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{ "count": 39538, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=18600", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=18400", "results": [ { "pk": 28104, "title": "Probabilistic Formulation of the Take The Best Heuristic", "subtitle": null, "abstract": "The framework of cognitively bounded rationality treats prob-lem solving as fundamentally rational, but emphasises that itis constrained by cognitive architecture and the task environ-ment. This paper investigates a simple decision making heuris-tic, Take The Best (TTB), within that framework. We formu-late TTB as a likelihood-based probabilistic model, where thedecision strategy arises by probabilistic inference based on thetraining data and the model constraints. The strengths of theprobabilistic formulation, in addition to providing a boundedrational account of the learning of the heuristic, include naturalextensibility with additional cognitively plausible constraintsand prior information, and the possibility to embed the heuris-tic as a subpart of a larger probabilistic model. We extend themodel to learn cue discrimination thresholds for continuous-valued cues and experiment with using the model to accountfor biased preference feedback from a bounded rational agentin a simulated interactive machine learning task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bayesian models; bounded rationality; heuristics;Take The Best" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3r0053q9", "frozenauthors": [ { "first_name": "Tomi", "middle_name": "", "last_name": "Peltola", "name_suffix": "", "institution": "Aalto University", "department": "" }, { "first_name": "Jussi", "middle_name": "", "last_name": "Jokinen", "name_suffix": "", "institution": "Aalto University", "department": "" }, { "first_name": "Samuel", "middle_name": "", "last_name": "Kaski", "name_suffix": "", "institution": "Aalto University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28104/galley/17755/download/" } ] }, { "pk": 27925, "title": "Prominence in Multi-Attribute Choice: A Drift Diffusion Analysis", "subtitle": null, "abstract": "We use hierarchical drift diffusion models to investigate theeffect of prominence in two-alternative multi-attributepreferential choice. We find that two types of prominenceeffects, option-based and attribute-based, both increase choiceprobabilities for options favored by prominence. However,model fits suggest that the two effects work through differentmechanisms. Altering choice option prominence leads to aresponse bias for the prominent option, whereas alteringattribute prominence leads to an evaluation bias for the optionthat is dominant on the prominent attribute. Our resultsillustrate how seemingly identical contextual factors can bedistinguished with the use of drift-diffusion modelling.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "drift diffusion model" }, { "word": "multi-attribute choice" }, { "word": "prominence effect" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0qg420cr", "frozenauthors": [ { "first_name": "Wenjia", "middle_name": "Joyce", "last_name": "Zhao", "name_suffix": "", "institution": "UPenn", "department": "" }, { "first_name": "Sudeep", "middle_name": "", "last_name": "Bhatia", "name_suffix": "", "institution": "UPenn", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27925/galley/17563/download/" } ] }, { "pk": 35977, "title": "PronPack 1-4: Pronunciation Workouts, Puzzles, Pairworks, Poems - Mark Hancock", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Special Issue Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5vd5p526", "frozenauthors": [ { "first_name": "Ellen", "middle_name": "", "last_name": "Rosenfield", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35977/galley/26830/download/" } ] }, { "pk": 35982, "title": "Pronunciation Bites (Blog Entries 2012-Present) - Marina Cantarutti", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Special Issue Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7vp4s99h", "frozenauthors": [ { "first_name": "Barry", "middle_name": "D.", "last_name": "Griner", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35982/galley/26835/download/" } ] }, { "pk": 35979, "title": "Pronunciation in the Classroom: The Overlooked Essential - Tamara Jones (Ed.)", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Special Issue Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9v6735v3", "frozenauthors": [ { "first_name": "Carolyn", "middle_name": "", "last_name": "Quarterman", "name_suffix": "", "institution": "Duke University and North Carolina State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35979/galley/26832/download/" } ] }, { "pk": 35962, "title": "Pronunciation—Research Into Practice and Practice Into Research", "subtitle": null, "abstract": "The field of second language (L2) pronunciation is attracting researchers with many interests, as well as the teachers who have always been interested in the field. Evidence is growing that pronunciation teaching is successful at promoting greater intelligibility, and that pronunciation learning is not strongly constrained by the age at which learning takes place. The importance of pronunciation in current approaches to language means that L2 pronunciation has a strong teaching-research connection, in which teaching practices are influenced by research, and research agendas are explicitly influenced by practical questions. This growing interest is visible in the field’s dedicated conferences, in growing numbers of scholarly books, and in increasing kinds of other scholarly and pedagogically oriented publications. This article suggests that the interface of research and practice with pronunciation learning is seen in attention to 6 areas: teachers, learners, pronunciation features, teaching and learning contexts, pronunciation materials, and types of pedagogical practices.", "language": "eng", "license": null, "keywords": [ { "word": "L2 Pronunciation" }, { "word": "pronunciation teaching" }, { "word": "Teaching materials" }, { "word": "pronunciation features" }, { "word": "research-teaching connections" }, { "word": "Intelligibility" }, { "word": "teachers" }, { "word": "Learners" }, { "word": "accent" } ], "section": "Theme Section - Introduction to the Special Issue", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7b3609s8", "frozenauthors": [ { "first_name": "John", "middle_name": "M.", "last_name": "Levis", "name_suffix": "", "institution": "Iowa State University, Ames", "department": "" }, { "first_name": "Ana", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "City College of San Francisco", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35962/galley/26816/download/" } ] }, { "pk": 35974, "title": "Pronunciation Tutorials: Not Only Sounds, But Also Awareness of Self and Context", "subtitle": null, "abstract": "An exploration of pronunciation tutorials designed for speakers of English as an additional language (EAL) in a university context in Australia suggests that developing abilities to speak clearly involves more than just focusing on the sounds that are uttered. Students’ comments and observations collected during pronunciation tutorials highlight factors that are important for understanding how these speakers successfully manage their spoken interactions. This article reports on what these students say about their experiences and strategies for communicating clearly and effectively at university and while in their professional placements. Implications for the ways that pronunciation tutorials are run include the need to focus not only on the sounds that the speakers make, but also to provide opportunities for them to develop awareness of themselves as speakers and to develop their understanding of the speaking contexts and the associated pragmatic language skills that are required for becoming clearer and more confident speakers.", "language": "eng", "license": null, "keywords": [ { "word": "Pronunciation" }, { "word": "speaking" }, { "word": "English as an additional language (EAL)" }, { "word": "ESL" }, { "word": "EFL" }, { "word": "oral communication" }, { "word": "academic language" }, { "word": "adult education" }, { "word": "migrant education" } ], "section": "Theme Section - Special Issue Exchanges", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4gr235ps", "frozenauthors": [ { "first_name": "Shem", "middle_name": "", "last_name": "Macdonald", "name_suffix": "", "institution": "La Trobe University, Melbourne, Australia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [] }, { "pk": 28354, "title": "Pruning incorrect associations in word learning", "subtitle": null, "abstract": "Word learning requires associating many words and objects to build a lexicon. A model by McMurray et al. (2012)suggests this may not only require building associations, but also pruning incorrect ones. Evidence for the importanceof pruning comes from a word learning analog in pigeons, where learning was moderated by the opportunity to pruneincorrect associations during training (Roembke et al., 2016). To investigate pruning in humans, we conducted foursupervised word learning experiments (N=40 adults/exp.). Participants were first trained to link two objects to each word,and subsequently were tested how quickly these were pruned. We measured association strength using eye-movementsto to-be pruned objects, and a post-training accuracy assessment in which the target was not present. Learners showedrapid pruning of incorrect associations, though this was moderated by whether the words were auditory, orthographic ornon-linguistic symbols. This suggests that pruning is critical in word learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/46n3d0tq", "frozenauthors": [ { "first_name": "Tanja", "middle_name": "", "last_name": "Roembke", "name_suffix": "", "institution": "University of Iowa", "department": "" }, { "first_name": "Bob", "middle_name": "", "last_name": "McMurray", "name_suffix": "", "institution": "University of Iowa", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28354/galley/18079/download/" } ] }, { "pk": 27805, "title": "Psychological Underpinnings of Zero-Sum Thinking", "subtitle": null, "abstract": "A core proposition in economics is that voluntary\nexchanges benefit both parties. We show that people often\ndeny the mutually beneficial nature of exchange, instead\nusing zero-sum thinking. Participants read about simple\nexchanges of goods and services, judging whether each\nparty to the transaction was better off or worse off\nafterwards. These studies revealed that zero-sum beliefs are\npervasive. These beliefs seem to arise in part due to\nintuitive mercantilist beliefs that money has value over-\nand-above what it can purchase, since buyers are seen as\nless likely to benefit than sellers, and barters are often seen\nas failing to benefit either party (Study 1). Zero-sum beliefs\nare greatly reduced by giving reasons for the exchange\n(Study 2), suggesting that a second mechanism underlying\nzero-sum thinking is a failure to spontaneously take the\nperspective of the buyer. Implications for politics and\nbusiness are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "intuitive theories" }, { "word": "Folk psychology" }, { "word": "Judgment & decision-making" }, { "word": "Behavioral economics" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/11b3d7bg", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "G.B.", "last_name": "Johnson", "name_suffix": "", "institution": "University of Bath", "department": "" }, { "first_name": "Jiewen", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "UC Davis", "department": "" }, { "first_name": "Frank", "middle_name": "C", "last_name": "Keil", "name_suffix": "", "institution": "Yale", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27805/galley/17445/download/" } ] }, { "pk": 28085, "title": "Pupillometry and Multimodal Processing of Beat Gesture and Pitch Accent:The Eye’s Hole is Greater than the Sum of its Parts", "subtitle": null, "abstract": "This study investigated how beat gesture and pitch accentaffect the cognitive load of listeners during languagecomprehension. Evidence from pupillometry and dwell timeindicated that more cognitive resources were required toprocess the combination of these cues than their absence, andthey suggest that beat gesture may have required morecognitive resources to process than pitch accent. Additionally,pupil size positively correlated with reaction time anddecreased as the task progressed, demonstrating its usefulnessas a measure of cognitive processing. These results indicatethat viewing gesture in conjunction with speech may increasecognitive load during language processing, and that thisincreased load may result in enriched representations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "beat gesture; pitch accent; cognitive load;language comprehension; visual world; pupillometry" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/82b8z10z", "frozenauthors": [ { "first_name": "Laura", "middle_name": "M", "last_name": "Morett", "name_suffix": "", "institution": "University of Alabama", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Roche", "name_suffix": "", "institution": "Kent University", "department": "" }, { "first_name": "Scott", "middle_name": "H", "last_name": "Fraundorf", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "James", "middle_name": "C", "last_name": "McPartland", "name_suffix": "", "institution": "Yale", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28085/galley/17724/download/" } ] }, { "pk": 28305, "title": "Put the apple on the plate but just move the plate: Event perception in Germanand Korean speakers.", "subtitle": null, "abstract": "This study investigates the typological and grammatical influence of language (German and Korean) on linguistic expres-sions, visual perception, and recognition of caused spatial events. In German, a satellite-framed language, Path of motionis lexicalized in satellites, whereas in Korean, a verb-framed language, Path is typically lexicalized in the verb root. Wetested German and Korean native speakers in a linguistic description task as well as in a memory task involving eyetracking. Our results show that both verbal (linguistic expressions) and nonverbal (memory performance, eye movements)behaviors are determined at least in part by language-specific grammar. While Korean speakers principally categorizespatial relationships according to degree of fitness, German speakers do so based on containment or support.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4xc3k2jn", "frozenauthors": [ { "first_name": "Alexandra", "middle_name": "", "last_name": "Kroiss", "name_suffix": "", "institution": "University of Vienna", "department": "" }, { "first_name": "Florian", "middle_name": "", "last_name": "Goller", "name_suffix": "", "institution": "University of Vienna", "department": "" }, { "first_name": "Ulrich", "middle_name": "", "last_name": "Ansorge", "name_suffix": "", "institution": "University of Vienna", "department": "" }, { "first_name": "Soonja", "middle_name": "", "last_name": "Choi", "name_suffix": "", "institution": "University of Vienna", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28305/galley/17975/download/" } ] }, { "pk": 28181, "title": "Putting Theory-Ladenness to the Test", "subtitle": null, "abstract": "This paper explores two experiment designs that seek to\ndetermine the extent to which, if at all, observation can be\nfree from theory. The two designs are compared and found to\nbe similar in certain ways. One particular feature critical to\nboth is that they seek to create conditions that compel test\nsubjects with diverse theoretical backgrounds to resort to bare\nobservational skills. If judgments made on the basis of these\nskills converge, such convergence would provide support for\nthe view that theory-neutral observations can be had.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "theory-ladenness; cognitive penetrability of\nperception; observation reports; perceptual beliefs." } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7wj5g8xc", "frozenauthors": [ { "first_name": "Ionnis", "middle_name": "", "last_name": "Votsis", "name_suffix": "", "institution": "Kings College London; London School of Economics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28181/galley/17840/download/" } ] }, { "pk": 27995, "title": "Putting the Probability Heuristics Model to the Test", "subtitle": null, "abstract": "In the last decades there was a shift from more logically in-spired theories describing human reasoning towards the newparadigm of probabilistic approaches. One of the most promi-nent models for syllogistic reasoning is the Probability Heuris-tics Model (PHM) which has been formulated based on fiveheuristics. The contribution of this article is: (i) to provide ananalysis of different formalizations of the PHM, (ii) to exam-ine the impact of each heuristic, and (iii) to identify possibleviolations of underlying assumptions in present implementa-tions. A systematic analysis of the model parameters shows asurprising variation in parameter values across experiments. ABayesian modeling approach explains this variance of param-eters. Implications for probabilistic approaches are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Syllogistic Reasoning; New Paradigm of Reason-ing; Cognitive Modeling; Heuristics; Bayesian; PHM" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0h56z53d", "frozenauthors": [ { "first_name": "Lukas", "middle_name": "", "last_name": "Elflein", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Marco", "middle_name": "", "last_name": "Ragni", "name_suffix": "", "institution": "University of Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27995/galley/17634/download/" } ] }, { "pk": 28154, "title": "Qualifying Causes as Pertinent", "subtitle": null, "abstract": "Several computational methods have been proposed toevaluate the relevance of an instantiated cause to anobserved consequence. The paper reports on an ex-periment to investigate the adequacy of some of thesemethods as descriptors of human judgments aboutcausal relevance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "actual causation" }, { "word": "Relevant Cause" }, { "word": "Coun-terfactuals" }, { "word": "Bayesian inference" }, { "word": "Relevance Theory" }, { "word": "Simplicity Theory" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/66t1h4kr", "frozenauthors": [ { "first_name": "Giovanni", "middle_name": "", "last_name": "Sileno", "name_suffix": "", "institution": "Universite Paris-Saclay", "department": "" }, { "first_name": "Jean-Louis", "middle_name": "", "last_name": "Dessalles", "name_suffix": "", "institution": "Universite Paris-Saclay", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28154/galley/17813/download/" } ] }, { "pk": 28161, "title": "Quantifying Conceptual Flexibility in a Compositional Network Model", "subtitle": null, "abstract": "A single concept can manifest in many varied forms,depending on the context in which it is activated. That is,concepts appear to be flexible rather than static. Here weimplement a compositional model of conceptual knowledge inwhich basic-level concepts are represented as graphtheoretical networks, with the specific goal of quantifyingconceptual flexibility. We collect within-concept statisticsusing online participants, construct network models, andvalidate these models in a classification analysis. We thenextract network measures and find that network diversity andcore-periphery structure correspond to conceptual flexibilityand stability, respectively. These results suggest that acompositional network model can be used to extract formalmeasures that are interpretable and useful in the study ofconceptual knowledge.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "conceptual knowledge" }, { "word": "network science" }, { "word": "flexibility" }, { "word": "Semantics" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4bm666bt", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "", "last_name": "Solomon", "name_suffix": "", "institution": "UPenn", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Medaglia", "name_suffix": "", "institution": "Drexel University", "department": "" }, { "first_name": "Sharon", "middle_name": "L", "last_name": "Thompson-Schill", "name_suffix": "", "institution": "UPenn", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28161/galley/17820/download/" } ] }, { "pk": 28167, "title": "Quantifying Semantic Alignment Across Languages", "subtitle": null, "abstract": "Do all languages convey semantic knowledge in the same way?If language simply mirrors the structure of the world, theanswer should be a qualified “yes”. If, however, languagesimpose structure as much as reflecting it, then even ostensiblythe “same” word in different languages may mean quitedifferent things. We provide a first pass at a large-scalequantification of cross-linguistic semantic alignment ofapproximately 1000 meanings in 55 languages. We find thatthe translation equivalents in some domains (e.g., Time,Quantity, and Kinship) exhibit high alignment acrosslanguages while the structure of other domains (e.g., Politics,Food, Emotions, and Animals) exhibits substantial cross-linguistic variability. Our measure of semantic alignmentcorrelates with known phylogenetic distances betweenlanguages: more phylogenetically distant languages have lesssemantic alignment. We also find semantic alignment tocorrelate with cultural distances between societies speakingthe languages, suggesting a rich co-adaptation of language andculture even in domains of experience that appear mostconstrained by the natural world.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word meanings; distributional semantics;word2vec; language; culture; relativity" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3028s1ps", "frozenauthors": [ { "first_name": "Bill", "middle_name": "", "last_name": "Thompson", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Sean", "middle_name": "", "last_name": "Roberts", "name_suffix": "", "institution": "University of Bristol", "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": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28167/galley/17826/download/" } ] }, { "pk": 27747, "title": "Rapid Learning in Early Attention Processing: Bayesian Estimation of Trial-by-Trial Updating", "subtitle": null, "abstract": "All agents must constantly learn from dynamic environments\nto optimize their behaviors. For instance, it is necessary in new\nenvironments to learn how to distribute attention – i.e., which\nstimuli are relevant, and thus should be selected for greater\nprocessing, and which are irrelevant, and should be suppressed.\nDespite this, many experiments implicitly assume that attentional\ncontrol is a static process (by averaging performance over large\nblocks of trials). By developing and utilizing new statistical tools,\nhere we demonstrate that the effect of flanking items on response\ntimes to a central item (often utilized as an index of attentional\ncontrol) is systematically and continuously influenced through\ntime by the statistics of the flanking items. We discuss the\nimplications of this finding from the perspective of examining\nindividual differences – where traditional data analysis\napproaches may confound the rate at which attentional filtering\nchanges through time with the asymptotic ability to filter.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "learning" }, { "word": "attention" }, { "word": "Statistical Interference" }, { "word": "Bayesian analysis" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7nt2t6rt", "frozenauthors": [ { "first_name": "Aaron", "middle_name": "", "last_name": "Cochrane", "name_suffix": "", "institution": "University of Wisonsin - Maddison", "department": "" }, { "first_name": "Vanessa", "middle_name": "", "last_name": "Simmering", "name_suffix": "", "institution": "University of Wisonsin - Maddison", "department": "" }, { "first_name": "Joseph", "middle_name": "L", "last_name": "Austerweil", "name_suffix": "", "institution": "University of Wisonsin - Maddison", "department": "" }, { "first_name": "C. Shawn", "middle_name": "", "last_name": "Green", "name_suffix": "", "institution": "University of Wisonsin - Maddison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27747/galley/17387/download/" } ] }, { "pk": 27698, "title": "Rational Categories: Why they're Important and How they are Learned", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Rational concepts; category learning and generalization; abstraction; analogical processing; comparison; computational modeling; cognitive development; education" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/22q4f3tx", "frozenauthors": [ { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Kenneth", "middle_name": "J", "last_name": "Kurtz", "name_suffix": "", "institution": "Binghamton University", "department": "" }, { "first_name": "Kenneth", "middle_name": "D", "last_name": "Forbus", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Lindsey", "middle_name": "E", "last_name": "Richland", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Bryan", "middle_name": "J.", "last_name": "Matlen", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Emily", "middle_name": "M", "last_name": "Lyons", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Ellen", "middle_name": "", "last_name": "Klostermann", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27698/galley/17339/download/" } ] }, { "pk": 28174, "title": "Ready to Learn: Predictive Exposure to Category-Relevant Regularities Facilitates Novel Category Learning", "subtitle": null, "abstract": "Prior evidence suggests that category learning can occur\nimplicitly by detecting regular co-occurrences of features\nwithin categories. Less studied is whether regularities wherein\ncategory membership predicts other events or actions also\nfoster category learning. Moreover, we know little about\nwhether, and to what degree, exposure to these regularities\nfacilitates subsequent supervised learning. Here, participants\nwere pre-exposed to exemplars from two categories during a\ncover task, while uninformed of their category membership.\nPre-exposure occurred under conditions in which category\nmembership did (Predictive Mapping) or did not (Mere\nExposure) predict task events to which participants responded.\nBaseline participants completed the same task with category-\nirrelevant stimuli. Subsequently, all participants were taught\nthe categories (using pre-exposure exemplars) under explicit\nsupervision. Whereas neither Predictive Mapping nor Mere\nExposure influenced cover task performance (vs. Baseline),\nPredictive Mapping substantially improved subsequent\nsupervised category learning. These findings point to latent\ncategory learning given pre-exposure to Predictive Mapping\nregularities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning" }, { "word": "latent learning" }, { "word": "implicit\nlearning" }, { "word": "Supervision" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0sc4700w", "frozenauthors": [ { "first_name": "Layla", "middle_name": "", "last_name": "Unger", "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": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28174/galley/17833/download/" } ] }, { "pk": 28358, "title": "Realtime integration of acoustic cues and semantic expectations in speechprocessing: Evidence from EEG", "subtitle": null, "abstract": "A critical debate in speech perception concerns the stages of processing and their interactions. One source of evidence isthe timecourse over which different sources of information affect ongoing processing. We used electroencephalography(EEG) to ask when semantic expectations and acoustic cues are integrated neurophysiologically. Participants (N=31) heardtarget words from a voicing continuum (bark/park) in which both voice onset time (VOT) and preceding coarticulationwere manipulated. Targets were embedded in sentences predicting one phoneme or the other (Good dogs sometimes). Weused a component-independent analysis every 2 msec to determine when each cue affected the continuous EEG signal. Thisrevealed an early window (125-225 msec) sensitive exclusively to perceptual information (VOT), a later window (400-575msec) sensitive to semantic information, and a critical intermediate window (225-350 msec) when VOT and coarticulationare processed simultaneously with semantic expectations. This suggests continuous cascades and interactions betweenlower-level and higher-level processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6nf6c5h2", "frozenauthors": [ { "first_name": "McCall", "middle_name": "", "last_name": "Sarrett", "name_suffix": "", "institution": "University of Iowa", "department": "" }, { "first_name": "Efthymia", "middle_name": "", "last_name": "Kapnoula", "name_suffix": "", "institution": "Basque Center on Cognition", "department": "" }, { "first_name": "Bob", "middle_name": "", "last_name": "McMurray", "name_suffix": "", "institution": "University of Iowa", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28358/galley/18086/download/" } ] }, { "pk": 28206, "title": "Real-time roots of meaning change: Electrophysiology reveals the contextual-modulation processing basis of synchronic variation in the location-possession domain", "subtitle": null, "abstract": "The present study seeks to substantiate a cognitively-groundedmodel of synchronic meaning variation and diachronic mean-ing change. We propose that inter-comprehender vari-ability in CONTEXT-SENSITIVITY drives variation in word-meanings along conceptual structure pathways; we test thismodel through English have and its underlying LOCATION-POSSESSION conceptual structure. Through acceptability rat-ings, self-paced reading times, and ERPs, we show thatrelevant context can facilitate the dispreferred but plausibleLOC interpretation of a have-sentence–the degree of facil-itation is predicted by individual differences in CONTEXT-SENSITIVITY, indexed here by gender and Autism Quotient.Altogether, our results suggest that the variation of have-sentences’ meanings is principled due to its unified concep-tual structure, and that conceptual structure together with con-text cooperate in guiding comprehension by modulating thesalience of competing variants in real-time. Ultimately, di-achronic change is naturally emergent from this model of nor-mal language processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "context; variation; real-time processing; compre-hension; semantics; conceptual structure; gender; AQ; self-paced reading; ERP" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/96j9m4s2", "frozenauthors": [ { "first_name": "Muye", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Yale", "department": "" }, { "first_name": "Maria", "middle_name": "Mercedes", "last_name": "Pinango", "name_suffix": "", "institution": "Yale", "department": "" }, { "first_name": "Ashwini", "middle_name": "", "last_name": "Deo", "name_suffix": "", "institution": "Ohio State", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28206/galley/17865/download/" } ] }, { "pk": 28121, "title": "Reasoning about possibilities: human reasoning violates all normal modal logics", "subtitle": null, "abstract": "Reasoning about possibilities is fundamental in daily life and inartificial intelligence. It is formalized in modal logics, of whichthere are infinitely many. Two experiments showed thatindividuals make inferences that are parsimonious aboutpossibilities, and that they reject conclusions referring topossibilities that the premises do not support. Both sorts ofinference contravene modal logics, i.e., the simplest system ofmodal logic and the infinite number of systems based on it.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Modal logics" }, { "word": "mental models" }, { "word": "possibilities" }, { "word": "Reasoning" }, { "word": "sentential connectives" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2hq029b3", "frozenauthors": [ { "first_name": "Marco", "middle_name": "", "last_name": "Ragni", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "P.N.", "middle_name": "", "last_name": "Johnson-Laird", "name_suffix": "", "institution": "Princeton, NYU", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28121/galley/17781/download/" } ] }, { "pk": 27735, "title": "Recommendation as Generalization: Evaluating Cognitive Models in the Wild", "subtitle": null, "abstract": "The explosion of data generated during human interactions on-\nline presents an opportunity for cognitive scientists to evaluate\ntheir models on popular real-world tasks outside the confines\nof the laboratory. We demonstrate this approach by evaluating\ntwo cognitive models of generalization against two machine\nlearning approaches to recommendation on an online dataset of\nover 100K human playlist selections. Across two experiments\nwe demonstrate that a model from cognitive science can both\nbe efficiently implemented at scale and can capture generaliza-\ntion trends in human recommendation judgments which nei-\nther machine learning model is capable of replicating. We use\nthese results to illustrate the opportunity internet-scale datasets\noffer to cognitive scientists, as well as to underscore the impor-\ntance of using insights from cognitive modeling to supplement\nthe standard predictive-analytic approach taken by many exist-\ning machine learning approaches.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive modeling" }, { "word": "Recommender systems" }, { "word": "big data" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/57n253g9", "frozenauthors": [ { "first_name": "David", "middle_name": "D", "last_name": "Bourgin", "name_suffix": "", "institution": "University of California, Berkley", "department": "" }, { "first_name": "Joshua", "middle_name": "T", "last_name": "Abbot", "name_suffix": "", "institution": "University of California, Berkley", "department": "" }, { "first_name": "Thomas", "middle_name": "L", "last_name": "Griffiths", "name_suffix": "", "institution": "University of California, Berkley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27735/galley/17375/download/" } ] }, { "pk": 28108, "title": "Reconciling opposite neighborhood frequency effects in lexical decision: Evidence from a novel probabilistic model of visual word recognition", "subtitle": null, "abstract": "A new Bayesian model of visual word recognition is used tosimulate neighborhood frequency effects in lexical decision.These effects have been reported as being either facilitatory orinhibitory in behavioral experiments. Our model manages tosimulate the apparently contradictory findings. Indeed, study-ing the dynamic time course of information accumulation inthe model shows that effects are facilitatory early, and becomeinhibitory at later stages. The model provides new insights onthe mechanisms at play and their dynamics, leading to betterunderstand the experimental conditions that should yield a fa-cilitatory or an inhibitory neighborhood frequency effect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Visual word recognition; Lexical decision; Visualattention; Bayesian algorithmic modeling." } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5d21s8qm", "frozenauthors": [ { "first_name": "Thierry", "middle_name": "", "last_name": "Phenix", "name_suffix": "", "institution": "University of Savoie Mont Blanc", "department": "" }, { "first_name": "Sylviane", "middle_name": "", "last_name": "Valdois", "name_suffix": "", "institution": "University of Savoie Mont Blanc", "department": "" }, { "first_name": "Julien", "middle_name": "", "last_name": "Diard", "name_suffix": "", "institution": "University of Savoie Mont Blanc", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28108/galley/17765/download/" } ] }, { "pk": 35976, "title": "Reconciling Theory and Practice", "subtitle": null, "abstract": "The nature of second language pronunciation research often precludes its application to the classroom. And even when research findings do have direct applicability to classroom practice, open channels of communication between researchers and practitioners are often lacking. We have subtitled this issue of The CATESOL Journal “Pronunciation: Research Into Practice, and Practice Into Research”—indicating our belief that research and practice comprise a 2-way street, with research results definitely informing practice but with practice helping to confirm these results and providing an additional, real-world test of their validity. The contributing authors of this theme issue (both researchers and practitioners), through their research and insights into best classroom practices, provide teachers of pronunciation much to ponder. This article seeks to draw from the authors’ insights a set of core principles, firmly anchored in research results, on which to base pronunciation teaching decisions.", "language": "eng", "license": null, "keywords": [ { "word": "contrastive/error analysis" }, { "word": "Intelligibility" }, { "word": "Self-Concept" }, { "word": "Functional Load" }, { "word": "common core" }, { "word": "multimodal learning" } ], "section": "Theme Section - Special Issue Exchanges", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7xk5k072", "frozenauthors": [ { "first_name": "Donna", "middle_name": "M.", "last_name": "Brinton", "name_suffix": "", "institution": "Educational Consultant, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35976/galley/26829/download/" } ] }, { "pk": 35973, "title": "Reconsidering Assumptions of Beginner Teachers’ Needs: An Examination of Commonly Used Pronunciation Textbooks", "subtitle": null, "abstract": "Novice teachers often look to textbooks and teacher’s manuals for guidance when preparing courses, learning course content, and delivering instruction to students. In the field of pronunciation, however, materials creators face an unusual difficulty when designing resources because beginner teachers often are not truly novices: They might have limited experience teaching pronunciation content but be experienced teachers in other language fields, such as writing, reading, or ESL. This article examines 8 pronunciation texts (5 textbooks and 3 corresponding teacher’s manuals) to discover what guidance is offered to teachers. In particular, the researcher, a writing instructor who recently tutored pronunciation, offers insights into an analysis of this support for different types of beginner teachers—novice, advanced beginner, and competent. The findings include recommendations for authors and publishers of such materials as well as for program directors and teachers to enhance and ensure the usefulness of these resources for all instructors.", "language": "eng", "license": null, "keywords": [ { "word": "Pronunciation instruction" }, { "word": "materials creation" }, { "word": "textbooks" }, { "word": "teacher’s manuals" }, { "word": "novice teachers" } ], "section": "Theme Section - Special Issue Exchanges", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7kj3j9zc", "frozenauthors": [ { "first_name": "Erin", "middle_name": "", "last_name": "Zimmerman", "name_suffix": "", "institution": "American University of Beirut Lebanon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35973/galley/26827/download/" } ] }, { "pk": 27842, "title": "Redefining heuristics in multi-attribute decisions: A probabilistic framework", "subtitle": null, "abstract": "In this paper, we highlight the shortfall of conventionally de-scribed heuristics in multi-attribute decision theory, and pro-pose recasting these heuristics within a novel probabilisticframework. This framework is based on defining a psycho-logical feature space, with rule-based heuristics represented asprototypical representations within this space. We provide var-ious examples of meaningful heuristics that can be constructedunder this representation, including recasting probabilistic ver-sions of popular heuristics such as take-the-best. Next, wepropose an evaluation framework to measure the effectivenessof a consideration set of heuristics. This framework measureswhether the set of heuristics are sufficient to describe, predictand infer strategy selection and learning behavior. We proposethat this is a step towards a robust framework within whichmodels of strategy selection and learning should be evaluated.The framework aspires to develop a consideration set of heuris-tics that can be represented as a mathematically well-posed in-ference problem. We show that the heuristics redefined underour probabilistic framework generally perform better than con-ventional heuristics under this evaluation. We conclude with adiscussion on the possible applications of this framework.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/17j9p70x", "frozenauthors": [ { "first_name": "Percy", "middle_name": "K", "last_name": "Mistry", "name_suffix": "", "institution": "UC Irvine", "department": "" }, { "first_name": "Jennifer", "middle_name": "S", "last_name": "Trueblood", "name_suffix": "", "institution": "Vanderbilt", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27842/galley/17481/download/" } ] }, { "pk": 28024, "title": "Reduced Phonetic Convergence in Autism Spectrum Disorder", "subtitle": null, "abstract": "Previous research has demonstrated that speakers changephonetic forms in response to variability in their immediatelinguistic milieu, such that they converge with an interlocutor.While much is known about the impact of social dynamics onthis process, the impact of individual variability in cognitionand perception is less well-explored. The present study seeksto examine the impact of these individual differences onphonetic convergence during a naturalistic conversation,comparing convergence in autism spectrum disorder (ASD)and typical development. Results showed a small effect oftemporal convergence within typically developing dyads,compared with evidence of divergence within ASD dyads.While preliminary, this pattern of results suggests that socialmotivation may play a more important role in phoneticconvergence than sensory accounts (such as self-monitoring).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "phonetic convergence; CommunicationAccommodation Theory (CAT); Autism Spectrum Disorder;ASD" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7gj1d252", "frozenauthors": [ { "first_name": "Anders", "middle_name": "", "last_name": "Hogstrom", "name_suffix": "", "institution": "University of Conneticut", "department": "" }, { "first_name": "Rachel", "middle_name": "", "last_name": "Theodore", "name_suffix": "", "institution": "University of Conneticut", "department": "" }, { "first_name": "Allison", "middle_name": "", "last_name": "Canfield", "name_suffix": "", "institution": "University of Conneticut", "department": "" }, { "first_name": "Brian", "middle_name": "", "last_name": "Castelluccio", "name_suffix": "", "institution": "University of Conneticut", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "Green", "name_suffix": "", "institution": "University of Conneticut", "department": "" }, { "first_name": "Christina", "middle_name": "", "last_name": "Irvine", "name_suffix": "", "institution": "University of Conneticut", "department": "" }, { "first_name": "Inge-Marie", "middle_name": "", "last_name": "Eigsti", "name_suffix": "", "institution": "University of Conneticut", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28024/galley/17663/download/" } ] }, { "pk": 28378, "title": "Reducing the effects of need for closure on team performance", "subtitle": null, "abstract": "We explored the influence of need for closure (NFC)a propensity to adopt a deliberative versus a locomotor mindsetonteam performance under pressure. When teams solve problems under pressure, performance is often compromised by lowquality and uninformed decisions. Research on NFC shows that high pressure situations increase NFC in individuals andteams when making decisions. This change in motivation increases the tendency to act quickly, often relying on suboptimalstrategies to make decisions. Previous studies on medical teams have found that checklists can increase teamwork anddecrease errors. We hypothesized that using a checklist reduces the effects of NFC by increasing communication andteamwork. In our study, teams play a video game that requires teamwork and communication to solve puzzles underpressure, with or without a checklist. The results of our research have implications for a variety situations in which teamsperform under pressure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4n9545gs", "frozenauthors": [ { "first_name": "Evan", "middle_name": "", "last_name": "Stein", "name_suffix": "", "institution": "The University of Texas at Austin", "department": "" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Alba", "name_suffix": "", "institution": "The University of Texas at Austin", "department": "" }, { "first_name": "Art", "middle_name": "", "last_name": "Markman", "name_suffix": "", "institution": "The University of Texas at Austin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28378/galley/18126/download/" } ] }, { "pk": 28093, "title": "Reinforcement Learning, not Supervised Learning, Can Lead to Insight", "subtitle": null, "abstract": "This study examined the differences among individuals in theperformance of insight problem solving. The problem-solvingcharacteristics of an individual seemed to be dependent onwhat and how they had learned. Thus, we compared theperformances of insight problem solving betweenreinforcement and supervised learners. The results showed thatthe performances of reinforcement learners were better thanthose of supervised learners, although the non-insight problemsolving performance of both learner types was comparable.This result suggests that insight might be supported by thecognitive mechanisms underlying reinforcement learning. Inparticular, we speculate that the degree of exploration, bywhich reinforcement learning is characterized, might have animpact on the performance of insight problem solving", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "insight problem solving; reinforcement learning;supervised learning; exploration" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1zx197g2", "frozenauthors": [ { "first_name": "Arata", "middle_name": "", "last_name": "Nonami", "name_suffix": "", "institution": "University of Tokyo", "department": "" }, { "first_name": "Haruaki", "middle_name": "", "last_name": "Fukuda", "name_suffix": "", "institution": "University of Tokyo", "department": "" }, { "first_name": "Yoshiyuki", "middle_name": "", "last_name": "Sato", "name_suffix": "", "institution": "University of Tokyo", "department": "" }, { "first_name": "Kazuyuki", "middle_name": "", "last_name": "Samejima", "name_suffix": "", "institution": "Tamagawa 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": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28093/galley/17732/download/" } ] }, { "pk": 28020, "title": "Relational inductive bias for physical construction in humans and machines", "subtitle": null, "abstract": "While current deep learning systems excel at tasks such asobject classification, language processing, and gameplay, fewcan construct or modify a complex system such as a tower ofblocks. We hypothesize that what these systems lack is a “re-lational inductive bias”: a capacity for reasoning about inter-object relations and making choices over a structured descrip-tion of a scene. To test this hypothesis, we focus on a task thatinvolves gluing pairs of blocks together to stabilize a tower,and quantify how well humans perform. We then introducea deep reinforcement learning agent which uses object- andrelation-centric scene and policy representations and apply itto the task. Our results show that these structured represen-tations allow the agent to outperform both humans and morena ̈ıve approaches, suggesting that relational inductive bias isan important component in solving structured reasoning prob-lems and for building more intelligent, flexible machines.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "physical construction; reinforcement learning;deep learning; relational reasoning; object-based reasoning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0p02k1qw", "frozenauthors": [ { "first_name": "Jessica", "middle_name": "B", "last_name": "Hamrick", "name_suffix": "", "institution": "Deepmind", "department": "" }, { "first_name": "Kelsey", "middle_name": "R", "last_name": "Allen", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Victor", "middle_name": "", "last_name": "Bapst", "name_suffix": "", "institution": "Deepmind", "department": "" }, { "first_name": "Tina", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "Deepmind", "department": "" }, { "first_name": "Kevin", "middle_name": "R", "last_name": "McKee", "name_suffix": "", "institution": "Deepmind", "department": "" }, { "first_name": "Joshua", "middle_name": "B", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Peter", "middle_name": "W", "last_name": "Battaglia", "name_suffix": "", "institution": "Deepmind", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28020/galley/17659/download/" } ] }, { "pk": 28293, "title": "Relational Roles and Stem Format in Verbal Analogy", "subtitle": null, "abstract": "Analogical reasoning entails both one-to-one alignment and relational transfer. Yet the relative reliance on one processover the other may depend in part on the extent to which role-based relational reasoning is available. We systematicallymanipulated two theoretically important item characteristics that impact the extent of role-based relational reasoning insolving semantically distant verbal analogies: (1) the analogical relation (composition vs. category coordinate), and (2)the format of the analogy stem (i.e., two vs. three terms). For the categorical analogies (WATERMELON : PINEAPPLE:: VELVET : SILK), stem format had no effect. Whereas for the composition analogies (WATERMELON : SALAD ::VELVET : DRESS), participants were faster to solve the 3-term than the 2-term analogies, thereby indicating a facilitativeeffect of role-based alignment (e.g., both watermelon and velvet as materials of their respective objects). Thus, resultssupport analogical models positing the detection and use of relational roles (Holyoak, 2012).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1b0019fr", "frozenauthors": [ { "first_name": "Lara", "middle_name": "", "last_name": "Jones", "name_suffix": "", "institution": "Wayne State University", "department": "" }, { "first_name": "Gregory", "middle_name": "", "last_name": "Norville", "name_suffix": "", "institution": "Wayne State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28293/galley/17952/download/" } ] }, { "pk": 27867, "title": "Representational and sampling assumptions drive individual differences in single category generalisation", "subtitle": null, "abstract": "Human activity requires an ability to generalise beyond theavailable evidence, but when examples are limited – as theynearly always are – the problem of how to do so becomes par-ticularly acute. In addressing this problem, Shepard (1987)established the importance of representation, and subsequentwork explored how representations shift as new data is ob-served. A different strand of work extending the Bayesianframework of Tenenbaum and Griffiths (2001) established theimportance of sampling assumptions in generalisation as well.Here we present evidence to suggest that these two issuesshould be considered jointly. We report two experiments whichreveal replicable qualitative patterns of individual differencesin the representation of a single category, while also showingthat sampling assumptions interact with these to drive gener-alisation. Our results demonstrate that how people shift theircategory representation depends upon their sampling assump-tions, and that these representational shifts drive much of theobserved learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "categorisation" }, { "word": "Generalisation" }, { "word": "Representations" }, { "word": "Sampling assumptions" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3k39w49g", "frozenauthors": [ { "first_name": "Keith", "middle_name": "", "last_name": "Ransom", "name_suffix": "", "institution": "U of Adelaide", "department": "" }, { "first_name": "Andrew", "middle_name": "T", "last_name": "Hendrickson", "name_suffix": "", "institution": "Tilburg", "department": "" }, { "first_name": "Amy", "middle_name": "", "last_name": "Perfors", "name_suffix": "", "institution": "U of Melbourne", "department": "" }, { "first_name": "Danielle", "middle_name": "J", "last_name": "Navarro", "name_suffix": "", "institution": "UNSW", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27867/galley/17505/download/" } ] }, { "pk": 28138, "title": "Representational efficiency outweighs action efficiencyin human program induction", "subtitle": null, "abstract": "The importance of hierarchically structured representations fortractable planning has long been acknowledged. However, thequestions of how people discover such abstractions and how todefine a set of optimal abstractions remain open. This problemhas been explored in cognitive science in the problem solvingliterature and in computer science in hierarchical reinforce-ment learning. Here, we emphasize an algorithmic perspec-tive on learning hierarchical representations in which the ob-jective is to efficiently encode the structure of the problem, or,equivalently, to learn an algorithm with minimal length. Weintroduce a novel problem-solving paradigm that links prob-lem solving and program induction under the Markov Deci-sion Process (MDP) framework. Using this task, we target thequestion of whether humans discover hierarchical solutions bymaximizing efficiency in number of actions they generate or byminimizing the complexity of the resulting representation andfind evidence for the primacy of representational efficiency.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "problem solving; program induction; hierarchicalreinforcement learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/826740z0", "frozenauthors": [ { "first_name": "Sophia", "middle_name": "", "last_name": "Sanborn", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "David", "middle_name": "D", "last_name": "Bourgin", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Chang", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "Thomas", "middle_name": "L", "last_name": "Griffiths", "name_suffix": "", "institution": "UC Berkley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28138/galley/17797/download/" } ] }, { "pk": 27743, "title": "Representations of the Self-Concept and Identity-Based Choice", "subtitle": null, "abstract": "We propose a novel approach to identity-based choice that\nfocuses on peoples’ representations of the cause-effect\nrelationships that exist among features of their self-concepts.\nMore specifically, we propose that people who believe that a\nspecific aspect of identity, such as a social category, is\ncausally central (linked to many other features of the self-\nconcept) are more likely to engage in behaviors consistent\nwith that aspect than those who believe that the same aspect is\ncausally peripheral (linked to fewer other features). Across\nthree studies, we provide evidence for our approach to\nidentity-based choice. We demonstrate that among people\nwho belong to the same social category, those who believe\nthat the associated identity is more causally central are more\nlikely to engage in behaviors consistent with the social\ncategory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Casual reasoning" }, { "word": "concepts and categories" }, { "word": "decision making" }, { "word": "Identity-based choice" }, { "word": "Self-Concept" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8xj3w4ts", "frozenauthors": [ { "first_name": "Stephanie", "middle_name": "Y", "last_name": "Chen", "name_suffix": "", "institution": "London Business School", "department": "" }, { "first_name": "Oleg", "middle_name": "", "last_name": "Urminsky", "name_suffix": "", "institution": "University of Chicago Booth School of Business", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27743/galley/17383/download/" } ] }, { "pk": 27957, "title": "REPRISE: A Retrospective and Prospective Inference Scheme", "subtitle": null, "abstract": "Motivated by the close relation of predictive coding and activeinference to cognition, we introduce a dynamic artificial neu-ral network-based (ANN) adaptation process, which we termREPRISE: REtrospective and PRospective Inference SchEme.REPRISE first executes a retrospective inference process, in-ferring the unobservable contextual state that best explains itsrecently encountered sensorimotor experiences. It then exe-cutes a prospective inference process, inferring upcoming mo-tor activities in the light of the inferred contextual state anda given goal state. First, the ANN – a recurrent neural net-work – is trained to learn one sensorimotor temporal forwardmodel, that is, the sensorimotor contingencies generated by thebehavior of three moving or flying vehicles. During training,additional three bits are provided as input, indicating whichmode currently applies. After training, goal-directed controland system state inference are activated: Given a goal state,the system imagines a motor command sequence optimizing itwith the prospective objective to minimize the distance to thegoal. Meanwhile, the system evaluates the encountered sen-sorimotor contingencies retrospectively, adapting its vehicleestimation activities and, in order to maintain coherence, theneural hidden states accordingly. This ANN’s ’mind’ is thuscontinuously imagining the future and reflecting on the past –showing superior performance on the posed control problems.The architecture effectively demonstrates that neural error sig-nals and neural activities can be projected into the past and intothe future, respectively, optimizing both neural context codesthat approximately generate the recent past and upcoming be-havior in the light of desired goal states.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "artificial neural networks; forward model learning; inverse sensorimotor control; active inference; dynamics; adaption; cognitive systems" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9fh4c398", "frozenauthors": [ { "first_name": "Martin", "middle_name": "V", "last_name": "Butz", "name_suffix": "", "institution": "U of Tubingen", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Bilkey", "name_suffix": "", "institution": "U of Otago", "department": "" }, { "first_name": "Alistair", "middle_name": "", "last_name": "Knott", "name_suffix": "", "institution": "U of Otago", "department": "" }, { "first_name": "Sebastian", "middle_name": "", "last_name": "Otte", "name_suffix": "", "institution": "U of Tubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27957/galley/17595/download/" } ] }, { "pk": 35985, "title": "Research Methods for Language Teaching: Inquiry, Process, and Synthesis - Netta Avineri", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3p69p8b3", "frozenauthors": [ { "first_name": "Samah", "middle_name": "", "last_name": "Elbelazi", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Lama", "middle_name": "", "last_name": "Alharbi", "name_suffix": "", "institution": "Indiana University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35985/galley/26838/download/" } ] }, { "pk": 28048, "title": "Resting State Functional Connectivity in Children: A New Paradigm", "subtitle": null, "abstract": "Resting state functional connectivity (rsFC) can provide awindow into the neural architecture of functional networks inthe brain. Functional networks measured both during task andduring “resting” (task-absent) state are correlated withcognitive function, and much development of these networksoccurs between infancy and adulthood. However, rsFC studyin young children has been sparse, mainly due to a paucity ofchild-appropriate neural measures and behavioral paradigms.We present a new paradigm to measure rsFC in children,utilizing functional near-infrared spectroscopy (fNIRS) andFreeplay, a behavioral setup designed to approximate restingstate in children. Results suggest this paradigm is practicaland has good construct validity and test-retest reliability.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "resting state functional connectivity; fNIRS; earlychildhood; Freeplay;" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/75d6t3dn", "frozenauthors": [ { "first_name": "Jaeah", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Alexander", "middle_name": "", "last_name": "Ruesch", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Theodore", "middle_name": "J", "last_name": "Hupper", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Jana", "middle_name": "", "last_name": "Kainerstorfer", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Erika", "middle_name": "D", "last_name": "Thiessen", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Anna", "middle_name": "V", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28048/galley/17687/download/" } ] }, { "pk": 27816, "title": "Retinotopically specific visual adaptation reveals thestructure of casual events in perception", "subtitle": null, "abstract": "Certain events are irresistibly perceived as involving cause and effect. The prototypical exampleis the 'launching' effect, wherein one object (A) moves toward a stationary second object (B)until they are adjacent, at which point A stops and B starts moving in the same direction. Butthere are up to a dozen different events that have been studied under the umbrella of 'causalperception'. However, these events have typically been distinguished only using explicit self-report methods, and little work has explored whether these different event labels actually capturenatural \"joints\" in visual processing. Here, we use the psychophysical phenomenon ofretinotopically specific visual adaptation to demonstrate that launching events and 'triggering'events (in which B moves much faster than A) involve the same underlying form of 'causality' invisual processing, but launching events and 'entraining' events (in which A and B move togetherfollowing A's arrival) do not", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4mh58103", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "F", "last_name": "Kominsky", "name_suffix": "", "institution": "Harvard", "department": "" }, { "first_name": "Brian", "middle_name": "", "last_name": "Scholl", "name_suffix": "", "institution": "Yale", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27816/galley/17455/download/" } ] }, { "pk": 28193, "title": "Retrieval-based Metacognitive Monitoring in Self-Regulated Learning", "subtitle": null, "abstract": "Metacognitive monitoring plays an important role in self-\nregulated learning. Accurate metacognitive monitoring\nfacilitates effective control, which affects learning\noutcomes. Most studies that explore metacognitive\nmonitoring have investigated learners’ monitoring abilities\nwhen learners are explicitly cued to monitor. However, in\nreal-world educational settings, learners are more commonly\ncued to control their learning. The primary goal of the\ncurrent study was to investigate whether learners monitor\ntheir learning processes using retrieval when explicitly cued\nto control. Two experiments were conducted in pursuit of\nthis goal. In the experiments, participants were instructed to\nlearn Swahili-English word-pairs. Their learning\nperformance was tested in subsequent cued-recall tests.\nResults suggest retrieval is likely practiced when learners\nare explicitly cued to control, but at a lower frequency or a\nmore shallow level than when learners are explicitly cued to\nretrieve. In addition, the current study reported attempts to\nmeasure retrieval-based metacognitive monitoring using\nobjective and online methods.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "metacognition; monitoring; control; retrieval;\nself-regulated learning;" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/64x5x84j", "frozenauthors": [ { "first_name": "Mengjiao", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "Kent State University; Shanghai Maritime University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28193/galley/17852/download/" } ] }, { "pk": 28078, "title": "Revisiting the poverty of the stimulus: hierarchical generalization without a hierarchical bias in recurrent neural networks", "subtitle": null, "abstract": "Syntactic rules in natural language typically need to make ref-erence to hierarchical sentence structure. However, the simpleexamples that language learners receive are often equally com-patible with linear rules. Children consistently ignore theselinear explanations and settle instead on the correct hierarchi-cal one. This fact has motivated the proposal that the learner’shypothesis space is constrained to include only hierarchicalrules. We examine this proposal using recurrent neural net-works (RNNs), which are not constrained in such a way. Wesimulate the acquisition of question formation, a hierarchicaltransformation, in a fragment of English. We find that someRNN architectures tend to learn the hierarchical rule, suggest-ing that hierarchical cues within the language, combined withthe implicit architectural biases inherent in certain RNNs, maybe sufficient to induce hierarchical generalizations. The like-lihood of acquiring the hierarchical generalization increasedwhen the language included an additional cue to hierarchy inthe form of subject-verb agreement, underscoring the role ofcues to hierarchy in the learner’s input.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "learning bias; poverty of the stimulus; recurrentneural networks" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/12w6n3xn", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "R", "last_name": "McCoy", "name_suffix": "", "institution": "John Hopkins", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Frank", "name_suffix": "", "institution": "Yale", "department": "" }, { "first_name": "Tal", "middle_name": "", "last_name": "Linzen", "name_suffix": "", "institution": "John Hopkins", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28078/galley/17717/download/" } ] }, { "pk": 28183, "title": "Risky Intertemporal Choice with Multiple Outcomes and Individual Differences", "subtitle": null, "abstract": "Risk and delay co-occur. Intertemporal choices are rarely\ncertain; risky choices are rarely atemporal. Behavioral\nevidence suggests that risk and time are entangled: time\ndiscounting is different for risky outcomes than for riskless\noutcomes. A prominent model of risky intertemporal choice\n(Baucells & Heukamp, 2012) combines risk and delay into\npsychological distance. It predicts that risk and time will be\nentangled for outcome risk (risk with one zero outcome and at\nleast one positive outcome) but not for amount risk (risk with\nthree or more positive outcomes) unless assuming non-\ncumulative probability weights. We show that BH does not\nquantitatively fit risky intertemporal choices better than a\nmodel assuming risk and time are independent. Many\nparticipants were best fit by a random response model. The\nfunctional form for risky intertemporal choices is difficult to\ndetect. While risk and time are entangled, they do not seem to\nbe evaluated as psychological distance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Risky Intertemporal Choice; Choice Modeling;\nIndividual Differences" }, { "word": "Latent Mixture Model" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5kv9g28t", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "G", "last_name": "Wall", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Gretchen", "middle_name": "", "last_name": "Chapman", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Pernille", "middle_name": "", "last_name": "Hemmer", "name_suffix": "", "institution": "Rutgers", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28183/galley/17842/download/" } ] }, { "pk": 28158, "title": "Robot-Based Gestural Intervention Prevents Delay in the Production of Intransitive Gestures in Preschoolers with Autism Spectrum Disorder", "subtitle": null, "abstract": "Children with autism have impairments in communication and social interactions. Past studies have shown that robotbasedinterventions are effective in improving their gestural use. The present study asked whether or not children with autismcould meet the level of gestural production found in age-matched children with typical development after intervention.Four- to six-year-old children with autism in the intervention group (N = 15) took four training sessions in which theyimitated the gestures demonstrated by a social robot in various narratives. Age-matched children with autism in the wait-list control group (N = 15) and children with typical development (N = 15) received the training after the completion of theresearch. Children with autism in the intervention condition produced gestures more accurately in the training and novelstories than those in the wait-list control group in the posttests. Even more promising, the level of gestural productionaccuracy in children with autism in the delayed posttest of novel stories was comparable to that in children with typicaldevelopment, suggesting that children with autism could catch up to the level of gestural production found in children withtypical development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9v2948fq", "frozenauthors": [ { "first_name": "Wing", "middle_name": "Chee", "last_name": "So", "name_suffix": "", "institution": "The Chinese University of Hong Kong", "department": "" }, { "first_name": "Miranda", "middle_name": "Kit-Yi", "last_name": "Wong", "name_suffix": "", "institution": "The Chinese University of Hong Kong", "department": "" }, { "first_name": "Wan", "middle_name": "Yi", "last_name": "Lam", "name_suffix": "", "institution": "The Chinese University of Hong Kong", "department": "" }, { "first_name": "Chun", "middle_name": "Ho", "last_name": "Cheng", "name_suffix": "", "institution": "The Chinese University of Hong Kong", "department": "" }, { "first_name": "Melvin", "middle_name": "", "last_name": "Ng", "name_suffix": "", "institution": "The Chinese University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28158/galley/17817/download/" } ] }, { "pk": 28114, "title": "Role vs relational similarity in analogical processing", "subtitle": null, "abstract": "We tested whether relational knowledge is represented as a set of relations among entities or as a set of relational roles towhich entities are bound. Participants performed four relational processing tasks with the same set of word-pair stimuli:relational exemplar generation; similarity ranking; analogical verification; and a paired-associate learning task. In thesimilarity ranking task, we gathered separate rankings for relational, role and semantic similarity between word pairs.Relational similarity predicted exemplar generation frequencies, analogical verification accuracy and RTs, and relationalluring in associative memory. Role similarity predicted exemplar generation frequency, and, weakly, analogical verificationRTs. Semantic similarity did not predict any of the tasks, after controlling for the other two factors. Contrary to currenttheories which posit that semantic similarity is more important for retrieving relevant analogues, and that analogicalmapping is based on role-filler bindings, relational similarity was the strongest predictor across all tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2h76b62r", "frozenauthors": [ { "first_name": "Vencislav", "middle_name": "", "last_name": "Popov", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Margarita", "middle_name": "", "last_name": "Pavlova", "name_suffix": "", "institution": "University of Kansas", "department": "" }, { "first_name": "Penka", "middle_name": "", "last_name": "Hristova", "name_suffix": "", "institution": "New Bulgarian University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28114/galley/17774/download/" } ] }, { "pk": 27865, "title": "Rote versus Rule: Revisiting the Role of Language in Mathematical Thinking", "subtitle": null, "abstract": "Language is often depicted as the sine qua non of mathematicalthinking, a view buttressed by findings of language-of-trainingeffects among bilinguals. These findings, however, have beenlimited to studies of arithmetic. Nothing is known about thepotential influence of language on the ability to learn rulesabout the relations among variables (e.g., algebra). To testwhether arithmetic and algebraic thinking differ, Chinese-English bilinguals were trained to solve arithmetic and algebraproblems in either Chinese or English and then tested on newand old problems in both languages. For arithmetic problems,solution times were always longer for English than Chinese; inboth languages, solution times dropped during training; aftertraining, solution times continued to drop for old problems, butreturned to pre-training levels for new problems. In contrast,for algebra problems, solution times did not differ acrosslanguage; solution times dropped during training; aftertraining, gains in speed were preserved for both old and newproblems. These findings suggest that the contribution oflanguage to mathematical thinking may be limited to the areasof mathematics that are learned by rote and not by rule.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language" }, { "word": "Arithmetic" }, { "word": "Algebra" }, { "word": "Mathematical thinking" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6rf0m5vv", "frozenauthors": [ { "first_name": "Jike", "middle_name": "", "last_name": "Qin", "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": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27865/galley/17503/download/" } ] }, { "pk": 27868, "title": "Same-different problems strain covolutional neural networks", "subtitle": null, "abstract": "The robust and efficient recognition of visual relations in im-ages is a hallmark of biological vision. We argue that, de-spite recent progress in visual recognition, modern machinevision algorithms are severely limited in their ability to learnvisual relations. Through controlled experiments, we demon-strate that visual-relation problems strain convolutional neuralnetworks (CNNs). The networks eventually break altogetherwhen rote memorization becomes impossible, as when intra-class variability exceeds network capacity. Motivated by thecomparable success of biological vision, we argue that feed-back mechanisms including attention and perceptual groupingmay be the key computational components underlying abstractvisual reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Visual relations" }, { "word": "Convolutional Neural Networks" }, { "word": "Deep learning" }, { "word": "Visual attentino" }, { "word": "Perceptual Grouping" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9zz2g6g1", "frozenauthors": [ { "first_name": "Mathew", "middle_name": "", "last_name": "Ricci", "name_suffix": "", "institution": "Brown", "department": "" }, { "first_name": "Junkyung", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Brown", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Serre", "name_suffix": "", "institution": "Brown", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27868/galley/17506/download/" } ] }, { "pk": 28366, "title": "Same/different relation detection and word production in 4-year-olds", "subtitle": null, "abstract": "Relational processing is critical for complex cognition (Gentner, 2003, 2010). Here, we investigate the development of twofundamental relationssame and different. Previous research suggests that childrens understanding of same may precede un-derstanding of different, and that languageespecially labels for these relationsmay support this understanding (Hochmannet al., 2017; Christie & Gentner, 2014). We presented 4-year-olds with either a different-only or a same/different mixedversion of the Relational-Match-to-Sample (RMTS) task. Children made relational matches at above-chance rates inboth conditions and performance was comparable with previous findings on a same-only RMTS (Christie & Gentner,2014; Hoyos, Shao, & Gentner, 2016; replication in process). Across both conditions, children who said the wordssame/different outperformed those who did not, suggesting that spontaneous production of the terms indicated better en-coding of the relations. Interestingly, children produced the word same more than the word different, even when presentedwith match-to-different trials.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/17r1d1w7", "frozenauthors": [ { "first_name": "Ruxue", "middle_name": "", "last_name": "Shao", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28366/galley/18103/download/" } ] }, { "pk": 28000, "title": "Saving-enhanced memory in the real world", "subtitle": null, "abstract": "People frequently offload cognitive tasks onto the environment by,for example, digitally storing information they want to rememberlater. This frees up cognitive resources, leading to an increasedability to learn new information (the “Saving-Enhanced MemoryEffect”). We tested whether this effect would generalize beyondthe digital realm. On every trial, participants studied two printedlists of words before being tested on their memory for both lists.For half the trials, participants shredded the first list beforeattempting to learn the second one. For the remaining trials, theysaved the first word list in a folder before learning the second list.Results revealed a robust Saving-Enhanced Memory Effect, aspeople remembered more words on average from the second listwhen they had saved the initial word list. These findings suggestthat the effects of offloading memories onto the external world aresimilar for information stored in digital and physical formats.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Saving-Enhanced Memory Effect" }, { "word": "cognitiveoffloading" }, { "word": "physical information format" }, { "word": "extended cognition" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0tk0k8zf", "frozenauthors": [ { "first_name": "Stephen", "middle_name": "J", "last_name": "Flusberg", "name_suffix": "", "institution": "SUNY Purchase", "department": "" }, { "first_name": "Avianca", "middle_name": "", "last_name": "Ramos", "name_suffix": "", "institution": "SUNY Purchase", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28000/galley/17639/download/" } ] }, { "pk": 28043, "title": "Scalar Language is Shaped by the Statistical Properties of the Environment", "subtitle": null, "abstract": "One of the driving forces of language evolution is the selection of variants that suit the communicative needs of its users.Crucially, fitness of linguistic variants may largely depend on the structure of the environment in which language is learned,transmitted, and used. This hypothesis has gained support in various domains. We apply it in the context of scalar termswith a major focus on quantifiers, such as ’most’. Based on a model that combines logic and evolutionary game theory, weargue that such signals might have evolved as stable semantic units through adaptation to general communicative principlesand distributional properties of the environment such as normality.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0q2773z4", "frozenauthors": [ { "first_name": "Darius", "middle_name": "", "last_name": "Kalociski", "name_suffix": "", "institution": "University of Warsaw", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28043/galley/17682/download/" } ] }, { "pk": 28320, "title": "Search Your Feelings 2.0: Online Versus Paper-Pencil Version of a FreeRecall-Based Emotional Fluency Task", "subtitle": null, "abstract": "Affect scales typically involve recognition of emotions from a predetermined list. However, the emotions that we expe-rience most often may be largely due to recall based processes influenced by what emotions come to mind. Our newlyintroduced emotional affect scale based on recall of emotions, called the Emotional Fluency Task, captures dimensions ofemotions that are not available in PANAS but that are nonetheless commonly reported as experienced emotions. Here, weshow that the emotional fluency task is valid and can be reliably measured using paper and pencil. By asking people to ratetheir valence and arousal, EFT paper and pencil clearly captured both positive and negative emotions and do so as well orbetter than semantic similarity measures. This provides a highly useful scale that can be used across different languages.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/67k8k2jr", "frozenauthors": [ { "first_name": "Masitah", "middle_name": "", "last_name": "Masitah", "name_suffix": "", "institution": "The University of Warwick", "department": "" }, { "first_name": "Li", "middle_name": "", "last_name": "Ying", "name_suffix": "", "institution": "The University of Warwick", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Hills", "name_suffix": "", "institution": "The University of Warwick", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28320/galley/18007/download/" } ] }, { "pk": 28051, "title": "Seeking Ideal Explanations in a Non-Ideal World", "subtitle": null, "abstract": "Research has found that when children or adults attemptto explain novel observations in the course of learning,they are more likely to discover patterns that support idealexplanations: explanations that are maximally simple andbroad. However, not all learning contexts support suchexplanations. Can explaining facilitate discoverynonetheless? We present a study in which participantswere tasked with discovering a rule governing theclassification of items, where the items were consistenttwo non-ideal rules: one correctly classified 66% of cases,the other 83%. We find that when there is no ideal rule tobe discovered (i.e., no 100% rule), participants promptedto explain are better than control participants atdiscovering the best available rule (i.e., the 83% rule).This supports the idea that seeking ideal explanations canbe beneficial in a non-ideal world because the pursuit ofan ideal explanation can facilitate the discovery ofimperfect patterns along the way.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "explanation; learning; scientific practice" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9ws1p8q8", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Kon", "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": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28051/galley/17690/download/" } ] }, { "pk": 28283, "title": "Self-Construals on Tightness and Looseness Culture", "subtitle": null, "abstract": "It is found that the concepts of interdependence and independence expressed in the measurement of self-consturals mayvary with cultural patterns, which also affects the strength of social norm. Therefore, in this study, we mainly focused onexploring the effect of social norm on self-construals. Participants who grew up in Taiwan were asked to complete thequestionnaire of tightness and looseness attitude regarding daily life and to proceed the of norm violation task. As a result,we concluded that cultural pattern of tightness or looseness is related to the strength of social norm. Interestingly thefinding indicated that strong norm would relate to detecting greater freedom, which leads to higher creativity. In addition,the perception of the tightness of culture would be more related to interdependent self-constural and nation identification.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9115p808", "frozenauthors": [ { "first_name": "Nai", "middle_name": "Ching", "last_name": "Hsiao", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Jon-Fan", "middle_name": "", "last_name": "Hu", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28283/galley/17942/download/" } ] }, { "pk": 28088, "title": "Semantic compression of episodic memories", "subtitle": null, "abstract": "Storing knowledge of an agent’s environment in the form of aprobabilistic generative model has been established as a cru-cial ingredient in a multitude of cognitive tasks. Perceptionhas been formalised as probabilistic inference over the state oflatent variables, whereas in decision making the model of theenvironment is used to predict likely consequences of actions.Such generative models have earlier been proposed to under-lie semantic memory but it remained unclear if this model alsounderlies the efficient storage of experiences in episodic mem-ory. We formalise the compression of episodes in the norma-tive framework of information theory and argue that seman-tic memory provides the distortion function for compressionof experiences. Recent advances and insights from machinelearning allow us to approximate semantic compression in nat-uralistic domains and contrast the resulting deviations in com-pressed episodes with memory errors observed in the experi-mental literature on human memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantic memory; episodic memory; memory er-rors; schema; rate distortion; compression" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5hp0p22w", "frozenauthors": [ { "first_name": "David", "middle_name": "G", "last_name": "Nagy", "name_suffix": "", "institution": "Wigner Research Center for Physics", "department": "" }, { "first_name": "Balas", "middle_name": "", "last_name": "Torok", "name_suffix": "", "institution": "Eotvos Lorand University", "department": "" }, { "first_name": "Grego", "middle_name": "", "last_name": "Orban", "name_suffix": "", "institution": "Budapest University of Technology and Economics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28088/galley/17727/download/" } ] }, { "pk": 28127, "title": "Semantic Processing in Fraction Comparison: An ERP Study", "subtitle": null, "abstract": "Fractions processing is a topic of major interest both innumerical cognition and mathematics education. Theliterature on the processing of common fractions has focusedon whether fractions are compared by their magnitude orthrough their components. Only a few neuroimaging studieshave looked at this question. The N400 component,traditionally seen in linguistic semantic congruency event-related-potential (ERPs) experimental designs, has beenadapted to study arithmetic processing. Observing the N400,allows the study of how different arithmetic componentsaffect overall processing. In this study, an N400 paradigm isused to investigate semantic congruency during a fractionmagnitude comparison task (Match/Mismatch) in 24 adults.Behavioral results reveal interference by shared componentsacross the compared fractions. EEG analysis results show anN400-like difference wave between Match and Mismatchconditions. Shared components modulate the latency of thisN400 effect. These results show the N400 as a viable methodfor studying fractions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "EEG; ERP; N400; Fractions; FractionProcessing; Mathematical Cognition" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9dx7n6pd", "frozenauthors": [ { "first_name": "Brian", "middle_name": "", "last_name": "Rivera", "name_suffix": "", "institution": "University of Alabama", "department": "" }, { "first_name": "Firat", "middle_name": "", "last_name": "Soylu", "name_suffix": "", "institution": "University of Alabama", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28127/galley/17786/download/" } ] }, { "pk": 28103, "title": "Semi-supervised learning: A role for similarity in generalization-based learning of relational categories", "subtitle": null, "abstract": "Research on semi-supervised category learning has beensparse despite its representativeness of naturalistic categorylearning and potential applications. Most of the semi-supervised literature to date has focused on establishing thephenomenon. These efforts have produced mixed results andhave explored a relatively limited set of learningcircumstances. In the current work, we contribute a novelinvestigation of semi-supervised learning by extending theparadigm to relational category learning and evaluating therole that item similarity plays in the effectiveness ofunsupervised learning opportunities. Our results show first-ever evidence of semi-supervised learning in the induction ofrelational categories and, further, that the similarity betweensupervised and unsupervised examples critically dictateswhether benefits of unsupervised exposures accrue. Weconclude with implications and future directions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semi-supervised learning; relational categories;similarity; classification learning; transfer" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/745096m7", "frozenauthors": [ { "first_name": "John", "middle_name": "D", "last_name": "Patterson", "name_suffix": "", "institution": "Binghamton University", "department": "" }, { "first_name": "Kenneth", "middle_name": "J", "last_name": "Kurtz", "name_suffix": "", "institution": "Binghamton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28103/galley/17752/download/" } ] }, { "pk": 28306, "title": "Semi-supervised learning in infancy: Infants integrate labeled and unlabeledexemplars to learn new categories", "subtitle": null, "abstract": "Labels facilitate infants category learning. Providing the same label for a set of distinct individuals enhances infantsability to identify the underlying category. In infants daily life, however, many category exemplars will go unlabeled, andinfants will inevitably receive a mix of labeled and unlabeled exemplars when learning real-world object categories. Here,we ask whether 2-year-old infants can integrate these labeled and unlabeled exemplars when learning a novel category.To do so, we draw on machine learning research in semi-supervised learning, a class of algorithms designed to learnfrom just such mixed data. Our results suggest infants do engage in semi-supervised category learning. Infants learnedcategories as successfully in a semi-supervised condition as in a fully-labeled conditionand more successfully than in anunlabeled condition. These findings reveal that the power of labels extends beyond the exemplars being labeled: labelingalso promotes infants learning from subsequent, unlabeled exemplars.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8mh7d3t9", "frozenauthors": [ { "first_name": "Alexander", "middle_name": "", "last_name": "LaTourrette", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Sandra", "middle_name": "", "last_name": "Waxman", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28306/galley/17977/download/" } ] }, { "pk": 27781, "title": "Sequence of discrete attentional shifts emerge from a neural dynamic architecture for conjunctive visual search that operates in continuous time", "subtitle": null, "abstract": "The goal of conjunctive visual search is to attentionally selecta location at which the visual array matches a set of cued fea-ture values. Here we present a neural dynamic architecturein which all neural processes operate in parallel in continu-ous time, but in which discrete sequences of processing stepsemerge from dynamic instabilities. When biased competitionselects an object location at which not all conjunctive featurevalues match the cue, the neural representation of a conditionof dissatisfaction is activated and induces an attentional shift.Successful match activates the neural representation of a con-dition of satisfaction that ends the search. The search takesplace in the current visual array but takes into account an au-tonomously acquired feature-space scene memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Neiral dynamic architecture" }, { "word": "visual search" }, { "word": "binding" }, { "word": "Visual working memory" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8zz1q08g", "frozenauthors": [ { "first_name": "Raul", "middle_name": "", "last_name": "Grieben", "name_suffix": "", "institution": "Institut fur Neuroinformatik", "department": "" }, { "first_name": "Jan", "middle_name": "", "last_name": "Tekulve", "name_suffix": "", "institution": "Institut fur Neuroinformatik", "department": "" }, { "first_name": "Stephan", "middle_name": "K.U.", "last_name": "Zibner", "name_suffix": "", "institution": "Institut fur Neuroinformatik", "department": "" }, { "first_name": "Sebastian", "middle_name": "", "last_name": "Schneegans", "name_suffix": "", "institution": "University of Cambridge", "department": "" }, { "first_name": "Gregor", "middle_name": "", "last_name": "Schoner", "name_suffix": "", "institution": "Institut fur Neuroinformatik", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27781/galley/17421/download/" } ] }, { "pk": 27763, "title": "Shapes in Scatterplots: Comparing Human Visual Impressions and Computational Metrics", "subtitle": null, "abstract": "We are currently in the process of designing and implement-\ning a computational cognitive system that combines percep-\ntion, memory, attention, and domain-specific semantic knowl-\nedge to perform data visualization tasks. While this work is\nstill in early stages, we report here on one subset of this larger\nproject that involves building a “visual long term memory” for\nthe system. To constrain the problem, we assume a domain\nof astronomy, and we focus exclusively on scatterplot visual-\nizations. In this paper, we present three of our initial steps\nalong this path. First, we collected and analyzed a catalog of\n74 scatterplots from real astronomy sources (papers, books,\netc.), which we consider to be typical data visualizations that\nastronomers would frequently encounter during their educa-\ntion. Second, we asked a team of human raters to rate all\n74 scatterplots along nine dimensions describing shape cate-\ngories, taken from a computational approach originally sug-\ngested by John and Paul Tukey called scagnostics. Third, we\ncalculated computer-based scagnostics for a subset of the scat-\nterplots. We measured inter-rater agreements among the hu-\nman raters and between the calculated and human ratings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Astronomy" }, { "word": "data visualization" }, { "word": "Scagnostics" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6xb4t9cr", "frozenauthors": [ { "first_name": "Josseph", "middle_name": "", "last_name": "Eilbert", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Zameese", "middle_name": "", "last_name": "Peters", "name_suffix": "", "institution": "Vanderbilt University; Norfolk State University", "department": "" }, { "first_name": "Fernanda", "middle_name": "Monteiro", "last_name": "Eliott", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Keivan", "middle_name": "", "last_name": "Stassun", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Maithilee", "middle_name": "", "last_name": "Kunda", "name_suffix": "", "institution": "Vanderbilt University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27763/galley/17403/download/" } ] }, { "pk": 28057, "title": "Shaping Model-Free Habits with Model-Based Goals", "subtitle": null, "abstract": "Model-free (MF) and model-based (MB) reinforcement learn-ing (RL) have provided a successful framework for under-standing both human behavior and neural data. These two sys-tems are usually thought to compete for control of behavior.However, it has also been proposed that they can be integratedin a cooperative manner. For example, the Dyna algorithm usesMB replay of past experience to train the MF system, and hasinspired research examining whether human learners do some-thing similar. Here we introduce an approach that links MFand MB learning in a new way: via the reward function. Givena model of the learning environment, dynamic programmingis used to iteratively approximate state values that monotoni-cally converge to the state values under the optimal decisionpolicy. Pseudorewards are calculated from these values andused to shape the reward function of a MF learner in a waythat is guaranteed not to change the optimal policy. We showthat this method offers computational advantages over Dyna intwo classic problems. It also offers a new way to think aboutintegrating MF and MB RL: that our knowledge of the worlddoesn’t just provide a source of simulated experience for train-ing our instincts, but that it shapes the rewards that those in-stincts latch onto. We discuss psychological phenomena thatthis theory could apply to, including moral emotions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8sd7s177", "frozenauthors": [ { "first_name": "Paul", "middle_name": "M", "last_name": "Krueger", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "Thomas", "middle_name": "L", "last_name": "Griffiths", "name_suffix": "", "institution": "UC Berkley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28057/galley/17696/download/" } ] }, { "pk": 27968, "title": "Shaping Perceptions by Hand: The Influence of Motor Fluency on Face Judgment", "subtitle": null, "abstract": "Research has shown that individual variation in our bodies,such as differential hand dominance, can influence the way thatwe interact with and perceive the world (Casasanto, 2009). Forexample, right-handed individuals are more likely to associatetheir right spatial plane as more positive than their left, an effectthat is switched in left-handed individuals. Here, we exploredwhether asking participants to use their dominant (“good”)versus nondominant (“bad”) hand on a motor task influencedsubsequent valanced face judgment. Results demonstrate thatsimply asking a participant to use their right or left hand tocomplete a task can have a significant effect on the perceivedvalence of neutral faces. These findings add to the evidencethat the way we physically interact with our world may haveimportant consequences for our perceptions of social stimuli.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "embodiment; handedness; body specificity; social cognition; face judgment" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5fv9f54j", "frozenauthors": [ { "first_name": "Julia", "middle_name": "", "last_name": "Chirls", "name_suffix": "", "institution": "Franklin and Marshall College", "department": "" }, { "first_name": "Maddy", "middle_name": "", "last_name": "Kaplan", "name_suffix": "", "institution": "Franklin and Marshall College", "department": "" }, { "first_name": "Yosan", "middle_name": "", "last_name": "Gebre-Ab", "name_suffix": "", "institution": "Franklin and Marshall College", "department": "" }, { "first_name": "Mia", "middle_name": "", "last_name": "Ortiz", "name_suffix": "", "institution": "Franklin and Marshall College", "department": "" }, { "first_name": "Lauren", "middle_name": "H", "last_name": "Howard", "name_suffix": "", "institution": "Franklin and Marshall College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27968/galley/17606/download/" } ] }, { "pk": 27734, "title": "Sharing is not erring: Pseudo-reciprocity in collective search", "subtitle": null, "abstract": "Information sharing in competitive environments may seem\ncounterintuitive, yet it is widely observed in humans and other\nanimals. For instance, the open-source software movement has\nled to new and valuable technologies being released publicly\nto facilitate broader collaboration and further innovation. What\ndrives this behavior and under which conditions can it be ben-\neficial for an individual? Using simulations in both static and\ndynamic environments, we show that sharing information can\nlead to individual benefits through the mechanisms of pseudo-\nreciprocity, whereby shared information leads to by-product\nbenefits for an individual without the need for explicit recipro-\ncation. Crucially, imitation with a certain level of innovation is\nrequired to avoid a tragedy of the commons, while the mecha-\nnism of a local visibility radius allows for the coordination of\nself-organizing collectives of agents. When these two mecha-\nnisms are present, we find robust evidence for the benefits of\nsharing—even when others do not reciprocate.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Collective search" }, { "word": "Information Sharing" }, { "word": "Pseudo-reciprocity" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/01f6j3q9", "frozenauthors": [ { "first_name": "Imen", "middle_name": "", "last_name": "Bouhlel", "name_suffix": "", "institution": "Universite Cote d' Azur", "department": "" }, { "first_name": "Charley", "middle_name": "M", "last_name": "Wu", "name_suffix": "", "institution": "Max Planck Institute for Human Behavior", "department": "" }, { "first_name": "Nobuyuki", "middle_name": "", "last_name": "Hanaki", "name_suffix": "", "institution": "Universite Cote d' Azur", "department": "" }, { "first_name": "Robert", "middle_name": "L", "last_name": "Goldstone", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27734/galley/17374/download/" } ] }, { "pk": 28217, "title": "sighted but not blind individuals can form global representations of spatial layout based on verbal descriptions of an imaginary environemt", "subtitle": null, "abstract": "Human navigation relies on an array of complex cognitive processes. Integral to this is the ability to imagine an environ-ment, then orientate oneself within it relative to imagined features. This is particularly important to those who navigatethe world without vision. The cognitive mechanisms for this process remain unclear and thus require further investigation.In this study, we investigated the ability of individuals to form mental representations of an environment based on verbaldescriptions. Blind and sighted individuals took part in two separate tasks. In task 1, participants were required to drawthe layout of a described environment, in task 2, judge their orientation relative to a global reference point in an imaginarypath integration task. In line with previous non-verbal description studies investigating navigation in the blind, sighted notblind individuals could form global representations of spatial layout and orientation that may aid flexible wayfinding.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/04g31596", "frozenauthors": [ { "first_name": "Danny", "middle_name": "", "last_name": "Ball", "name_suffix": "", "institution": "University college London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28217/galley/17876/download/" } ] }, { "pk": 28311, "title": "Sign language experience affects comprehension and attention to gesture", "subtitle": null, "abstract": "Different language experiences could shape how one looks for information in communication, particularly gesture. In awithin-subjects design, deaf signing (n = 12) and hearing participants (n = 30) watched narratives in four conditions: Ges-ture+Speech without Sound, Gesture+Speech with Sound, No Gesture+Speech without Sound, and No Gesture+Speechwith Sound. Subjects did a forced choice task, choosing between two cartoon vignettes that best matched the narrative.There were Easy and Hard trials.Across conditions, speakers spent less time looking to the Face than signers (=-0.17,p¡0.001), but looked more to Gesturethan signers (=0.18,p¡0.001). For comprehension, we focused on our analyses on the G+S without Sound where wepredicted the two groups would differ. For Hard trials signers performed marginally better than speakers (p =.09). Futurework will explore how these different attention patterns emerge in development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6dh304fp", "frozenauthors": [ { "first_name": "Jenny", "middle_name": "", "last_name": "Lu", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Nicole", "middle_name": "", "last_name": "Burke", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Goldin-Meadow", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Amanda", "middle_name": "", "last_name": "Woodward", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28311/galley/17988/download/" } ] }, { "pk": 28313, "title": "Sixteen-month-olds understand the link between words and mentalrepresentations of their referents without contextual support", "subtitle": null, "abstract": "A proto-understanding of absent reference (reference to absent entities) emerges around 12 months provided with richcontextual support, infants look and point to the location of a displaced object. When can infants understand absent ref-erence without contextual support? We modified the procedure from Hendrickson and Sundara (2017) who showed thatwith very minimal pre-exposure and no demonstration of referent displacement, 14-month-olds identify absent referents offamiliar words. Fourteen- and 16-month-olds first listened to passages containing target words, while viewing a checker-board. Then, two objects the referent and a distractor appeared on the screen. We analyzed infants’ looking to the targetduring 3 seconds from the onset of image display. Only 16-month-olds looked significantly above chance, suggestingthat listening to the passages activated their representations of the referents. These results are the first to show that by 16months, infants can retrieve mental representations of objects upon just hearing their labels.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7130f1br", "frozenauthors": [ { "first_name": "Elena", "middle_name": "", "last_name": "Luchkina", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Sobel", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Morgan", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28313/galley/17992/download/" } ] }, { "pk": 28329, "title": "Sketches and Verbal Descriptions: Indices of Knowledge about SpatialEnvironments? Prompts to Refine Knowledge?", "subtitle": null, "abstract": "This study investigated sketch maps and written summaries as measures of large-scale spatial representations as wellas learning aids to improve navigation proficiency. One hundred and fifty-six participants explored a virtual environment(VE) comprising independent and connecting routes. Participants were then asked to sketch or write a summary describingthe layout of the VE. A free exploration phase followed in which they could learn more. The testing phase comprised twoobjective measures of navigation proficiency: a pointing task and a model-building task. Sketches provided significantlymore target and route details about the VE than written summaries, although the quality of both correlated with objectivenavigation measures. Thus, both are good measures of spatial representations, despite prior doubts about them. However,neither sketching nor written summaries positively influenced subsequent exploration or spatial learning. Symbolic rep-resentations may not be effective tools for improving navigation skills. Another possibility is that they may be but onlywith further represent-explore-feedback cycles.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7645q028", "frozenauthors": [ { "first_name": "Alina", "middle_name": "", "last_name": "Nazareth", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Allison", "middle_name": "", "last_name": "Jaeger", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Nora", "middle_name": "", "last_name": "Newcombe", "name_suffix": "", "institution": "Temple University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28329/galley/18027/download/" } ] }, { "pk": 28029, "title": "Skilled Bandits: Learning to Choose in a Reactive World", "subtitle": null, "abstract": "In uncertain environments we must balance our need to gather\ninformation with our desire to exploit current knowledge.\nThis is further complicated in reactive environments where\nactions produce long-lasting change. In three experiments, we\ninvestigate how people learn to make effective decisions from\nexperience in a dynamic four-armed bandit task. In contrast to\nthe diminishing rewards found in most previous studies,\noptions were framed as skills that developed greater rewards\nwhen chosen. We find that most individuals learn effective\nstrategies for coping with reactive environments. We present\na psychological model positing that decision makers move\nthrough three distinct processing phases, and show that it\naccounts for key behavioral patterns across experiments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision making; dynamic environments;\nexplore-exploit dilemma; decisions from experience" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4wt8j17j", "frozenauthors": [ { "first_name": "Jared", "middle_name": "M", "last_name": "Hotalin", "name_suffix": "", "institution": "UNSW", "department": "" }, { "first_name": "Danielle", "middle_name": "J", "last_name": "Navarro", "name_suffix": "", "institution": "UNSW", "department": "" }, { "first_name": "Ben", "middle_name": "R", "last_name": "Newell", "name_suffix": "", "institution": "UNSW", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28029/galley/17668/download/" } ] }, { "pk": 28390, "title": "Skilled readers activate the meanings of phonetic cues in Chinese", "subtitle": null, "abstract": "Many Chinese characters consist of probabilistic cues to meaning or pronunciation. We investigated whether readersautomatically activate the semantics associated with a familiar phonetic even when it is putatively irrelevant. In a lexicaldecision task, primes were semantically related to the overall character, the sub-lexical component, or not related to either.Latencies were significantly faster when primes were related to the meaning of the phonetic and related to the meaningof the entire target as compared to unrelated prime-target pairs. The magnitudes of the priming effects were larger forlower frequency targets. Results indicate that readers activate the semantics of a phonetic even when it is unrelated to themeaning of the character. This suggests that the irrelevant semantics may influence the meaning of a character, and alsochallenges standard analyses in which such characters are considered morphemes because phonetics can also contribute tomeaning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1gr7b0mw", "frozenauthors": [ { "first_name": "Tianlin", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "University of Notre Dame", "department": "" }, { "first_name": "Matthew", "middle_name": "Cooper", "last_name": "Borkenhagen", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Seidenberg", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28390/galley/18151/download/" } ] }, { "pk": 28151, "title": "Social information can undermine individual performance in exploration-exploitation tasks", "subtitle": null, "abstract": "In many daily life situations, people face decisions involving atrade-off between exploring new options and exploiting knownones. In these situations, observing the decisions of others caninfluence people’s decisions. Whereas social information oftenhelps making better decisions, research has suggested that undercertain conditions it can be detrimental. How precisely socialinformation influences decision strategies and impacts perfor-mance is, however, disputed. Here we study how social informa-tion influences individuals’ exploration-exploitation trade-offand show that this adaptation can undermine their performance.Using a minimal experimental paradigm, we find that partici-pants tend to copy the solution of other individuals too rapidly,thus decreasing the likelihood of discovering a better solution.Approximating this behavior with a simple model suggests, thatindividuals’ willingness to explore only depends on the value ofknown existing solutions. Our results allow for a better under-standing of the interplay between social and individual factorsin individual decision-making.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Exploration-exploitation trade-off" }, { "word": "social learning" }, { "word": "decision-making" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/11t25951", "frozenauthors": [ { "first_name": "Kyanoush", "middle_name": "Seyed", "last_name": "Yahosseini", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Samuli", "middle_name": "", "last_name": "Reijula", "name_suffix": "", "institution": "University of Helsinki", "department": "" }, { "first_name": "Lucas", "middle_name": "", "last_name": "Molleman", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Mehdi", "middle_name": "", "last_name": "Moussaid", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28151/galley/17810/download/" } ] }, { "pk": 27767, "title": "Social Value Learning Shifts Conceptual Representations of Faces", "subtitle": null, "abstract": "Values drive our behavioral choices. Ample research has\nexplored the cognitive and neural underpinnings of value-\nbased computations related to decision-making. However,\nbehaviorally relevant values that we associate with real-world\nobjects are often not monetary. For instance, social values\nassociated with specific people are crucial for social\nbehaviors and interactions. Moreover, understanding and\nattributing social values allows for proper evaluations of\npotential interactions with others, and can lead to more\nbeneficial social behaviors and relationships. Learning social\nvalues has been shown to recruit the same systems as reward\nvalues, however how they become associated with specific\npeople remains to be established. The present study examined\nsocial value learning of other people using naturalistic face\nimages. We found that before learning, distances between the\nfaces in conceptual similarity spaces were organized\ncorresponding to their perceptual similarity. However, after\nlearning, faces were shifted in a manner that reflected\nsimilarity of their associated social values (generosity).\nFurthermore, distances were positively correlated with a post-\nlearning index of preference to interact with a person in a\nfuture cooperative game. In other words, learned social values\nof the faces seemed to influence their representations in\nconceptual space, and such representational changes were\nrelated to propensities in future behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Value learning" }, { "word": "face perception" }, { "word": "Social decision making" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5f8947dz", "frozenauthors": [ { "first_name": "Ariana", "middle_name": "M", "last_name": "Familiar", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Sharon", "middle_name": "L", "last_name": "Thompson-Schill", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27767/galley/17407/download/" } ] }, { "pk": 27977, "title": "Some misinformation is more easily countered: An experiment on the continuedinfluence effect", "subtitle": null, "abstract": "Information initially presented as a likely cause of an eventbut turns out to be incorrect can affect people’s reasoningdespite being clearly corrected – a phenomenon known as thecontinued influence effect of misinformation. The presentwork extends previous findings showing that misinformationthat implies a likely cause of an adverse outcome is moreresistant to correction than misinformation that explicitlystates a likely cause. Participants either read a reportdescribing a fire or a crash. The difference between impliedand explicitly stated misinformation was replicated with thefire scenario, which has been commonly used in continuedinfluence research. There was little evidence of a continuedinfluence of misinformation for the (novel) crash scenario.The results constrain the generalizability of the continuedinfluence effect and suggest that corrections that clearlyinvalidate initial misinformation can be effective.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Misinformation; Continued Influence;Correction; Reasoning; Inference; Memory" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8sb9k1kb", "frozenauthors": [ { "first_name": "Saoirse", "middle_name": "Conner", "last_name": "Desai", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Stain", "middle_name": "", "last_name": "Reimers", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27977/galley/17615/download/" } ] }, { "pk": 28400, "title": "Source Retrieval Cues Facilitate Transfer in Fraction Learning", "subtitle": null, "abstract": "Analogies to familiar numbers can help children project the magnitudes of numbers they rarely (if ever) encounter. Un-fortunately, children may require source retrieval cues to revive their inert knowledge. Here we investigated effects ofthese cues in the context of estimating the location of fractions on number lines. During training, thirty-nine 10-year-oldslearned to map the location of integers and fractions on equivalent number lines (e.g., 3:8::3/8:1), and at post-test weregiven the same fraction number-line problems either with (Cue group) or without (No Cue group) a cue to remember thelocation of integers. Accuracy of estimates increased from pretest to training for both groups. However, children who re-ceived source retrieval cues during post-test improved their accuracy more than children in the No Cue group. Our resultsprovide further evidence thateven when sources and targets have been successfully mappedfailures of source retrieval canprevent analogical inference.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6sd4h80r", "frozenauthors": [ { "first_name": "Shuyuan", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Opfer", "name_suffix": "", "institution": "The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28400/galley/18172/download/" } ] }, { "pk": 28280, "title": "Spatial categories in language and thought: Evidence for categorical perception atthe cardinal axes", "subtitle": null, "abstract": "The relationship between linguistic and nonlinguistic spatial categories has been characterized in terms of two contrastingpositions. One position suggests, naturally enough, a close correspondence between the two sets of categories. A secondposition suggests a dissociation, in which the boundaries between nonlinguistic categories function as the prototypes forlinguistic categories. The latter account predicts categorical perception (CP)enhanced discrimination at category bound-ariesat the horizontal and vertical axes, yet this prediction has not been tested directly. We tested it in three experiments.In perceptual and memory tasks, cross-axis locations were discriminated better than within-axis locations at both axes,indicating CP. These results suggest that the axes indeed serve as nonlinguistic category boundaries, consistent with thedissociation account. However, findings from a supplemental naming task revealed that these boundaries are also markedlinguistically, implying some correspondence between linguistic and nonlinguistic spatial categories and a potential rec-onciliation of the competing accounts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4jb2p23h", "frozenauthors": [ { "first_name": "Ian", "middle_name": "", "last_name": "Carey", "name_suffix": "", "institution": "Colorado College", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Kirvin-Quamme", "name_suffix": "", "institution": "Colorado College", "department": "" }, { "first_name": "Nora", "middle_name": "", "last_name": "Newcombe", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Holmes", "name_suffix": "", "institution": "Colorado College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28280/galley/17939/download/" } ] }, { "pk": 28268, "title": "Spatial language and visual attention: A new approach to test linguistic relativity.", "subtitle": null, "abstract": "It is debated how far-reaching effects of language on cognition are - if they exist at all. Using a visual search paradigm,we tested whether native Korean and German speakers are differentially sensitive to visual 3D-object composites thatonly the Korean, but not the German (nor the English), language semantically distinguishes as tight- versus loose-fit. Weinstructed our participants to search for a colour-defined target composite among distractors. However, targets were alsoimplicitly signalled by their tight- or loose-fit composites. Only Korean speakers picked up on this implicit target-definingcharacteristic, reflected in attention capture by target-similar composites. As these concepts are not grammticalised inthe German language, our results demonstrate that language can determine which visual features capture attention. Ourresearch introduces a novel approach because processing of the linguistically discriminated visual characteristics wasneither instructed nor necessary for the task, demonstrating a case of linguistic relativity of cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6r19g5dr", "frozenauthors": [ { "first_name": "Florian", "middle_name": "", "last_name": "Goller", "name_suffix": "", "institution": "University of Vienna", "department": "" }, { "first_name": "Soonja", "middle_name": "", "last_name": "Choi", "name_suffix": "", "institution": "University of Vienna", "department": "" }, { "first_name": "Ulrich", "middle_name": "", "last_name": "Ansorge", "name_suffix": "", "institution": "University of Vienna", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28268/galley/17927/download/" } ] }, { "pk": 28026, "title": "Speakers’ choice of frame based on reference point:With explicit reason or affected by irrelevant prime?", "subtitle": null, "abstract": "Previous studies have shown that when choosing one of thelogically equivalent frames (e.g., “half full” or “half empty”),speakers tend to choose one based on a reference point. Forexample, when the amount of water in a glass with 500ml ca-pacity was originally 0ml (or 500ml) and then increased (ordecreased) to 250ml, speakers tended to express the contentof water in the glass as “half full” (or “half empty”). We ex-amined why speakers chose one of the logically equivalentframes. In addition, we examined whether an irrelevant refer-ence point affected speakers’ choice of frame. In order to ex-amine these two issues, we conducted three behavioral exper-iments using a frame choice task. Specifically, participantswere presented with a task-relevant (story-based) or task-irrelevant (prime-based) reference point and then asked tochoose a frame. Following this, they were asked to reveal thereason for the frame choice. Our findings were summarizedwith the following two points. First, when reference pointswere task-relevant, many participants chose a frame based onthe reference point with explicit reason. Second, even whenreference points were task-irrelevant, they affected framechoices and almost all of our participants did not report the ef-fect of the irrelevant reference point. These results indicatethat the effect of reference points on frame choices is robustand that people do not always notice the effect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "frame choice; reference point hypothesis; refer-ence point" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5qt9z5g7", "frozenauthors": [ { "first_name": "Hidehito", "middle_name": "", "last_name": "Honda", "name_suffix": "", "institution": "University of Tokyo", "department": "" }, { "first_name": "Masaru", "middle_name": "", "last_name": "Shirasuna", "name_suffix": "", "institution": "University of Tokyo", "department": "" }, { "first_name": "Toshihinko", "middle_name": "", "last_name": "Matsuka", "name_suffix": "", "institution": "Chiba University", "department": "" }, { "first_name": "Kazuhiro", "middle_name": "", "last_name": "Ueda", "name_suffix": "", "institution": "University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28026/galley/17665/download/" } ] }, { "pk": 28102, "title": "SRT and ASRT: Similar Tasks Tapping Distinct Learning Mechanisms?", "subtitle": null, "abstract": "The Serial Reaction Time (SRT) and the Alternating Serial\nReaction Time (ASRT) tasks are widely used assessments of\nsequence learning (SL) wherein repetitive patterning of visual-\nspatial elements leads participants to anticipate locations of\nsubsequent elements in the series. In the SRT task, the\npredictive dependencies involve adjacent elements whereas in\nthe ASRT task they involve nonadjacent elements, due to the\ninsertion of random elements into the pattern. We tested\ncollege students (N = 74) to explore whether the SRT and the\nASRT tasks relied on similar underlying learning mechanisms\nwhile also examining associations between task performance\nand nonverbal fluid intelligence, visual-spatial working\nmemory, and sentence processing ability. There was no\ncorrelation in performance across the two SL tasks (r = –.18),\nsuggesting distinct learning mechanisms. Whereas 95.9% of\nparticipants demonstrated sequence-specific learning in the\nSRT task, only 64.9% demonstrated learning in the ASRT task.\nSL in the ASRT but not the SRT task was associated with\nnonverbal intelligence, visual-spatial working memory, and\nsentence comprehension. The observed results run counter to\nthe claim that the ASRT relies only on implicit learning\nmechanisms presumed to be unrelated to executive functioning\nor general intelligence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "sequence learning; implicit statistical learning;\nworking memory; nonverbal intelligence; sentence processing" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5ks2h562", "frozenauthors": [ { "first_name": "Olga", "middle_name": "", "last_name": "Parshina", "name_suffix": "", "institution": "CUNY", "department": "" }, { "first_name": "Rita", "middle_name": "", "last_name": "Obeid", "name_suffix": "", "institution": "CUNY", "department": "" }, { "first_name": "Elizabeth", "middle_name": "S", "last_name": "Che", "name_suffix": "", "institution": "CUNY", "department": "" }, { "first_name": "Timothy", "middle_name": "J", "last_name": "Ricker", "name_suffix": "", "institution": "CUNY", "department": "" }, { "first_name": "Patricia", "middle_name": "J", "last_name": "Brooks", "name_suffix": "", "institution": "CUNY", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28102/galley/17751/download/" } ] }, { "pk": 28075, "title": "Stability in the temporal dynamics of word meanings", "subtitle": null, "abstract": "Words show complex dynamics of meaning change. In somecases, a word may acquire novel senses. In other cases, ex-isting senses of a word may become obsolete. The rates atwhich words gain and lose senses may vary, but it is an openquestion which factors might account for this variation. Build-ing on work in computational linguistics and cognitive science,we develop a computational approach that explores this ques-tion by leveraging word sense records from a large histori-cal database of English. Our results suggest that polysemouswords tend to gain and lose senses more than words with fewersenses, and that these effects are robust when word frequencyand length are both controlled for. These results are consis-tent with recent findings on the mechanisms of emergent wordmeanings and they further suggest stability in the temporal dy-namics of word meanings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "lexicon; word meaning; sense gain; sense loss;polysemy; lexical evolution; stability" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1zm104tt", "frozenauthors": [ { "first_name": "Yiwei", "middle_name": "", "last_name": "Luo", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Yang", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28075/galley/17714/download/" } ] }, { "pk": 28333, "title": "State- and Trait-Creativity as Predictors of Semantic Distance in Verbal AnalogyGeneration", "subtitle": null, "abstract": "Creativity is often considered a static trait, but recent work has shown that a creative state can be induced through explicitinstruction to be creative. A two-term verbal analogy generation task (e.g., GLOVE : HAND :: : ) that includeda randomized instruction to Answer Creatively vs. Answer Quickly was used to explore the impact of state creativity,and convergent and divergent thinking upon the creativity (i.e., semantic distance) of the generated analogies. Resultsconfirm that instruction to Answer Creatively yielded more semantically distant analogies. Additionally, the magnitudeof improvement between instructional conditions was predicted by performance in the Quickly condition. Participantsproducing less creative analogies in the Quickly condition benefited substantially, whereas participants producing morecreative analogies benefited less. Convergent and divergent thinking predicted more creative analogies in the Quicklycondition but not in the Creatively condition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0170n001", "frozenauthors": [ { "first_name": "Gregory", "middle_name": "", "last_name": "Norville", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Lara", "middle_name": "", "last_name": "Jones", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28333/galley/18034/download/" } ] }, { "pk": 27814, "title": "Statistical norm effects in casual cognition", "subtitle": null, "abstract": "Current causal theories argue that the statistical normality or\nabnormality of an action makes a difference to people’s\ncausal judgements. In this paper, we present two experiments\nthat explore the role of statistical norms in causal cognition.\nIn our first experiment, we provide a preliminary test of two\ncompeting theories that aim to explain the effects of normality\nin causal cognition – the actual causal strength measure (Icard\nKominsky & Knobe, 2017) and the correspondence\nhypothesis about causal judgements (Harinen, 2017). In\naddition, we control for an often neglected factor, the\nepistemic states of agents. Our second experiment\ninvestigates the effect of statistical normality in the same\ncontext, but with a probabilistic rather than deterministic\ncausal structure. Our results favour Icard et al.’s (2017) model\nof causal strength, but show that the statistical normality of an\naction loses its influence when the occurrence of the outcome\nis probabilistic. We discuss the implications of our findings\nfor current causal theories", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Casual judgement" }, { "word": "statistical norms" }, { "word": "normality" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7g14d2f6", "frozenauthors": [ { "first_name": "Lara", "middle_name": "", "last_name": "Kirfel", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Lagnado", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27814/galley/17453/download/" } ] }, { "pk": 27694, "title": "Statistics as Pottery: Bayesian Data Analysis using Probabilistic Programs (Tutorial)", "subtitle": null, "abstract": "Probability theory is the “logic of science” (Jaynes, 2003) and\nBayesian data analysis (BDA) is the glue that brings that logic\nto data. BDA is a general, flexible alternative to standard statis-\ntical approaches (e.g., NHST) that provides the scientist with\nclarity and ease to address their personal scientific questions.\nDoing BDA in a probabilistic programming language (PPL) af-\nfords several additional advantages: a compositional approach\nto writing models, separation of model specification from al-\ngorithmic implementation (a la lm() in R), and continuity from\narticulating data analytic models to Bayesian cognitive mod-\nels. Furthermore, specifying one’s model and data analysis\nin a PPL allows you to search for “optimal experiments” for\nfree. This tutorial will walk the participant through the basics\nof BDA to state-of-the-art applications, using an interactive on-\nline web-book and tools for integrating BDA into their existing\nworkflow.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "bayesian data analysis; bayesian cognitive modeling; probabilistic programming" } ], "section": "Tutorials", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8hn1k8qp", "frozenauthors": [ { "first_name": "Michael", "middle_name": "Henry", "last_name": "Tessler", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27694/galley/17335/download/" } ] }, { "pk": 27704, "title": "Strategies and Representations in Physical Inference", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Physical Inference" }, { "word": "Represntation" }, { "word": "perception" }, { "word": "Logical Rules" }, { "word": "Simulation" }, { "word": "Meta-Reasoning" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1vh4z9pc", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "A", "last_name": "Smith", "name_suffix": "", "institution": "Massachusetts Institure of Technology", "department": "" }, { "first_name": "Joshua", "middle_name": "B", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institure of Technology", "department": "" }, { "first_name": "Erin", "middle_name": "", "last_name": "Anderson", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Hespos", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Lance", "middle_name": "", "last_name": "Rips", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Chaz", "middle_name": "", "last_name": "Firestone", "name_suffix": "", "institution": "John Hopkins University", "department": "" }, { "first_name": "Jessica", "middle_name": "B", "last_name": "Hamrick", "name_suffix": "", "institution": "Google Deepmind", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27704/galley/17345/download/" } ] }, { "pk": 28373, "title": "Strategy Specificity as a Predictor of Mental Set on the Water Jar Task", "subtitle": null, "abstract": "Mental set occurs when people become entrenched in the problem-solving strategies they develop. Different strategieshave different properties, and it is plausible that those properties might modify the probability of mental set. However, forthe water jar task (Luchins, 1942), there is still no clear consensus on which strategies people use, and whether strategyuse influences the likelihood of mental set. We identified several common strategies used on the water jar task, and foundthat mental set was related to strategy specificity. Specific, algorithmic strategies were associated with a higher rate ofmental set, whereas general problem-solving heuristics were associated with a lower rate. This suggests that people are atthe greatest risk for mental set when they create strategies specific to the problem at hand. Specific strategies may be moreaccurate if the problem demands stay the same, but are less flexible for handling a change in the environment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8xs5j9tr", "frozenauthors": [ { "first_name": "Erin", "middle_name": "Sovansky", "last_name": "Winter", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" }, { "first_name": "Stellan", "middle_name": "", "last_name": "Ohlsson", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28373/galley/18117/download/" } ] }, { "pk": 28212, "title": "Strengthening Visual Learned CP Research", "subtitle": null, "abstract": "Learned categorical perception (CP) occurs when judgments of stimulus similarity or discriminability are altered as a resultof learning to categorize the stimuli; for example, there may be enhanced discrimination of items straddling a categoryboundary or of differences anywhere along a category-relevant dimension. Typical visual learned CP experiments donot test for both kinds of effects or employ control groups receiving exposure to the stimuli comparable to that receivedby category learning groups, rendering the results ambiguous in multiple ways. We will present results from a newexperimental paradigm that is designed to achieve the following important goals: (a) test for and clearly distinguishall known types of boundary and dimension-wide effects considered variants of learned CP and (b) determine whetherobserved changes in performance are actually due to categorization training by comparing them to the changes caused bycomparable stimulus exposure in the absence of category learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/79b86661", "frozenauthors": [ { "first_name": "Janet", "middle_name": "", "last_name": "Andrews", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "de Leeuw", "name_suffix": "", "institution": "Vassar College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28212/galley/17871/download/" } ] }, { "pk": 27856, "title": "Stronger evidence isn't always better: A role for social inference in evidence selection and interpretation", "subtitle": null, "abstract": "Much of what we know comes from other people, and thequantity of information provided is often constrained by timeor space. For a communicator, what information they chooseto convey depends not just on the nature of their topic, but alsoon the social inferences their listeners will make about thembased on what they say. For the listener, their interpretation ofinformation given to them depends not just on the informationitself, but also on what inferences they make about the bias andmotivations of the communicator they received it from. In thispaper we explore how and whether these social factors interactwith the “true” nature of the information being communicated.We find that stronger evidence does not always lead to strongerconclusions and often leads to increased perceived bias. Com-municators, perhaps for this reason and perhaps for others, of-ten modulate the evidence they present to be less unanimousthan warranted. This has implications for real-world situations,like communicating about climate change: in such situations,both communicators and listeners behave in what may be indi-vidually rational ways, but the end result is that the underlyingtruth gets distorted.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Communication" }, { "word": "Ratinoal inference" }, { "word": "evidence selection" }, { "word": "climate change" }, { "word": "Pragmatics" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9f69q5wm", "frozenauthors": [ { "first_name": "Amy", "middle_name": "", "last_name": "Perfors", "name_suffix": "", "institution": "U of Melbourne", "department": "" }, { "first_name": "Denielle", "middle_name": "J", "last_name": "Navarro", "name_suffix": "", "institution": "UNSW", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Shafto", "name_suffix": "", "institution": "Rutgers", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27856/galley/17494/download/" } ] }, { "pk": 28124, "title": "Structural similarity superiority in a free-recall reminding paradigm", "subtitle": null, "abstract": "In this study, we test the possibility that real-life events induce anabstract category activation in a way that permits structurally-basedretrievals. We used a free-recall reminding paradigm whereparticipants had to report any memory that come to mind when facedwith a target cue embodying a familiar concept. This methodallowed us to consider the retrievals of any analog that shares ameaningful structural similarity in the participants’ own eyes.Results revealed that most participants predominantly retrievedSuperficially Dissimilar Analogs (SDAs) rather than SuperficiallySimilar Disanalogs (SSDs). Interestingly, retrievals of SDAs werepreponderant over retrievals of Superficially Similar Analogs(SSAs). These data suggest that familiar abstract knowledge mayhave a more important role in promoting abstract encoding andstructurally-based retrievals than it was supposed to.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogical retrieval; structural similarity; abstractencoding; abstract categories; free-recall reminding paradigm" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5cb3s5hk", "frozenauthors": [ { "first_name": "Lucas", "middle_name": "", "last_name": "Raynal", "name_suffix": "", "institution": "University Cergy-Pontoise", "department": "" }, { "first_name": "Evelyne", "middle_name": "", "last_name": "Clement", "name_suffix": "", "institution": "University Cergy-Pontoise", "department": "" }, { "first_name": "Emmanuel", "middle_name": "", "last_name": "Sander", "name_suffix": "", "institution": "University of Geneva", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28124/galley/17784/download/" } ] }, { "pk": 27721, "title": "Success does not imply knowledge: Preschoolers believe that accurate predictions reveal prior knowledge, but accurate observations do not.", "subtitle": null, "abstract": "Much research has investigated how children track and reason\nabout accuracy when deciding who to trust. The majority of\nthis work assumes a static link between accuracy and\nknowledge; that is, children are expected to attribute greater\nknowledge to accurate agents. But while accuracy often\nreveals knowledge, the two are not deterministically related.\nIgnorant agents can be accurate (for example, one could take\na lucky guess), and knowledgeable agents can be inaccurate\n(for example, one could accidentally err). Given this, how do\nchildren reason about the relation between knowledge and\naccuracy? Across three experiments, we show that four- and\nfive-year-olds are sensitive to the distinction between\nknowledge and accuracy. Specifically, children judge that an\nagent who accurately predicts an outcome is knowledgeable,\nbut an agent who merely observes and then accurately\ndescribes the same outcome is not. Our findings show that\nwhen children gauge agents’ knowledge, they do not rely on\naccuracy alone; they infer knowledge only when an agent is\nright in the right kind of way", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "testimony" }, { "word": "social learning" }, { "word": "Knowledge" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5hd2g3sq", "frozenauthors": [ { "first_name": "Rosie", "middle_name": "", "last_name": "Aboody", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Holly", "middle_name": "", "last_name": "Huey", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Jara-Ettinger", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27721/galley/17361/download/" } ] }, { "pk": 27894, "title": "Supervised Learning of Actino Selection in Cognitive Spiking Neoron Models", "subtitle": null, "abstract": "We have previously shown that a biologically realistic spikingneuron implementation of an action selection/executionsystem (constrained by the neurological connectivity of thecortex, basal ganglia, and thalamus) is capable of performingcomplex tasks, such as the Tower of Hanoi, n-Back, andsemantic memory search. However, because the neuralimplementation approximates a strict rule-based structure of aproduction system, such models have involved hand-tweakingof multiple parameters to get the desired behaviour. Here, weshow that a simple, local, online learning rule can be used tolearn these parameters, resulting in neural models of cognitivebehaviours that are more reliable and easier to construct thanwith prior methods.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "neural engineering framework" }, { "word": "neural production systems" }, { "word": "semantic pointer architecture" }, { "word": "spiking neurons" }, { "word": "basal ganglia" }, { "word": "neural cognitive architectures" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4wf00586", "frozenauthors": [ { "first_name": "Terrence", "middle_name": "C", "last_name": "Stewart", "name_suffix": "", "institution": "UWaterloo", "department": "" }, { "first_name": "Sverrir", "middle_name": "", "last_name": "Thorgeirsson", "name_suffix": "", "institution": "UWaterloo", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Eliasmith", "name_suffix": "", "institution": "UWaterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27894/galley/17532/download/" } ] }, { "pk": 28289, "title": "Supports for Visual Comparison in STEM textbooks", "subtitle": null, "abstract": "Many science and mathematics concepts involve complex relationships. Educational materials, such as textbooks, oftenconvey these systems through visualizations (e.g., Jee et al., 2010; Mayer, 1993). To abstract the key relationships,students must compare corresponding elements of these visualizations-parts of a structure, steps in a process, etc. Yet,little is known about the ways in which visual comparisons are presented in textbooks. The present study evaluated imagesin science and mathematics textbooks from top U.S. publishers with respect to the support for visual comparisons. Theresearch team identified several factors that could help vs. hinder visual comparison based on prior research on visualcomparison and analogy, including the spatial arrangement of corresponding elements (Matlen, Gentner, & Franconeri,2014), the number intervening elements between them, and the ways in which comparisons are formally encouragedthrough both verbal and non-verbal cues.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/38m371td", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "", "last_name": "Jee", "name_suffix": "", "institution": "Worcester State University", "department": "" }, { "first_name": "Bryan", "middle_name": "", "last_name": "Matlen", "name_suffix": "", "institution": "WestEd", "department": "" }, { "first_name": "Nina", "middle_name": "", "last_name": "Simms", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28289/galley/17948/download/" } ] }, { "pk": 28035, "title": "Symbol grounding and system construction in the color lexicon", "subtitle": null, "abstract": "This research investigated the acquisition process of the\ncolor lexicon, specifically how color words are initially\ngrounded and develop into the lexical system possessed\nby the adults in the ambient language. We conducted a\nlongitudinal study in which Japanese-learning 2-year-\nolds were tested every month on their understanding of\nbasic words denoting 8 chromatic colors, continuing\nuntil they were able to map these words onto their\nreferents consistently. The results strongly endorse the\nview that acquisition of the color lexicon should be\ncharacterized as a process of system construction,\nthrough which children reorganize prelinguistic color\ncategories onto the linguistic categories of the ambient\nlanguage, thereby representations of individual words\nare continuously refined along with the refinement of\nthe representation of the system as a whole.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "color word learning; lexical acquisition;\nsymbol grounding; Bayesian model" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2jk1h9qw", "frozenauthors": [ { "first_name": "Mutsumi", "middle_name": "", "last_name": "Imai", "name_suffix": "", "institution": "Keio University", "department": "" }, { "first_name": "Shohei", "middle_name": "", "last_name": "Hidaka", "name_suffix": "", "institution": "Japan Advanced Institute of Science and Technology", "department": "" }, { "first_name": "Noburo", "middle_name": "", "last_name": "Saji", "name_suffix": "", "institution": "Kamakura Womans University", "department": "" }, { "first_name": "Masato", "middle_name": "", "last_name": "Ohba", "name_suffix": "", "institution": "Keio University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28035/galley/17674/download/" } ] }, { "pk": 27695, "title": "Symposium on Event Predictive Cognition", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6ds9b46d", "frozenauthors": [ { "first_name": "Martin", "middle_name": "V", "last_name": "Butz", "name_suffix": "", "institution": "University of Tubingen", "department": "" }, { "first_name": "Alistair", "middle_name": "", "last_name": "Knott", "name_suffix": "", "institution": "University of Otago", "department": "" }, { "first_name": "Jeffrey", "middle_name": "L", "last_name": "Elman", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Papafragou", "name_suffix": "", "institution": "University of Delaware", "department": "" }, { "first_name": "Richard", "middle_name": "P", "last_name": "Cooper", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Ken", "middle_name": "", "last_name": "McRae", "name_suffix": "", "institution": "Ontario Social Science Center", "department": "" }, { "first_name": "Jeffrey", "middle_name": "M", "last_name": "Zacks", "name_suffix": "", "institution": "Washington University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27695/galley/17336/download/" } ] }, { "pk": 27849, "title": "Syntactic production is not independent of inhibitory control: Evidence from agreement attraction errors", "subtitle": null, "abstract": "Native adult speakers of a language can produce grammatical\nsentences fluently, effortlessly, and with relatively few errors.\nThese characteristics make the highly-practiced task of\nspeaking a viable candidate for an automatic process, i.e., one\nindependent of cognitive control. However, recent studies have\nsuggested that some aspects of production, such as lexical\nretrieval and tailoring speech to an addressee, may depend on\nthe speaker’s inhibitory control abilities. Less clear is the\ndependence of syntactic operations on inhibitory control\nprocesses. Using both a direct manipulation of inhibitory\ncontrol demands and an analysis of individual differences, we\nshow that one of the most common syntactic operations,\nproducing the correct subject-verb agreement, requires\ninhibitory control when a singular subject noun competes with\na plural local noun as in “The snake next to the purple\nelephants is green.” This finding calls for the integration of\ninhibitory control mechanisms into models of agreement\nproduction, and more generally into theories of syntactic\nproduction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Syntactic production" }, { "word": "Subject-verb agreement" }, { "word": "Agreement attraction" }, { "word": "Inhibitory control" }, { "word": "individual differences" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3486r0jw", "frozenauthors": [ { "first_name": "Nazbanou", "middle_name": "", "last_name": "Nozari", "name_suffix": "", "institution": "Johns Hopkins", "department": "" }, { "first_name": "Akira", "middle_name": "", "last_name": "Omaki", "name_suffix": "", "institution": "University of Washington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27849/galley/17488/download/" } ] }, { "pk": 28336, "title": "Taking Whorf to School: Does Language Reform Improve Student Learning?", "subtitle": null, "abstract": "East Asian students routinely outperform American peers in mathematics. One source of this learning gap may be linguis-tic, such as explicitly naming part-whole relations in fractions (e.g., of four parts, one in Korean vs. one-fourth in English).Our study examined whether adopting such language would improve American children’s number-line estimates. To testthis, 83 10-year-olds were read fractions using either Korean-style or English names over pretest, training, and posttest. Inboth conditions, number-line problems either had no landmarks, landmarks that matched the denominator, or landmarksthat did not match the denominator. As expected, we observed a session by problem type interaction (F=2.71, p¡.05),indicating that feedback improved accuracy most for problems involving matching landmarks. Surprisingly, the effect ofKorean naming was to reduce accuracy across all problems and test phases (ps ¡ .01). Results offer an important warningagainst linguistic reform that may be harmful for American students.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7t52w34x", "frozenauthors": [ { "first_name": "John", "middle_name": "", "last_name": "Opfer", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Dan", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Pooja", "middle_name": "", "last_name": "Sidney", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "Charles", "middle_name": "", "last_name": "Fitzsimmons", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "Clarissa", "middle_name": "", "last_name": "Thompson", "name_suffix": "", "institution": "Kent State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28336/galley/18041/download/" } ] }, { "pk": 27864, "title": "Task dynamics reveal how fraction values are reconstructed", "subtitle": null, "abstract": "We evaluate how learners construct internal representationsof fraction values. Symbolic numbers written using fractionnotation are difficult for both children and adults to use.Errors made by learners suggest that even experienced adultscan lack fluency with fractions. One such error is the NaturalNumber bias phenomenon: when the relative size of fractionsvalues to be compared is incongruent with the relative size ofthe fraction components learners show a reaction time delayor decreased accuracy. For example, noting that 1/7 is smallerthan 1/5 may take longer that noting that 3/10 is smaller than5/10. We adjust the temporal dynamics of the fractioncomparison task to characterize how learners constructfraction values from the constituent parts. We also create amathematical model of the fraction value construction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Dynamic systems" }, { "word": "Neural Network" }, { "word": "Numerical cognitino" }, { "word": "decision making" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7hd44677", "frozenauthors": [ { "first_name": "Richard", "middle_name": "", "last_name": "Prather", "name_suffix": "", "institution": "U of Maryland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27864/galley/17502/download/" } ] }, { "pk": 27774, "title": "Task Expectations Influence Learning from Feedback", "subtitle": null, "abstract": "The effects of feedback often depend on individual learnercharacteristics. In the current study, we experimentally testedwhether an individual’s task expectations influence learningfrom feedback on mathematics problems. Specifically, wemanipulated undergraduate students’ beliefs about thedifficulty of the task to influence their expectations forsuccess. Students (N = 160) were randomly assigned to one offour learning conditions based on a crossing of two factors:task expectations (easy or hard) and feedback during problemsolving (yes or no). On a final transfer test, feedback led tohigher scores than no feedback for those who expected thetask to be easy. But, feedback led to marginally lower scoresfor those who expected the task to be hard. Results suggestthat expecting the task to be hard and to experience failurecan lead to a self-fulfilling prophecy. When learning fromfeedback, students should set their expectations for success.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Feedback" }, { "word": "problem solving" }, { "word": "Task expectations" }, { "word": "individual differences" }, { "word": "Mathematics learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2333q3pm", "frozenauthors": [ { "first_name": "Emily", "middle_name": "R", "last_name": "Fyfe", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Sarah", "middle_name": "A", "last_name": "Brown", "name_suffix": "", "institution": "University of Wisonsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27774/galley/17414/download/" } ] }, { "pk": 28097, "title": "Tasks That Prime Deliberative Processes Boost Base Rate Use", "subtitle": null, "abstract": "Obrecht and Chesney (2016) contend that deliberation supports\ngreater base rate use. In line with this, they found that\nprompting deliberation by evaluating arguments about the\nusefulness of base rate and/or stereotype data increased\nsubsequent use of base rates in judgment tasks. However, an\nalternative account of these results is that the intervention\nincreased base rate use merely by increasing the salience of\nbase rate information, rather than by increasing deliberation.\nHere we examine these accounts in two experiments.\nExperiment 1 showed that participants prompted to deliberate\nby evaluating arguments used base rates more in subsequent\njudgements, compared to participants who were merely\nreminded of relevant information. Experiment 2 showed that\nparticipants prompted to deliberate by completing math\nproblems prior to the judgment task also increased their base\nrate use. Taken together, these results support the theory that\ntasks that prompt deliberative processes increase normative use\nof base rates.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "statistical inference; judgment; decision making;\nbase rates; normative behavior; priming; numeracy" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/08s3v9zs", "frozenauthors": [ { "first_name": "Natalie", "middle_name": "A", "last_name": "Obrecht", "name_suffix": "", "institution": "William Paterson University", "department": "" }, { "first_name": "Dana", "middle_name": "L", "last_name": "Chesney", "name_suffix": "", "institution": "St Johns University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28097/galley/17738/download/" } ] }, { "pk": 35968, "title": "Teaching High-Value Pronunciation Features: Contrastive Stress for Intermediate Learners", "subtitle": null, "abstract": "Pronunciation features are not equal in how they affect listeners’ability to understand. Some are low value, while others are high value. This study explores whether contrastive stress is high value. Previous research has shown that identification of contrastive stress is learnable (Pennington & Ellis, 2000), and that explicit teaching about contrastive stress patterns can improve production for advanced learners (Hahn, 2002; Muller Levis & Levis, 2012). To test whether instruction on contrastive stress improved comprehensibility and fluency in spontaneous speech, we developed a 3 week class for intermediate ESL learners, whose preand posttest productions were rated by native listeners. Ratings for fluency showed no improvement. Ratings for comprehensibility significantly improved for the experimental group while control participants showed no improvement. Improvement resulted both from better contrastive stress and greater comfort with producing grammatical frames to express the contrasts. The article concludes by discussing the importance of high-value pronunciation features for improved comprehensibility.", "language": "eng", "license": null, "keywords": [ { "word": "comprehensibility" }, { "word": "contrastive stress" }, { "word": "fluency" }, { "word": "pronunciation teachin" } ], "section": "Theme Section - Feature Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2vv9x23p", "frozenauthors": [ { "first_name": "John", "middle_name": "M.", "last_name": "Levis", "name_suffix": "", "institution": "Iowa State University, Ames", "department": "" }, { "first_name": "Greta", "middle_name": "Muller", "last_name": "Levis", "name_suffix": "", "institution": "Iowa State University, Ames", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35968/galley/26822/download/" } ] }, { "pk": 35980, "title": "Teaching the Pronunciation of English: Focus on Whole Courses - John Murphy (Ed.)", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Special Issue Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7h47j3m4", "frozenauthors": [ { "first_name": "Janet", "middle_name": "", "last_name": "Goodwin", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35980/galley/26833/download/" } ] }, { "pk": 27717, "title": "Temporal Dynamics of Categorization: Is There a Best of Both Worlds?", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "spaced learning" }, { "word": "Comparison" }, { "word": "timing of learning" }, { "word": "Categorization" }, { "word": "Generalization" }, { "word": "Cognitive Development" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/48m1s7bp", "frozenauthors": [ { "first_name": "Haley", "middle_name": "A", "last_name": "Vlach", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27717/galley/17357/download/" } ] }, { "pk": 28250, "title": "Testing Effects in Children’s Storybook Reading", "subtitle": null, "abstract": "The integration of testing practice into learning materials benefits long-term retention over simple studying, a phenomenonknown as the testing effect. Although the benefits of testing are observed in adults, it is uncertain whether young children,who have more constraints on their memory abilities, benefit from learning materials that incorporate testing. Preschool-age children (2-5 years; N=50) learned and were tested on ten novel word-object mappings during repeated storybookreading. Results revealed that childrens testing performance during storybook reading was related to their performance ona final, delayed post-test for retention. Additionally, regression modeling revealed that childrens success in testing duringstorybook reading predicted later retention above and beyond childrens age. These results suggest that, while challengingyoung children through testing can support long-term word learning regardless of age, children need to be successfulduring the challenge to benefit from a testing effect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6p62j7vf", "frozenauthors": [ { "first_name": "Catherine", "middle_name": "", "last_name": "DeBrock", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Haley", "middle_name": "", "last_name": "Vlach", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28250/galley/17909/download/" } ] }, { "pk": 28007, "title": "Testing Expectancy, but not Judgements of Learning, Moderate the Disfluency Effect", "subtitle": null, "abstract": "Do students learn better with material that is perceptually harder-to-process? Previous research has been equivocal concerning thisquestion. To clarify these discrepancies, the present studyexamined two potential boundary conditions to determine whendisfluent text is, and is not, beneficial to learning. The twoboundary conditions examined were: type of judgement oflearning (JOLs) and testing expectancy. Boundary conditionswere examined in separate Group (incidental aggregate JOLs vs.intentional aggregate JOLs vs. item-by-item JOLs) by Disfluency(Masked vs. Nonmasked) mixed ANOVAs. Results revealed thattype of JOL did not moderate the disfluency effect, but testingexpectancy did. These results bring forth questions pertaining tothe utility of disfluency on learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Disfluency; Testing Expectancy; JOLs; Desirabledifficulties; Learning and Memory" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/34g5x8fc", "frozenauthors": [ { "first_name": "Jason", "middle_name": "", "last_name": "Geller", "name_suffix": "", "institution": "University of Alabama at Birmingham", "department": "" }, { "first_name": "Mary", "middle_name": "L", "last_name": "Still", "name_suffix": "", "institution": "Old Dominion University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28007/galley/17646/download/" } ] }, { "pk": 28086, "title": "Testing the effectiveness of crossword games on immediate and delayed memory for scientific vocabulary and concepts", "subtitle": null, "abstract": "Word games such as crossword puzzles are widely used in ed-ucation to help familiarize students with technical vocabulary.Despite an extensive literature discussing their use, few pub-lished research articles have established their effectiveness onmemory retention and retrieval, especially in comparison tocontrol study methods. We report two experiments in whichuniversity introductory psychology students studied materialsrelevant to their coursework using an on-line interactive wordgame. Results showed that word games improved later tests ofthe material, both on immediate test and after a delay, and re-tention was most enhanced in comparison to control when theclues were solved repeatedly and given with difficult ortho-graphic hints. Importantly, easy clues were not retained overtime even with multiple repetitions. Results suggest that wordgames can be effective in this domain, but it depends on howthey are implemented, and several factors predicted by existingcognitive theory can guide implementation choices.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word games; learning; retrieval practice" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1jg7h8g0", "frozenauthors": [ { "first_name": "Shane", "middle_name": "T", "last_name": "Mueller", "name_suffix": "", "institution": "Michigan Technological University", "department": "" }, { "first_name": "Elizabeth", "middle_name": "S", "last_name": "Veinott", "name_suffix": "", "institution": "Michigan Technological University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28086/galley/17725/download/" } ] } ] }