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{ "count": 39538, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=18200", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=18000", "results": [ { "pk": 28223, "title": "Characterizing the peripheral bumps of serial dependence in visual working memory", "subtitle": null, "abstract": "As the contents of working memory are updated over time, the features of consecutively stored representations are blendedto smooth our visual experience. This phenomenon has been termed serial dependence. The amount of blending that occursbetween representations is tuned as a function of their similarity, and drops off when stimuli are far apart in feature space.Interestingly, when stimuli are very different, their representations in memory are repelled, rather than blended together.This negative effect manifests as peripheral bumps in the tuning curve of serial dependence, when stimuli are at oppositeextremes of feature space. In the present work, we characterize the dependence of the peripheral bumps on the memorydelay period and the inter-trial interval. We present preliminary evidence that the peripheral effect is not strictly tiedto the central, positive effect. Serial dependence may comprise two dissociable mnemonic biases, with distinct neuralmechanisms and functional roles.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/12r3c6m6", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "Patrick", "last_name": "Bliss", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "D'Esposito", "name_suffix": "", "institution": "UC Berkley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28223/galley/17882/download/" } ] }, { "pk": 27945, "title": "Characterizing the Temporal Dynamics of Information in Visually Guided Predictive Control Using LSTM Recurrent Neural Networks", "subtitle": null, "abstract": "Theories for visually guided action account for online con-trol in the presence of reliable sources of visual information,and predictive control to compensate for visuo-motor delayand temporary occlusion. In this study, we characterize thetemporal relationship between information integration windowand prediction distance using computational models. Subjectswere immersed in a simulated environment and attempted tocatch virtual balls that were transiently “blanked” during flight.Recurrent neural networks were trained to reproduce subjectsgaze and hand movements during blank. The models success-fully predict gaze behavior within 3◦, and hand movementswithin 8.5 cm as far as 500 ms in time, with integration windowas short as 27 ms. Furthermore, we quantified the contributionof each input source of information to motor output throughan ablation study. The model is a proof-of-concept for predic-tion as a discrete mapping between information integrated overtime and a temporally distant motor output.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Hand-Eye Coordination" }, { "word": "LSTM" }, { "word": "Recurrent Neural Network" }, { "word": "prediction" }, { "word": "perception and action" }, { "word": "Visually Guided Action" }, { "word": "virtual reality" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7t35q22p", "frozenauthors": [ { "first_name": "Kamran", "middle_name": "", "last_name": "Binaee", "name_suffix": "", "institution": "Rochester Institute of Technology (RIT)", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Starynska", "name_suffix": "", "institution": "RIT", "department": "" }, { "first_name": "Jeff", "middle_name": "B", "last_name": "Pelz", "name_suffix": "", "institution": "RIT", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Kanan", "name_suffix": "", "institution": "RIT", "department": "" }, { "first_name": "Gabriel", "middle_name": "J", "last_name": "Diaz", "name_suffix": "", "institution": "RIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27945/galley/17583/download/" } ] }, { "pk": 27962, "title": "Child-guided math practice: The role of regulatory emotional self-efficacy for children experiencing homelessness", "subtitle": null, "abstract": "A child’s perceived ability, over and above actual ability,matters for various behavioral outcomes, academic or personal.In the current paper, we looked at one type of self-efficacy:children’s perceived ability to regulate their own negativeemotions. Our question was whether regulatory emotional self-efficacy (RESE) affects math learning for children who arefaced with homelessness. The specific math enrichmentcentered on child-guided math practice: Children were given acommercially available app and encouraged to pick out theirown practice problems. Our thought was that RESE mightaffect children’s learning when they are given a chance todetermine their own math-practice path. The goal of the currentstudy was to establish this link empirically. The sampleincluded 5- to 12-year-olds who attended a summer programorganized for homeless children. Results confirmed ourhypothesis. Children who scored lowest on the RESE scales (N= 40) benefited less from the math practice than children whoscored highest (N = 46). Specifically, the improvement in mathwas correlated with number of practice sessions only for high-RESE children, not for low-RESE children. These resultssuggest that RESE is an important factor in learning math, tobe considered when developing student-centered pedagogy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "learning; math competence; homelessness; summer camp" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/45t884jg", "frozenauthors": [ { "first_name": "Macy", "middle_name": "D", "last_name": "Cartwright", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Heidi", "middle_name": "", "last_name": "Kloos", "name_suffix": "", "institution": "U of Cincinnati", "department": "" }, { "first_name": "Quintino", "middle_name": "R", "last_name": "Mano", "name_suffix": "", "institution": "U of Cincinnati", "department": "" }, { "first_name": "Casey", "middle_name": "", "last_name": "Hord", "name_suffix": "", "institution": "U of Cincinnati", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27962/galley/17600/download/" } ] }, { "pk": 28230, "title": "Children Acquire Implicit Attitudes From Instructed, But Not From Experienced, Stimulus Pairings", "subtitle": null, "abstract": "From the earliest ages testable, children and adults show similar mean-levels of implicit social attitudes. Nevertheless,meaningful change may exist in how attitudes are acquired across the lifespan. This project explored developmental changein implicit attitude formation by comparing the separate and joint effects of two learning modalities: evaluative statements(ES; purely verbal information about upcoming stimulus pairings) and repeated evaluative pairings (REP; exposure topairings of category members with valenced images). Like adults (N=2,198, Mage=37 years), children (N=281, Mage=9years) rapidly formed robust implicit attitudes towards novel groups following ES and ES+REP interventions. Unlikeadults, children showed no learning following REP. Follow-up studies suggest that inattention to category membership orstimulus valence are unlikely to account for no learning in REP. These findings demonstrate the early-emerging power ofverbal instructions to create implicit attitudes, while also revealing developmental change in the capacity for supposedlylow-level associative learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8748n986", "frozenauthors": [ { "first_name": "Tessa", "middle_name": "", "last_name": "Charlesworth", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Benedek", "middle_name": "", "last_name": "Kurdi", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Mahzarin", "middle_name": "", "last_name": "Banaji", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28230/galley/17889/download/" } ] }, { "pk": 27913, "title": "Children can use others' emotional expressions to infer their knowledge and predict their behaviors in classic false belief tasks", "subtitle": null, "abstract": "In this study, we investigate whether emotional expressionsprovide cues to knowledge sufficient for predicting others’behavior based on their true and false beliefs. We adapted theclassic Sally-Anne task (Baron-Cohen, Leslie, & Frith, 1985)such that children (N = 62, mean: 5.58 years, range: 4.05-6.98years) were not told whether Sally saw Anne move the objector not. However, when Sally came back looking angry, evenfour-year-olds inferred that she had seen Anne move her toy;when she came back looking happy, children inferred that shehad not seen the transfer. Based on these inferences, five andsix-year-olds, although not four-year-olds, were able topredict where Sally would look for her toy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "emotion understanding; emotional expressions; theory of mind; false beliefs; knowledge state" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/105084rd", "frozenauthors": [ { "first_name": "Yang", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Jennah", "middle_name": "A", "last_name": "Haque", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Laura", "middle_name": "E", "last_name": "Schulz", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27913/galley/17551/download/" } ] }, { "pk": 28203, "title": "Children gesture when speech is slow to come", "subtitle": null, "abstract": "Human conversation is marked by alternation–partners takingturns speaking and listening. Consequently, language produc-tion happens under time pressure; speakers who cannot gettheir message out quickly enough lose their turn. When adultshave struggle to retrieve the words they want to say, they canchoose alternatives. But children just beginning to learn lan-guage may solve this problem with gesture. If young children’sproduction systems reflect a sensitivity to communicative pres-sure, they should use deictic gesture to refer when they cannotretrieve a lexical label quickly enough. We confirm this pre-diction in a longitudinal corpus of naturalistic parent-child in-teractions, showing that the frequency and recency of a wordin children’s input predict the probability that they will refer toits referent with gesture, even for words they know.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "communication; language acquisition; gesture" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4hd494vc", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Yurovsky", "name_suffix": "", "institution": "UChicago", "department": "" }, { "first_name": "Madeline", "middle_name": "", "last_name": "Meyers", "name_suffix": "", "institution": "UChicago", "department": "" }, { "first_name": "Nicole", "middle_name": "", "last_name": "Burke", "name_suffix": "", "institution": "UChicago", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Goldin-Meadow", "name_suffix": "", "institution": "UChicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28203/galley/17862/download/" } ] }, { "pk": 28169, "title": "Children learn number words slowly because they don’t identify number as relevant to linguistic meaning", "subtitle": null, "abstract": "Children learn number words slowly, acquiring exactmeanings for their first words in sequence, with many monthsin between words. The long delays are surprising in light ofevidence that infants can discriminate, e.g., sets of 2 from 3.Here, we test the hypothesis that, rather than facing aperceptual problem, children have difficulty identifyingnumber as the dimension of meaning encoded by an adjectivelike “three.” We trained children on an unknown number wordin the context of a proper noun (a giraffe named “Mr. 3” withthree spots), and found that 1- and 2-knowers were later betterat identifying the giraffe from a lineup, relative to children whohad heard the same giraffe described with an adjective (“withthree spots”). These results support the hypothesis thatidentifying number as a dimension of meaning, rather thanvisual discriminability or salience, is a bottleneck on earlynumber word learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "number cognition; number words; word learning;cognitive development; abstract concepts" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/70d9f2p2", "frozenauthors": [ { "first_name": "Katharine", "middle_name": "A", "last_name": "Tillman", "name_suffix": "", "institution": "UCSD", "department": "" }, { "first_name": "Katie", "middle_name": "", "last_name": "Wagner", "name_suffix": "", "institution": "UCSD", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Barner", "name_suffix": "", "institution": "UCSD", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28169/galley/17828/download/" } ] }, { "pk": 28291, "title": "Children regularize object shape but not object color in visual recognition tasks", "subtitle": null, "abstract": "When concepts erode with neuropathology, patients lose knowledge of the visual details that differentiate related items,such as the hump of a camel or the color of a pumpkin. Consequently they fail to differentiate real vs chimeric itemsdiffering in these properties. We assessed whether the same pattern is observed over conceptual development. Childrenviewed a real and chimeric item differing in a single property and decided which was real and which silly. For some items,the correct choice was more prototypic (e.g. a donkey vs a donkey with a hump); for others, less (e.g. a camel vs a camelwith no hump). Stimuli differed in their shape/parts or in color. Like patients with semantic impairments, children moreoften failed to recognize items with atypical parts, even when these were successfully named. The reverse pattern wasobserved for the color task. These results importantly constrain theories of conceptual development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9gd6n43p", "frozenauthors": [ { "first_name": "Clint", "middle_name": "", "last_name": "Jensen", "name_suffix": "", "institution": "University of Wisonsin - Madison", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Rogers", "name_suffix": "", "institution": "University of Wisonsin - Madison", "department": "" }, { "first_name": "Vanessa", "middle_name": "", "last_name": "Simmering", "name_suffix": "", "institution": "ACT, Inc", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28291/galley/17950/download/" } ] }, { "pk": 27839, "title": "Children's Casual Interventions Combine Discrimination and Confirmation", "subtitle": null, "abstract": "Like scientists, children have a sharp sense of when and howto seek evidence, but when it comes to generating causal in-terventions, their performance often falls short of normativeinformation-theoretic metrics such as the expected informationgain (EIG). We looked at whether this deviation resulted frommixing discriminatory strategies such as maximizing EIG withconfirmatory strategies such as the positive test strategy (PTS).Thirty-nine 5- to -7-year-olds solved 6 puzzles where they hadone opportunity to intervene on a three-node causal system toidentify the correct structure from two possibilities. Children’sintervention choices were better fit by a Bayesian model thatincorporated EIG and PTS compared to alternative models thatonly considered a single strategy or selected interventions atrandom. Our findings suggest that children’s intervention strat-egy may be a combination of discrimination and confirmation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Casual learning" }, { "word": "interventions" }, { "word": "self-directed learning" }, { "word": "Bayesian modeling" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0p40378v", "frozenauthors": [ { "first_name": "Yuan", "middle_name": "", "last_name": "Meng", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "Neil", "middle_name": "R", "last_name": "Bramley", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "Fei", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "UC Berkley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27839/galley/17478/download/" } ] }, { "pk": 28332, "title": "Childrens Generalization of Novel Labels in a System of Contrasting Categories", "subtitle": null, "abstract": "Children tend to generalize novel labels to new, unlabeled objects (e.g., mutual exclusivity bias) when presented withone alternative category. Do children generalize in the same manner in a system of multiple alternative categories? Inthree experiments, a feature space was partitioned into three regions (i.e., two outer regions separated by an intermediateregion). Preschool-aged children learned labels for two competing categories that occupied the two outer regions of thefeature space. Children were then asked if any labels generalized to the unlabeled intermediate region. In Experiments1 and 2, the results showed that children generalized neither learned nor novel linguistic labels to the unlabeled region.In Experiment 3 objects were labeled with category information. Children generalized a single learned label but didnot generalize a novel label. These findings suggest that contrast between multiple alternative categories may decreasechildrens tendency to generalize novel labels to new, unlabeled objects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/43f6k4sk", "frozenauthors": [ { "first_name": "Nigel", "middle_name": "", "last_name": "Noll", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Haley", "middle_name": "", "last_name": "Vlach", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Chuck", "middle_name": "", "last_name": "Kalish", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28332/galley/18033/download/" } ] }, { "pk": 27997, "title": "Children’s Representations of Five Spatial Terms", "subtitle": null, "abstract": "This study is an exploratory analysis of young children’s\nrepresentation of five spatial terms: above, under, by, next to,\nand between. Children (n = 76) and adults (n = 11) indicated\nthe spatial extent of a grid they thought each term indicated.\nQualitative analyses were used to categorize responses,\nseparately for each word, and showed more agreement among\nadults than children. Furthermore, children who showed adult-\nlike representations were generally older than those who\nshowed unsystematic responses. Quantitative analyses, using a\nmedian split in age to create two groups of children, compared\nrepresentational sizes and distances from the referent(s). For\nabove, under, and between, adults had larger representations\nthan children; the trend was reversed but not significant for by\nand next to. Furthermore, representation size was correlated for\nabove and under, but not for by and next to. Analyses of\ndistances showed a predicted reversal in the vertical dimension\nof above and under that interacted with age. There were no\ndifferences across age groups or terms for by and next to, but\nbetween showed a decrease in horizontal distance over\ndevelopment. These results suggest that children may initially\nunderstand words differently than adults do.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "spatial language; cognitive development;\nrepresentation" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0qg025t5", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "M", "last_name": "Weber", "name_suffix": "", "institution": "University of Colorado Boulder", "department": "" }, { "first_name": "Hilary", "middle_name": "E", "last_name": "Miller", "name_suffix": "", "institution": "University of Wisconsin - Bloomington", "department": "" }, { "first_name": "Lu", "middle_name": "", "last_name": "Ou", "name_suffix": "", "institution": "ACT Inc", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27997/galley/17636/download/" } ] }, { "pk": 27993, "title": "Children Use Probability to Infer Other People’s Happiness", "subtitle": null, "abstract": "The ability to infer other people’s emotions is an important\naspect of children’s social cognition. Here, we examined\nwhether 4- to 6-year-olds use probability to infer other\npeople’s happiness. Children saw a scenario where a girl\nreceives two desired and two undesired gumballs from a\ngumball machine and were asked to rate how the girl feels\nabout this outcome. Children either saw the gumballs come\nfrom a machine that had mostly desired gumballs or a\nmachine that had mostly undesired gumballs. Five- and 6-\nyear-olds rated the girl as being happier when the gumballs\ncame from a machine that had mostly undesired gumballs.\nFour-year-olds, on the other hand, rated the girl’s happiness\nsimilarly regardless of whether the machine held mostly\ndesired or undesired gumballs. These findings show that by\nthe age of 5, children use probability to infer happiness.\nFurther, they demonstrate that children understand that our\nhappiness with an outcome depends on whether a better or\nworse outcome was initially more likely.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "emotion attribution; happiness; probability; social\ncognition; cognitive development" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9ns3493f", "frozenauthors": [ { "first_name": "Tiffany", "middle_name": "", "last_name": "Doan", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Ori", "middle_name": "", "last_name": "Friedman", "name_suffix": "", "institution": "UWaterloo", "department": "" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Denison", "name_suffix": "", "institution": "UWaterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27993/galley/17632/download/" } ] }, { "pk": 35971, "title": "Choosing Technology Tools to Meet Pronunciation Teaching and Learning Goals", "subtitle": null, "abstract": "For decades, researchers and teachers have suggested ways to apply technology in teaching and learning pronunciation, and there are many useful tools that can be used for this purpose. However, many teachers feel unsure about how to teach pronunciation at all, and the idea of using computers, mobile devices, or other technology may make pronunciation teaching seem doubly intimidating. If we look at technology from a different viewpoint, focusing first on the pedagogical tasks that teachers need to perform and then choosing the most effective tools to support each one, we can achieve better results for both teachers and learners.\nBased on both research and the classroom practice of experienced teachers, this article evaluates a range of available tools to accomplish tasks such as providing a pronunciation model, recording and responding to learners’ pronunciation practice, and offering independent practice. The focus is on tools that are readily available to most classroom teachers, practical to learn and use, and free or inexpensive.", "language": "eng", "license": null, "keywords": [ { "word": "Pronunciation" }, { "word": "pronunciation teaching" }, { "word": "pronunciation pedagogy" }, { "word": "computer-assisted pronunciation teaching (CAPT)" }, { "word": "automatic speech recognition (ASR)" }, { "word": "apps for teaching" }, { "word": "technology" }, { "word": "(computer-assisted language learning (CALL)" } ], "section": "Theme Section - Special Issue Exchanges", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0t00n7r8", "frozenauthors": [ { "first_name": "Marla", "middle_name": "Tritch", "last_name": "Yoshida", "name_suffix": "", "institution": "University of California, Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35971/galley/26825/download/" } ] }, { "pk": 28134, "title": "Cognition and Emotion in Narratives of Redemption: An Automated Analysis", "subtitle": null, "abstract": "Redemptive narratives are stories of challenge, failure, or\nadversity that in some way acknowledge the goodness or\npersonal growth that came of the recounted difficult event. In\nthis paper we use a corpus-statistic based approach to explore\nthe role of cognition and emotion in these narrative arcs. In\nparticular, we trace the shift from negative to positive\nsentiment (a change in the emotional valence) and vice to\nvirtue (evidence of cognitive, moral processing) within the\nnarrative. Our results suggest that cognitive processes, more\nthan emotion, drive the shift to goodness and growth that is at\nthe core of redemptive narratives. We discuss the implications\nof these results to both narrative psychology and cognitive\npsychology.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Narrative analysis; Redemption; Latent Semantic\nAnalysis; Sentiment analysis; Cognitive processes; Affective\nprocesses" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5mz0n3jp", "frozenauthors": [ { "first_name": "Eyal", "middle_name": "", "last_name": "Sagi", "name_suffix": "", "institution": "University of St Francis", "department": "" }, { "first_name": "Brady", "middle_name": "K", "last_name": "Jones", "name_suffix": "", "institution": "University of St Francis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28134/galley/17793/download/" } ] }, { "pk": 27700, "title": "Cognition under Pressure: Relationships between Anxiety, Executive Functions, and Mathematics", "subtitle": null, "abstract": "This symposium integrates findings across studies\nconducted in both laboratory and classroom contexts to\ndraw attention to the relationships between Executive\nFunctions (EFs) and feelings of anxiety in a context with\neducational consequences: Mathematics. EFs, the cognitive\nresources including working memory and inhibitory control\nthat enable attentional control, manipulation of mental\nrepresentations, and task switching (Miyake et al, 2000),\npowerfully predict mathematics achievement (Bull & Lee,\n2014). Mathematics is also a domain in which anxiety and\nperformance pressure are often heightened, which can result\nin worry ideation and load to EF resources (Foley et al,\n2017; Schmader & Beilock, 2012). However, despite these\nrelationships, mathematics cognition under pressure remains\nunder-considered.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "executive functions" }, { "word": "mathematics" }, { "word": "anxiety" }, { "word": "pressure" }, { "word": "stereotype threat" }, { "word": "Mindfulness" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0s28s8wt", "frozenauthors": [ { "first_name": "Emily", "middle_name": "McLaughlin", "last_name": "Lyons", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Lindsey", "middle_name": "E", "last_name": "Richland", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Priti", "middle_name": "", "last_name": "Shah", "name_suffix": "", "institution": "University of Michigan", "department": "" }, { "first_name": "Amira", "middle_name": "", "last_name": "Ibrahim", "name_suffix": "", "institution": "University of Michigan", "department": "" }, { "first_name": "Marci", "middle_name": "S", "last_name": "Decaro", "name_suffix": "", "institution": "University of Louisville", "department": "" }, { "first_name": "David", "middle_name": "B", "last_name": "Bellinger", "name_suffix": "", "institution": "University of Louisville", "department": "" }, { "first_name": "Patricia", "middle_name": "A. S.", "last_name": "Ralston", "name_suffix": "", "institution": "University of Louisville", "department": "" }, { "first_name": "Susanne", "middle_name": "M", "last_name": "Jaeggi", "name_suffix": "", "institution": "University of California, Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27700/galley/17341/download/" } ] }, { "pk": 27731, "title": "Cognitive and Experimental Interstingness in Abstract Visual Narrative", "subtitle": null, "abstract": "Interactive intelligent agents use cognitive models to antic-\nipate and simulate human behavior, and a fundamental pil-\nlar of human cognition and interaction is narrative. As a\nresult, agents need to understand human comprehension of\nvarious types of narratives. A key component of modeling\ncomprehension is the perception of interestingness of con-\nstituent actions and events in the narrative. In this paper, we\nbriefly review previous theories of interestingness, drawn from\ncognitive psychology and narratology. We propose expanded\ncomputationally amenable theory of interest which takes into\naccount both cognitive and experiential aspects of perceived\ninterest. To empirically validate the theory, we present a\nnarrative generator for abstract animations inspired by Heider\nand Simmel’s experiments (Heider & Simmel, 1944). The\ngenerated animations are parameterized along the dimensions\nof our proposed theory. We present the results of a user study\nwith this generative system and report on the effects of visual\nnarrative parameters on perceived interest.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Story interest" }, { "word": "Cognitive interest" }, { "word": "Visual Narrative" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1wd1c6mh", "frozenauthors": [ { "first_name": "Morteza", "middle_name": "", "last_name": "Behrooz", "name_suffix": "", "institution": "University of California, Santa Cruz", "department": "" }, { "first_name": "Afshin", "middle_name": "", "last_name": "Mobramaein", "name_suffix": "", "institution": "University of California, Santa Cruz", "department": "" }, { "first_name": "Arnav", "middle_name": "", "last_name": "Jhala", "name_suffix": "", "institution": "North Carolina State University", "department": "" }, { "first_name": "Jim", "middle_name": "", "last_name": "Whitehead", "name_suffix": "", "institution": "University of California, Santa Cruz", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27731/galley/17371/download/" } ] }, { "pk": 28331, "title": "Cognitive interference modulates speech acoustics in a vowel-modified Stroop task", "subtitle": null, "abstract": "How do cognitive processes influence speaking? We used a novel variant of the Stroop test to measure whether cognitiveinhibition could modulate acoustic properties of speech. Participants named the color of words in three categories: 1)congruent (e.g. red written in red), 2) color-incongruent (e.g. green written in red), and 3) vowel-incongruent, withphonetic properties that partially matched the text color (e.g. rid written in red). We hypothesized that the cognitive effortof inhibiting reading in this third conditionsaying red, not ridcould affect the acoustics of the spoken response. A classicStroop effect was evident: congruent trials were faster than color-incongruent trials. Interestingly, vowel-incongruent trialsdid not show this reaction time difference, but spoken vowels from these trials were systematically biased away from thevisually-presented text. Thus, the inhibition of a competing target is manifest in an accentuation of the acoustic contrastbetween the spoken and inhibited words.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/47v6264q", "frozenauthors": [ { "first_name": "Caroline", "middle_name": "", "last_name": "Niziolek", "name_suffix": "", "institution": "University of Wisconsin Madison", "department": "" }, { "first_name": "Sara", "middle_name": "", "last_name": "Beach", "name_suffix": "", "institution": "Harvard Medical School", "department": "" }, { "first_name": "Swathi", "middle_name": "", "last_name": "Kiran", "name_suffix": "", "institution": "Boston University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28331/galley/18030/download/" } ] }, { "pk": 28019, "title": "Cognitive Load Affects Temporal and Numerical Judgments in Distinct Ways", "subtitle": null, "abstract": "A prominent theory posits that time and number are processed by a common magnitude system (CMS). Yet, recent studieshave revealed inconsistencies in quantity processing. For example, identical emotional stimuli evoke temporal overestima-tion, but numerical underestimation. These data discount the CMS and have led researchers to speculate about the distinctmechanisms that underlie these unique biases. In particular, differences in arousal have been posited to evoke temporaloverestimation, whereas altered attention results in numerical underestimation. In the current study, we explored adulttemporal and numerical processing under cognitive load, a task that compromises attention. Inconsistent with a CMS,baseline performance on the temporal and numerical tasks was not correlated. Similar to the work with emotional stimuli,cognitive load resulted in numerical underestimation, yet marginal temporal overestimation. Together, our data challengethe CMS, while also providing support for the role of attentional processes involved in numerical underestimation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6952x5fz", "frozenauthors": [ { "first_name": "Karina", "middle_name": "", "last_name": "Hamamouche", "name_suffix": "", "institution": "Boston College", "department": "" }, { "first_name": "Maura", "middle_name": "", "last_name": "Keefe", "name_suffix": "", "institution": "Boston College", "department": "" }, { "first_name": "Kerry", "middle_name": "", "last_name": "Jordan", "name_suffix": "", "institution": "Utah State", "department": "" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Cordes", "name_suffix": "", "institution": "Boston College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28019/galley/17658/download/" } ] }, { "pk": 27746, "title": "Cognitive pragmatism: Children flexibly choose between facts and conjectures.", "subtitle": null, "abstract": "Abundant work has looked at children’s ability to appropri-\nately reject testimonies and unverified claims (Butler et al,\n2017; Frazier, Gelman, & Wellman, 2009; Koenig, Clement,\n& Harris, 2004). However, sometimes our current knowledge\nis insufficient for solving a problem. In these cases, we should\nreject unsatisfying facts and prefer satisfying, if speculative,\nconjectures. In two studies, we gave 4-7 year-old children\n(Study 1, N=66; Study 2, N=32) questions that either could\nor could not be answered with available information. For each\nquestion, children made a binary choice between a factual an-\nswer citing information from the story or a conjectural answer\nthat made unverified claims. Across age groups, children suc-\ncessfully chose the more satisfying response regardless of its\ntruth value: children chose facts for questions with known an-\nswers and conjectures for questions with unknown answers.\nThese findings suggest that children will go beyond known in-\nformation to endorse unverified claims when they satisfy the\nquestion-under-discussion.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Development" }, { "word": "Explanations" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/20r8d5j3", "frozenauthors": [ { "first_name": "Junyi", "middle_name": "", "last_name": "Chu", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27746/galley/17386/download/" } ] }, { "pk": 28047, "title": "Cognitive Processes in Numerosity Comparison: Theory and Data", "subtitle": null, "abstract": "In numerosity comparison, performance is faster, more accurate, and less noisy with the ratio of compared numbers.Whereas the ratio-dependency has been intensively studied in relation to internal noise, processes of numerosity com-parison that may increase internal noise have not been fully understood. In this paper, we propose a process theory thataccounts for non-numerical, visuo-spatial processes in numerosity comparison. Consistent with the theory, we found thatas required processes decreased, performance improved significantly, to the extent that there were no differences betweennon-symbolic and symbolic number comparison in reaction time, accuracy, and internal noise. The findings suggest thatcomparing numerosities requires multiple processes homogenizing ancillary stimulus dimensions and that the homoge-nization processes are the major source of fuzziness in approximate number comparison.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2592n9vz", "frozenauthors": [ { "first_name": "Dan", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Ohio State", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Opfer", "name_suffix": "", "institution": "Ohio State", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28047/galley/17686/download/" } ] }, { "pk": 28061, "title": "Collective Implicit Attitudes: A Stakeholder Conception of Implicit Bias", "subtitle": null, "abstract": "Psychologists and philosophers have not yet resolved whatthey take implicit attitudes to be; and, some, concerned aboutlimitations in the psychometric evidence, have evenchallenged the predictive and theoretical value of positingimplicit attitudes in explanations for social behavior. In themidst of this debate, prominent stakeholders in science havecalled for scientific communities to recognize andcountenance implicit bias in STEM fields. In this paper, Istake out a stakeholder conception of implicit bias thatresponds to these challenges in ways that are responsive to thepsychometric evidence, while also being resilient to the sortsof disagreements and scientific progress that would notundermine the soundness of this call. Along the way, myaccount advocates for attributing collective (group-level)implicit attitudes rather than individual-level implicitattitudes. This position raises new puzzles for future researchon the relationship (metaphysical, epistemic, and ethical)between collective implicit attitudes and individual-levelattitudes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "collective implicit attitudes; implicit attitudes;implicit bias; science policy; dispositional attitudes; attitudes" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6th8t5nv", "frozenauthors": [ { "first_name": "Carole", "middle_name": "J", "last_name": "Lee", "name_suffix": "", "institution": "University of Washington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28061/galley/17700/download/" } ] }, { "pk": 27923, "title": "Color naming reflects both perceptual structure and communicative need", "subtitle": null, "abstract": "Gibson et al. (2017) argued that color naming is shaped bypatterns of communicative need. In support of this claim, theyshowed that color naming systems across languages supportmore precise communication about warm colors than cool col-ors, and that the objects we talk about tend to be warm-coloredrather than cool-colored. Here, we present new analyses thatalter this picture. We show that greater communicative preci-sion for warm than for cool colors, and greater communicativeneed, may both be explained by perceptual structure. How-ever, using an information-theoretic analysis, we also showthat color naming across languages bears signs of communica-tive need beyond what would be predicted by perceptual struc-ture alone. We conclude that color naming is shaped both byperceptual structure, as has traditionally been argued, and bypatterns of communicative need, as argued by Gibson et al. –although for reasons other than those they advanced.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "information theory; color naming; categorization" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8p67769q", "frozenauthors": [ { "first_name": "Noga", "middle_name": "", "last_name": "Zaslavsky", "name_suffix": "", "institution": "The Hebrew University, UC Berkley", "department": "" }, { "first_name": "Charles", "middle_name": "", "last_name": "Kemp", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Naftali", "middle_name": "", "last_name": "Tishby", "name_suffix": "", "institution": "The Hebrew University", "department": "" }, { "first_name": "Terry", "middle_name": "", "last_name": "Regier", "name_suffix": "", "institution": "UC Berkley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27923/galley/17561/download/" } ] }, { "pk": 28397, "title": "Commonality search between unrelated objects for retrieving original knowledge", "subtitle": null, "abstract": "Memory retrieval is the basis of idea generation. We hypothesized that people retrieve more original knowledge by search-ing for a commonality between unrelated objects than by thinking about an object itself. Seventy-seven undergraduatesfrom Nagoya University were assigned to one of three conditions: a commonality search and either of two control condi-tions. In the first session, the participants in the commonality search condition listed a feature shared by a pair of wordspresented; those in the control conditions listed a feature associated with a word presented. In the second session, all par-ticipants were asked to list the words associated with the features they identified in the previous session. Results showedthat the features and the words listed in the commonality search condition were more original than those in either controlcondition. We concluded that the method we proposed is effective in retrieving original knowledge for idea generation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4pm4n1j0", "frozenauthors": [ { "first_name": "Mayu", "middle_name": "", "last_name": "Yamakawa", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Sachiko", "middle_name": "", "last_name": "Kiyokawa", "name_suffix": "", "institution": "Nagoya University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28397/galley/18166/download/" } ] }, { "pk": 27826, "title": "Communicative Efficiency, Uniform Information Density, and the Rational Speech Act theory", "subtitle": null, "abstract": "One major class of approaches to explaining the distribu-tion of linguistic forms is rooted in communicative effi-ciency. For theories in which an utterance’s communica-tive efficiency is itself dependent on the distribution oflinguistic forms in the language, however, it is less clearhow to make distributional predictions that escape circu-larity. I propose an approach for these cases that involvesiterating between speaker and listener in the RationalSpeech Act theory. Characteristics of the fixed points ofthis iterative process constitute the distributional predic-tions of the theory. Through computer simulation I applythis approach to the well-studied case of predictability-sensitive optional function word omission for the theoryof Uniform Information Density, and show that the ap-proach strongly predicts the empirically observed nega-tive correlation between phrase onset probability and rateof function word use.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "communicative efficiency" }, { "word": "Uniform information density" }, { "word": "Rational speech act theory" }, { "word": "Syntactic optionality" }, { "word": "Pragmatics" }, { "word": "Computational Modeling" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3m8596qg", "frozenauthors": [ { "first_name": "Roger", "middle_name": "P", "last_name": "Levy", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27826/galley/17465/download/" } ] }, { "pk": 28325, "title": "Communicative pressure can lead to input that supports language learning", "subtitle": null, "abstract": "While children must learn language from the statistical structure of the input they receive, parents play a critical role shap-ing the structure of this input. Even without an explicit pedagogical goal, parents’ desire to communicate successfully maycause them to produce language calibrated to their child’s linguistic development. We designed a Mechanical Turk studyto experimentally validate this idea, putting Turkers in the role of parents talking with children less familiar with a novellanguage. Participants could communicate in 3 ways: pointingexpensive but unambiguous, labelingcheap but knowledge-dependent, or both. They won points only for communicating successfully. Participants adapted their communicativebehavior to their own knowledge and their partners knowledge. Teaching emerged when the speaker had more linguisticknowledge than their partner. We implemented a rational planning model that fits these data and demonstrates that suchpatterns could result from maximizing expected utilities, accounting for the expected utilities of future interactions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/48c4r2jz", "frozenauthors": [ { "first_name": "Ben", "middle_name": "", "last_name": "Morris", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Dan", "middle_name": "", "last_name": "Yurovsky", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28325/galley/18018/download/" } ] }, { "pk": 28211, "title": "Comparing Flanker Effects in Direction and Color over Development", "subtitle": null, "abstract": "The Erikson flanker task is a well-established measure of selective attention for adults. In this task, participants judgethe direction a central target points with flanking distractors that are neutral (no direction), congruent (same direction astarget), or incongruent (opposite direction of target). This task has recently been modified for use with young children,but it is unclear whether developmental differences in childrens spatial skills and language limit its appropriateness. Thecurrent study tested preschool-aged children in both the classic directional version and new color version (i.e., blue and redtargets, with blue, red, or white flankers). Results showed significantly better performance on the color versus directionalversion, with trial types showing the same pattern in both tasks: worst performance on incongruent trials, comparableperformance on congruent and neutral. Ongoing work is comparing the same tasks in adults to see if this difference islimited to early childhood.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/42t641gd", "frozenauthors": [ { "first_name": "Rebecca", "middle_name": "E", "last_name": "Leuenberger", "name_suffix": "", "institution": "Ripon College", "department": "" }, { "first_name": "Chelsea", "middle_name": "", "last_name": "Andrews", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Kristine", "middle_name": "", "last_name": "Kovack-Lesh", "name_suffix": "", "institution": "Ripon College", "department": "" }, { "first_name": "Vanessa", "middle_name": "", "last_name": "Simmering", "name_suffix": "", "institution": "ACT, Inc", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28211/galley/17870/download/" } ] }, { "pk": 27708, "title": "Comparing Markov versus quantum dynamic models of changes in confidence during evidence monitoring", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Markov dynamics" }, { "word": "quantum dynamics" }, { "word": "confidence rating" }, { "word": "evidence accumulation" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/40c21767", "frozenauthors": [ { "first_name": "Jerome", "middle_name": "R", "last_name": "Busemeyer", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Peter", "middle_name": "D", "last_name": "Kvam", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Timothy", "middle_name": "J", "last_name": "Pleskac", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27708/galley/17349/download/" } ] }, { "pk": 27992, "title": "Comparing Mediation Inferences and Explaining Away Inferenceson Three Variable Causal Structures", "subtitle": null, "abstract": "People reliably make two errors when making inferences aboutthree-variable causal structures: they violate what is known asthe Markov assumption (mediation) on causal chains andcommon cause structures, and fail to sufficiently ‘explainaway’ on common effect structures. Our goal for the presentstudy was to quantitatively compare these two errors aftersubjects have learned the statistical relations between threevariables using procedures designed to maximize the accuracyof their learning and inferences. Aligning with prior research,we found that subjects violated the Markov assumption, anddid not sufficiently explain away. We also found judgmentsabout mediation were worse than judgments about explainingaway for one inference, but better for another, suggesting thatpeople are not uniquely worse at reasoning about one structurethan another. We discuss the results in terms of a theory of cueconsistency.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal learning; causality; causal structure;Markov assumption; explaining away" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9cz1x058", "frozenauthors": [ { "first_name": "Cory", "middle_name": "J", "last_name": "Derringer", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Benjamin", "middle_name": "M", "last_name": "Rottman", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27992/galley/17631/download/" } ] }, { "pk": 27728, "title": "Comparing models of semantic fluency: Do humans forage optimally, or walk randomly?", "subtitle": null, "abstract": "Hills, Jones, and Todd (2012) observed that response patterns\nduring the semantic fluency task (e.g., “name all the animals\nyou can in a minute”) display statistical signatures of memory\nsearch that mirror optimal foraging in physical space. They\nproposed a model of memory search based on exploration-\nexploitation tradeoffs known to produce optimal foraging\npatterns when animals search for food resources, applied to a\nspatial model of semantic memory. However, Abbott,\nAusterweil, and Griffiths (2015) demonstrated that optimal\nforaging behavior could also naturally emerge from a random\nwalk applied to a network representation of semantic memory,\nwithout reliance on a foraging process. Since then, this has\nbeen a very active are of debate in the literature, but core\nconfounds have prevented any clear conclusions between the\nrandom walk and cue switching model. We control confounds\nhere by using a fixed training corpus and learning model to\ncreate both spatial and network representations, and evaluate\nthe ability of the cue switching model and several variants of\nthe random walk model to produce the behavioral\ncharacteristics seen in human data. Further, we use BIC to\nquantitatively compare the models’ ability to fit the human\ndata, an obvious comparison that has never before been\nundertaken. The results suggest a clear superiority of the Hills\net al. cue switching model. The mechanism used to search\nmemory in the fluency task is likely to have been exapted from\nmechanisms evolved for foraging in spatial environments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Semantic memory" }, { "word": "memory search" }, { "word": "model" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8tz9m7sc", "frozenauthors": [ { "first_name": "Johnathan", "middle_name": "E", "last_name": "Avery", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Michael", "middle_name": "N", "last_name": "Jones", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27728/galley/17368/download/" } ] }, { "pk": 27924, "title": "Comparing Theories of Speaker Choice Using Classifier Production in Mandarin Chinese", "subtitle": null, "abstract": "Speakers often have more than one way to express the same meaning. What generalprinciples govern speaker choice in the face of optionality when near semanticallyinvariant alternation exists? Studies have shown that optional reduction in language issensitive to contextual predictability, where the more predictable a linguistic unit is, themore likely it gets reduced. Yet it is unclear whether speaker choice is geared towardaudience design, or toward facilitating production. Here we argue that for a differentoptionality phenomenon, namely classifier choice in Mandarin Chinese, UniformInformation Density and at least one plausible variant of availability-based productionmake opposite predictions regarding the relationship between the predictability of theupcoming material and speaker choices. In a corpus analysis of Mandarin Chinese, weshow that the distribution of speaker choices supports the availability-based productionaccount, and not Uniform Information Density.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0q54k21k", "frozenauthors": [ { "first_name": "Meilin", "middle_name": "", "last_name": "Zhan", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Roger", "middle_name": "", "last_name": "Levy", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27924/galley/17562/download/" } ] }, { "pk": 28317, "title": "Comparison of small sets and number word comprehension", "subtitle": null, "abstract": "Humans can encode number both using non-verbal and verbal systems of representation. Here, we investigated the rela-tionship between 2- and 3-year-old childrens (N=122) understanding of number words and their ability to compare setsof small sizes (e.g., 2 vs 3) to test whether the acuity of small number representations changes as a function of numberword comprehension. Childrens comprehension of number words was measured using Wynns (1990) Give-Number task,while small number discrimination was measured using a computerized adaptation of Feigenson and Careys (2005) crawl-ing preference paradigm. We found that children were able to compare small sets within and beyond the small numberrange, independent of how objects are presented (i.e., simultaneously vs sequential). We also found no relation betweenthis ability and children’s comprehension of number words (i.e., knower-level), which argues against the hypothesis thatnon-verbal number acuity is related to the acquisition of verbal labels for exact number.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9j9977f4", "frozenauthors": [ { "first_name": "Elisabeth", "middle_name": "", "last_name": "Marchand", "name_suffix": "", "institution": "University of California San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28317/galley/18000/download/" } ] }, { "pk": 28342, "title": "Complex coordination: How power dynamics and task demands shapeinterpersonal motor synchrony", "subtitle": null, "abstract": "Interpersonal coordination describes how we change our movements and speech patterns as a result of our interactionwith others. Recent research has begun to understand interpersonal coordination as an phenomenon that emerges frominteractiona complex adaptive system for which different initial conditions and contextual constraints may alter the formand function of coordination. In this project, we explore the effects of two different constraints on the emergence of inter-personal motor synchrony in dyadic interactions of native Korean speakers: power dynamics and task instructions. Specif-ically, we analyze a corpus of interactions that differ by power dynamics (i.e., friend-to-friend or professor-to-student) aswell as task (i.e., friendly conversation, directed role-play, storytelling, or problem-solving). Video recordings of theseinteractions were analyzed using computer vision algorithms and a nonlinear dynamical systems analysis methodcross-recurrence quantification analysisto characterize how the interpersonal system responds to these simultaneous contextualconstraints.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3dv0t4zr", "frozenauthors": [ { "first_name": "Alexandra", "middle_name": "", "last_name": "Paxton", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Lucien", "middle_name": "", "last_name": "Brown", "name_suffix": "", "institution": "Monash University", "department": "" }, { "first_name": "Bodo", "middle_name": "", "last_name": "Winter", "name_suffix": "", "institution": "University of Birmingham", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28342/galley/18055/download/" } ] }, { "pk": 28145, "title": "Complexity Matching in Collaborative Coordination", "subtitle": null, "abstract": "Complexity matching—converging temporal correlations\nmeasured by correlating the slopes of power spectra—is a new\nmeasure of coordination based on information exchange between\ncomplex networks. To date, studies have focused on the dyadic\ncase, but complexity matching may generalize to interacting\ncomplex networks in the left and right hemispheres of a single\nbrain. We examined complexity matching in a perceptual-motor\ntask between individuals and dyads. Participants alternated hitting\ntargets in a Fitts-like task with the left and right hands of one\nindividual, or analogously between two people. Response coupling\nwas manipulated by making targets drift randomly (decoupled) or\ncontingently (coupled). Results showed long-range correlations in\ntime series of inter-response intervals exhibited complexity\nmatching for both individuals and dyads, but only when responses\nwere coupled via contingent drift. We conclude that complexity\nmatching observed between individuals can similarly occur within\none individual, suggesting a general principle of interaction at\nwork.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "complex systems; complexity matching; joint\naction; interpersonal dynamics; coordination" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/17z0c61x", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "S", "last_name": "Schloesser", "name_suffix": "", "institution": "UC Merced", "department": "" }, { "first_name": "Alma", "middle_name": "G", "last_name": "Munoz", "name_suffix": "", "institution": "UC Merced", "department": "" }, { "first_name": "Christopher", "middle_name": "T", "last_name": "Kello", "name_suffix": "", "institution": "UC Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28145/galley/17804/download/" } ] }, { "pk": 28146, "title": "Complexity Reduction in the Negotiation of New Lexical Conventions", "subtitle": null, "abstract": "In the process of collectively inventing new words for new con-cepts in a population, conflicts can quickly become numerous,in the form of synonymy and homonymy. Remembering all ofthem could cost too much memory, and remembering too fewmay slow down the overall process. Is there an efficient be-havior that could help balance the two? The Naming Game isa multi-agent computational model for the emergence of lan-guage, focusing on the negotiation of new lexical conventions,where a common lexicon self-organizes but going through aphase of high complexity. Previous work has been done onthe control of complexity growth in this particular model, byallowing agents to actively choose what they talk about. How-ever, those strategies were relying on ad hoc heuristics highlydependent on fine-tuning of parameters. We define here a newprincipled measure and a new strategy, based on the beliefsof each agent on the global state of the population. The mea-sure does not rely on heavy computation, and is cognitivelyplausible. The new strategy yields an efficient control of com-plexity growth, along with a faster agreement process. Also,we show that short-term memory is enough to build relevantbeliefs about the global lexicon.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language emergence" }, { "word": "active learning" }, { "word": "multi-agentmodel" }, { "word": "control of complexity growth" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/91n2f735", "frozenauthors": [ { "first_name": "William", "middle_name": "", "last_name": "Schueller", "name_suffix": "", "institution": "University of Bordeaux, Research Center INRIA Bordeaux", "department": "" }, { "first_name": "Vittorio", "middle_name": "", "last_name": "Loreto", "name_suffix": "", "institution": "SONY Computer Science Lab, University of Rome, Complexity Science Hub Vienna", "department": "" }, { "first_name": "Pierre-Yves", "middle_name": "", "last_name": "Oudeyer", "name_suffix": "", "institution": "Research Center INRIA Bordeaux", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28146/galley/17805/download/" } ] }, { "pk": 27690, "title": "Computational Methods and Systems for the Cognitive Modelling and Support of Creativity and Creative Problem Solving", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Creative cognition; Creative problem solving; Computational modeling; Creativity; Methods; Intelligent systems; Assistive systems" } ], "section": "Workshops", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8ps786nn", "frozenauthors": [ { "first_name": "Ana-Maria", "middle_name": "", "last_name": "Olteteanu", "name_suffix": "", "institution": "Freie Universit ̈at", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27690/galley/17331/download/" } ] }, { "pk": 27824, "title": "Computational Modeling of Cognitive Control in a Flanker Task", "subtitle": null, "abstract": "Cognitive control refers to the ability to adjust our thoughts andbehaviors in order to achieve internalized goals. In the past,researchers have proposed several models of cognitive controlto account for the characteristic patterns of response timesobserved in the tasks (e.g., Botvinick, Braver, Barch, Carter, &Cohen, 2001). The goal of this study is to evaluate empiricalvalidity of such models in an experiment. To that end, wecompared two models of cognitive control, the conflictmonitoring model and the expectancy-based model. Eachmodel was implemented in two different modelingframeworks, neural networks and simple linear models. Therelative fits of the four models were then evaluated andcompared based on observed data from a flanker taskexperiment. The model comparison results showed thatperformance of the simple linear models was entirelycomparable to that of the neural network models. We alsoconstructed and fitted hierarchical Bayesian latent mixtureversions of the linear models to investigate individualdifferences. The result suggests that no single model ofcognitive control, whether conflict monitoring or expectancy-based, would be able to account for individual performance onthe task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive control" }, { "word": "Computational Modeling" }, { "word": "neural networksm heirarchical bayes" }, { "word": "latent micture modeling" }, { "word": "Model comparison" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3r87x4k6", "frozenauthors": [ { "first_name": "Sang", "middle_name": "Ho", "last_name": "Lee", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Mark", "middle_name": "A", "last_name": "Pitt", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Jay", "middle_name": "I", "last_name": "Myung", "name_suffix": "", "institution": "Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27824/galley/17463/download/" } ] }, { "pk": 28361, "title": "Computational Model of Spatial Auditory Attention in ACT-R", "subtitle": null, "abstract": "We present an extension to the ACT-R audition module developed to support models of spatial auditory attention. Thisextension adds support for spatial sounds and models a gradient of spatial auditory attention over 180 in the frontalhorizontal plane. This spatial gradient represents the attentional bias created from interaction between top-down (goaldriven) attention and bottom-up (salient) attention, represented by a Gaussian and inverse Gaussian curve respectively.Response time to a sound is modeled using a calculated attentional bias, affected by the current goal location and thesound location. This ACT-R extension is used to model a behavioral task where subjects were told to attend to a spatiallocation and respond to sounds at attended and distractor locations. By incorporating this model into ACT-R, we will gaininsights into the interaction between spatial auditory attention and other other cognitive processes, such as learning andmemory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6hj8m2p9", "frozenauthors": [ { "first_name": "Jaelle", "middle_name": "", "last_name": "Scheuerman", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Maxwell", "middle_name": "T.", "last_name": "Anderson", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "K. Brent", "middle_name": "", "last_name": "Venable", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Golob", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28361/galley/18093/download/" } ] }, { "pk": 27803, "title": "Conceptual and Prosodic Cues in Child-directed Speech can Help Children Learn the Meaning of Disjunction", "subtitle": null, "abstract": "At first glance, children’s word learning appears to be mostly\na problem of learning words like dog and run. However, it\nis small words like and and or that enable the construction of\ncomplex combinatorial language. How do children learn the\nmeaning of these function words? Using transcripts of parent-\nchild interactions, we investigate the cues in child-directed\nspeech that can inform the interpretation and acquisition of the\nconnective or which has a particularly challenging semantics.\nStudy 1 finds that, despite its low overall frequency, children\ncan use or close to parents’ rate by age 4, in some speech acts.\nStudy 2 uses annotations of a subset of parent-child interac-\ntions to show that disjunctions in child-directed speech are ac-\ncompanied by reliable cues to the correct interpretation (ex-\nclusive vs. inclusive). We present a decision-tree model that\nlearns from a handful of annotated examples to correctly pre-\ndict the interpretation of a disjunction. These studies suggest\nthat conceptual and prosodic cues in child-directed speech can\nprovide information for the acquisition of functional categories\nlike disjunction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language Acquisition" }, { "word": "word learning" }, { "word": "function words" }, { "word": "logical words" }, { "word": "disjunction" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0bz8t9cc", "frozenauthors": [ { "first_name": "Masoud", "middle_name": "", "last_name": "Jasbi", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Akshay", "middle_name": "", "last_name": "Jaggi", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Michael", "middle_name": "C", "last_name": "Frank", "name_suffix": "", "institution": "Stanford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27803/galley/17443/download/" } ] }, { "pk": 28027, "title": "Conceptual constraints on generating explanations", "subtitle": null, "abstract": "When reasoners explain everyday patterns and observations,they tend to generate explanations based on inherent propertiesof the observations (Cimpian & Salomon, 2014). Cimpian(2015) and his colleagues hypothesized that inherent propertiespermit rapid explanation, but the mechanism by whichreasoners rapidly build explanations remains unclear. Anygiven concept may relate to innumerable inherent properties,and no theory explains how reasoners avoid protractedsearches through semantic memory. Prasada and colleagues(2013) describe a novel conceptual framework thatdistinguishes between principled and statistical inherentproperties. Here, we argue that the framework can resolve thepredicted link between rapid explanation and the inherencebias. Two studies provide evidence that people systematicallyprefer principled inherent explanations. The finding allows foran integrated, mechanistic account of how reasoners generateexplanations in which a preference for inherent explanationsemerges from a preference for principled connections.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "inherence bias" }, { "word": "principled connections" }, { "word": "explanation" }, { "word": "Reasoning" }, { "word": "dual-processes" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5rv4q357", "frozenauthors": [ { "first_name": "Zach", "middle_name": "", "last_name": "Horne", "name_suffix": "", "institution": "Arizona State", "department": "" }, { "first_name": "Sangeet", "middle_name": "", "last_name": "Khemlani", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28027/galley/17666/download/" } ] }, { "pk": 27688, "title": "Conceptual Foundations in Dynamic Field Theory: Applications in Cognitive and Developmental Science", "subtitle": null, "abstract": "plore some productive areas of overlap between cognitive", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Computational model; Dynamic systems; Neural fiels model" } ], "section": "Workshops", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5jx097kg", "frozenauthors": [ { "first_name": "Aaron", "middle_name": "T", "last_name": "Buss", "name_suffix": "", "institution": "University of Tennessee", "department": "" }, { "first_name": "Sammy", "middle_name": "", "last_name": "Perone", "name_suffix": "", "institution": "Washington State University", "department": "" }, { "first_name": "Ajaz", "middle_name": "A", "last_name": "Bhat", "name_suffix": "", "institution": "University of East Anglia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27688/galley/17329/download/" } ] }, { "pk": 28002, "title": "Confidence Levels in Scientific Writing:Automated Mining of Primary Literature and Press Releases", "subtitle": null, "abstract": "Scientific communication includes primary scientificliterature written by and for scientists, as well as pressreleases written about these scientific articles that are used toinform the popular press. By the time new scientific findingsare reported by the press, the reporting can often reflect 'spin',or reporting that minimizes uncertainties and exaggeratesimpact, as compared to the original study. In this work, weexamine the role that the press release may play incommunicative change, in particular with respect todifferences in portrayed confidence between abstracts ofscientific articles and press releases. We examine a largecorpus of over 15,000 documents collected from onlinedatabases covering a range of scientific topics, leveragingautomated analysis tools from natural language processing toexamine how the readability, sentiment, subjectivity, andportrayed confidence varies between primary literature andpress releases. We find that press releases are often easier toread, portray more positive sentiment, use language thatimplies greater objectivity, and demonstrate higher confidencein the findings. Future work should focus on examining ifthese differences between press releases and primary articlesdo indeed engender different perceptions in readers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "text-mining; science communication; naturallanguage processing; web-scraping; automated analysis" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4mw6k6qg", "frozenauthors": [ { "first_name": "Will", "middle_name": "", "last_name": "Fox", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Donoghue", "name_suffix": "", "institution": "UCSD", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28002/galley/17641/download/" } ] }, { "pk": 27911, "title": "Connecting conceptual and spatial search via a model of generalization", "subtitle": null, "abstract": "The idea of a “cognitive map” was originally developed to ex-plain planning and generalization in spatial domains througha representation of inferred relationships between experiences.Recently, new research has suggested similar principles mayalso govern the representation of more abstract, conceptualknowledge in the brain. We test whether the search for rewardsin conceptual spaces follows similar computational principlesas in spatial environments. Using a within-subject design, par-ticipants searched for both spatially and conceptually corre-lated rewards in multi-armed bandit tasks. We use a GaussianProcess model combining generalization with an optimisticsampling strategy to capture human search decisions and judg-ments in both domains, and to simulate human-level perfor-mance when specified with participant parameter estimates. Inline with the notion of a domain-general generalization mecha-nism, parameter estimates correlate across spatial and concep-tual search, yet some differences also emerged, with partici-pants generalizing less and exploiting more in the conceptualdomain.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Generalization; Cognitive maps; Exploration-exploitation; Multi-armed bandits; Gaussian Processes; Search" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4649175q", "frozenauthors": [ { "first_name": "Charley", "middle_name": "M", "last_name": "Wu", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Eric", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Mona", "middle_name": "M", "last_name": "Garvert", "name_suffix": "", "institution": "Max Planck Institute for Human Development, Oxford", "department": "" }, { "first_name": "Bjorn", "middle_name": "", "last_name": "Meder", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Nicolas", "middle_name": "W", "last_name": "Schuck", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27911/galley/17549/download/" } ] }, { "pk": 27766, "title": "Considering alternative facilities anomaly detection in preschoolers", "subtitle": null, "abstract": "Here we explore whether drawing upon preschooler’s\nintuitive causal reasoning abilities may bolster their attention\nto the presence of conflicting data. Specifically, we examine\nwhether prompting children to think counterfactually about\nalternative outcomes facilitates their anomaly detection in a\ncausal reasoning task. The current task assesses whether\nchildren in two conditions successfully differentiate between\npotential causes: one that accounts for 100% of the data (no\nanomalies), and one that accounts for 75% of the data\n(anomalies observed). Results indicate that counterfactual\nprompts lead 5-year-olds to privilege the hypothesis that\naccounts for more of their observations, and also support\ntransfer of this hypothesis to inform their inferences about\nnovel cases. Findings suggest that counterfactual scaffolds\nmay be beneficial in promoting causal reasoning in children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Development" }, { "word": "Casual learning" }, { "word": "counterfactuals" }, { "word": "scientific reasoning" }, { "word": "anomaly detection" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7tc7j6cc", "frozenauthors": [ { "first_name": "Jae", "middle_name": "", "last_name": "Engle", "name_suffix": "", "institution": "UC San Diego; Scripps", "department": "" }, { "first_name": "Caren", "middle_name": "M", "last_name": "Walker", "name_suffix": "", "institution": "UC San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27766/galley/17406/download/" } ] }, { "pk": 28381, "title": "Consistency of Creativity Assessment: Influence of Personality and AssessmentProcess", "subtitle": null, "abstract": "In this study, we investigated the consistency of creativity assessment by novice raters. Such naive decision for creativ-ity assessment might be based upon individuals intuitive process. On the other hand, when they have enough time todecide their assessment for creativity, they might be able to activate their analytical process to do it. Therefore, we in-vestigated difference between intuitive and analytical processes on consistency of creativity assessment. We conductedexperiments of creativity assessment based on repeated measure to investigate interaction between personality and assess-ment process. Personality regarding preference for intuition and deliberation was measured by questionnaires. Assessmentprocess included two levels as within-participants factor: intuitive and deliberative processes. We will discuss influence ofpersonality and assessment process on consistency of creativity assessment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/04k7d0t4", "frozenauthors": [ { "first_name": "Hitoshi", "middle_name": "", "last_name": "Terai", "name_suffix": "", "institution": "Kindai University", "department": "" }, { "first_name": "Kazuhisa", "middle_name": "", "last_name": "Miwa", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Mina", "middle_name": "", "last_name": "Nakamura", "name_suffix": "", "institution": "Kindai University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28381/galley/18132/download/" } ] }, { "pk": 28179, "title": "Consistent but not diagnostic: Preschoolers’ intuitions about shared preferences within social groups", "subtitle": null, "abstract": "Social groups highlight latent structure in the social worldand support inductive inferences about individuals. In thepresent work, we examined children and adults’ intuitionsabout shared preferences within social groups. In Exp.1, 3- to5-year-old children treated preferences as a consistent propertyof social groups; that is, children expected members of a so-cial group to like the same toys that other members have liked.However, they did not treat preferences as diagnostic of socialgroups; they did not expect individuals to belong to a groupthat shares their preferences. By contrast, in Exp.2, adultsreadily treated preferences as both a consistent and diagnos-tic property of social groups. These results suggest that chil-dren’s inferences about social groups are asymmetric: Chil-dren readily infer preferences based on group membership, butnot group membership based on preferences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social cognitive development; social categories" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2607h5vq", "frozenauthors": [ { "first_name": "Natalia", "middle_name": "", "last_name": "Velez", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Yuerui", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "Hyowon", "middle_name": "", "last_name": "Gweon", "name_suffix": "", "institution": "Stanford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28179/galley/17838/download/" } ] }, { "pk": 27775, "title": "Consolidation and retention of auditory catagories acquired incidentally in performing a visuomotor task", "subtitle": null, "abstract": "A wealth of evidence indicates the existence of a consolidationphase, triggered by and following a practice session, wherein newmemory traces relevant to task performance are transformed andhoned to represent new knowledge. But, the role of consolidation isnot well-understood in category learning and has not been studied atall under incidental category learning conditions. Here, weexamined the acquisition, consolidation and retention phases in avisuomotor task wherein auditory category information wasavailable, but not required, to guide detection of an above-thresholdvisual target across one of four spatial locations. We compared twotraining conditions: (1) Constant, whereby repeated instances of oneexemplar from an auditory category preceded a visual target,predicting its upcoming location; (2) Variable, whereby five distinctcategory exemplars predicted the visual target. Visual detectionspeed and accuracy, as well as the performance cost of randomizingthe association of auditory category to visual target location, wereassessed during online performance, again after a 24-hour delay toassess the expression of delayed gains, and after 10 days to assessretention. Results revealed delayed gains associated with incidentalauditory category learning and retention effects for both trainingconditions. Offline processes can be triggered even for incidentalauditory input and lead to category learning; variability of input canenhance the generation of incidental auditory category learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning" }, { "word": "Auditory. Incidental learning" }, { "word": "Memory consolidation" }, { "word": "Speach" }, { "word": "statistical learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/10c2n7cq", "frozenauthors": [ { "first_name": "Yafit", "middle_name": "", "last_name": "Gabay", "name_suffix": "", "institution": "University of Haifa", "department": "" }, { "first_name": "Avi", "middle_name": "", "last_name": "Karni", "name_suffix": "", "institution": "University of Haifa", "department": "" }, { "first_name": "Lori", "middle_name": "L", "last_name": "Holt", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27775/galley/17415/download/" } ] }, { "pk": 27749, "title": "Constraints and Development in Children's Block Construction", "subtitle": null, "abstract": "Block construction tasks are highly complex, yet even young\nchildren engage in these tasks in both informal and formal\nlearning settings. In this paper, we ask whether the specific\npaths through which children build a structure are unique to the\nindividual, or alternatively, constrained by similar principles\nacross individuals and over age. Our results show that although\nchildren between 4 and 8 make frequent errors in copying\nmodel constructions, there is a striking amount of consistency\nin specific attributes of their paths of construction, and this\nconsistency mirrors that of adults. The build paths suggest that\nalthough children sometimes build inefficiently, they tend to\nbuild layer-by-layer, consistent with a role for intuitive physics\nthat enables the creation of stable structures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Skilled action" }, { "word": "Spatial skills" }, { "word": "Spatial Cognition" }, { "word": "development" }, { "word": "Block copying" }, { "word": "Intuitive physics" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9031f4w2", "frozenauthors": [ { "first_name": "Cathryn", "middle_name": "S", "last_name": "Cortesa", "name_suffix": "", "institution": "John Hopkins University", "department": "" }, { "first_name": "Jonathan", "middle_name": "D", "last_name": "Jones", "name_suffix": "", "institution": "John Hopkins University", "department": "" }, { "first_name": "Gregory", "middle_name": "D", "last_name": "Hager", "name_suffix": "", "institution": "John Hopkins University", "department": "" }, { "first_name": "Amy", "middle_name": "Lynne", "last_name": "Shelton", "name_suffix": "", "institution": "John Hopkins University", "department": "" }, { "first_name": "Sanjeev", "middle_name": "", "last_name": "Khudanpur", "name_suffix": "", "institution": "John Hopkins University", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Landau", "name_suffix": "", "institution": "John Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27749/galley/17389/download/" } ] }, { "pk": 27846, "title": "Constraints associated with cognitive control and the stability-flexibility dilemma", "subtitle": null, "abstract": "One of the most compelling characteristics of controlled pro-cessing is our limitation to exercise it. Theories of control allo-cation account for such limitations by assuming a cost of con-trol that constrains how much cognitive control is allocated toa task. However, this leaves open the question of why sucha cost would exist in the first place. Here, we use neural net-work simulations to test the hypothesis that constraints on cog-nitive control may reflect an optimal solution to the stability-flexibility dilemma: allocating more control to a task results ingreater activation of its neural representation but also in greaterpersistence of this activity upon switching to a new task, yield-ing switch costs. We demonstrate that constraints on controlimpair performance of any given task but reduce performancecosts associated with task switches. Critically, we show thatoptimal control constraints are higher in environments with ahigher probability of task switches.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cost of cognitive control" }, { "word": "capacity constraint" }, { "word": "Neural Networks" }, { "word": "task switching" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7nm3c7xj", "frozenauthors": [ { "first_name": "Sebastian", "middle_name": "", "last_name": "Musslick", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Seong", "middle_name": "J", "last_name": "Jang", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Shvartsman", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Amitai", "middle_name": "", "last_name": "Shenhav", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Jonathan", "middle_name": "D", "last_name": "Cohen", "name_suffix": "", "institution": "Princeton", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27846/galley/17485/download/" } ] }, { "pk": 27955, "title": "Construct Validity of Procedural Memory Tasks Used in Adult-Learned Language", "subtitle": null, "abstract": "Research has examined the role of domain-general cognitive\nfactors in second language (L2) acquisition, with emerging\nevidence implicating a role for procedural memory, a long-\nterm memory system (e.g., Morgan-Short et al., 2014). Strong\nconclusions regarding the role of procedural memory are\nhindered by the lack of knowledge regarding the reliability\nand validity of procedural memory assessments. In this study,\nparticipants completed three assessments of procedural\nmemory that have previously been used to study L2 learning,\nalong with assessments of declarative memory, working\nmemory, and an artificial L2 learning task. Results indicated\nthat the procedural memory assessments generally showed\nevidence of reliability and discriminant validity, but,\nsomewhat surprisingly, evidence for convergent validity was\nlacking. Finally, one procedural memory assessment showed\npredictive validity for the L2 learning task. Implications for\nfuture research on the role of procedural memory in L2\nacquisition will be considered in light of these results.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "procedural memory; second language acquisition; reliability; construct validity" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/18h9b8wp", "frozenauthors": [ { "first_name": "Joshua", "middle_name": "", "last_name": "Buffington", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" }, { "first_name": "Kara", "middle_name": "", "last_name": "Morgan-Short", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27955/galley/17593/download/" } ] }, { "pk": 28314, "title": "Contextual Separation Shifts Attentional Biases", "subtitle": null, "abstract": "The context you learn in influences how you recall information. When there are multiple competing sources of informationto be recalled, context dependency may help activate information that is hard to retrieve. This study examines its effects onlearning shape and texture categories signaled by redundant correlated contextual cues. Three-year-olds learned shape andtexture in two conditions: a contextual separation condition and a contextual overlap condition. Children in the separationcondition learned shape in one context and learned texture in a second context. Children in the overlap condition learnedboth shape and texture on both contexts. After training, children were asked to find a texture match to test if they could shifttheir attention away from shape. Children in the separation condition chose the texture match more often than children inthe overlap condition, suggesting a benefit of using contextual cues to shift dominant biases.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/07t615n1", "frozenauthors": [ { "first_name": "Michelle", "middle_name": "", "last_name": "Luna", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Catherine", "middle_name": "", "last_name": "Sandhofer", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28314/galley/17994/download/" } ] }, { "pk": 28359, "title": "Context variability in learning", "subtitle": null, "abstract": "There are conflicting accounts of how context variability affects childrens word learning. In some instances, toddlers andpreschoolers word learning appears sensitive to context changes (e.g., Goldenberg & Sandhofer, 2013; Vlach & Sandhofer,2011). In other cases, however, children show learning independent of context variability (e.g., Akhtar, 2005). There mayalso be instances where context variability promotes label retention (Twomey, Ma, & Westermann, 2017). Inconsistentfindings in this literature could be the result of task demands. Context dependencies may emerge when tasks are moredifficult, because children are unable to suppress irrelevant context features and focus on relevant inputs, which are factorsthat can contribute to the strength of context effects (Smith & Vela, 2001). We explored potential context effects in wordand fact learning using a design intended to reduce task load. Under these conditions, fact learning was affected by contextvariability, but word learning was not.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/11f9g88t", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": "", "last_name": "Tippenhauer", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Megan", "middle_name": "", "last_name": "Saylor", "name_suffix": "", "institution": "Vanderbilt University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28359/galley/18088/download/" } ] }, { "pk": 27765, "title": "Contingent Responsiveness in Digital Sotrybooks: Effects on Children's Comprehension and the Role of Individual Differences in Attention", "subtitle": null, "abstract": "Experiences of contingent interactions like referential cues\n(e.g., caregivers pointing to relevant text and pictures) during\nshared book reading predict better reading and language\noutcomes (Landry, & Smith, 2007). However, it is unclear\nwhether contingent responsiveness in a digital book could\nprovide similar support for children in the absence of\ncontingent feedback from an adult. The effects on story\ncomprehension using an interactive book with content-related\nanimations that activated contingent on children’s\nvocalizations were investigated, with a focus on whether the\ninteractive book might be especially useful for children with\nless developed attentional control. The present study used a\nwithin-subject design with data from 69 preschool-aged\nchildren. The use of the interactive book exhibited\nsignificantly increased comprehension, and was also found to\nbe especially useful for children with less attentional control.\nImportantly, the associations between attention and\ncomprehension gains were not entirely due to variance shared\nwith verbal ability.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attention" }, { "word": "Reading" }, { "word": "individual differences" }, { "word": "Reading comprehension" }, { "word": "Books" }, { "word": "technology" }, { "word": "learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0276w0rb", "frozenauthors": [ { "first_name": "Cassondra", "middle_name": "M", "last_name": "Eng", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Anthony", "middle_name": "S", "last_name": "Tomasic", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Erik", "middle_name": "D", "last_name": "Thiessen", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27765/galley/17405/download/" } ] }, { "pk": 27741, "title": "Contrasting Cases Enhances Transfer of Physics Knowledge from an Engineering Design Task", "subtitle": null, "abstract": "An extensive body of work has documented the impact of\nanalogous cases on transfer. However, far less work has\nexplored the role of contrasting cases in facilitating transfer.\nWe designed a novel contrasting cases activity to engage\nlearners with center-of-mass concepts in an engineering design\ntask – building a cantilever using Legos. Participants in three\nconditions analyzed either contrasting cases, single cases, or no\ncases in the midst of an engineering design activity.\nContrasting cases facilitated near but not far transfer. However,\nall conditions built equally successful cantilevers and noticed\nthe underlying structure of center-of-mass concepts to the same\ndegree. Moreover, regardless of condition, participants who\nnoticed the structure at a deeper level performed better on both\nthe engineering task and the far transfer assessment. The work\nhas implications for the design of science and engineering\ninstruction, while expanding our understanding of the\nperceptual processes that underlie transfer.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "transfer" }, { "word": "Contrasting cases" }, { "word": "Science learning" }, { "word": "Engraving" }, { "word": "education" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3f12t6xh", "frozenauthors": [ { "first_name": "Catherine", "middle_name": "C", "last_name": "Chase", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Malkiewich", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "Aakash", "middle_name": "", "last_name": "Kumar", "name_suffix": "", "institution": "Columbia University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27741/galley/17381/download/" } ] }, { "pk": 28384, "title": "Contributions of Statistical Regularities to Semantic Development", "subtitle": null, "abstract": "Extensive findings attest to an early-emerging sensitivity to statistical regularities, such as reliable co-occurrence betweenperceptual inputs. However, we know little about how such sensitivity may shape the organization of semantic memoryaccording to relations between concepts. To address this question, we designed a paradigm appropriate for a broad devel-opmental age-range in which participants identify whether either a word or a picture is the same or of the same thing as apreceding word (e.g., chicken followed by chicken or a chicken picture). Semantic effects are inferred from slower correctno responses to pairs that are related versus those that are unrelated. We used this paradigm to assess semantic effects in4-year-old children for pairs that co-occurred in child-directed speech (e.g., shoe-foot) or were taxonomically related (e.g.,fork-bowl). We found evidence of semantic effects in all conditions, suggesting that co-occurrence sensitivity contributesto relational knowledge in emerging semantic networks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7h52t19f", "frozenauthors": [ { "first_name": "Layla", "middle_name": "", "last_name": "Unger", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Vladimir", "middle_name": "", "last_name": "Sloutsky", "name_suffix": "", "institution": "The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28384/galley/18139/download/" } ] }, { "pk": 28149, "title": "Coupling Dynamical and Connectionist Models: Representation of SpatialAttention via Learned Deictic Gestures in Human-Robot Interaction", "subtitle": null, "abstract": "A proper representation of space and a joint attention mecha-nism are indispensable for an effective deictic communicationwith embodied agents. Taking inspiration from developmen-tal psychology may help us to tackle computational challengesfor robots. Although some developmental joint attention mod-els for robots have already been proposed, to the best of ourknowledge, there is no such model that can stand for the ef-fects of pointing gestures on covert attention in infants. Thuswe have designed and implemented a developmental roboticsmodel for joint spatial attention combining connectionist anddynamical approaches. The hybrid architecture was struc-tured over two existing computational models: a connectionistmodel of gesture comprehension and a Dynamic Field (DF)model of spatial attention in infants. These models were ex-tended with various perceptual modules and dynamical neu-ral fields, and implemented on the state-of-art iCub humanoidrobot. In this paper, the computational architecture is intro-duced with some preliminary results that show the model’s ca-pability of representing deixis and perceived objects, and theireffects on attention over space and time.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive modelling; cognitive robotics; artificialneural networks; dynamic field theory; joint attention; pointinggestures; spatial attention; deixis; grounded cognition" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5413h4zr", "frozenauthors": [ { "first_name": "Baris", "middle_name": "", "last_name": "Serhan", "name_suffix": "", "institution": "Plymouth University", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Spencer", "name_suffix": "", "institution": "University of East Anglia", "department": "" }, { "first_name": "Angelo", "middle_name": "", "last_name": "Cangelosi", "name_suffix": "", "institution": "Plymouth University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28149/galley/17808/download/" } ] }, { "pk": 28049, "title": "Coupling Perception with Action: A Dynamic Account of the Effect of Action on Memory", "subtitle": null, "abstract": "The ability to plan, inhibit, and execute motor movements are\nall necessary for achieving goal-directed behavior. These\nprocesses are closely related to memory, as perceptual input\nand memory of that input often recruit motor movements.\nUnknown, however, is how the engagement of perception-\naction processes impact the memory of objects. One such\ninteraction suggests that participants have worse memory recall\nfor stimuli which elicit inhibition of a motor response than\nstimuli which afford the execution of a motor response (Chiu\n& Egner, 2015). This effect has been explained through\ncompetition for common neural resources: allocation of\nresources toward response inhibition reduces the amount of\nresources available for memory. Alternatively, this effect could\nbe driven at the level of perception-action coupling: engaging\nand pairing the motor system with visual perception enhances\nthe memory of stimuli which elicited the motor preparation or\nresponse. To test these hypotheses, we first replicated Chiu and\nEgner (2015). In Experiment 2, we included neutral stimuli that\ndid not necessitate motor preparation processes. Memory was\nenhanced for stimuli presented in conjunction with motor\nengagement, providing evidence for an account of memory that\nis facilitated when coupled with the motor system.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "perception-action coupling; goal-directed behavior;\nmemory; go/no-go; action-induced remembering" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8g66h6qt", "frozenauthors": [ { "first_name": "Kaleb", "middle_name": "T", "last_name": "Kinder", "name_suffix": "", "institution": "University of Tennesse, Knoxville", "department": "" }, { "first_name": "Aaron", "middle_name": "T", "last_name": "Buss", "name_suffix": "", "institution": "University of Tennesse, Knoxville", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28049/galley/17688/download/" } ] }, { "pk": 28247, "title": "Creating an affordable ,effective, adaptive & personalized attention tasks for children with developmental disorders.", "subtitle": null, "abstract": "The main challenge in studying cognition & designing effective tasks for children with learning disorders is creatingpersonalized & adaptive tasks in line with the current abilities & mood of the child. The current study confronts thischallenge by testing a new paradigm to access the current state of mind and adapting the tasks based on the current mood& abilities of the child. Children were given chess puzzles with various levels of difficulty (from just identifying thepieces, legal moves and eventually even capturing pieces with depth=1). while the children were performing the tasks thepupil-metric data (for cognitive load), facial expressions and the head pose were used to gauge the current-state and adaptthe puzzles accordingly. Further development of dynamic feedback and providing rewards for looking at the right squaresare also underway. custom software with off the shelf web-cameras were used as the current solutions in the market areprohibitively expensive for testing on large scale.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6kz2c7vf", "frozenauthors": [ { "first_name": "Amarnath", "middle_name": "", "last_name": "Dasaka", "name_suffix": "", "institution": "International Institute of Information Technology, Hyderabad", "department": "" }, { "first_name": "Bapiraju", "middle_name": "", "last_name": "Surampudi", "name_suffix": "", "institution": "International Institute of Information Technology, Hyderabad", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28247/galley/17906/download/" } ] }, { "pk": 35953, "title": "Creating Buy-In: Integrating IEP Core Curricula and TOEFL Prep", "subtitle": null, "abstract": "The Test of English as a Foreign Language (TOEFL) is the standard in the college admissions process, leading to the inclusion of preparation\nclasses in Intensive English Program (IEP) curricula. But does preparing for the TOEFL in isolation yield optimal results for IEP college\nhopefuls? In this article, we will share information about the structure of the test as well as skills needed to perform successfully. In addition,\nwe will offer teaching strategies and activities that we have found useful in increasing student buy-in, strengthening their test-taking abilities, and building their skills in order to increase their test scores. We believe that if we can better connect what we are teaching in our other intensive English classes to skills assessed on the TOEFL, it could lead to decreased resistance to particular activities.", "language": "eng", "license": null, "keywords": [ { "word": "TOEFL" }, { "word": "test prep" }, { "word": "Intensive English Programs" } ], "section": "CATESOL Exchanges", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0cj3j12b", "frozenauthors": [ { "first_name": "Jeri", "middle_name": "", "last_name": "Ahern", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Eve", "middle_name": "Nora", "last_name": "Litt", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35953/galley/26807/download/" } ] }, { "pk": 28150, "title": "Creative leaps in musical ecosystems: early warning signals of critical transitions in professional jazz", "subtitle": null, "abstract": "High-level cognition is often accomplished not byindividuals working in isolation, but by distributed, complexcognitive systems. Examples include teams of scientists orcollaboratively improvising musicians. These distributedsystems can undergo critical transitions, suddenly movingfrom one stable pattern of activity to another. For instance,in ‘free jazz,’ where musicians improvise without apredetermined plan or a central leader, the performance willoften settle into a particular texture or style beforetransitioning to something entirely new, often quitesuddenly. When do these transitions occur? Are theyforeseeable? Inspired by suggestions that cognitive systemsare, in some sense, a kind of ‘ecosystem,’ we draw on recentwork in quantitative ecology that has begun to describegeneric early warning signals of impending criticaltransitions in ecosystems. We apply these techniques to acorpus of audio recordings of professional jazz quartetsplaying improvised music. We find that the same genericmeasures that have been used successfully to predict criticaltransitions in natural ecosystems describe the complexdynamics of improvised musical performance in the lead-upto transitions. By taking seriously the metaphor thatcognition occurs in ‘ecosystems,’ we gain new insights intohow stable patterns of thought can emerge suddenly incomplex cognitive systems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Early Warning Signals; Music; Improvisation; ComplexAdaptive Systems; Distributed Cognition" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3z2264c0", "frozenauthors": [ { "first_name": "Matt", "middle_name": "", "last_name": "Setzler", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Tyler", "middle_name": "", "last_name": "Marghetis", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Minje", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28150/galley/17809/download/" } ] }, { "pk": 28213, "title": "Cross-Cultural Differences in Children’s Conceptions of Space Science", "subtitle": null, "abstract": "Many children struggle to comprehend basic space science, including the scientific explanations of the day/night cycle andseasonal change (e.g., Plummer, 2014; Vosniadou & Brewer, 1994). With notable exceptions (e.g., Samarapungavan, Vos-niadou, & Brewer, 1994), prior research has focused on Westerners’ ideas and experiences. Using structured interviews,we explored U.S. and Indonesian 3rd graders’ conceptions of the day/night cycle and seasonal change. Children fromboth communities had similar explanations of the day/night cycle, often confusing the Sun’s apparent movement as actualmotion. Cross-cultural differences emerged in children’s explanations of seasons: U.S. children were more likely to usechanges in Sun-Earth proximity, whereas Indonesian children tended to provide Earth-centric, geographical explanations(e.g., ”America gets snow because it is near the North Pole”). These findings reveal an interesting interplay betweenchildren’s geographically limited observations of the sky, the seasons, and their ideas about invisible causal forces in thesolar system.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5vs310bs", "frozenauthors": [ { "first_name": "Florencia", "middle_name": "", "last_name": "Anggoro", "name_suffix": "", "institution": "College of the Holy Cross", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Jee", "name_suffix": "", "institution": "Worcester State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28213/galley/17872/download/" } ] }, { "pk": 28148, "title": "Cross-Domain Influences on Creative Processes and Products", "subtitle": null, "abstract": "According to the honing theory of creativity, the iterativeprocess culminating in a creative work is made possible by theself-organizing nature of a conceptual network, or worldview,and its innate holistic tendency to minimize inconsistency. Assuch, the creative process is not limited to the problem domain,and influences on creativity from domains other than that of thefinal product are predicted to be widespread. We conducted astudy in which participants with varying levels of creativeexperience listed their creative outputs, as well as influences(sources of inspiration) on these outputs. Of the 758 creativeinfluences, 13% were within-domain narrow, 13% within-domain broad, 67% cross-domain, and 6% unclear. Thesefindings support the hypothesis that to trace the inspirationalsources or ‘conceptual parents’ of a creative output, and thustrack its cultural lineage, one must look beyond the problemdomain to the creators’ self-organizing, inconsistency-minimizing worldview at large.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "art; creativity; cross-domain influence; domain-general; domain-specific; innovation; inspiration; music" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0xw0p294", "frozenauthors": [ { "first_name": "Victoria", "middle_name": "", "last_name": "Scotney", "name_suffix": "", "institution": "University of British Columbia", "department": "" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Weissmeyer", "name_suffix": "", "institution": "University of British Columbia", "department": "" }, { "first_name": "Liane", "middle_name": "", "last_name": "Gabora", "name_suffix": "", "institution": "University of British Columbia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28148/galley/17807/download/" } ] }, { "pk": 28279, "title": "Cross-linguistically shared spatial mappings of abstract concepts guide non-signers inferences about sign meaning", "subtitle": null, "abstract": "Abstract concepts like valence and magnitude are represented through space in co-speech gestures and linguistic metaphors.Recent work has shown that such spatial mappings are also reflected in the motion patterns of signs in sign languages,suggesting that sign languages may reveal cross-linguistically shared ways of spatializing abstract concepts. We probedthis possibility further by testing whether non-signers are sensitive to vertical spatial mappings encoded in signs in Amer-ican Sign Language (ASL). Non-signers were presented with videos of ASL signs and asked to judge the likely valenceand magnitude of their meanings. Judgments were well predicted by the direction of hand movement along the verticalaxis but not other axes, implying that participants spontaneously relied on vertical mappings of valence and magnitude tomake semantic inferences. These findings suggest that sign languages encode spatial mappings of abstract concepts thatare readily accessible to non-signers, and potentially useful for language learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2qt8n2jh", "frozenauthors": [ { "first_name": "Ruther", "middle_name": "", "last_name": "Rabinovitch", "name_suffix": "", "institution": "Colorado College", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Holmes", "name_suffix": "", "institution": "Colorado College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28279/galley/17938/download/" } ] }, { "pk": 27836, "title": "Crosslinguistic transfer as category adjustment: Modeling conceptual color shift in bilingualism", "subtitle": null, "abstract": "We present a general framework for capturing categorical cross-linguistic transfer effects – the influences of linguistic and con-ceptual categories in a bilingual speaker’s languages on eachother. By formulating the phenomenon as an instance of cogni-tive category shift, we achieve a general method for investigat-ing the extent and causes of crosslinguistic transfer in terms ofa category similarity space and a set of weighting factors. Weapply the model to the well-understood domain of color, formu-lating transfer as the modulation of conceptual color categoriesin one language on those of the other language. We analyze thecomponents of the model that predict salient aspects of humandata on an observed transfer effect in a range of languages.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Semantic shift. Crosslinguistic transfer" }, { "word": "Color categories" }, { "word": "Category adjustment model" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2ds7z9vm", "frozenauthors": [ { "first_name": "Yevgen", "middle_name": "", "last_name": "Matusevych", "name_suffix": "", "institution": "U of Toronto", "department": "" }, { "first_name": "Barend", "middle_name": "", "last_name": "Beekhuizen", "name_suffix": "", "institution": "U of Toronto", "department": "" }, { "first_name": "Suzanne", "middle_name": "", "last_name": "Stevenson", "name_suffix": "", "institution": "U of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27836/galley/17475/download/" } ] }, { "pk": 28290, "title": "Cross Modal Cue Compensation in Size and Pitch", "subtitle": null, "abstract": "When attempting to correctly interpret signals from noise, many sources of noise are not random, only unwanted. Thesecan be discounted by observing cues that predict the noise and canceling or adjusting accordingly. We trained participantsto classify artificial bird calls of different pitches. Pitch was affected by the intended message or word the bird wascommunicating, as well as the size of the bird (larger birds were given lower pitch overall). Participants could hear thecall and also see an image indicating the size of the bird, allowing them to predict and counteract the effect of size, whichserved as noise when trying to interpret communication. At test, we probed many pitches and sizes outside the range oftraining stimuli, and we analyze the patterns by which participants not only compensate for noise, but extrapolate andgeneralize their compensation to new situations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3747n1vk", "frozenauthors": [ { "first_name": "Gavin", "middle_name": "", "last_name": "Jenkins", "name_suffix": "", "institution": "Simon Fraser University", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Tupper", "name_suffix": "", "institution": "Simon Fraser University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28290/galley/17949/download/" } ] }, { "pk": 27949, "title": "Crossword, Quiz Shows, and the Geometry of Question-Asking", "subtitle": null, "abstract": "Asking and answering questions is a pervasive activity. Over and above the survival benefits it provides, it is one thatcan be intrinsically pleasurable. Word puzzles provide a window into this process that allow us to go beyond laboratoryinvestigations to capture how question-asking functions in the real world. Analysis of New York Times crosswords,and quiz-show Jeopardy questions allow us to tease apart two phenomena that make for difficult questions: opacity (theindirectness of cues within a clue), and obscurity (the rarity of the answer). Vector-space models of natural language revealhow synergistic cues aid the puzzle-solver, overcoming obscurity in ways that contemplation of cues in isolation can not,and show how these effects compete with the obscurity of the answer itself. Our methods provide new ways to measurethese phenomena in question-asking, and show how they operate in this most basic of behaviors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1qn777j0", "frozenauthors": [ { "first_name": "Christina", "middle_name": "", "last_name": "Boyce-Jacino", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "DeDeo", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27949/galley/17587/download/" } ] }, { "pk": 27761, "title": "Cumulative improvements in iterated problem solving", "subtitle": null, "abstract": "As compared to other animals, humans are particularly skilled\nat using and improving tools and other solutions to problems\nthat were first discovered by other people. Although the human\ncapacity for cumulative cultural evolution is well-known, the\neffectiveness of inheritance as a form of problem solving is\nan area in need of further research. We report an experiment\ndesigned to understand how effectively solutions to problems\naccumulate over generations of problem solving. Using a tool-\ndiscovery game, we found that participants were consistently\nable to discover more tools in a 25 minute session than their\nancestors. Participants who inherited more tools required more\ntime to recreate them, but their rate of new tool discovery was\nnot slowed. In addition, we show that participants were able\nto recreate the tools they inherited more efficiently than their\nancestors, but that inheritance did not confer any improvement\nin future problem solving. We discuss the limitations of this\nwork, and motivate future directions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cultural evolution" }, { "word": "transmission chain" }, { "word": "iterated learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5dd5j0cc", "frozenauthors": [ { "first_name": "Pierce", "middle_name": "", "last_name": "Edminston", "name_suffix": "", "institution": "University of Wisonsin - Madison", "department": "" }, { "first_name": "Maxime", "middle_name": "", "last_name": "Derex", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Lupyan", "name_suffix": "", "institution": "University of Wisonsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27761/galley/17401/download/" } ] }, { "pk": 28064, "title": "Data Availability and Function Extrapolation", "subtitle": null, "abstract": "In function learning experiments, where participants learnrelationships from sequentially-presented examples, peopleshow a strong tacit expectation that most relationships are lin-ear, and struggle to learn and extrapolate from non-linear rela-tionships. In contrast, experiments with similar tasks wheredata are presented simultaneously – typically using scatterplots – have shown that human learners can discover and ex-trapolate from complex non-linear trends. Do people have dif-ferent expectations in these task types, or can the results beattributed to effects of memory and data availability? In a di-rect comparison of both paradigms, we found that differencesbetween task types can be attributed to data availability. Weshow that a simple memory-limited Bayesian model is consis-tent with human extrapolations for linear data for both highand low data availability. However, our model underestimatesthe participants’ ability to infer non-monotonic functions, es-pecially when data is sparse. This suggest that people trackhigher-order properties of functions when learning and gen-eralizing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Function learning" }, { "word": "function estimation" }, { "word": "resource rationality" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/36x9d07k", "frozenauthors": [ { "first_name": "Pablo", "middle_name": "Leon", "last_name": "Villagra", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Irina", "middle_name": "", "last_name": "Preda", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Christopher", "middle_name": "G", "last_name": "Lucas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28064/galley/17703/download/" } ] }, { "pk": 27702, "title": "Data Visualization as a Domain to Research Areas in Cognitive Science", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Translational cognitive science" }, { "word": "vision" }, { "word": "learning" }, { "word": "development" }, { "word": "evidence-based decision making" }, { "word": "data visualization" }, { "word": "visual reasoning" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4kf989v4", "frozenauthors": [ { "first_name": "Caitlyn", "middle_name": "", "last_name": "McColeman", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Audry", "middle_name": "", "last_name": "Michal", "name_suffix": "", "institution": "University of Alabama", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Goldstone", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Karen", "middle_name": "", "last_name": "Schloss", "name_suffix": "", "institution": "University of Wisonsin-Madison", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Kaminski", "name_suffix": "", "institution": "Wright State University", "department": "" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Hullman", "name_suffix": "", "institution": "University of Washington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27702/galley/17343/download/" } ] }, { "pk": 28014, "title": "Decisions about time in public transport", "subtitle": null, "abstract": "Travel behavior research shows that the disutility of waiting times looms larger than the disutility of in-vehicle times.However, little has been said about the plausibility of the assumption of compensatory behavior in the preferences forwaiting and traveling. Another open question is whether the variability in waiting and in-vehicle times affects transportdecisions in the same way. To answer these research questions, we conducted a lab experiment with university studentsfrom London, UK and Santiago, Chile. Participants were presented with 14 decisions scenarios that manipulated theaverage and the variability of waiting and in-vehicle times in two bus routes under the choice paradigms of decisions fromdescription and from experience. We found that participants did not compensate waiting and in-vehicle times; rather, theysought to minimize overall journey times. In addition, participants disliked more variability while waiting than traveling.Interestingly, both behaviors were only observed in the experiential choices.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0034568f", "frozenauthors": [ { "first_name": "Pablo", "middle_name": "", "last_name": "Guarda", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Paula", "middle_name": "", "last_name": "Parpart", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Nigel", "middle_name": "", "last_name": "Harvey", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Juan", "middle_name": "Carlos", "last_name": "Muoz", "name_suffix": "", "institution": "Pontificia Universidad Catalica de Chile", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28014/galley/17653/download/" } ] }, { "pk": 28141, "title": "Deductive reasoning about expressive statements using external graphical representations", "subtitle": null, "abstract": "Research in psychology on reasoning has often been restrictedto relatively inexpressive statements involving quantifiers.This is limited to situations that typically do not arise inpractical settings, such as ontology engineering. In orderto provide an analysis of inference, we focus on reasoningtasks presented in external graphic representations wherestatements correspond to those involving multiple quantifiersand unary and binary relations. Our experiment measuredparticipants’ performance when reasoning with two notations.The first used topology to convey information via node-linkdiagrams (i.e. graphs). The second used topological andspatial constraints to convey information (Euler diagrams withadditional graph-like syntax). We found that topological-spatial representations were more effective than topologicalrepresentations. Unlike topological-spatial representations,reasoning with topological representations was harder wheninvolving multiple quantifiers and binary relations than singlequantifiers and unary relations. These findings are comparedto those for sentential reasoning tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "inference; diagrammatic reasoning; externalrepresentation; quantifiers; unary and binary predicates" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0775j1sm", "frozenauthors": [ { "first_name": "Yuri", "middle_name": "", "last_name": "Sato", "name_suffix": "", "institution": "University of Brighton", "department": "" }, { "first_name": "Gem", "middle_name": "", "last_name": "Stapleton", "name_suffix": "", "institution": "University of Brighton", "department": "" }, { "first_name": "Mateja", "middle_name": "", "last_name": "Jamnik", "name_suffix": "", "institution": "University of Cambridge", "department": "" }, { "first_name": "Zohreh", "middle_name": "", "last_name": "Shams", "name_suffix": "", "institution": "University of Cambridge", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28141/galley/17800/download/" } ] }, { "pk": 28042, "title": "DeepColor: Reinforcement Learning optimizes information efficiency andwell-formedness in color name partitioning", "subtitle": null, "abstract": "As observed in the World Color Survey (WCS), some univer-sal properties can be identified in color naming schemes overa large number of languages. For example, Regier, Kay, andKhetrapal (2007) and Regier, Kemp, and Kay (2015); Gib-son et al. (2017) recently explained these universal patterns interms of near optimal color partitions and information theoreticmeasures of efficiency of communication. Here, we introducea computational learning framework with multi-agent systemstrained by reinforcement learning to investigate these universalproperties. We compare the results with Regier et al. (2007,2015) and show that our model achieves excellent quantitativeagreement. This work introduces a multi-agent reinforcementlearning framework as a powerful and versatile tool to investi-gate such semantic universals in many domains and contributesignificantly to central questions in cognitive science.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "color naming; world color survey; reinforcementlearning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3p43k82r", "frozenauthors": [ { "first_name": "Mikael", "middle_name": "", "last_name": "Kageback", "name_suffix": "", "institution": "Chalmers University of Technology", "department": "" }, { "first_name": "Devdatt", "middle_name": "", "last_name": "Dubhashi", "name_suffix": "", "institution": "Chalmers University of Technology", "department": "" }, { "first_name": "Asad", "middle_name": "", "last_name": "Sayeed", "name_suffix": "", "institution": "University of Gothenburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28042/galley/17681/download/" } ] }, { "pk": 27935, "title": "Deep Convolutional Networks do not Perceive Illusory Contours", "subtitle": null, "abstract": "Deep learning networks have shown impressive performance\nin object recognition. We used the classification image method\nto probe whether a deep learning model employs the same\nfeatures as humans in perceiving real and illusory contours. We\nadopted a deep learning network, pre-trained with natural\nimages, and retrained the decision layer with laboratory stimuli\nto perform shape discrimination in the “fat/thin” task. We\ntested the network with real and illusory contour stimuli\ncontaminated with luminance noise. We found that deep\nnetworks trained on natural images can be readily adapted to\ndiscriminate between psychophysical stimuli with an\nextremely high degree of accuracy. However, deep learning\nnetworks do not appear to represent illusory contours where\nthey may aid performance in the fat/thin task, a process\nautomatically performed in human vision. This divergence\nindicates an important difference between the kinds of visual\nrepresentations formed by deep networks and by humans.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Deep learning" }, { "word": "contour interpolation" }, { "word": "classification images" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6fj2c7k2", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": "", "last_name": "Baker", "name_suffix": "", "institution": "UCLA", "department": "" }, { "first_name": "Gennady", "middle_name": "", "last_name": "Erlikhman", "name_suffix": "", "institution": "University of Nevada, Reno", "department": "" }, { "first_name": "Philip", "middle_name": "", "last_name": "Kellman", "name_suffix": "", "institution": "UCLA", "department": "" }, { "first_name": "Hongjing", "middle_name": "", "last_name": "Lu", "name_suffix": "", "institution": "UCLA", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27935/galley/17573/download/" } ] }, { "pk": 27833, "title": "Delegation of a task to a partner in cooperation with a human partner and with a system partner", "subtitle": null, "abstract": "This study investigated the delegation of tasks to a partner incooperation with a human partner and with an automation sys-tem as a system partner. In the experiment, a line-tracing taskwas used, in which the performance in the task of the partic-ipants and their partners was dynamically altered at multiplelevels. The participants were informed that their task partnerswere human (human condition) or automation system (systemcondition). However, in reality, all participants performed theirtask with an automation system. The results showed that a re-lationship between subjective trust in the partner and the per-centage of the task delegated to the partner was found only inthe system condition but not in the human condition. More-over, sensitivity to change in the task performance of the par-ticipants and their partners was higher, and the suitability oftask delegation was greater in the system condition than in thehuman condition. These results were discussed based on theprevious studies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Automation system" }, { "word": "Task delegation" }, { "word": "trust" }, { "word": "Misuse" }, { "word": "Disuse" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1cm2q0vn", "frozenauthors": [ { "first_name": "Akihiro", "middle_name": "", "last_name": "Maehigashi", "name_suffix": "", "institution": "KDDI Research", "department": "" }, { "first_name": "Kazuhisa", "middle_name": "", "last_name": "Miwa", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Kasuaki", "middle_name": "", "last_name": "Kojima", "name_suffix": "", "institution": "Teikyo University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27833/galley/17472/download/" } ] }, { "pk": 28343, "title": "Deriving uniform information density behavior in pragmatic agents", "subtitle": null, "abstract": "The combinatorial expressivity of natural language enables speakers to communicate a single idea in myriad ways. Howdo speakers decide which utterance to use? Under the Uniform Information Density (UID) hypothesis, speakers shouldplan their utterances to minimize listener comprehension difficulty by spreading out new information, for example, byusing complementizers or avoiding contractions before high-surprisal content. We explore how UID behaviors may resultfrom pragmatic considerations (e.g., social reasoning in context) using a computational pragmatics model. We showthat artificial pragmatic agents communicating under noise conditions exhibit key UID effects: (A) speakers provide cuesbefore high surprisal content, (B) given a UID-cue, listeners infer oncoming content is high-surprisal, (C) synthetic corporagenerated from speakers reflects a signature UID effect: a positive relationship between likelihood of optional elementsand surprisal of oncoming content. Thus, UID may follow from more general principles of pragmatic communication inthe presence of noise.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/88w067f2", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "", "last_name": "Peloquin", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Noah", "middle_name": "", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28343/galley/18056/download/" } ] }, { "pk": 27828, "title": "Determinants and Consequences of the Need for Explanation", "subtitle": null, "abstract": "Much of human learning throughout the lifespan is achievedthrough seeking and generating explanations. However, verylittle is known about what triggers a learner to seek anexplanation. In two studies, we investigate what makes a givenevent or phenomenon stand in need of explanation. In Study 1,we show that a learner’s judgment of “need for explanation”for a given question predicts that learner’s likelihood ofseeking an answer to this question. In Study 2, we exploreseveral potential predictors of need for explanation. We findthat the need for explanation is greater for questions expectedto have useful answers that require expert understanding, andthat “need for explanation” can be differentiated from generalcuriosity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "explanation" }, { "word": "Curiosity" }, { "word": "information search" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7ps0w8j5", "frozenauthors": [ { "first_name": "Emily", "middle_name": "G", "last_name": "Liquin", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "Tania", "middle_name": "", "last_name": "Lombrozo", "name_suffix": "", "institution": "UC Berkley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27828/galley/17467/download/" } ] }, { "pk": 28233, "title": "Determinants of Inhibitory Interference in Processing Reflexive-antecedent Dependencies", "subtitle": null, "abstract": "This study investigates the mechanism of memory retrieval in sentence processing, e.g. searching for an antecedent for thereflexive, e.g. himself or herself in English. Cue-based retrieval models (e.g. ACT-R, Lewis and Vasishth, 2005) predictthat such process is delayed when there is a distractor matching the retrieval cues, such as gender and number. However,this inhibitory interference effect was not found in a recent Bayesian random-effects meta-analysis of 49 experiments (Jgeret al., 2017).In two self-paced reading experiments, we provide additional evidence of the inhibitory interference effect in processingantecedent-reflexive dependencies. Reflexives and the following spillover regions were read slower when the distractorsgender matched the retrieval cue. The delay was more significant when the interference was retroactive, i.e. distractorswere located between the reflexive and its antecedent. The distractors prominence, which is related to its syntactic position,was not found to be a determinant in this process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7hx8t32s", "frozenauthors": [ { "first_name": "Zhong", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "Rochester Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28233/galley/17892/download/" } ] }, { "pk": 27920, "title": "Developing A Cognitive Reflection Test for School-Age Children", "subtitle": null, "abstract": "The cognitive reflection test (CRT; Frederick, 2005) assesseshow well adults can reflect on the validity of their ownthinking, and it has been shown to predict several measures ofnormative reasoning. Here, we sought to create a version ofthe cognitive reflection test suitable for elementary-school-aged children, which could be used to study the emergence ofcognitive reflection as well as its role in the development ofother forms of higher-order cognition. We identified eightchild-friendly questions that elicit an incorrect, intuitiveresponse that must be inhibited in order to provide a correct,analytic response. We compared children’s and adults’performance on these questions (dubbed the CRT-D) toseveral measures of rational thinking (denominator neglect,base rate sensitivity, syllogistic reasoning, otherside thinking)and thinking dispositions (actively open-minded thinking,need for cognition). The CRT-D was a significant predictor ofrational thinking and normative thinking dispositions in bothchildren and adults. Moreover, performance on the CRT-Dcorrelated with performance on the original CRT in adults,and in children, it predicted rational thinking and normativethinking dispositions above and beyond age. These resultssuggest that the CRT-D is a valid measure of children’scognitive reflection and pave the way for future investigationsof its development and its developmental consequences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive reflection" }, { "word": "rational thinking" }, { "word": "Cognitive Development" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/18x525bn", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "G", "last_name": "Young", "name_suffix": "", "institution": "Occidental College", "department": "" }, { "first_name": "Allison", "middle_name": "", "last_name": "Powers", "name_suffix": "", "institution": "Occidental College", "department": "" }, { "first_name": "Lesley", "middle_name": "", "last_name": "Pilgrim", "name_suffix": "", "institution": "Occidental College", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Shtulman", "name_suffix": "", "institution": "Occidental College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27920/galley/17558/download/" } ] }, { "pk": 28101, "title": "Developmental changes in childrens processing of nonsymbolic ratio magnitudes: A cross-sectional fMRI study", "subtitle": null, "abstract": "A growing number of studies has revealed that humans and nonhuman animals have the ability to process magnitudes ofnonsymbolic ratios. Lewis, Mathews & Hubbard (2015) hypothesized that this ability may depend on a ratio processingsystem (RPS) that may help acquire symbolic fractions knowledge. The present study investigated ratio processing in2nd and 5th graders using functional MRI. In the scanner, children decided which of two ratios was numerically larger.The stimuli were constructed as pairs of nonsymbolic line ratios, symbolic fractions, and mixed notations. Both 2ndand 5th graders showed the distance effect the behavioral performance and the neural activation were modulated by thenumerical distance between two ratios. Notably, 5th graders showed greater neural distance effect and more overlapsin activation across notations when compared to 2nd graders. These results suggest that educational experience mightpromote recruitment of the RPS for processing symbolic fractions as well.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1cx2614c", "frozenauthors": [ { "first_name": "Yunji", "middle_name": "", "last_name": "Park", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Biznak", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Toomarian", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Priya", "middle_name": "", "last_name": "Kalra", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Percival", "middle_name": "", "last_name": "Matthews", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Hubbard", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28101/galley/17748/download/" } ] }, { "pk": 28303, "title": "Developmental Differences in Semantic Search Strategies Between Monolingualand Bilingual Children", "subtitle": null, "abstract": "In semantic fluency tasks, speakers name as many category exemplars as possible within a time limit. After age 8 to9 years, bilinguals produce fewer words in semantic fluency tasks than monolinguals (e.g., Friesen et al., 2015). Thiseffect may result from differences in how monolinguals and bilinguals search their semantic networks (e.g., Sandoval etal., 2010), which we examined here. Five- to 11-year-old monolinguals and bilinguals (n=300) completed a semanticfluency task. Monolinguals produced more words with age (r=.27, p=.001), whereas bilinguals did not (r=.11, p=.43).However, with age, bilinguals (r=-.32, p=.016)–but not monolinguals (r=.04, p=.65)–produced lower frequency words.Additionally, Latent Semantic Analysis revealed bilinguals to produce more semantically similar words in sequence withage (bilinguals: r=-.26, p=.05; monolinguals: r=.02, p=.83). These findings suggest bilingual children may develop moreefficient semantic search strategies than monolinguals.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6kp3m04v", "frozenauthors": [ { "first_name": "Naomi", "middle_name": "", "last_name": "Kline", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Natsuki", "middle_name": "", "last_name": "Atagi", "name_suffix": "", "institution": "University of California, Riverside", "department": "" }, { "first_name": "Maxim", "middle_name": "", "last_name": "Bushmakin", "name_suffix": "", "institution": "Brandeis University", "department": "" }, { "first_name": "Catherine", "middle_name": "", "last_name": "Sandhofer", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28303/galley/17970/download/" } ] }, { "pk": 28142, "title": "Developmental Differences in the Status of Category Exceptions", "subtitle": null, "abstract": "In this paper we explored how people represent categories that\ninclude exceptions by examining contributions that features of\nregular and exception items make to determining category\nmembership. We examined performance of 4-year-old children\nand adults and found significant developmental differences.\nWhile for 4-year-olds, deterministic features of regular items\nand exceptions contributed comparably to determining\ncategory membership, an asymmetry was found in adults. For\nadults, deterministic features of regular items contributed more\nto determining category membership than features of\nexceptions. The results are discussed in relation to the\nSUSTAIN clustering model of category learning (Love,\nMedin, & Gureckis, 2004).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning; exceptions; SUSTAIN" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5mp2p1m9", "frozenauthors": [ { "first_name": "Olivera", "middle_name": "", "last_name": "Savic", "name_suffix": "", "institution": "Ohio State", "department": "" }, { "first_name": "Nathaniel", "middle_name": "", "last_name": "Blanco", "name_suffix": "", "institution": "Ohio State", "department": "" }, { "first_name": "Vladimir", "middle_name": "", "last_name": "Sloutsky", "name_suffix": "", "institution": "Ohio State", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28142/galley/17801/download/" } ] }, { "pk": 28083, "title": "Differentiation by Domain in Young Children’s Analogical Reasoning", "subtitle": null, "abstract": "How much does children’s performance on analogy tasks\nreflect general analogical reasoning versus specific\nknowledge? We asked this by comparing young children’s\nperformance on conceptual (e.g., whole, broken) versus spatial\n(e.g., above, overlapping) analogies. We asked two primary\nresearch questions. First, does children’s performance correlate\nacross tasks that depict conceptual versus spatial analogies?\nSecond, if children complete the easier analogical task first,\ndoes that experience boost performance on the second, harder\ntask? Successfully solving analogy problems in one domain\ncould provide insights to children that may carry over to a new\ndomain. However, if poor performance reflects an underlying\nlack of knowledge, rather than weak analogical reasoning, then\nadditional analogy experience will not be beneficial. Results\nshowed that children performed significantly better on\nconceptual than spatial analogies, and that the order of tasks\ndid not influence performance. Furthermore, performance was\nnot correlated across domains. These results suggest that\nperformance on these two tasks primarily reflects children’s\nunderstanding of the concepts and relations needed to complete\nthe analogies, rather than analogical reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogy; spatial cognition; development; early\nchildhood" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/60v6k5r6", "frozenauthors": [ { "first_name": "Hilary", "middle_name": "E", "last_name": "Miller", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Jennifer", "middle_name": "M", "last_name": "Weber", "name_suffix": "", "institution": "University of Wisconsin-Madison, University of Colorado Boulder", "department": "" }, { "first_name": "Vanessa", "middle_name": "R", "last_name": "Simmering", "name_suffix": "", "institution": "University of Wisconsin-Madison, ACTinc", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28083/galley/17722/download/" } ] }, { "pk": 28074, "title": "Dimensional Label Learning Predicts the Developmental Status of Executive \nFunction", "subtitle": null, "abstract": "The Dimensional Change Card Sort Task (DCCS) is a measure\nof the developmental status of early childhood EF. In this task,\nchildren use verbal rules regarding the features and dimensions\nof objects to sort cards by shape or color. A recent dynamic\nneural field model explains development in the DCCS task\nbased on the strength of associations between labels and visual\nfeatures. In this project, we explored the role of dimensional\nlabel learning (DLL) in the development of flexibility in the\nDCCS task. Three- and 4-year-olds were given DLL tasks\nalong with the DCCS task. We measured hemodynamic\nactivity as children performed these tasks using fNIRS. Results\nshowed that color label production produced activation\nthroughout frontal and left temporal areas. Importantly,\nhemodynamic activation during the DLL tasks predicted\nperformance in the DCCS. These results suggest that the neural\nsystems involved in DLL influences children’s ability to\nflexibly switch between rules.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "executive function; dimensional labels; fNIRS" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/82d5q29r", "frozenauthors": [ { "first_name": "Kara", "middle_name": "", "last_name": "Lowery", "name_suffix": "", "institution": "University of Tennessee, Knoxville", "department": "" }, { "first_name": "Anastasia", "middle_name": "", "last_name": "Kerr-German", "name_suffix": "", "institution": "University of Tennessee, Knoxville", "department": "" }, { "first_name": "Aaron", "middle_name": "T", "last_name": "Buss", "name_suffix": "", "institution": "University of Tennessee, Knoxville", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28074/galley/17713/download/" } ] }, { "pk": 27697, "title": "Dimension-based Attention in Learning and Understanding Spoken Language", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attention; learning; computational modeling; speech communications" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/27h194jm", "frozenauthors": [ { "first_name": "Frederic", "middle_name": "K", "last_name": "Dick", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Lori", "middle_name": "L", "last_name": "Holt", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Howard", "middle_name": "", "last_name": "Nusbaum", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Neeraj", "middle_name": "", "last_name": "Sharma", "name_suffix": "", "institution": "Indiana Institute of Science", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Shinn-Cunningham", "name_suffix": "", "institution": "Boston University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27697/galley/17338/download/" } ] }, { "pk": 28278, "title": "Discrimination difficulty modulates effects of language on perceptualdiscrimination", "subtitle": null, "abstract": "Although much evidence suggests that language influences perceptual discrimination, relatively little research has exploredfactors that might modulate such effects. Some have proposed that effects of language may be stronger for more difficultdiscriminations than for easier ones, yet previous studies have merely assumed this idea or tested it in a manner that treatslanguages influence as all-or-none rather than graded. Here we provide evidence for graded effects of language acrosssystematically varied levels of discrimination difficulty. Using color as a testbed, we show that categorical perceptionen-hanced discrimination at category boundariesincreases with difficulty, defined by the perceptual similarity between colors.Evidence for the modulatory role of difficulty was observed across two different linguistic category boundaries and twodifferent perceptual tasks. Our findings provide insight into the conditions under which language shapes perception andconverge with recent models that consider such effects in probabilistic terms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7p84182s", "frozenauthors": [ { "first_name": "Robert", "middle_name": "", "last_name": "Welch", "name_suffix": "", "institution": "Colorado College", "department": "" }, { "first_name": "Nicolas", "middle_name": "", "last_name": "Ravitch", "name_suffix": "", "institution": "Colorado College", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Holmes", "name_suffix": "", "institution": "Colorado College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28278/galley/17937/download/" } ] }, { "pk": 27973, "title": "Distinct behaviors in convergence across measures", "subtitle": null, "abstract": "We present data on convergence in the Switchboard corpus, ad-dressing differences across measures and across speakers. Wemeasured convergence in four characteristics, to test consis-tency in related and unrelated measures: F0 median, F0 vari-ance, speech rate, and odds of the fillers uh and um. Conver-gence was significant in all measures and exhibited variationboth between individuals and within individuals. Most notably,convergence in one measure was not predictive of convergencein other measures, except between closely related measures.The results demonstrate some of the limitations of generaliz-ing convergence results from one measure to other measures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "convergence" }, { "word": "individual differences" }, { "word": "pitch" }, { "word": "speech rate" }, { "word": "fillers" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3g39j2zc", "frozenauthors": [ { "first_name": "Uriel", "middle_name": "Cohen", "last_name": "Priva", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Chelsea", "middle_name": "", "last_name": "Sanker", "name_suffix": "", "institution": "Brown", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27973/galley/17611/download/" } ] }, { "pk": 27827, "title": "Distinct patterns of syntactic agreement errors in recurrent networks and humans", "subtitle": null, "abstract": "Determining the correct form of a verb in context requires anunderstanding of the syntactic structure of the sentence. Re-current neural networks have been shown to perform this taskwith an error rate comparable to humans, despite the fact thatthey are not designed with explicit syntactic representations.To examine the extent to which the syntactic representationsof these networks are similar to those used by humans whenprocessing sentences, we compare the detailed pattern of er-rors that RNNs and humans make on this task. Despite signif-icant similarities (attraction errors, asymmetry between singu-lar and plural subjects), the error patterns differed in importantways. In particular, in complex sentences with relative clauseserror rates increased in RNNs but decreased in humans. Fur-thermore, RNNs showed a cumulative effect of attractors buthumans did not. We conclude that at least in some respects thesyntactic representations acquired by RNNs are fundamentallydifferent from those used by humans.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psycholinguistics" }, { "word": "Syntax" }, { "word": "Recurrent neural networks" }, { "word": "Agreement attraction" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0623d3bt", "frozenauthors": [ { "first_name": "Tal", "middle_name": "", "last_name": "Linzen", "name_suffix": "", "institution": "John Hopkins", "department": "" }, { "first_name": "Brian", "middle_name": "", "last_name": "Leonard", "name_suffix": "", "institution": "John Hopkins", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27827/galley/17466/download/" } ] }, { "pk": 28256, "title": "Do Actions During Math Learning Leave a Legacy in Gesture?", "subtitle": null, "abstract": "The embodied cognition framework holds that cognition is grounded in action (Glenberg, 2010). This perspective impliesthat actions can influence learning. Actions may also influence the gestures made when later recalling the concept learned.According to the Gesture-as-Simulated-Action hypothesis, gestures derive from action simulations that underlie thinkingand speaking (Hostetter & Alibali, 2008). When concepts are learned through action, those same actions may be activatedwhen recalling that concept. Thus, learners actions may leave a legacy in their gestures. Moreover, gestures are a form ofaction, and as such, gestures may directly influence learning.This study investigated childrens (N=94) learning about mathematical equivalence both without actions (control), andusing mathematical manipulatives that afforded differing actions (stacking blocks, a pan balance, and buckets and bean-bagsin which children simulated a balance scale with their bodies). Working with the manipulatives did not enhancelearning relative to control, but gestures differed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6vh590jt", "frozenauthors": [ { "first_name": "Andrea", "middle_name": "", "last_name": "Donovan", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Martha", "middle_name": "", "last_name": "Alibali", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28256/galley/17915/download/" } ] }, { "pk": 27753, "title": "Do children privilege phonological cues in noun class learning?", "subtitle": null, "abstract": "Previous research on acquisition of noun class systems, such as\ngrammatical gender, has shown that child learners rely dispro-\nportionately on phonological cues to class, even when compet-\ning semantic cues are more reliable. Culbertson, Gagliardi, and\nSmith (2017) use artificial language learning experiments with\nadults to argue that over-reliance on phonology may be due\nto the fact that phonological cues are available first; learners\nbase early representations on surface phonological dependen-\ncies, only later integrating semantic cues from noun meanings.\nHere, we show that child learners (6-7 year-olds) show this\nsame sensitivity to early availability. However, we also find\nintriguing evidence of developmental changes in sensitivity to\nsemantics; when both cues are simultaneously available chil-\ndren are more likely to rely on a phonology cue than adults.\nOur results suggest that early availability and a bias in favor\nof phonological cues may both contribute to children’s over-\nreliance on phonology in natural language acquisition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Noun class" }, { "word": "Language Acquisition" }, { "word": "Artificial language learning" }, { "word": "category learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/74g7g684", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "", "last_name": "Culbertson", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Hanna", "middle_name": "", "last_name": "Jarvinen", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Frances", "middle_name": "", "last_name": "Haggarty", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27753/galley/17393/download/" } ] }, { "pk": 28098, "title": "Do different anchors generate the equivalent anchoring effect? Comparison of the effect size among different anchors", "subtitle": null, "abstract": "Anchoring effect, the effect of precedent stimuli on subsequentnumerical estimation, is one of the most studied topics injudgment and decision making. Many researchers haveexamined its psychological processes from many perspectives.However, few studies have directly compared strength ofanchoring effects generated by different anchor types. Thepresent study involved a behavioral experiment (numericalestimation task after presenting an anchor) and compared theeffect size of anchoring effect on numerical estimations amongdifferent five anchors. We found that significant anchoringeffect occurred only in two types of anchor. Common twofeatures of these two anchors were representation of specificnumber and the dimensional equivalence between an anchorand a target in the numerical estimation task. Thus, thesefindings indicated that presentation of a specific number withdimensional equivalence as in the target of a numericalestimation task plays an important role in the generation ofrobust anchoring effect. Psychological mechanisms ongeneration of anchoring effect are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "anchoring effect; anchoring and adjustmentmodel; numerical priming model; selective accessibility model" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3hf627xm", "frozenauthors": [ { "first_name": "Yutaro", "middle_name": "", "last_name": "Onuki", "name_suffix": "", "institution": "University of Tokyo", "department": "" }, { "first_name": "Hidehito", "middle_name": "", "last_name": "Honda", "name_suffix": "", "institution": "University of Tokyo", "department": "" }, { "first_name": "Noriko", "middle_name": "", "last_name": "Shingaki", "name_suffix": "", "institution": "Seijo University", "department": "" }, { "first_name": "Kazuhiro", "middle_name": "", "last_name": "Ueda", "name_suffix": "", "institution": "University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28098/galley/17740/download/" } ] }, { "pk": 28219, "title": "Does a 12 week intervention of metacognitive strategies improve self-efficacy and lessen test anxiety in high stakes testing for 10-12 year olds?", "subtitle": null, "abstract": "Test anxiety affects girls more than boys (Hembree 1988) and from as young an age as 7-8. Test anxiety is a transactionalconstruct (Zeidner 1998), which affects performance of the working memory (Eysenck 1992). High Test Anxious studentsare more self-centred and more self-critical than Low Test Anxious students (Zeidner and Matthews 2005). One aspect ofBanduras self-efficacy theory (1997) is that self-belief, belief in capability can raise performance. A 12 week interventionusing metacognition of desirable difficulties in the testing effect (Bjork 1974) and interleaved spaced retrieval (Karpickeand Roediger 2011) was delivered to a small group of Year 6 girls prior to a high stakes (entrance to Senior School)examination. This pilot intervention aimed to enable 10-12 year olds to believe that as you face an important exam, newmetacognitive knowledge can be used to give self-efficacy in test taking; to believe that testing routes in the brain havebeen primed and that belief in oneself is possible because of the mastery of the metacognition of self-efficacy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6r5367p9", "frozenauthors": [ { "first_name": "Helen", "middle_name": "", "last_name": "Barsham", "name_suffix": "", "institution": "University of Cambridge", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28219/galley/17878/download/" } ] }, { "pk": 28028, "title": "Does Extraneous Perception of Motion Affect Gesture Production?", "subtitle": null, "abstract": "Speech-accompanying gestures vary depending on features ofthe communicative situation. In the present study, weexamined whether they might also be affected by extraneousactivity in the speaker’s sensorimotor system. We askedparticipants to describe short animations that involved verticalmotion while simultaneously watching a display that depictedvertical motion in either a congruent or an incongruentdirection. Speakers produced gestures depicting verticalmotion at a higher rate when describing the target motionevents when they were simultaneously watching a display thatdepicted motion in the same direction than when watchingmotion in the opposite direction. These results suggest thatthe cognitive basis of gesture lies in the sensorimotor system.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "gesture; perceptual simulation; embodiedcognition" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2zz354v4", "frozenauthors": [ { "first_name": "Autumn", "middle_name": "B", "last_name": "Hostetter", "name_suffix": "", "institution": "Kalamazoo College", "department": "" }, { "first_name": "Kira", "middle_name": "", "last_name": "Boneff", "name_suffix": "", "institution": "Kalamazoo College", "department": "" }, { "first_name": "Martha", "middle_name": "W", "last_name": "Alibali", "name_suffix": "", "institution": "University of Wisonson - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28028/galley/17667/download/" } ] }, { "pk": 28242, "title": "Does minimally altering toddlers environments change the words they learn?", "subtitle": null, "abstract": "Previous work showed that after 9 weekly visits to the lab in which 17- month-old children repeatedly played with andheard names for objects alike in shape, children generalized novel nouns by shape and showed a dramatic increase inacquisition of new object names outside of the laboratory. The present attempts to influence childrens vocabularies bygiving them themed boxes of toys and books about vehicles (organized by shape) or foods (organized by material andshape). The question is, will minimally altering childrens home environments change their vocabulary composition andword learning biases? Results show that typically developing children showed the predicted shifts in their vocabularycomposition – children in the food enrichment knew more food words than children in the vehicle enrichment, and viceversa but no change in word learning biases. In contrast, late-talkers showed increased shape bias in both conditions, butmore so in the vehicle condition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/94b1c39p", "frozenauthors": [ { "first_name": "Eliana", "middle_name": "", "last_name": "Colunga", "name_suffix": "", "institution": "University of Colorado Boulder", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Ellis", "name_suffix": "", "institution": "University of Colorado Boulder", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28242/galley/17901/download/" } ] }, { "pk": 28339, "title": "Does shifting ability support interleaved learning of new science concepts inmiddle school students?", "subtitle": null, "abstract": "Prior research has shown that executive function (EF) ability predicts science achievement. Here, we ask whether EF alsopredicts science learning. We focus on the shifting EF, and predict that students with high (vs. low) shifting ability will beable to better learn new science concepts from interleaved (vs. blocked) instruction than students with low shifting ability.We are evaluating this hypothesis in a study where eighth graders learn about different attributes (origin, texture, compo-sition) of different rock types (igneous, sedimentary, metamorphic) in instruction that is either blocked by or interleavedacross rock types. We are measuring shifting using the WCST and local-global tasks. We are collecting post-test and long-term retention measures of learning and transfer. We predict better performance for high (vs. low) shifting individuals andfor interleaved (vs. blocked) instruction, and an overadditive interaction because shifting ability is critical for noticing thediscriminations that interleaved instruction highlights.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6144n9z9", "frozenauthors": [ { "first_name": "Jimin", "middle_name": "", "last_name": "Park", "name_suffix": "", "institution": "University of Minnesota", "department": "" }, { "first_name": "Keisha", "middle_name": "", "last_name": "Varma", "name_suffix": "", "institution": "University of Minnesota", "department": "" }, { "first_name": "Sashank", "middle_name": "", "last_name": "Varma", "name_suffix": "", "institution": "University of Minnesota", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28339/galley/18049/download/" } ] }, { "pk": 28271, "title": "Does Testing Change the Way Students Use Their Study Time?", "subtitle": null, "abstract": "The present study examined how testing of previously studied materials affects learners subsequent study time allocationwhen learning new materials. Participants learned the painting styles of various artists through two sections (Section A andB). After studying Section A for a fixed time, participants took a test or restudied for Section A and then studied anotherset of artists in Section B for unlimited time. The results showed that while total study time was not different in Section B,the test group outperformed the restudy group on the transfer test of Section B. The test group, however, allocated moretime in the early stage of Section B than the restudy group. Interim testing seems to inhibit study time decrease in theinitial phase of learning and encourage learners to use more effective strategies in their subsequent learning. These resultsalign with the encoding theory of the forward effect of testing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/54f2508z", "frozenauthors": [ { "first_name": "Hyorim", "middle_name": "", "last_name": "Ha", "name_suffix": "", "institution": "Yonsei University", "department": "" }, { "first_name": "Hee", "middle_name": "Seung", "last_name": "Lee", "name_suffix": "", "institution": "Yonsei University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28271/galley/17930/download/" } ] }, { "pk": 28117, "title": "Does the Blame Blocking Effect for Assignments of Punishment Generalize\nto Legal Experts?", "subtitle": null, "abstract": "The paper investigates the blame blocking effect with respect\nto assignments of punishments and pursues the question of\nwhether the effect generalizes to people with legal education.\nThe blame blocking effect predicts that an agent is punished\nmore severely when an intendedly harmful action does not\nlead to harm, compared to the case in which the harm results\nbut is caused independently of the agent (Cushman, 2008).\nFirstly, we replicate the blame blocking effect for people\nwithout legal education. Secondly, our findings indicate that\nthis effect is not present in people with a sufficient degree of\nlegal training: In contrast to first-year students – who still\nseem to exhibit blame blocking – the effect was not observed\nfor people with more than one year of legal education.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "blame blocking" }, { "word": "causation" }, { "word": "Punishment" }, { "word": "expertise\ndefense" }, { "word": "legal experts" }, { "word": "Reasoning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6xg0539f", "frozenauthors": [ { "first_name": "Karolina", "middle_name": "", "last_name": "Prochownik", "name_suffix": "", "institution": "Ruhr University Bochum", "department": "" }, { "first_name": "Matthias", "middle_name": "", "last_name": "Unterhuber", "name_suffix": "", "institution": "Ruhr University Bochum", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28117/galley/17777/download/" } ] }, { "pk": 28012, "title": "Does Training in Inhibition and Working MemoryInfluence Analogical reasoning and Theory of Mind in Young Children?", "subtitle": null, "abstract": "The present study was conducted to determine the effect ofinhibition and working memory training on analogicalgreasoning and theory of mind in young children. We presentthe results of 58 4-year-old children who were given a pre-test and post-test with analogical reasoning tasks and falsebeliefs tasks. Between the pre-test and the post-test a specifictraining was provided. Children were divided in three groupsaccording to the type of the training: a) group with inhibitiontraining; b) group with working memory training; c) controlgroup with conservation tasks training. Each training was 7days long, 25 minutes per child every day. The resultsshowed a significant increase in the post-test results of thegroups undergoing inhibition and working memory trainings.The performance of the children tested was significantlybetter on the post-test in comparison to both the pre-test andthe control group. The results clearly indicated the relation ofinhibition and working memory to analogical reasoning andfalse belief understanding, and also the importance of trainingsuch executive functions in order to increase other cognitiveabilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogical reasoning; theory of mind; falsebeliefs; training; inhibition; working memory" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9b5872rd", "frozenauthors": [ { "first_name": "Kristina", "middle_name": "", "last_name": "Gotseva-Balgaranova", "name_suffix": "", "institution": "New Bulgarian University", "department": "" }, { "first_name": "Milena", "middle_name": "", "last_name": "Mutafchieva", "name_suffix": "", "institution": "New Bulgarian University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28012/galley/17651/download/" } ] }, { "pk": 28237, "title": "Do humans have two systems to be creative?: Asymmetric underlying mechanisms of relation-based and property-based conceptual combination", "subtitle": null, "abstract": "We investigated the time course of property- and relation-based conceptual combination by showing asymmetric activa-tions of intrinsic and extrinsic semantic features in the two different combination types. Participants made lexical decisionson modifier or head associates at two different time points followed by sensicality judgments on noun-noun compoundsconstructed to facilitate either property- or relation-based interpretations. For property-based compounds, lexical deci-sions on modifier associates (intrinsic features) were facilitated, whereas those on head associates were inhibited. Forrelation-based compounds, however, lexical decisions on head associates (extrinsic features) and modifier associates wereequally facilitated. These asymmetric activations of intrinsic and extrinsic semantic features appeared only when the com-binatorial processes were completed. Our findings suggest that combinatorial processes can be considered as facilitationand inhibition of specific semantic features to form new concepts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0mr7b0x8", "frozenauthors": [ { "first_name": "Mingyeong", "middle_name": "", "last_name": "Choi", "name_suffix": "", "institution": "Pusan National University", "department": "" }, { "first_name": "Sangsuk", "middle_name": "", "last_name": "Yoon", "name_suffix": "", "institution": "Temple University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28237/galley/17896/download/" } ] }, { "pk": 27769, "title": "Do Humans Navigate via Random Walks? Modeling Navigation in a Semantic Word Game", "subtitle": null, "abstract": "We investigate a method for formulating context- and task-\nspecific computational models of human performance in a con-\nstrained semantic memory task. In particular, we assume that\nmemory retrieval can only use a simple process – a random\nwalk – and examine whether the effect of context and task\nspecifications can be captured via a straightforward network\nestimation method that is sensitive to context and task. We find\nthat a random walk model on the context-specific networks\nmimics aggregate human performance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "network analysis" }, { "word": "Semantic search" }, { "word": "spreading activation" }, { "word": "Semantic memory" }, { "word": "Random walks" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0bd1b52n", "frozenauthors": [ { "first_name": "Mohammad", "middle_name": "Isyroqi", "last_name": "Fatham", "name_suffix": "", "institution": "University of Kansas", "department": "" }, { "first_name": "Eli", "middle_name": "J", "last_name": "Renfro", "name_suffix": "", "institution": "University of Kansas", "department": "" }, { "first_name": "Joseph", "middle_name": "L", "last_name": "Austerweil", "name_suffix": "", "institution": "University of Wisonsin - Madison", "department": "" }, { "first_name": "Nicole", "middle_name": "M", "last_name": "Beckage", "name_suffix": "", "institution": "University of Kansas; University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27769/galley/17409/download/" } ] }, { "pk": 28367, "title": "Do Infants Learn Words from Statistics? Evidence from English-Learning InfantsHearing Italian", "subtitle": null, "abstract": "Infants track transitional probabilities (TPs) relevant to segmenting words in fluent speech, and learn sequences with highTPs (HTPs) as object labels. We tested whether HTPs are better learned because they are represented as candidate words,or because they are easier to encode. If tracking TPs results in identifying candidate words, TPs may have reduced powerto confer lexical status when yielding a unit dissimilar to English words. We found that 20-month-old English-learninginfants, especially those with larger vocabularies, resist learning HTP Italian words as object labels. This suggests thatbefore infants become highly tuned to their native language, TPs carry a high weight in word learning. However, asinfants accumulate more instances of words in their native language, HTPs no longer give sequences word-like status.Altogether, this suggests that tracking TPs allows infants to integrate statistical and language-specific cues as they becomemore proficient with their native language.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7jb3335c", "frozenauthors": [ { "first_name": "Amber", "middle_name": "", "last_name": "Shoaib", "name_suffix": "", "institution": "University of Notre Dame", "department": "" }, { "first_name": "Tianlin", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "University of Notre Dame", "department": "" }, { "first_name": "Jill", "middle_name": "", "last_name": "Lany", "name_suffix": "", "institution": "University of Notre Dame", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28367/galley/18105/download/" } ] }, { "pk": 28341, "title": "Do Interactive Simulations in Journal Articles Promote Learning?", "subtitle": null, "abstract": "Peer-reviewed scholarly documents like empirical journal articles are the vehicles through which scientific discoveries arecommunicated, critiqued, and applied to practical contexts. Whether these papers are published in print journals or hostedon websites, readers experience significant learning barriers. Consider, for instance, the difficulty of reading experimentalmethodologies. Articles usually describe complex methods using static text and images. This approach limits learningon an individual level and collective scientific progress. Here, I explored whether interactive simulations of experimentaltasks interleaved with text may better convey methodological information in a psychological journal article. In a laboratoryexperiment, novice undergraduate students studied an article composed of (1) text and images, (2) text and videos, or (3)text and interactive simulations of experimental tasks. Posttest scores and responses to a questionnaire favored interactivesimulations. Results are interpreted using multiple learning theories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4g50f5cv", "frozenauthors": [ { "first_name": "Purav", "middle_name": "", "last_name": "Patel", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Alex", "middle_name": "", "last_name": "Kuo", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Kelsey", "middle_name": "", "last_name": "Wenzel", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28341/galley/18053/download/" } ] } ] }