individual will remember something,one commonsense approach is to give them a quiz or test suchthat a correct answer likely indicates later memory for an item.In this project we attempt to predict later memory without ex-plicit assessments by jointly modeling both neural and behav-ioral data in a computational cognitive model which capturesthe dynamics of memory acquisition and decay. In this paper,we lay out a novel hierarchical Bayesian approach for com-bining neural and behavioral data and present results showinghow fMRI signals recorded during the study phase of a mem-ory task can improve our ability to predict (in held-out data)which items will be remembered or forgotten 72 hours later.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "memory" }, { "word": "joint modeling" }, { "word": "cognitive neuroscience" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7c9885bn", "frozenauthors": [ { "first_name": "Shannon", "middle_name": "M", "last_name": "Tubridy", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Halpern", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "Lila", "middle_name": "", "last_name": "Davachi", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "Todd", "middle_name": "M", "last_name": "Gureckis", "name_suffix": "", "institution": "NYU", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27902/galley/17540/download/" } ] }, { "pk": 28288, "title": "A new similarity measure to reveal individual differences and growth in implicitnumber conceptions", "subtitle": null, "abstract": "How are numbers represented in peoples minds? Previous work has used pairwise similarity judgments among numeralsto reveal development in individuals conceptions of number, from exclusively encoding magnitude in elementary schoolto including properties like shared factors in adulthood (Miller & Gelman, 1983). We extend this observation to develop anew, expanded measure comprised of two 10-item sets exemplifying multiple mathematical concepts (e.g., squares, prime-ness), which can ultimately be used as a subtle pre- and post-test surrounding concept-specific education or interventions.Initial multidimensional scaling analyses reveal individual differences in clustering of numerals based on mathematicalproperties that are not necessarily concordant with the individuals explicit knowledge of the same properties, which wealso solicited. We thus see this as a promising way to measure implicit number conceptions and track the salience of richmathematical properties in individuals representations of number.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9hw1v5c1", "frozenauthors": [ { "first_name": "Rachel", "middle_name": "", "last_name": "Jansen", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "Ruthe", "middle_name": "", "last_name": "Foushee", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Griffiths", "name_suffix": "", "institution": "UC Berkley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28288/galley/17947/download/" } ] }, { "pk": 28018, "title": "An Information-Theoretic Explanation of Adjective Ordering Preferences", "subtitle": null, "abstract": "Across languages, adjectives are subject to ordering restric-tions. Recent research shows that these are predicted by ad-jective subjectivity, but the question remains open why this isthe case. We first conduct a corpus study and not only replicatethe subjectivity effect, but also find a previously undocumentedeffect of mutual information between adjectives and nouns.We then describe a rational model of adjective use in whichlisteners explicitly reason about judgments made by differentspeakers, formalizing the notion of subjectivity as agreementbetween speakers. We show that, once incremental process-ing is combined with memory limitations, our model predictseffects both of subjectivity and mutual information. We con-firm the adequacy of our model by evaluating it on corpus data,finding that it correctly predicts ordering in unseen data withan accuracy of 96.2 %. This suggests that adjective orderingcan be explained by general principles of human communica-tion and language processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6c81w2c5", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Hahn", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Judith", "middle_name": "", "last_name": "Degen", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Noah", "middle_name": "", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Dan", "middle_name": "", "last_name": "Jurafsky", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Futrell", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28018/galley/17657/download/" } ] }, { "pk": 27801, "title": "An Instance Theory of Distrobutional Semantics", "subtitle": null, "abstract": "Abstraction to a single prototypical representation is a core\nprinciple of Distributional Semantic Models (DSMs) that\nlearn semantic representations for words by applying\ndimension reduction to statistical redundancies in language.\nWhile the learning mechanisms for semantic abstraction vary\nwidely across the many DSMs in the literature, they are\nessentially all prototype models in that they create a single\nabstract representation for a word’s meaning. The prototype\nmethod stands in stark contrast to work in the field of\ncategorization that has converged on the importance of\ninstance models. In comparison to the prototype method,\ninstance-based models assume only an episodic store and,\nrather than applying abstraction mechanisms at learning,\nargue that meaning emerges in the act of retrieval. We cash\nthis idea out by presenting and evaluating an instance theory\nof distributional semantics, and by demonstrating that it can\nexplain diverging patterns of homonymous words that classic\n“abstraction-at-learning” models simply cannot as a\nconsequence of their architectural assumptions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Semantic memory" }, { "word": "Instance theory" }, { "word": "Latent Semantic Analysis" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9vs4923g", "frozenauthors": [ { "first_name": "Randall", "middle_name": "K", "last_name": "Jamieson", "name_suffix": "", "institution": "University of Manitoba", "department": "" }, { "first_name": "Brendan", "middle_name": "T", "last_name": "Johns", "name_suffix": "", "institution": "University at Buffalo SUNY", "department": "" }, { "first_name": "Jonathan", "middle_name": "E", "last_name": "Avery", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Michael", "middle_name": "N", "last_name": "Jones", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27801/galley/17441/download/" } ] }, { "pk": 27938, "title": "A Novel Measures of Changes in Force Applied to the Perruchet Effect", "subtitle": null, "abstract": "The reaction time (RT) version of the Perruchet Effect is basedon a concurrent dissociation between RTs to respond andconscious expectancy of the outcome across runs of repeatedtrials. Consequently, the Perruchet Effect is considered strongevidence for multiple learning processes. This conclusion,however, relies on the RT trend being driven by associativelearning rather than, as some have argued, US recency orpriming mechanisms. Recent research examining themechanisms underlying the RT trend do so by examiningmotor activity associated with the response. With this aim inmind, the current study developed, and assessed the usefulnessof, a novel method to measure changes in the amount of forceapplied to the response button in an RT Perruchet paradigm.The results obtained could not be explained by a singlemechanism, but suggest multiple factors underlying the RTversion of the Perruchet effect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Associative learning; Perruchet Effect; Reaction Time" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7c4702sg", "frozenauthors": [ { "first_name": "Madeleine", "middle_name": "", "last_name": "Bartlett", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "Amy", "middle_name": "", "last_name": "Strivens", "name_suffix": "", "institution": "U of Exeter", "department": "" }, { "first_name": "William", "middle_name": "G", "last_name": "Nicholson", "name_suffix": "", "institution": "U of Exeter", "department": "" }, { "first_name": "Rosamund", "middle_name": "", "last_name": "McLaren", "name_suffix": "", "institution": "U of Exeter", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27938/galley/17576/download/" } ] }, { "pk": 27780, "title": "An Ownership-Advantage in Preschoolers' Future-Oriented Thinking", "subtitle": null, "abstract": "The ability to anticipate the future improves markedly acrossthe preschool years. One major area of improvement is in chil-dren’s ability to consider their future preferences. Whereas5-year-olds understand they will prefer adult items in the fu-ture, 3-year-olds indicate they will continue to prefer childitems. In the present research, we show that preschoolers(N=120) show an ownership-advantage in their future-orientedthinking—they are better able to indicate which objects theywill own as adults than to indicate what they will like. Thesefindings are informative about the basis for children’s difficultyanticipating their future preferences, and also reveal differ-ences between how children think about ownership and prefer-ences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Episodic-future thinking" }, { "word": "Preferences" }, { "word": "ownership" }, { "word": "Cognitive Development" }, { "word": "Preschool-ages children" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9vk0r39b", "frozenauthors": [ { "first_name": "Brandon", "middle_name": "W", "last_name": "Goulding", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Cristina", "middle_name": "M", "last_name": "Atance", "name_suffix": "", "institution": "University of Ottawa", "department": "" }, { "first_name": "Ori", "middle_name": "", "last_name": "Friedman", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27780/galley/17420/download/" } ] }, { "pk": 27922, "title": "Any consensus will do: The failure to distinguish between 'true' and 'false' consensus", "subtitle": null, "abstract": "As we navigate our information-rich world, we frequently\ninterpret and integrate testimony from external sources\n(friends, teachers, books, internet articles, etc.) – deciding\nwhich pieces of information to believe, and which to discard.\nOne cue to a statement’s trustworthiness is whether it comes\nfrom a consensus (i.e., when a majority of people agree). But\nwhat counts as consensus? When presented with a set of\nagreeing sources, do we evaluate the quality of consensus –\nfor example, asking whether each source arrived at their\nconclusion by independent means? In a first experiment, we\ndemonstrate that individuals are insensitive to the quality of a\nconsensus, and are equally confident in conclusions drawn\nfrom a ‘true’ consensus (i.e., one derived from many primary\nsources) and those drawn from a ‘false’ consensus (i.e., one\nderived from many secondary sources but only a single\nprimary source). In a second experiment, we find that this\ncontinues to be true even when the expertise of the secondary\nsources is minimized. Together, our experiments provide\nconverging evidence that people do not properly discount (or\ndiscount at all) information from a ‘false’ consensus.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "consensus; conformity; social learning; reasoning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6s35j687", "frozenauthors": [ { "first_name": "Sami", "middle_name": "R", "last_name": "Yousif", "name_suffix": "", "institution": "Yale", "department": "" }, { "first_name": "Rosie", "middle_name": "", "last_name": "Aboody", "name_suffix": "", "institution": "Yale", "department": "" }, { "first_name": "Frank", "middle_name": "C", "last_name": "Keil", "name_suffix": "", "institution": "Yale", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27922/galley/17560/download/" } ] }, { "pk": 28287, "title": "A Perspective-Taking Intervention to Decrease Gender-Based Exclusion", "subtitle": null, "abstract": "Young children preferentially include same-gender peers in their play, restricting learning opportunities and reinforcingstereotypical gender roles (Ruble et al., 2006). Two studies aimed to reduce 4-6-year-old childrens gender-based exclu-sion through a perspective-taking intervention. Study 1 (N=98, M=5.38 years) evaluated whether inviting participantsto consider peers exclusion-related emotions would lead participants to subsequently include (new) other-gender peers.Participants in the intervention condition were more socially inclusive from pre- to post-test than were participants in acontrol condition (p¡0.05). Study 2 (N=101, M=5.37 years) replicated the results from Study 1 (p¡0.05) and demonstratedthat changes in childrens inclusive behaviors from pre- to post-test were not driven by social desirability concerns; childrenbecame more inclusive whether or not an experimenter watched them make their choices (p ¿ 0.75). Ongoing research istesting whether the effectiveness of the present intervention is amplified when children can see (rather than infer) excludedchildrens emotional reactions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2tg6p00j", "frozenauthors": [ { "first_name": "Bailey", "middle_name": "", "last_name": "Immel", "name_suffix": "", "institution": "University of Wisonsin - Madison", "department": "" }, { "first_name": "Katharine", "middle_name": "", "last_name": "Scott", "name_suffix": "", "institution": "University of Wisonsin - Madison", "department": "" }, { "first_name": "Patricia", "middle_name": "G", "last_name": "Devine", "name_suffix": "", "institution": "University of Wisonsin - Madison", "department": "" }, { "first_name": "Kristin", "middle_name": "", "last_name": "Shutts", "name_suffix": "", "institution": "University of Wisonsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28287/galley/17946/download/" } ] }, { "pk": 27881, "title": "A Rational Distributed Process-level Account of Independence Judgment", "subtitle": null, "abstract": "It is inconceivable how chaotic the world would look to hu-mans, faced with innumerable decisions a day to be made un-der uncertainty, had they been lacking the capacity to distin-guish the relevant from the irrelevant—a capacity which com-putationally amounts to handling probabilistic independencerelations. The highly parallel and distributed computationalmachinery of the brain suggests that a satisfying process-levelaccount of human independence judgment should also mimicthese features. In this work, we present the first rational, dis-tributed, message-passing, process-level account of indepen-dence judgment, called D∗. Interestingly, D∗ shows a curi-ous, but normatively justified tendency for quick detection ofdependencies, whenever they hold. Furthermore, D∗ outper-forms all the previously proposed algorithms in the AI litera-ture in terms of worst-case running time, and a salient aspectof it is supported by recent work in neuroscience investigatingpossible implementations of Bayes nets at the neural level. D∗exemplifies how the pursuit of cognitive plausibility can leadto the discovery of state-of-the-art algorithms with appealingproperties, and its simplicity makes D∗ potentially a good can-didate as a teaching tool.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Ratinoal process models" }, { "word": "Distributed computing" }, { "word": "Probabilistic independence judgment" }, { "word": "Pearl's d-separation" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/529609rz", "frozenauthors": [ { "first_name": "Ardavan", "middle_name": "S", "last_name": "Nobandegani", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Ioannis", "middle_name": "N", "last_name": "Psaromiligkos", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27881/galley/17519/download/" } ] }, { "pk": 27974, "title": "Are emoji a poor substitute for words? Sentence processing with emoji substitutions", "subtitle": null, "abstract": "With the integration of emoji into digital keyboards, people areincreasingly using multimodal interactions between text andimage in real-time interactions. One technique of using emojiis to substitute them into sentences. We here investigate theonline processing of these interactions, by modulating eitherthe grammatical category of those substitutions (Experiment 1:nouns vs. verbs) or the type and location of substitutions(Experiment 2: emoji vs. logos, within sentences vs. at theirend). We found a processing cost for self-paced reading timesof images compared to words, which indeed extended past theemoji itself, but no difference in comprehensibility ratingsbetween word and congruent-image substitutions. Overall,these results suggest that, despite costs of switching modalities,text and images can be integrated into holistic multimodalexpressions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "multimodality; sentence processing; emoji; visuallanguage" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/33d802h8", "frozenauthors": [ { "first_name": "Neil", "middle_name": "", "last_name": "Cohn", "name_suffix": "", "institution": "Tilburg university", "department": "" }, { "first_name": "Tim", "middle_name": "", "last_name": "Roijackers", "name_suffix": "", "institution": "Tilburg university", "department": "" }, { "first_name": "Robin", "middle_name": "", "last_name": "Schaap", "name_suffix": "", "institution": "Tilburg university", "department": "" }, { "first_name": "Jan", "middle_name": "", "last_name": "Engelen", "name_suffix": "", "institution": "Tilburg university", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27974/galley/17612/download/" } ] }, { "pk": 28022, "title": "Are morphological effects modulated by semantic similarity?A study of priming in Quebec French", "subtitle": null, "abstract": "Graded effects in morphological processing have beenshown in lexical decision tasks in English (e.g.,Gonnerman et al., 2007; Quémart et al., 2017).However, most studies in other languages support adecomposition view of the processing of complexwords (e.g., Longtin and Meunier, 2005). To determinewhether graded priming effects for morphologicallycomplex words can be found in other languages,Quebec French speakers participated in a cross-modallexical decision task in which auditory primes varied indegree of semantic similarity with visual targets (e.g.,bergerie-berge; infirmerie-infirme; fromagerie-fromage). Results indicate that morphological primingrequires the prime and target to be both semanticallyand phonologically similar, with semantic similaritymodulating priming effects in morphologically relatedwords. This pattern of results is similar to gradedmorphological priming previously reported for Englishand supports an emergentist view of morphologicalprocessing (Gonnerman et al., 2007).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Morphology; priming; French; semanticsimilarity; psycholinguistics." } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2dj361q9", "frozenauthors": [ { "first_name": "Katherine", "middle_name": "J", "last_name": "Hill", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Laura", "middle_name": "M", "last_name": "Gonnerman", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28022/galley/17661/download/" } ] }, { "pk": 27792, "title": "A resource model of phonological working memory", "subtitle": null, "abstract": "The classic Baddeley and Hitch (1974) model divides working\nmemory into domain-specific subsystems and a shared, do-\nmain-general central executive, which plays a role in allocating\nresources to items stored in the subsystems. The nature of this\nresource—in particular, its quantization (discrete vs. continu-\nous) and the flexibility of its allocation—has been studied ex-\ntensively in the visual domain, with evidence from experiments\nusing continuous response measures providing support for\nmodels with flexibly and continuously divisible resources. It\nremains unclear, however, whether similar mechanisms medi-\nate the division of resources in phonological working memory.\nIn this paper, we show that, despite representational differences\nbetween visual and auditory processing, continuous measures\ncan also be employed for studying phonological working\nmemory. Using such measures, we demonstrate that the prin-\nciples of resource division in visual and phonological pro-\ncessing are indeed similar, providing evidence for a domain-\ngeneral mechanism for allocating working memory resources.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Phonological working memory" }, { "word": "cognitive resources" }, { "word": "Central executive" }, { "word": "Domain-generality" }, { "word": "Resource models" }, { "word": "Slot models" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5jv4d5xq", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "R", "last_name": "Hepner", "name_suffix": "", "institution": "John Hopkins", "department": "" }, { "first_name": "Nazbanou", "middle_name": "", "last_name": "Nozari", "name_suffix": "", "institution": "John Hopkins", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27792/galley/17432/download/" } ] }, { "pk": 27738, "title": "A resource-rational analysis of human planning", "subtitle": null, "abstract": "People’s cognitive strategies are jointly shaped by function and\ncomputational constraints. Resource-rational analysis lever-\nages these constraints to derive rational models of people’s\ncognitive strategies from the assumption that people make\nrational use of limited cognitive resources. We present a\nresource-rational analysis of planning and evaluate its predic-\ntions in a newly developed process tracing paradigm. In Ex-\nperiment 1, we find that a resource-rational planning strategy\npredicts the process by which people plan more accurately than\nprevious models of planning. Furthermore, in Experiment 2,\nwe find that it also captures how people’s planning strategies\nadapt to the structure of the environment. In addition, our ap-\nproach allows us to quantify for the first time how close peo-\nple’s planning strategies are to being resource-rational and to\ncharacterize in which ways they conform to and deviate from\noptimal planning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bounded rationally" }, { "word": "planning" }, { "word": "Rational Analysis" }, { "word": "decision-making" }, { "word": "Heuristics" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/11j0r4gj", "frozenauthors": [ { "first_name": "Frederick", "middle_name": "", "last_name": "Callaway", "name_suffix": "", "institution": "University of California, Berkley", "department": "" }, { "first_name": "Falk", "middle_name": "", "last_name": "Lieder", "name_suffix": "", "institution": "University of California, Berkley", "department": "" }, { "first_name": "Priyam", "middle_name": "", "last_name": "Das", "name_suffix": "", "institution": "University of California, Berkley", "department": "" }, { "first_name": "Sayan", "middle_name": "", "last_name": "Gul", "name_suffix": "", "institution": "University of California, Berkley", "department": "" }, { "first_name": "Paul", "middle_name": "M", "last_name": "Krueger", "name_suffix": "", "institution": "University of California, Berkley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27738/galley/17378/download/" } ] }, { "pk": 28073, "title": "Are you Sure How to Move? Expected Uncertainty Modulates Anticipatory Crossmodal Interactions", "subtitle": null, "abstract": "Theories of event-predictive, anticipatory behavior state that action planning, decision making, and control are realizedby activating future goal states. That is, anticipated and desired final event boundaries as well as sensorimotor-groundedevent codes are activated before actual motor control unfolds. The involved active inference process thereby focuses sen-sorimotor processing on those upcoming events and event boundaries, in which expected uncertainties need to be resolved.Here, we investigated anticipatory behavior during object interactions, that is, grasping and placing bottles. We investi-gated whether peripersonal hand space is remapped onto the to-be grasped bottle during action preparation and whetherthis remapping depends on (i) the bottle’s orientation and (ii) the certainty about upcoming sensorimotor contingencies.To do so, we conducted two experiments in an immersive virtual reality, combining the crossmodal congruency paradigm,which has been used to study selective interactions between vision and touch within peripersonal space, with a graspingtask. In both experiments, we observed anticipatory crossmodal congruency between vision and touch at the future fingerposition on the bottle. Moreover, in the second experiment, a manipulation of the visuo-motor mapping of the partici-pants’ virtual hand while approaching the bottle selectively reduced crossmodal congruency at movement onset. Thus, theexpected movement uncertainty decreased the anticipatory remapping of peripersonal space. Our results support theoriesof event-predictive cognition and show how expected uncertainties influence anticipatory, active inference processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7dv3d8wb", "frozenauthors": [ { "first_name": "Johannes", "middle_name": "", "last_name": "Lohmann", "name_suffix": "", "institution": "University of Tuebingen", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Belardinelli", "name_suffix": "", "institution": "University of Tuebingen", "department": "" }, { "first_name": "Martin", "middle_name": "", "last_name": "Butz", "name_suffix": "", "institution": "University of Tuebingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28073/galley/17712/download/" } ] }, { "pk": 27797, "title": "Arithmetic Sense Predicts CHildren's Mathematical Achievement Better Than Arithmetic Fluency", "subtitle": null, "abstract": "Research on arithmetic competence has emphasized the importance of arithmetic fluency – the use of\nefficient direct strategies when solving simple, conventional problems. Comparatively little attention has\nbeen focused on arithmetic sense, which we define as the adaptive use of direct and indirect strategies\nwhen solving complex, novel problems. The current study evaluates the new construct of arithmetic\nsense and investigates its predictive relationship to mathematical achievement. 302 students in 6 th grade\ncompleted a battery of tests of their cognitive and numerical abilities, arithmetic fluency, arithmetic\nsense, mathematics achievement, and pre-algebra skills. The central finding is that arithmetic sense is\nthe best single predictor of mathematical achievement. In particular, it is better than arithmetic fluency.\nThese findings open a new pathway for improving school-aged students’ algebraic thinking and\nmathematical achievement.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Arithmetic fluency" }, { "word": "Arithmetic sense" }, { "word": "Mathematics achievement" }, { "word": "Pre-algebra" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/737838p7", "frozenauthors": [ { "first_name": "Soo-hyun", "middle_name": "", "last_name": "Im", "name_suffix": "", "institution": "University of Minnesota", "department": "" }, { "first_name": "Sashank", "middle_name": "", "last_name": "Varma", "name_suffix": "", "institution": "University of Minnesota", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27797/galley/17437/download/" } ] }, { "pk": 27863, "title": "Articulating lay theories through graphical models: A study of beliefs surrounding vaccination decisions", "subtitle": null, "abstract": "How can we leverage the cognitive science of lay theories toinform interventions aimed at correcting misconceptions andchanging behaviors? Focusing on the problem of vaccine skep-ticism, we identified a set of 14 beliefs we hypothesized wouldbe relevant to vaccination decisions. We developed reliablescales to measure these beliefs across a large sample of partici-pants (n = 1130) and employed state-of-the-art graphical struc-ture learning algorithms to uncover the relationships amongthese beliefs. This resulted in a graphical model describingthe system of beliefs relevant to childhood vaccinations, withbeliefs represented as nodes and their interconnections as di-rected edges. This model sheds light on how these beliefs re-late to one another and can be used to predict how interventionsaimed at specific beliefs will play out across the larger system.Moving forward, we hope this modeling approach will helpguide the development of effective, theory-based interventionspromoting childhood vaccination.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Graphical modeling" }, { "word": "lay theories" }, { "word": "Conceptual Change" }, { "word": "Behavioral Interventions" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0q74d6x6", "frozenauthors": [ { "first_name": "Derek", "middle_name": "", "last_name": "Powell", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Kara", "middle_name": "", "last_name": "Weisman", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Ellen", "middle_name": "M", "last_name": "Markman", "name_suffix": "", "institution": "Stanford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27863/galley/17501/download/" } ] }, { "pk": 28063, "title": "A Sociocognitive-Neuroeconomic Model of Social Information Communication:To Speak Directly or To Gossip", "subtitle": null, "abstract": "Communication is a powerful means to disseminate socialinformation, and gossip is an effective way of obtainingupdated information about others. However, without acomprehensive theoretical framework of socialcommunication, it is difficult to predict a priori when and whysocial information will be disseminated. There are generaltheories of human social interaction, however, they do notsufficiently capture the sociocognitive components underlyinghuman decision-making in social settings. Therefore, we havedeveloped a model of social communication, enabling thecharacterization of specific conditions under which socialinformation will be spread: for example, when an agent shoulddirectly communicate with the target of the information, gossipit to others, or simply do nothing. We describe the model, themethods used to generate model predictions, and then list ninepredictions derived from it as the current results. We next planto test the predictions empirically and develop the modelcomputationally.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision-making; theory of mind; socialneuroscience; multi-agent system; artificial social intelligence" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/81f7v9b7", "frozenauthors": [ { "first_name": "Jeungmin", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "Korea Advanced Institute of Science and Technology", "department": "" }, { "first_name": "Jerald", "middle_name": "D", "last_name": "Kralik", "name_suffix": "", "institution": "Korea Advanced Institute of Science and Technology", "department": "" }, { "first_name": "Jaeseung", "middle_name": "", "last_name": "Jeong", "name_suffix": "", "institution": "Korea Advanced Institute of Science and Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28063/galley/17702/download/" } ] }, { "pk": 27893, "title": "Assessing Singular Causation: The Role of Casual Latencies", "subtitle": null, "abstract": "Singular causation queries require an assessment of whethera singular co-occurrence of two events c and e was causal orsimply coincidental. The current study builds on our previ-ous research (Stephan & Waldmann, 2018) in which we pro-posed a computational model of singular causation judgments.The model highlights that singular causation judgments needto take into account the power of the target cause C and ofalternative causes A, as well as the possibility of preemption.What was missing was a detailed model allowing us to esti-mate the probability of preemption of a target cause by thealternative causes. The present research fills this gap by elab-orating the temporal assumptions that might enter assessmentsof singular causation. We focus on assumptions about tempo-ral precedence between target and alternative causes, with aspecific focus on assumptions about causal latency. We reportthe results of two new experiments supporting the model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Singular causation" }, { "word": "casual attribution" }, { "word": "preemption" }, { "word": "time" }, { "word": "Casual reasoning" }, { "word": "Computational Modeling" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5mv0m23d", "frozenauthors": [ { "first_name": "Simon", "middle_name": "", "last_name": "Stephan", "name_suffix": "", "institution": "University of Gottingen", "department": "" }, { "first_name": "Ralf", "middle_name": "", "last_name": "Mayrhofer", "name_suffix": "", "institution": "University of Gottingen", "department": "" }, { "first_name": "Michael", "middle_name": "R", "last_name": "Waldmann", "name_suffix": "", "institution": "University of Gottingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27893/galley/17531/download/" } ] }, { "pk": 27927, "title": "Assessing the Validity of Three Tasks of Risk-Taking Propensity: Behavioral Measure and Computational Modeling", "subtitle": null, "abstract": "Risk-taking propensity is a general personality disposition. Survey, behavioral, and modeling\napproaches have been used to study it. We compared three behavioral tasks (BART, C-ART,\nS-ART) and corresponding computational models to learn which aspects of risky behavior they\nmeasure by correlating task performance and parameter estimates with survey responses\n(impulsivity, sensation seeking, drug use). Results indicated that the BART was not correlated\nwith any of the above domains, whereas behavioral measure from the two ART tasks correlated\nwith impulsivity and sensation seeking. The parameter estimates from the two ART tasks,\nwhile having some validity, were weaker indices than the traditional behavioral measure of\nthese tasks. Our findings provide insight into the use and design of these behavioral tasks and\ntheir corresponding computational models.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision making under uncertainty; risk-taking propensity; computational cognition; parameter estimation; BART; ART" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2q60t1qc", "frozenauthors": [ { "first_name": "Ran", "middle_name": "", "last_name": "Zhou", "name_suffix": "", "institution": "Ohio State", "department": "" }, { "first_name": "Jay", "middle_name": "I", "last_name": "Myung", "name_suffix": "", "institution": "Ohio State", "department": "" }, { "first_name": "Carol", "middle_name": "A", "last_name": "Mathews", "name_suffix": "", "institution": "U of Florida", "department": "" }, { "first_name": "Mark", "middle_name": "A", "last_name": "Pitt", "name_suffix": "", "institution": "Ohio State", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27927/galley/17565/download/" } ] }, { "pk": 27810, "title": "Assumption Violations in Forced-Choice Recognition Judgments: Implications from the Area Theorem", "subtitle": null, "abstract": "Trials in a two-alternative forced-choice (2AFC) recognition-memory task require individuals to choose the stimulus in apair that they deem as having been previously studied. Be-cause of the relative nature of the judgments made, 2AFC tri-als are typically considered to be free from response biasesconcerning the old/new status of stimuli. Recent studies havesuggested that this assumption is incorrect, and individuals of-ten resort to single-stimulus old-new (ON) judgments instead.The present study tests this claim by joint modeling 2AFCand ON judgments using extended SDT models that includethe possibility of ON contamination. Results show that therelative-judgment assumption provides an excellent account ofthe data, providing no support for the notion of ON contami-nation in typical experimental designs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "recognition memory" }, { "word": "Bias" }, { "word": "Signal Detection" }, { "word": "Forced choice" }, { "word": "Mixture" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7k3014st", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Kellen", "name_suffix": "", "institution": "Syracuse", "department": "" }, { "first_name": "Henrik", "middle_name": "", "last_name": "Singmann", "name_suffix": "", "institution": "University of Zurich", "department": "" }, { "first_name": "Sharon", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "Syracuse", "department": "" }, { "first_name": "Samuel", "middle_name": "", "last_name": "Winiger", "name_suffix": "", "institution": "University of Zurich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27810/galley/17450/download/" } ] }, { "pk": 28209, "title": "A Suite of Adaptive Games for Self-Directed Literacy and Numeracy Education", "subtitle": null, "abstract": "250 million children worldwide lack basic literacy and numeracy skills, many of whom have no access to regular schooling.Inexpensive tablet computers have the potential to scale up the distribution of intelligent tutoring systems to children inneed. We introduce a collection of tablet games presenting core literacy and numeracy concepts in a way that enablesself-directed learning, reinforced by a shared content engine with an adaptive algorithm that re-prioritizes content basedon the accuracy and timing of the learner’s responses to effectively space and distribute practice. The difficulty of eachgame’s dynamics adjust to the learner over time. We analyze response data from school children in Tanzania, examininghow they distribute their attention across the games and as a function of performance within each game. We also evaluatedifferent methods for determining their knowledge state and learning progress based on their responses, and examine howself-direction influences stimulus spacing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9v69j4qk", "frozenauthors": [ { "first_name": "Katherine", "middle_name": "", "last_name": "Adams", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "George", "middle_name": "", "last_name": "Kachergis", "name_suffix": "", "institution": "Radboud University; Donders Institute", "department": "" }, { "first_name": "Hugo", "middle_name": "Goulart", "last_name": "de Lucena", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28209/galley/17868/download/" } ] }, { "pk": 35956, "title": "A Syllabus for Listening – Decoding by Richard Cauldwell", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/41378063", "frozenauthors": [ { "first_name": "Beth", "middle_name": "", "last_name": "Sheppard", "name_suffix": "", "institution": "University of Oregon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35956/galley/26810/download/" } ] }, { "pk": 28040, "title": "Asymmetric Use of Information About Past and Future:Toward a Narrative Theory of Forecasting", "subtitle": null, "abstract": "Story-telling helps to define the human experience. Donarratives also inform our predictions and choices? Thecurrent study provides evidence that they do, using financialdecision-making as an example of a domain where,normatively, publicly available information (about the pastor the future) is irrelevant. Despite this, participants usedpast company performance information to project futureprice trends, as though using affectively laden informationto predict the ending of a story. Critically, these projectionswere stronger when information concerned predictionsabout a company’s future performance rather than actualdata about its past performance, suggesting that people notonly rely on financially irrelevant (but narratively relevant)information for making predictions, but erroneously imposetemporal order on that information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Intuitive theories; folk psychology; judgment &decision-making; behavioral economics" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8hc3m6xx", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "G.B.", "last_name": "Johnson", "name_suffix": "", "institution": "University of Bath, University College London", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Tuckett", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28040/galley/17679/download/" } ] }, { "pk": 28374, "title": "A text-based analysis of the effects of personality on the adoption of cultural andlinguistic norms", "subtitle": null, "abstract": "Cognitive variation due to language and culture has been shown in a range of domains, including visual perception,emotions, theory of mind, economic strategies, decision making, and categorization. While such patterns are robust,individuals within a given culture are affected by these cultural patterns differentially. One possible cause for theseindividual differences is personality (e.g. extroversion or agreeableness). The personality traits of individuals will affecthow they interact with and adopt cultural patterns. To explore this possibility, we perform analyses on online data fromindividuals with self-identified Myers-Briggs personality types (a popularized personality measure that is widely self-reported in social media). In particular, we examine how personality type predicts the rate at which individuals adopt novellexical items and conform to the linguistic norms of their surrounding community. The results make explicit predictionsabout which individuals will be more affect by cultural and linguistic patterns.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4r568733", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "", "last_name": "Spevack", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Spivey", "name_suffix": "", "institution": "University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28374/galley/18118/download/" } ] }, { "pk": 28001, "title": "Attention Selectively Boosts Learning of Statistical Structure", "subtitle": null, "abstract": "While statistical learning (SL) has long been described as alearning mechanism that operates automatically across agesand modalities, there are a growing number of cases in whichstatistical regularities are not learned automatically, and inwhich attention seems to impact learning. We examined therole of attentional instruction on adults’ ability to learn twostatistical patterns simultaneously. Results suggest that evenwithout explicit instruction to attend to either pattern,participants automatically learn both patterns, and thatexplicit instruction to attend to one or both streams improveslearning, but only for the attended stream(s). In addition,when attention is directed at only one stream, the learningbenefit for that stream is coupled with a learning cost for theunattended stream. This adds to our understanding of thenuanced relationship between attention and SL, by suggestingthat when more than one structure is present attentionselectively improves SL of attended information in adults, butat the cost of unattended information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Statistical Learning; Attention; Learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6596t1t8", "frozenauthors": [ { "first_name": "Tess", "middle_name": "Allegra", "last_name": "Forest", "name_suffix": "", "institution": "UToronto", "department": "" }, { "first_name": "Amy", "middle_name": "Sue", "last_name": "Finn", "name_suffix": "", "institution": "UToronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28001/galley/17640/download/" } ] }, { "pk": 28116, "title": "Attitude Change on Reddit’s Change My View", "subtitle": null, "abstract": "People generally ignore evidence that is contrary to theirbeliefs (Nickerson, 1998). To examine the factors thatpromotes attitude change with a new perspective, this studyexamined how people change their beliefs on a range of topicsfrom gender identity to gun control on the Redditforum Change My View. Specifically, we examined howpeople on Change My View cite evidence to change otherpeople’s minds. As prior work suggests, we find that peopleare not easily convinced to change their beliefs about socialand moral issues, and this occurs even though people citeconsiderably more evidence while discussing theseissues. However, our data provides one source of optimism:We found that the amount of evidence provided in adiscussion predicts attitude change, suggesting that whileattitude change is hard-won, providing facts and evidencemay nonetheless be an effective persuasive tactic.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attitude change" }, { "word": "Reddit" }, { "word": "Change My View" }, { "word": "naturalistic data" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1076s3b2", "frozenauthors": [ { "first_name": "J Hunter", "middle_name": "", "last_name": "Priniski", "name_suffix": "", "institution": "Arizona State", "department": "" }, { "first_name": "Zachary", "middle_name": "", "last_name": "Horne", "name_suffix": "", "institution": "Arizona State", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28116/galley/17776/download/" } ] }, { "pk": 27934, "title": "Auditory Versus Visual Stimulus Effects on Cognitive Performance During the N-back Task", "subtitle": null, "abstract": "The n-back task is one of the most popular methods forstudying working memory, and it is tested witheither auditory or visual stimuli. Previous researchcomparing stimulus modalities has demonstrated that auditoryand visual tasks often elicit differential responding and,potentially, different underlying cognitive processes. In thisstudy, performance accuracy and response time weremeasured during an n-back task that varied in termsof stimulus modality and difficulty. Findings demonstrate thatparticipants respond faster but less accurately during a visualas compared to an auditory condition where participants aremore accurate but slower to respond. These results arediscussed in terms of dual coding and feature binding.Implications for the presentation of n-back tasks in studies ofworking memory are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "n-back; auditory memory; visual memory; working memory; dual-coding; feature binding" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/95g7x626", "frozenauthors": [ { "first_name": "Mary", "middle_name": "Jean", "last_name": "Amon", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Bennett", "middle_name": "I", "last_name": "Bertenthal", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27934/galley/17572/download/" } ] }, { "pk": 28259, "title": "ausal Questions and Explanations - What do Theories of Causal Reasoning predict?", "subtitle": null, "abstract": "Which information do people seek out when trying to explain everyday events? Previous research (Ahn et al., 1995)indicates that this may not be the same information that people take into account when provided, and that theories ofcausal reasoning consider crucial. In an experiment, we asked participants to generate questions to explain type or tokenevents, which were familiar or unfamiliar. Based on theories of singular causation, we expected participants to search forpresent causes and indicators of actual causation to explain token events, but for causes and their covariations with theeffect when explaining types of events. We assumed participants to inquire about the presence of known causes whenevents are familiar, but about potential causes when events are not familiar. We categorised generated questions accordingto the information sought. Results partially supported our predictions. We discuss the relevance of the findings for differenttheories of causal reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1x05v3hc", "frozenauthors": [ { "first_name": "York", "middle_name": "", "last_name": "Hagmayer", "name_suffix": "", "institution": "University of Gttingen", "department": "" }, { "first_name": "Neele", "middle_name": "", "last_name": "Engelmann", "name_suffix": "", "institution": "University of Gttingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28259/galley/17918/download/" } ] }, { "pk": 27926, "title": "Automatic Biases in Intertemporal Choice", "subtitle": null, "abstract": "Research on intertemporal choice has suggested that decisionprocesses automatically favor immediate rewards. In thispaper, we use a drift diffusion model to conceptualize andempirically investigate the role of these biases. Our modelpermits automatic biases in the response process, automaticbiases in the evaluation process, as well as differentialweighting for monetary payoffs and time delays. We fit ourmodel to individual-level choice and response time data, andfind that automatic biases are prevalent in intertemporalchoice, but that the type, magnitude, and direction of thesebiases vary greatly across individuals. Our results pose newchallenges for theories of intertemporal choice behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "drift diffusion model; intertemporal choice; computational modelling; automatic bias; dual process theories" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9mb718bn", "frozenauthors": [ { "first_name": "Wenjia", "middle_name": "Joyce", "last_name": "Zhao", "name_suffix": "", "institution": "UPenn", "department": "" }, { "first_name": "Adele", "middle_name": "", "last_name": "Diederich", "name_suffix": "", "institution": "Jacobs University", "department": "" }, { "first_name": "Jennifer", "middle_name": "S", "last_name": "Trueblood", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Sudeep", "middle_name": "", "last_name": "Bhatia", "name_suffix": "", "institution": "UPenn", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27926/galley/17564/download/" } ] }, { "pk": 27900, "title": "Automatic Estimation of Lexical Concreteness in 77 Languages", "subtitle": null, "abstract": "We estimate lexical Concreteness for millions of wordsacross 77 languages. Using a simple regression framework,we combine vector-based models of lexical semantics withexperimental norms of Concreteness in English and Dutch.By applying techniques to align vector-based semantics acrossdistinct languages, we compute and release Concreteness esti-mates at scale in numerous languages for which experimentalnorms are not currently available. This paper lays out thetechnique and its efficacy. Although this is a difficult datasetto evaluate immediately, Concreteness estimates computedfrom English correlate with Dutch experimental norms at ρ= .75 in the vocabulary at large, increasing to ρ = .8 amongNouns. Our predictions also recapitulate attested relationshipswith word frequency. The approach we describe can be readilyapplied to numerous lexical measures beyond Concreteness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word2vec" }, { "word": "Concreteness; multilingual; skipgram; norms" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7dz7k3k1", "frozenauthors": [ { "first_name": "Bill", "middle_name": "", "last_name": "Thompson", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Lupyan", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27900/galley/17538/download/" } ] }, { "pk": 28402, "title": "Automatic Extraction of Aggression Speech Patterns in the THREAT-corpus", "subtitle": null, "abstract": "Aggression speech patterns (ASP) strongly influence modern culture and ideology, they are regular source domain forconceptual metaphors. The study was based on THREAT-corpus (Russian language, 5 mln words) which was constructedto study ASP and contains fiction, non-fiction, news texts. The aim of the study is to investigate non-metaphoric andmetaphoric ASP in Russian. A semantic parser was designed to automatically process texts and construct conceptualrepresentations: They killed all the enemies (non-metaphoric)/He killed the time (metaphoric) [Ag-CAUSE HARM-Pat]. After extracting conceptual representations the parser evaluates them as aggressive or non-aggressive. An exampleMechanical toys pushed forward the imagination of scientists is evaluated as aggressive. Although this evaluation is false-positive, it reveals the conceptual metaphor where mental causation is described as voluntary action. This set of methodsmakes possible to collect, detect and describe ASP in diverse types of discourse and, consequently, to analyze the cognitivenature of aggression.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9ph221d0", "frozenauthors": [ { "first_name": "Vera", "middle_name": "", "last_name": "Zabotkina", "name_suffix": "", "institution": "Russian State University for the Humanities", "department": "" }, { "first_name": "Boris", "middle_name": "M.", "last_name": "Velichkovsky", "name_suffix": "", "institution": "Kurchatov Institute", "department": "" }, { "first_name": "Elena", "middle_name": "", "last_name": "Pozdnyakova", "name_suffix": "", "institution": "Russian State Univercity for the Humanities", "department": "" }, { "first_name": "Dmitry", "middle_name": "", "last_name": "Orlov", "name_suffix": "", "institution": "Russian State Univercity for the Humanities", "department": "" }, { "first_name": "Artemy", "middle_name": "", "last_name": "Kotov", "name_suffix": "", "institution": "Kurchatov Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28402/galley/18176/download/" } ] }, { "pk": 28160, "title": "Automatic Identification of Texts Written by Authors with Alzheimer’s Disease", "subtitle": null, "abstract": "As demonstrated in previous studies, Alzheimer’s diseaseleads to a degradation of vocabulary and communication skills.Novels by writers who are known to have suffered from thisdisease were compared with respect to their lexical richnessand syntactic complexity. Those written after the break-outof the disease have shown to use a considerably smaller lex-icon and a reduced syntactic complexity of the sentences.This makes us assume that writings of individual authors canbe classified automatically into “pre-Alzheimer’s period” and“Alzheimer’s period”. But the writing style of an author ishighly individual. Can we still detect whether any given novelis written by an author who suffers from Alzheimer’s? To as-sess this, we use a corpus of novels by three well-known writ-ers who were diagnosed with Alzheimer’s: Iris Murdoch, TerryPratchett and Agatha Christie. Using a mostly stylistic set offeatures we are able to distinguish between novels written un-der the influence of the disease and novels written by healthywriters with more than 82% accuracy. The classification ofthe novels of a given author into “pre-Alzheimer’s period” and“Alzheimer’s period” is accomplished with more than 86% ac-curacy. We also prove that our feature set is versatile enoughto be able to distinguish between authors in general and bookswith high precision.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Alzheimer’s Detection; Text Classification; Au-thor Identification; Author Profiling" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6xm5x3w9", "frozenauthors": [ { "first_name": "Juan", "middle_name": "", "last_name": "Soler-Company", "name_suffix": "", "institution": "Universitat Pompeu Fabra", "department": "" }, { "first_name": "Leo", "middle_name": "", "last_name": "Wanner", "name_suffix": "", "institution": "Universitat Pompeu Fabra", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28160/galley/17819/download/" } ] }, { "pk": 28220, "title": "Available referents and prompt specificity influence induction of feature typicality", "subtitle": null, "abstract": "Prior work suggests that speakers and listeners use discourse pragmatics to constrain potential referents and make infer-ences about the relationship of a novel referent to its category. This work addresses the use of discourse specificity andavailable referents in combination to make inferences about category feature typicality. In a visual search task and sub-sequent typicality rating task, participants ratings of typicality for an novel object’s color were affected by whether theobjects color was specified in the search prompt (e.g., Find the (blue) dax), the color of distractor objects (same as ordifferent from target), and the shape of distractor objects (same as or different from target). Specification of target colorin the prompt decreased typicality ratings, in keeping with work suggesting that over-informative utterances can induceinference of atypicality.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3xr843jn", "frozenauthors": [ { "first_name": "Claire", "middle_name": "", "last_name": "Bergey", "name_suffix": "", "institution": "UChicago", "department": "" }, { "first_name": "Dan", "middle_name": "", "last_name": "Yurovsky", "name_suffix": "", "institution": "UChicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28220/galley/17879/download/" } ] }, { "pk": 27976, "title": "Awesome play: Awe increases preschooler’s exploration and discovery", "subtitle": null, "abstract": "Affective states, exploration, and learning are tightly inter-twined. For example, research has connected surprise to playand learning in early development (Stahl & Feigenson, 2015),but less is known about the potential impact of other affec-tive states and how they might influence exploration and sub-sequent discovery. Given that past research has suggested thatawe may increase feelings of uncertainty and lead to pursuitof cognitive accommodation in adults (Valdesolo & Graham,2014), we posit that awe-induced uncertainty may similarlylead children to think-outside-the-box and explore more duringplay. In Experiment 1, we modify emotion-inducing videos(Awe, Happy and Calm) and validate them on adult partic-ipants using the perceived self-size Circle Task (Bai et al.,2017). In Experiment 2, children were presented with one ofthe three videos and their exploratory play with a novel toy wasrecorded. Results revealed both a significant effect of the ma-nipulation (children associated with smaller selves in the Awecondition) and also an influence of the videos on play. Childrenin the Awe condition played more and explored more variablythan children in the control conditions. These results suggestthat awe influences motivation that increases variability anddiscovery in exploration.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognition; Discovery; Emotion; Awe; Develop-ment" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/27g3j23j", "frozenauthors": [ { "first_name": "Joseph", "middle_name": "A", "last_name": "Colantonio II", "name_suffix": "", "institution": "Rutgers", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Bonawitz", "name_suffix": "", "institution": "Rutgers", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27976/galley/17614/download/" } ] }, { "pk": 28363, "title": "A word order pattern from silent gesture studies observed in a new naturallanguage", "subtitle": null, "abstract": "Studying the silent gesture of hearing non-signers is a crucial tool for shedding light on natural language phenomena.Previous studies have found that properties of the meanings conveyed in silent gesture can influence word order. Forinstance, participants prefer SOV ordering for extensional events (man carries ball), while for intensional events (in whichthe object is possibly non-existent or dependent on the action; e.g., man thinks of guitar, woman builds house) there isa cross-linguistic preference for SVO (Schouwstra & de Swart, 2014). Eliciting descriptions of the two event types inNicaraguan Sign Language, we found evidence for these lab-documented word order preferences in an emergent naturallanguage: objects precede verbs for extensional events, but follow verbs for intensional events. However, this wordorder pattern is manifested differently in Nicaraguan Sign (the result only surfaced in a sub-string analysis), because thepreference interacts with NSLs language-internal constraint for verb-finalness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9r23c9xv", "frozenauthors": [ { "first_name": "Marieke", "middle_name": "", "last_name": "Schouwstra", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Goldin-Meadow", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Molly", "middle_name": "", "last_name": "Flaherty", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28363/galley/18097/download/" } ] }, { "pk": 27918, "title": "Balancing informational and social goals in active learning", "subtitle": null, "abstract": "Our actions shape what we learn. Because of this dependency,learners are proficient at choosing their actions to maximizetheir information gain. However, learning often unfolds insocial contexts where learners have both informational goals(e.g., to learn how something works) but also social goals (e.g.,to appear competent and impress others). How do these goalsshape learners’ decisions? Here, we present a computationalmodel that integrates the value of social and informationalgoals to predict the decisions that people will make in a simpleactive causal learning task. We show that, in a context wherethe informational and social goals are in conflict, an empha-sis on performance or self-presentation goals leads to reducedchances of learning (Exp. 1) and that social context can pushlearners to pursue performance-oriented actions even when thelearning goal is highlighted (Exp. 2). Our formal model ofsocial-active learning successfully captures the empirical re-sults. These findings are first steps towards understanding therole of social reasoning in active learning contexts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "active learning; social reasoning; information gain; OED; self-presentation; goal tradeoffs" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/08d6d2q6", "frozenauthors": [ { "first_name": "Erica", "middle_name": "J", "last_name": "Yoon", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Kyle", "middle_name": "", "last_name": "MacDonald", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Mika", "middle_name": "", "last_name": "Asaba", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Hyowon", "middle_name": "", "last_name": "Gweon", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Michael", "middle_name": "C", "last_name": "Frank", "name_suffix": "", "institution": "Stanford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27918/galley/17556/download/" } ] }, { "pk": 28214, "title": "Bayesian Generalization of Emojis", "subtitle": null, "abstract": "We explore how attributes and relations contribute to generalization of a property across stimuli for ecologically validstimuli used often to communicate: emojis. We use the Bayesian Generalization Framework to model generalizationjudgments from given triplets of emojis to new triplets of emojis that share either a common relation, common attribute,both, or neither. Based on the model predictions, we conducted a behavioral experiment investigating the strength ofattributes and relations when generalizing across emojis. The model learned to use attributes or relations appropriately;however when given triplets that share both a common attribute and relation, it gave more weight to the common attributesthan human participants did. This suggests that people are strongly, but not completely, biased towards using relationswhen generalizing a novel property across triplets of emojis.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6jk1w0v5", "frozenauthors": [ { "first_name": "Jacquiline", "middle_name": "", "last_name": "Erens", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Joseph", "middle_name": "", "last_name": "Austerweil", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28214/galley/17873/download/" } ] }, { "pk": 28180, "title": "Bayesian teaching of image categories", "subtitle": null, "abstract": "Humans learn from other knowledgeable informants whochoose data to foster learning. Mathematical models of teach-ing and learning have formalized this process of learning fromhelpful others. While these approaches have been successful incapturing teaching and learning in a variety of contexts, theyhave been limited to relatively simple domains. One of theopen questions regarding Bayesian teaching is whether it canscale to teach from naturalistic domains with more interestingdatasets. In this work, we show how to apply Bayesian teach-ing to teach human participants categories learned by a super-vised machine learning model. The effectiveness of teaching ismeasured by how well the participants can predict the behaviorof the target machine learning model. Our results demonstratethat Bayesian teaching can be applied to naturalistic domains,show that the best sets of examples according to the modelyield better learning, and suggest avenues for improving ourability to automate teaching of image categories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bayesian teaching; category learning; pedagogy;prototype model" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0zv7v1x2", "frozenauthors": [ { "first_name": "Wai", "middle_name": "Keen", "last_name": "Vong", "name_suffix": "", "institution": "Rutgers", "department": "" }, { "first_name": "Ravi", "middle_name": "B", "last_name": "Sojitra", "name_suffix": "", "institution": "Rutgers", "department": "" }, { "first_name": "Anderson", "middle_name": "", "last_name": "Reyes", "name_suffix": "", "institution": "Rutgers", "department": "" }, { "first_name": "Scott", "middle_name": "Cheng-Hsin", "last_name": "Yang", "name_suffix": "", "institution": "Rutgers", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Shafto", "name_suffix": "", "institution": "Rutgers", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28180/galley/17839/download/" } ] }, { "pk": 28395, "title": "Behavioral and electrophysiological evidence of incidental learning, generalizationand retention of speech categories from continuous speech", "subtitle": null, "abstract": "Speech learning involves discovering linguistically-relevant categories embedded in continuous speech. But, learninghas been investigated mostly across isolated sound tokens. Here, we investigated incidental learning across continuousmulti-talker Mandarin speech in the context of a videogame in which participants behavior was directed at navigating avirtual environment, not speech learning. Unbeknownst to the native-English participants, acoustically-variable Mandarinkeywords were embedded in the continuous sentences, and were associated with game actions and events. Participantswere not informed about the keywords, made no categorization decisions, and received no overt feedback. Post-trainingresults indicated robust keyword learning that persisted at least 10 days. Further, the electrophysiological N100 componentevoked by keywords during passive listening to continuous Mandarin was greater post-training than pre-training. This neu-ral enhancement was not observed for equally-frequent control keywords unassociated with game behaviors. Participantslearned functionally-relevant non-native speech categories incidentally from continuous speech input across considerableacoustic variability.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8497r0hj", "frozenauthors": [ { "first_name": "Yunan", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Lori", "middle_name": "", "last_name": "Holt", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Ran", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "MARi", "department": "" }, { "first_name": "Sung-Joo", "middle_name": "", "last_name": "Lim", "name_suffix": "", "institution": "Boston University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28395/galley/18162/download/" } ] }, { "pk": 28105, "title": "Behavioral Oscillations in Verification of Relational Role Bindings", "subtitle": null, "abstract": "Human understanding of relations between objects depends onthe ability to code meaningful role bindings. Computationalmodels of relational reasoning have proposed that neuraloscillations provide a basic mechanism enabling workingmemory to code the bindings of objects into relational roles.We adapted a behavioral oscillation paradigm to investigatemoment-to-moment changes in representations of semanticroles. On each trial, a picture was presented showing an action(chasing) relating two animals, one animal playing an agentrole (chaser) and the other playing a patient role (chased). Afterthe picture disappeared, the inter-stimulus interval (ISI) wasvaried in densely-sampled increments followed by a verbalprobe indicating an animal in a role. Reaction time (RT) todecide the validity of the verbal probe was recorded. We foundthat RTs varied systematically with ISI in an oscillatoryfashion. A task that required memory for a relational roleevoked stronger theta- and alpha-band oscillations than did amemory task not involving relational roles. The behavioraloscillation patterns in the role-identification task revealed aphase shift between the two semantic roles in the alpha band.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "behavioral oscillation; neural oscillation;propositional representation; relations; binding." } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/85n418nt", "frozenauthors": [ { "first_name": "Yujia", "middle_name": "", "last_name": "Peng", "name_suffix": "", "institution": "UCLA", "department": "" }, { "first_name": "Pratyusha", "middle_name": "R", "last_name": "Javangula", "name_suffix": "", "institution": "UCLA", "department": "" }, { "first_name": "Hongjing", "middle_name": "", "last_name": "Lu", "name_suffix": "", "institution": "UCLA", "department": "" }, { "first_name": "Keith", "middle_name": "J", "last_name": "Holyoak", "name_suffix": "", "institution": "UCLA", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28105/galley/17757/download/" } ] }, { "pk": 28315, "title": "Belief bias among believers of the paranormal and the pseudoscience", "subtitle": null, "abstract": "It has been shown that believers of empirically suspect beliefs (ESBs) were less analytic than the skeptics, hence they weremore likely to show the belief bias in syllogistic reasoning in which the conclusion was related to the general knowledge.However, little is known whether they show the similar biases in the syllogism that the conclusion was related to theirESBs. The present study investigated whether ESB believers tended to commit the bias than non-believers, and whetherthe link between belief and reasoning errors was moderated by cognitive style towards analytical thinking. The resultsshowed that the paranormal belief was negatively associated with the correct ratio of syllogistic reasoning, whereas thisassociation was no more significant after the cognitive style and response time were controlled. On the other hand, thelink between the pseudoscientific belief and the reasoning performance remained significant after the cognitive style waspartialled out.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4gg9p5t3", "frozenauthors": [ { "first_name": "Yoshimasa", "middle_name": "", "last_name": "Majima", "name_suffix": "", "institution": "Hokusei Gakuen University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28315/galley/17996/download/" } ] }, { "pk": 28375, "title": "Between-Language Competition in Early Learner Bilinguals", "subtitle": null, "abstract": "Since bilingualism is more common worldwide than monolingualism, studying how bilinguals process language providesan important insight into how the brain processes language in general. Although often neglected in research, early-learnerbilinguals (who learn both languages before adolescence) have important differences compared to bilinguals who learntheir second language later in life (Kim, Relkin, Lee, & Hirsch, 1997). We compared early- and late-learner Spanish-English bilinguals in an eyetracking experiment to investigate how the developmental timing of second language onsetaffects phonological competition between languages. For example, when instructed to click the peanut, late bilingualsfrequently looked at the pineapple, because its name in Spanish (pia) is phonologically similar to peanut. By contrast, theearly bilinguals showed no statistically significant competition effects between their two languages. This study aims toreveal the extent to which second language onset affects competition between languages.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8v85t91n", "frozenauthors": [ { "first_name": "Cynthia", "middle_name": "", "last_name": "Spivey", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Samuel", "middle_name": "", "last_name": "Spevack", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Greg", "middle_name": "", "last_name": "Wattonville", "name_suffix": "", "institution": "University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28375/galley/18120/download/" } ] }, { "pk": 27999, "title": "Beyond Principles: Children Determine Fairness Based on Attention and Exactness", "subtitle": null, "abstract": "Fairness depends on the principles that people use to justifytheir actions, and on the outcomes that they produce. Here wepropose that, from early in childhood, we also judge fairnessbased on whether we believe the resulting outcomes werecaused by the underlying principles. In Experiment 1 we showthat four- five- and six-year-olds believe that an agent who paidattention when distributing resources is more fair than an agentwho was distracted when distributing resources, even whenthey both produce identical outcomes. In Experiment 2 weshow that children of the same ages believe that an agent whocounts when distributing resources is more fair than an agentwho does not count, even when both agents attend to how theydistribute their resources and produce identical outcomes.Together, our findings suggest that children do not judgefairness based on the outcome alone, and they add to a growingbody of work suggesting that, from early childhood, ourintuitions about fairness are tightly linked with intuitions aboutexactness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; social cognition; fairness." } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1rq2650f", "frozenauthors": [ { "first_name": "Madison", "middle_name": "", "last_name": "Flowers", "name_suffix": "", "institution": "Yale", "department": "" }, { "first_name": "Rosie", "middle_name": "", "last_name": "Aboody", "name_suffix": "", "institution": "Yale", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Jara-Ettinger", "name_suffix": "", "institution": "Yale", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27999/galley/17638/download/" } ] }, { "pk": 35978, "title": "Beyond Repeat After Me: Teaching Pronunciation to English Learners - Marla Tritch Yoshida", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Special Issue Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9gm1463g", "frozenauthors": [ { "first_name": "Ivanne", "middle_name": "", "last_name": "Deneroff", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35978/galley/26831/download/" } ] }, { "pk": 27979, "title": "Beyond Skill: Predictive Modeling with Individual and Team Attributes in Leagueof Legends", "subtitle": null, "abstract": "The goal of this study is to explore the predictive capability ofseveral psychosocial variables, such as personality and groupcohesion, towards determining multiplayer online battle arenagame outcomes - namely diversity, cohesion, and resilience, oncollective performance. Our study finds that measures ofindividual and team perceptions of qualities provided a usefulprecursor for match victory. Using individual-level attributes,our cohesion survey questions provided the highest predictivevalue, and higher levels of perceived cohesion were associatedwith higher victory odds. In light of our results, we discuss theimplications of using behavioral data derived from onlinegames and opportunities for future large-scale game datacollection.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "virtual teams; cohesion; cooperation; online games" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0c09z7j9", "frozenauthors": [ { "first_name": "Malia", "middle_name": "", "last_name": "Crane", "name_suffix": "", "institution": "Georgia Tech", "department": "" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Farmer", "name_suffix": "", "institution": "Georgia Tech", "department": "" }, { "first_name": "Scott", "middle_name": "", "last_name": "Appling", "name_suffix": "", "institution": "Georgia Tech", "department": "" }, { "first_name": "Erica", "middle_name": "", "last_name": "Briscoe", "name_suffix": "", "institution": "Georgia Tech", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27979/galley/17617/download/" } ] }, { "pk": 35950, "title": "Beyond Teaching English: Embracing a Holistic Approach to Supporting English Learner Students and Their Families", "subtitle": null, "abstract": "This study describes the ways 1 elementary school is attempting to address the needs of its English learner students and their families, the\nmajority of whom are Latinx, through a multipronged approach that includes targeted academic instruction, the adoption of schoolwide\nvalues and behavioral expectations, a significant family-community outreach program, and teacher professional development in traumasensitive schooling and instruction. The authors share analyses and findings from data gathered through classroom and school event observations, separate focus groups of students and parents, interviews with key stakeholders, questionnaires from school personnel and parents, and publicly available school-level data. Implications for educators are shared with the goal of creating spaces and contexts where English learner students and their families succeed and indeed thrive.", "language": "eng", "license": null, "keywords": [ { "word": "Latinxs" }, { "word": "responsive schooling" }, { "word": "Immigrants" }, { "word": "English learners" }, { "word": "community-school partnership" }, { "word": "trauma-informed schooling" }, { "word": "Listening" }, { "word": "liaison" } ], "section": "Theme Section - Feature Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/375574d9", "frozenauthors": [ { "first_name": "Carrie", "middle_name": "R.", "last_name": "Giboney Wall", "name_suffix": "", "institution": "Pepperdine University", "department": "" }, { "first_name": "Bernadette", "middle_name": "B.", "last_name": "Musetti", "name_suffix": "", "institution": "Loyola Marymount University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35950/galley/26804/download/" } ] }, { "pk": 27736, "title": "Bias in the Self-Knowledge of Global Communities", "subtitle": null, "abstract": "A plethora of research over the past two decades has\ndemonstrated that citizens in countries around the world\ndramatically overestimate the size of minority demographic\ngroups and underestimate the size of majority groups.\nResearchers have concluded that this misestimation is a result\nof characteristics of the group being estimated, such as level of\nthreat the group poses and the amount of exposure someone\nhas with to the group. However, explanations of this\nmisestimation have largely ignored theoretical models of\nperception and measurement, such as those developed in\nclassic psychophysics. This has led to interpretations that are\nat variance with modern theories of measurement. We present\na model which combines an understanding of the nature of\nhuman estimations with a conceptualization of uncertainty,\nwhich extends to accommodate bias. We apply this model to\nthree large-scale datasets collected by the Ipsos MORI research\ngroup. Model fits from our approach suggest that to a\nconsiderable degree, the errors people make are due to\nuncertainty rather than bias. These biases are quite different in\ncharacter from those that other groups have reported. Many of\nthe present biases, furthermore, are shared widely across\ndifferent countries.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Demographic perception" }, { "word": "psychophysics" }, { "word": "Bias" }, { "word": "uncertainty" }, { "word": "proportional reasoning" }, { "word": "numeric reasoning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8820z15k", "frozenauthors": [ { "first_name": "Eleanor", "middle_name": "", "last_name": "Bower", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Landy", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27736/galley/17376/download/" } ] }, { "pk": 27862, "title": "Bilingual infants process mixed sentences differently in their own languages", "subtitle": null, "abstract": "In bilingual language environments, children learn twolanguages in the same amount of time that monolingualchildren learn one, and children do not learn their twolanguages at exactly the same rate. Furthermore, learning twolanguages requires children to deal with challenges not foundin monolingual input, notably the use of two languages withinone utterance (Do you like the perro?/¿Te gusta el doggy?).For bilinguals of all ages, switching between languages canimpede processing efficiency. But are all switches equallychallenging? We tested Spanish-English bilingual toddlers’processing of single-language and mixed-language sentencesin both languages. We found asymmetrical switch costs whentoddlers were tested in their dominant vs. non-dominantlanguage, and toddlers benefited from hearing nounsproduced in their dominant language. These results suggest animportant commonality between monolingualism andbilingualism: when toddlers have more robust representationsof a particular item, they can better recognize it in diversecontexts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "bilingualism" }, { "word": "Language Processing" }, { "word": "Word representations" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/31c4v9st", "frozenauthors": [ { "first_name": "Christine", "middle_name": "", "last_name": "Potter", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Eva", "middle_name": "", "last_name": "Fourakis", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Morin-Lessard", "name_suffix": "", "institution": "Concordia", "department": "" }, { "first_name": "Krista", "middle_name": "", "last_name": "Byers-Heinlein", "name_suffix": "", "institution": "Concordia", "department": "" }, { "first_name": "Casey", "middle_name": "", "last_name": "Lew-Williams", "name_suffix": "", "institution": "Princeton", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27862/galley/17500/download/" } ] }, { "pk": 28095, "title": "Biology Students Use Gestalt Grouping to Evaluate Evolutionary Relatedness", "subtitle": null, "abstract": "We hypothesized that college biology students difficulty interpreting relationships depicted in evolutionary trees (clado-grams) at least partly reflects their responding based on Gestalt grouping principles. Students from non-majors introduc-tory, majors introductory, and upper-level biology classes (N = 310) evaluated two pairs of cladograms after classroominstruction on evolutionary trees. The cladograms in each pair depicted the same evolutionary relationships among threetarget taxa but grouping of those taxa differed due to Gestalt principles. Students were asked which cladogram best repre-sents the specified relationships among the target taxa or whether both cladograms are equally good (the correct answer).As predicted, for all three biology groups, students responses most often were consistent with the Gestalt principles ofgrouping rather than with the pattern of evolutionary relationships (M = 1.28 out of 2; t(309) = 13.55, p ¡ .001). Clearly,biology instruction needs to address the potentially interfering role of Gestalt grouping.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/53z8f3mn", "frozenauthors": [ { "first_name": "Laura", "middle_name": "", "last_name": "Novick", "name_suffix": "", "institution": "Vanderbilt", "department": "" }, { "first_name": "Linda", "middle_name": "", "last_name": "Fuselier", "name_suffix": "", "institution": "University of Louisville", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28095/galley/17734/download/" } ] }, { "pk": 27874, "title": "Black Dialect Activates Violent Stereotypes", "subtitle": null, "abstract": "After viewing Black males faces, US participants are typically faster to categorize weapons and slower to categorize tools than afterviewing White male faces, revealing the activation of implicit stereotypes linking Black males with violent crime. Here we testedwhether hearing Black male voices speaking in African American Vernacular English (AAVE) activates these same threat-relatedstereotypes. In a national US sample, participants were faster to categorize weapons compared to tools after hearing race-neutralnames spoken in AAVE than after hearing them spoken in Standard American English (SAE). Like Black faces, Black voices canactivate violent stereotypes, affecting visual discrimination of objects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "implicit bias" }, { "word": "Race" }, { "word": "dialect" }, { "word": "AAVE" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0d29v5ns", "frozenauthors": [ { "first_name": "Rebecca", "middle_name": "K", "last_name": "Rosen", "name_suffix": "", "institution": "UChicago", "department": "" }, { "first_name": "Laura", "middle_name": "Staum", "last_name": "Casasanto", "name_suffix": "", "institution": "UChicago", "department": "" }, { "first_name": "Amritpal", "middle_name": "", "last_name": "Singh", "name_suffix": "", "institution": "Cornell", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Casasanto", "name_suffix": "", "institution": "UChicago, Cornell", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27874/galley/17512/download/" } ] }, { "pk": 27866, "title": "Bootstrapping from Language in the Analogical Theory of Mind Model", "subtitle": null, "abstract": "Many psychologists have argued that language acquisition\nplays an important role in the development of Theory of Mind\n(ToM) reasoning in children. Several accounts of this\ninteraction exist: some believe that language gives children\nthe ability to express already formed ToM reasoning (e.g. He,\nBolz, & Baillargeon, 2011), while others argue that learning\nspecific grammatical structures engenders new reasoning\nabilities (e.g. de Villiers & Pyers, 1997). Questions remain\nabout the mechanism by which this interaction occurs. In this\npaper, we show that the Analogical Theory of Mind (AToM;\nRabkina et al., 2017) computational model can bootstrap\naspects of ToM reasoning from sentential complement\ntraining, and that its performance matches improvement\npatterns of children who are trained using similar stimuli.\nThis provides an implemented algorithmic account of\nbootstrapping ToM reasoning from language within a broader\nmodel of ToM development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogy" }, { "word": "cognitive modeling" }, { "word": "False Belief" }, { "word": "Sentential complements" }, { "word": "Structure-mapping" }, { "word": "Theory of mind" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/01k810w3", "frozenauthors": [ { "first_name": "Irina", "middle_name": "", "last_name": "Rabkina", "name_suffix": "", "institution": "Northwestern", "department": "" }, { "first_name": "Clifton", "middle_name": "", "last_name": "McFate", "name_suffix": "", "institution": "Northwestern", "department": "" }, { "first_name": "Kenneth", "middle_name": "D", "last_name": "Forbus", "name_suffix": "", "institution": "Northwestern", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27866/galley/17504/download/" } ] }, { "pk": 28036, "title": "Bridging artificial and natural language learning:Comparing processing- and reflection-based measures of learning", "subtitle": null, "abstract": "A common assumption in the cognitive sciences is thatartificial and natural language learning rely on sharedmechanisms. However, attempts to bridge the two haveyielded ambiguous results. We suggest that an empiricaldisconnect between the computations employed duringlearning and the methods employed at test may explain thesemixed results. Further, we propose statistically-basedchunking as a potential computational link between artificialand natural language learning. We compare the acquisition ofnon-adjacent dependencies to that of natural languagestructure using two types of tasks: reflection-based 2AFCmeasures, and processing-based recall measures, the latterbeing more computationally analogous to the processes usedduring language acquisition. Our results demonstrate thattask-type significantly influences the correlations observedbetween artificial and natural language acquisition, withreflection-based and processing-based measures correlatingwithin – but not across – task-type. These findings havefundamental implications for artificial-to-natural languagecomparisons, both methodologically and theoretically.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "statistical learning; chunking; language; artificiallanguage learning; cross-situational learning; non-adjacentdependencies; learning; memory; serial recall; methodology" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6f72627t", "frozenauthors": [ { "first_name": "Erin", "middle_name": "S", "last_name": "Isbilen", "name_suffix": "", "institution": "Cornell", "department": "" }, { "first_name": "Rebecca", "middle_name": "L.A.", "last_name": "Frost", "name_suffix": "", "institution": "Max Planck Institute of Psycholinguistics", "department": "" }, { "first_name": "Padraic", "middle_name": "", "last_name": "Monaghan", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Morten", "middle_name": "H", "last_name": "Christiansen", "name_suffix": "", "institution": "Cornell", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28036/galley/17675/download/" } ] }, { "pk": 27853, "title": "Building and Dismantling Trust: From Group Learning to Character Judgments", "subtitle": null, "abstract": "Trust is central to social behavior. In interactions between\nstrangers some information about group affiliation is almost\nalways available. Despite this, how group information is\nutilized to promote trust in interactions between strangers is\npoorly understood. Here we addressed this through a two-stage\nexperiment where participants interacted with randomly\nselected members of two arbitrary groups and learnt their\nrelative trustworthiness. Next, they interacted with four novel\nindividuals from these two groups. Two members, one from\neach group, acted congruently with their group’s previous\nbehavior while the other two acted incongruently. While\nparticipants readily learnt the group-level information in the\nfirst phase, this was swiftly discounted in favor of information\nabout each individual partner’s actual behavior. We fit a\nreinforcement learning model which included a bias term\ncapturing propensity to trust to the data from the first phase.\nThe bias term from the RL model predicted participants’ initial\nbehavior better than their expectations based on group\nmembership. Pro-social tendencies and individuating\ninformation can overcome knowledge about group belonging.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "trust" }, { "word": "Reinforcement Learning" }, { "word": "decision making" }, { "word": "Morality" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2088b6wv", "frozenauthors": [ { "first_name": "Philip", "middle_name": "", "last_name": "Parnamets", "name_suffix": "", "institution": "Karolinska Institutet", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Granwald", "name_suffix": "", "institution": "Karolinska Institutet", "department": "" }, { "first_name": "Andreas", "middle_name": "", "last_name": "Olsson", "name_suffix": "", "institution": "Karolinska Institutet", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27853/galley/17491/download/" } ] }, { "pk": 27822, "title": "But does it really do that? Using formal analysis to ensure desirable ACT-R model behaviour", "subtitle": null, "abstract": "Cognitive modelling uses computer models to investigate psy-chological theories. To conclude from executions of a cogni-tive model to the theory, the model needs to be a correct im-plementation of the theory since a defective cognitive modelmay yield wrong statistical figures. We consider three commonreasons for a model to be incorrect wrt. a theory: situationswhich unintentionally do not enable any production rule, ruleswhich erroneously construct undesired declarative knowledge,and wrongly chosen architecture parameters. Defects of thesekinds are hard to detect since repeated execution and observa-tion of the model does not guarantee to uncover these defects.In this work, we give formal definitions of the three kinds ofdefects in terms of an existing abstract formal semantics of thehybrid architecture ACT-R. We demonstrate the application offormal analysis techniques to ACT-R models to reliably detectthe considered defects and to thereby increase the confidencethat the model behaves according to the psychological theory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "ACT-R" }, { "word": "Formal methods" }, { "word": "model analysis" }, { "word": "SMT" }, { "word": "Model checking" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3hg423jb", "frozenauthors": [ { "first_name": "Vincent", "middle_name": "", "last_name": "Langfeld", "name_suffix": "", "institution": "Albert-Ludwigs-Universitat Freiburg", "department": "" }, { "first_name": "Bernd", "middle_name": "", "last_name": "Westphal", "name_suffix": "", "institution": "Albert-Ludwigs-Universitat Freiburg", "department": "" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Albercht", "name_suffix": "", "institution": "University of Basel", "department": "" }, { "first_name": "Andreas", "middle_name": "", "last_name": "Podelski", "name_suffix": "", "institution": "Albert-Ludwigs-Universitat Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27822/galley/17461/download/" } ] }, { "pk": 27825, "title": "\"But He's My Brother\": How Family Obligation Impacts Moral Judgments", "subtitle": null, "abstract": "We created practical moral dilemmas for which participantsrole-played witnessing a transgression by a target person. Theidentity of the transgressor was manipulated to be either astranger or the participant’s brother. Participants made factualand unethicality judgments regarding the incident andreported their willingness to report the transgressor to thepolice. When the factual situation was ambiguous,participants interpreted the facts in favor of the target personwhen that target was their brother. This family favoritism inturn led to partial moral judgments and decisions, whilecreating overall coherence. When it was made clear that theirbrother actually committed the transgression, partiality inunethicality judgment was reduced but partiality in thedecision to report persisted, even though overall coherencewas thereby reduced. Using path analyses, we show howstrong moral constraints such as family obligation can shiftmoral reasoning processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Morality" }, { "word": "Judgment" }, { "word": "decision making" }, { "word": "Family obligation" }, { "word": "Motivated reasoning" }, { "word": "Path analysis" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9006691w", "frozenauthors": [ { "first_name": "Junho", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "UCLA", "department": "" }, { "first_name": "Keith", "middle_name": "J", "last_name": "Holyoak", "name_suffix": "", "institution": "UCLA", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27825/galley/17464/download/" } ] }, { "pk": 28144, "title": "CALM - A Process Model of Category Generalization, Abstraction and Structuring", "subtitle": null, "abstract": "In this paper, we introduce CALM, a process model that is de-signed to abstract solutions in simple and complex categorylearning tasks. The model includes strong assumptions aboutthe interaction of processes driving learning behavior, typicallyaddressed in terms of feature attention, stimulus generaliza-tion, rule abstraction and knowledge partitioning. We presentsimulations of CALM, showing that the model can accountboth for systematic variations in Type II category difficulty,and for individual differences in extrapolation of an XOR cat-egory structure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning; process model; associativelearning; abstraction; problem structuring; decision making" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0v73j754", "frozenauthors": [ { "first_name": "Rene", "middle_name": "", "last_name": "Schlegelmilch", "name_suffix": "", "institution": "University of Zurich", "department": "" }, { "first_name": "Andy", "middle_name": "J", "last_name": "Wills", "name_suffix": "", "institution": "Plymouth University", "department": "" }, { "first_name": "Bettina", "middle_name": "", "last_name": "von Helversen", "name_suffix": "", "institution": "University of Zurich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28144/galley/17803/download/" } ] }, { "pk": 28387, "title": "Can adaptive prompting improve the collaboration of small face-to-face groups inmath classrooms?", "subtitle": null, "abstract": "When a small group of students collaborate, learning gains are often proportional to the amount of co-construction in theirdialogue. Co-construction (also called transactivity or co-explaining) is an observable behavior that meets two criteria:students add task content to the dialogue (i.e., they construct) and their construction builds off their partners contributions.Unfortunately, co-construction is uncommon. In our studies of students collaborating face-to-face in middle school mathclassrooms, less than 5% of their spoken dialogue was classified as co-construction. In order to increase the frequencyof co-construction and raise learning gains, prior work has inserted prompts into text-based dialogue, but our FACTsystem is alone in trying to use prompting to improve spoken dialogues in classrooms. Results on the accuracy of FACTscollaboration detectors will be presented along with results from a pilot test of its prompting in 5 middle school classrooms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3z44x0ws", "frozenauthors": [ { "first_name": "Kurt", "middle_name": "", "last_name": "VanLehn", "name_suffix": "", "institution": "Arizona State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28387/galley/18144/download/" } ] }, { "pk": 27768, "title": "Can a Recurrent Neural Network Learn to Count Things?", "subtitle": null, "abstract": "We explore a recurrent neural network model of counting\nbased on the differentiable recurrent attentional model of\nGregor et al. (2015). Our results reveal that the model can\nlearn to count the number of items in a display, pointing to each\nof the items in turn and producing the next item in the count\nsequence at each step, then saying ‘done’ when there are no\nmore blobs to count. The model thus demonstrates that the\nability to learn to count does not depend on special knowledge\nrelevant to the counting task. We find that the model’s ability\nto count depends on how well it has learned to point to each\nsuccessive item in the array, underscoring the importance of\ncoordination of the visuospatial act of pointing with the\nrecitation of the count list. The model learns to count items in\na display more quickly if it has previously learned to touch all\nthe items in such a display correctly, capturing the relationship\nbetween touching and counting noted by Alibali and DiRusso.\nIn such cases it achieves performance sometimes thought to\nresult from a semantic induction of the ‘cardinality principle’.\nYet the errors that it makes have similarities with the patterns\nseen in human children’s counting errors, consistent with idea\nthat children rely on graded and somewhat variable\nmechanisms similar to our neural networks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Mathematical cognition" }, { "word": "numerical cognition" }, { "word": "Neural Networks" }, { "word": "development" }, { "word": "learning" }, { "word": "transfer learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/33h3496v", "frozenauthors": [ { "first_name": "Mengting", "middle_name": "", "last_name": "Fang", "name_suffix": "", "institution": "Beijing Normal University", "department": "" }, { "first_name": "Zhenglong", "middle_name": "", "last_name": "Zhou", "name_suffix": "", "institution": "John Hopkins", "department": "" }, { "first_name": "Sharon", "middle_name": "Y", "last_name": "Chen", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "James", "middle_name": "L", "last_name": "McClelland", "name_suffix": "", "institution": "Stanford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27768/galley/17408/download/" } ] }, { "pk": 27742, "title": "Can Generic Neural Networks Estimate Numerosity Like Humans?", "subtitle": null, "abstract": "Researchers exploring mathematical abilities have proposed\nthat humans and animals possess an approximate number\nsystem (ANS) that enables them to estimate numerosities in\nvisual displays. Experimental data shows that estimation\nresponses exhibit a constant coefficient of variation (CV: ratio\nof variability of the estimates to their mean) for numerosities\nlarger than four, and a constant CV has been taken as a\nsignature characteristic of the innate ANS. For numerosities up\nto four, however, humans often produce error-free responses,\nsuggesting the presence of estimation mechanisms distinct\nfrom the ANS specialized for this ‘subitizing range’. We\nexplored whether a constant CV might arise from learning in\ngeneric neural networks using widely-used neural network\nlearning procedures. We find that our networks exhibit a flat\nCV for numerosities larger than 4, but do not do so robustly for\nsmaller numerosities. Our findings are consistent with the idea\nthat estimation for numbers larger than 4 may not require innate\nspecialization for number, while also supporting the view that\na process different from the one we model may underlie\nestimation responses for the smallest numbers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Mathematical cognition" }, { "word": "numerical cognition" }, { "word": "Neural Networks" }, { "word": "development" }, { "word": "learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1fm93016", "frozenauthors": [ { "first_name": "Sharon", "middle_name": "Y", "last_name": "Chen", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "Zhenglong", "middle_name": "", "last_name": "Zhou", "name_suffix": "", "institution": "John Hopkins University", "department": "" }, { "first_name": "Mengting", "middle_name": "", "last_name": "Fang", "name_suffix": "", "institution": "Beijing Normal University", "department": "" }, { "first_name": "James", "middle_name": "L", "last_name": "McClelland", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27742/galley/17382/download/" } ] }, { "pk": 27921, "title": "Can Science Beat Out Intuition? Increasing the Accessibility of Counterintuitive Scientific Ideas", "subtitle": null, "abstract": "Scientific ideas can be difficult to affirm if they contradictearlier-developed intuitive theories. Here, we investigatedhow instruction on counterintuitive scientific ideas affects theaccessibility of those ideas under time pressure. Participants(138 college undergraduates) verified, as quickly as possible,statements about life and matter before and after a tutorial onthe scientific properties of life or matter. Half the statementswere consistent with intuitive theories of the domain (e.g.,“zebras reproduce”) and half were inconsistent (e.g.,“mushrooms reproduce”). Participants verified the latter lessaccurately and more slowly than the former, both beforeinstruction and after. Instruction did, however, increaseaccuracy for counterintuitive statements within the domain ofinstruction, but changes in accuracy were not accompanied bychanges in speed. These results confirm the conclusion drawnfrom studies with professional scientists that scientific ideascan be prioritized over intuitive ones but the conflict betweenscience and intuition cannot be eliminated altogether.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "conceptual development" }, { "word": "scientific reasoning" }, { "word": "explanatory coexistence" }, { "word": "intuitive theories" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2hg1s55k", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "G", "last_name": "Young", "name_suffix": "", "institution": "Occidental College", "department": "" }, { "first_name": "Jasper", "middle_name": "", "last_name": "Laca", "name_suffix": "", "institution": "Occidental College", "department": "" }, { "first_name": "Giovanna", "middle_name": "", "last_name": "Dieffenbach", "name_suffix": "", "institution": "Occidental College", "department": "" }, { "first_name": "Eushrah", "middle_name": "", "last_name": "Hossain", "name_suffix": "", "institution": "Occidental College", "department": "" }, { "first_name": "Devon", "middle_name": "", "last_name": "Mann", "name_suffix": "", "institution": "Occidental College", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Shtulman", "name_suffix": "", "institution": "Occidental College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27921/galley/17559/download/" } ] }, { "pk": 28401, "title": "Can violation of conversational behavior maintain a sense of unity in informalsituations? - A study on perception of conversational behavior using interactiverobots/agents -", "subtitle": null, "abstract": "It is thought that, in conversation, we generally act and judge whether participants’ conversational behaviors are appropri-ate at that time; that is, we avoid interruption of talk in formal situations. However, which behaviors are appropriate inwhat kinds of situations has been not studied well. Therefore, in this study, we focus on the violation of turn-taking rules(i.e., overlap or interruption) and investigate which behaviors are appropriate in each situation through an experiment usinginteractive robots/agents that can regulate conversational behaviors. The results showed that violation in formal situationssignificantly lowered the sense of unity, but, on the other hand, the sense of unity in informal situations showed no signif-icant difference between contexts of violation and obeying of rules. Thus, the violation of conversational behaviors in aninformal situation may maintain a sense of unity and this may contribute to revealing the mechanism behind perception ofconversational behaviors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5qp106gz", "frozenauthors": [ { "first_name": "Masahide", "middle_name": "", "last_name": "Yuasa", "name_suffix": "", "institution": "Shonan Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28401/galley/18174/download/" } ] }, { "pk": 27858, "title": "Capturing human category representations by sampling in deep feature spaces", "subtitle": null, "abstract": "Understanding how people represent categories is a core prob-lem in cognitive science. Decades of research have yieldeda variety of formal theories of categories, but validating themwith naturalistic stimuli is difficult. The challenge is that hu-man category representations cannot be directly observed andrunning informative experiments with naturalistic stimuli suchas images requires a workable representation of these stimuli.Deep neural networks have recently been successful in solvinga range of computer vision tasks and provide a way to com-pactly represent image features. Here, we introduce a methodto estimate the structure of human categories that combinesideas from cognitive science and machine learning, blendinghuman-based algorithms with state-of-the-art deep image gen-erators. We provide qualitative and quantitative results as aproof-of-concept for the method’s feasibility. Samples drawnfrom human distributions rival those from state-of-the-art gen-erative models in quality and outperform alternative methodsfor estimating the structure of human categories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Categorization" }, { "word": "Neural Networks" }, { "word": "Markov chain Monte Carlo" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7b4322c3", "frozenauthors": [ { "first_name": "Joshua", "middle_name": "C", "last_name": "Peterson", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "Jordan", "middle_name": "W", "last_name": "Suchow", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "Krisha", "middle_name": "", "last_name": "Aghi", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "Thomas", "middle_name": "L", "last_name": "Griffiths", "name_suffix": "", "institution": "UC Berkley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27858/galley/17496/download/" } ] }, { "pk": 28066, "title": "Case inflection and the functional indeterminacy of nouns:A cross-linguistic analysis", "subtitle": null, "abstract": "Prior research shows that languages balance syntactic complexityagainst morphological complexity. We explore this relationshipusing a new measure of syntactic complexity, functionalindeterminacy, which measures the aggregate uncertainty ofmapping from lexical items to syntactic function. We predict thatgreater functional indeterminacy for nouns will correlate withlanguages having case systems, and for those with case systems,increased number of cases. We operationalize indeterminacy as thesimple and normalized conditional entropies of the summedfrequency distributions of nouns across syntactic dependencies. Wecompute these measures for 44 languages. We then correlate themeasures with presence and number of cases in two regressionanalyses, controlling for genetic affiliation between languages.Results show that as the functional indeterminacy of nounsincreases, languages are more likely to have case systems, and ifso, to have more cases. These data provide new support for thefunctionally motivated relationship between morphological andsyntactic complexity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "syntax-morphology trade-off; case marking;cross-linguistic variation; dependency syntax; entropy" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4q41w313", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": "A", "last_name": "Lester", "name_suffix": "", "institution": "UCSB", "department": "" }, { "first_name": "Sandra", "middle_name": "", "last_name": "Auderset", "name_suffix": "", "institution": "UCSB", "department": "" }, { "first_name": "Phillip", "middle_name": "G.B.", "last_name": "Rogers", "name_suffix": "", "institution": "UCSB", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28066/galley/17705/download/" } ] }, { "pk": 27756, "title": "Casual Structure Learning with Continuous Variables in Continuous Time", "subtitle": null, "abstract": "Interventions, time, and continuous-valued variables are all\npotentially powerful cues to causation. Furthermore, when\nobserved over time, causal processes can contain feedback\nand oscillatory dynamics that make inference hard. We\npresent a generative model and framework for causal infer-\nence over continuous variables in continuous time based on\nOrnstein-Uhlenbeck processes. Our generative model pro-\nduces a stochastic sequence of evolving variable values that\nmanifest many dynamical properties depending on the nature\nof the causal relationships, and a learner’s interventions (man-\nual changes to the values of variables during a trial). Our\nmodel is also invertible, allowing us to benchmark participant\njudgments against an optimal model. We find that when in-\nteracting with systems acting according to this formalism peo-\nple directly compare relationships between individual variable\npairs rather than considering the full space of possible models,\nin accordance with a local computations model of causal learn-\ning (e.g., Fernbach & Sloman, 2009). The formalism presented\nhere provides researchers in causal cognition with a powerful\nframework for studying dynamic systems and presents oppor-\ntunities for other areas in cognitive psychology such as control\nproblems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Casual learning" }, { "word": "Continuous time" }, { "word": "Continuous variables" }, { "word": "Intervention" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3k68c185", "frozenauthors": [ { "first_name": "Zachary", "middle_name": "J", "last_name": "Davis", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Neil", "middle_name": "R", "last_name": "Bramley", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Bob", "middle_name": "", "last_name": "Rehder", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27756/galley/17396/download/" } ] }, { "pk": 27981, "title": "Catastrophic Interference in Neural Embedding Models", "subtitle": null, "abstract": "The semantic memory literature has recently seen the emergenceof predictive neural network models that use principles ofreinforcement learning to create a “neural embedding” of wordmeaning when trained on a language corpus. These models havetaken the field by storm, partially due to the resurgence ofconnectionist architectures, but also due to their remarkablesuccess at fitting human data. However, predictive embeddingmodels also inherit the weaknesses of their ancestors. In this paper,we explore the effect of catastrophic interference (CI), long knownto be a flaw with neural network models, on a modern neuralembedding model of semantic representation (word2vec). We usehomonyms as an index of bias depending on the order in which acorpus is learned. If the corpus is learned in random order, the finalrepresentation will tend towards the dominant sense of the word(bankà money) as opposed to the subordinate sense (bankàriver). However, if the subordinate sense is presented to thenetwork after learning the dominant sense, CI produces profoundforgetting of the dominant sense and the final representationstrongly tends towards the more recent subordinate sense. Wedemonstrate the impact of CI and sequence of learning on the finalneural embeddings learned by word2vec in both an artificiallanguage and in an English corpus. Embedding models show astrong CI bias that is not shared by their algebraic cousins.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantic models; word2vec; neural networks;catastrophic interference; statistical learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3jc3x5jm", "frozenauthors": [ { "first_name": "Prudhvi", "middle_name": "Raj", "last_name": "Dachapally", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Michael", "middle_name": "N", "last_name": "Jones", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27981/galley/17620/download/" } ] }, { "pk": 35947, "title": "CATESOL Journal Editorial Staff", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0gh2p5h2", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35947/galley/26801/download/" } ] }, { "pk": 35959, "title": "CATESOL Journal Editorial Staff", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/96v684xt", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35959/galley/26813/download/" } ] }, { "pk": 28162, "title": "Causal Learning from Trending Time-Series", "subtitle": null, "abstract": "Two studies investigated how people learn the strength of therelation between a cause and an effect in a time series settingin which both variables exhibit temporal trends. In priorresearch, we found that people control for temporal trends byfocusing on transitions, how variables change from oneobservation to the next in a trial-by-trial presentation (Soo &Rottman, 2018). In Experiment 1, we replicated this effect,and found further evidence that people rely on transitionswhen there are extremely strong temporal trends. InExperiment 2, we investigated how people infer causalrelations from time series data when presented as time seriesgraphs. Though people were often able to control for thetemporal trends, they had difficulty primarily when the causeand effect exhibited trends in opposite directions and therewas a positive causal relationship. These findings shed lighton when people can and can’t accurately learn causal relationsin time-series settings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Causal Learning" }, { "word": "temporal trend" }, { "word": "Time-series" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7sx7h9tz", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "W", "last_name": "Soo", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Benjamin", "middle_name": "M", "last_name": "Rottman", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28162/galley/17821/download/" } ] }, { "pk": 28131, "title": "Changing Children’s Minds about Distributive Justice", "subtitle": null, "abstract": "How can social learning influence children’s inclinationstoward equality-based or merit-based fairness? To investigatethis question, six- and seven-year-olds were first presentedwith a pre-test distribution task in which they divided eightstickers between two hypothetical children, one of whom wasa more productive worker. Participants were then given brief,direct testimony that advocated either equality- or merit-basedfairness (whichever was not preferred at pre-test), and thatappealed either to emotions or reason. A novel experimenterthen presented participants with a post-test distribution task.The results indicated that a majority of children changed theirdistribution patterns from pre-test to post-test after beingprovided with direct testimony. These changes in resourcedistribution were accompanied by marked changes in thekinds of explanations that children provided. This researchindicates that children’s preferences for different forms of justresource distribution can be heavily influenced by socialcommunication.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "fairness; distributive justice; testimony; moraldevelopment" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0sf7q8b9", "frozenauthors": [ { "first_name": "Joshua", "middle_name": "", "last_name": "Rottman", "name_suffix": "", "institution": "Franklin and Marshal College", "department": "" }, { "first_name": "Liane", "middle_name": "", "last_name": "Young", "name_suffix": "", "institution": "Boston College", "department": "" }, { "first_name": "Peter", "middle_name": "R", "last_name": "Blake", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "Deborah", "middle_name": "", "last_name": "Kelemen", "name_suffix": "", "institution": "Boston University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28131/galley/17790/download/" } ] }, { "pk": 27712, "title": "Changing Minds Changing Tools: A Learning-Theoretic Approach to Language Acquestition", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "associative learning" }, { "word": "error-driven" }, { "word": "language acquesition" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9qd4s75g", "frozenauthors": [ { "first_name": "Vsevolod", "middle_name": "", "last_name": "Kapatinksi", "name_suffix": "", "institution": "University of Oregon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27712/galley/17353/download/" } ] }, { "pk": 27982, "title": "Changing Minds: The Effect of Stimulated Attention to Another’s Different Point ofView on Visual Perspective-Taking", "subtitle": null, "abstract": "Two experiments examined whether an explicit attention toanother’s perspective fosters perspective-taking. The firstexperiment attempted to replicate Todd et al.’s (2010) findingsthat a mind-set focusing on self-other differences incitesrespondents to adopt another person’s perspective in asubsequent task. Results showed that perceivers focusing onself-other differences were just as likely to describe an object’slocation from their egocentric perspective as perceiversfocusing on self-other similarities. The second experimentintensified perceivers’ awareness of self-other differences byallocating them to one of the perspective-settings (none, self-focus, other-focus). Participants in the perspective-settingsreceived explicit instructions to regard their own (self-focus)or another person’s (other-focus) viewpoint during theperspective-taking task. Findings revealed that other-focusedrespondents were more likely to adopt another person’sperspective than self-focused respondents. Compared to thebaseline, however, an explicit self- or other-focus did not fosterperspective-taking. Our findings indicate the robustness ofrespondents’ egocentric bias.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "perspective-taking; self-other differences;egocentricity bias; replication study" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5b35z2tj", "frozenauthors": [ { "first_name": "Debby", "middle_name": "", "last_name": "Damen", "name_suffix": "", "institution": "Tilburg university", "department": "" }, { "first_name": "Marije", "middle_name": "", "last_name": "van Amelsvoort", "name_suffix": "", "institution": "Tilburg university", "department": "" }, { "first_name": "Per", "middle_name": "", "last_name": "van der Wijst", "name_suffix": "", "institution": "Tilburg university", "department": "" }, { "first_name": "Emiel", "middle_name": "", "last_name": "Krahmer", "name_suffix": "", "institution": "Tilburg university", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27982/galley/17621/download/" } ] }, { "pk": 28295, "title": "Changing our Minds about Truth and Reality: Wild Systems Theory as a 21stCentury Coherence Framework for Cognitive Science", "subtitle": null, "abstract": "The present paper examines the historical choice points the led 20th century cognitive science to its current commitmentto correspondence approaches to reality and truth. Such a correspondence driven approach to reality and truth stands incontrast to coherence driven approaches that were prominent in the 1800s and early 1900s. Coherence approaches refusedto begin the conversation regarding reality with the assumption that the important thing about it was its independenceof observers. The present paper fleshes out the differences between coherence and correspondence driven approaches toreality and truth, propose an explanation of why cognitive science came to favor correspondence approaches, describesproblems that have arisen in cognitive science because of its commitment to correspondence theorizing, and proposes analternative framework (i.e., Wild Systems theoryWST) that is inspired by a coherence approach to reality and truth, yet isentirely consistent with science.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1d59x46t", "frozenauthors": [ { "first_name": "Jordan", "middle_name": "J", "last_name": "Scott", "name_suffix": "", "institution": "Illinois State University", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Schloesser", "name_suffix": "", "institution": "UC Merced", "department": "" }, { "first_name": "Jasmine", "middle_name": "", "last_name": "Mason", "name_suffix": "", "institution": "Illinois State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28295/galley/17954/download/" } ] }, { "pk": 27951, "title": "Changing Signs: Testing How Sound-Symbolism Supports Early Word learning", "subtitle": null, "abstract": "Learning a language involves learning how to map specificforms onto their associated meanings. Such mappings canutilise arbitrariness and non-arbitrariness, yet, ourunderstanding of how these two systems operate at differentstages of vocabulary development is still not fully understood.The Sound-Symbolism Bootstrapping Hypothesis (SSBH)proposes that sound-symbolism is essential for word learningto commence, but empirical evidence of exactly how sound-symbolism influences language learning is still sparse. It maybe the case that sound-symbolism supports acquisition ofcategories of meaning, or that it enables acquisition ofindividualized word meanings. In two Experiments whereparticipants learned form-meaning mappings from eithersound-symbolic or arbitrary languages, we demonstrate thechanging roles of sound-symbolism and arbitrariness fordifferent vocabulary sizes, showing that sound-symbolismprovides an advantage for learning of broad categories, whichmay then transfer to support learning individual words,whereas an arbitrary language impedes acquisition ofcategories of sound to meaning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Sound-symbolism" }, { "word": "Language Learning" }, { "word": "Vocabulary development" }, { "word": "word learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8g86h8q3", "frozenauthors": [ { "first_name": "James", "middle_name": "", "last_name": "Brand", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Padraic", "middle_name": "", "last_name": "Monaghan", "name_suffix": "", "institution": "Lancaster, Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Walker", "name_suffix": "", "institution": "Lancaster, Sunway University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27951/galley/17589/download/" } ] } ] }