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{ "count": 39538, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=18700", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=18500", "results": [ { "pk": 27958, "title": "Testing Theories of Working Memory and Their Links to Mathematics Achievement (Education)", "subtitle": null, "abstract": "Numerous studies have suggested a relationship between working memory and mathematical ability. However, despite theclear relationship between these two constructs, it is still unclear why working memory might be related to mathematicalability. In the current study, we tested three possible theories, the Positive Manifold, a mediation model, and a Transac-tional model. Using path analyses in a structural equation modeling (SEM) framework, fit indices indicated an excellent fitfor the Transactional model, while a poor fit was shown for the remaining models. This finding may suggest that workingmemory and mathematical ability interact in a recursive manner over time, and essentially influence one another over adevelopmental trajectory. Findings may demonstrate the continued importance of working memory early in developmentand understanding how improving working memory may help struggling students in mathematics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6xg0k6rv", "frozenauthors": [ { "first_name": "Dr James", "middle_name": "P", "last_name": "Byrnes", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Dana", "middle_name": "", "last_name": "Miller-Cotto", "name_suffix": "", "institution": "U of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27958/galley/17596/download/" } ] }, { "pk": 27887, "title": "Texture as a Diagnostic Signal in Mammograms", "subtitle": null, "abstract": "Radiologists can discriminate between normal and abnormalbreast tissue at a glance, suggesting that radiologists might beusing some “global signal” of abnormality. Our study inves-tigated whether texture descriptions can be used to character-ize the global signal of abnormality and whether radiologistsuse this information during interpretation. Synthetic imageswere generated using a texture synthesis algorithm trained ontexture descriptions extracted from sections of mammograms.Radiologists completed a task that required rating the abnor-mality of briefly presented tissue sections. When the abnormaltissue had no visible lesion, radiologists seemed to use texturedescriptions; performance was similar across real and synthe-sized tissue sections. However, when the abnormal tissue had avisible lesion, radiologists seemed to rely on additional mech-anisms beyond the texture descriptions; performance increasedfor the real tissue sections. These findings suggest that radiol-ogists can use texture descriptions as global signals of abnor-mality in interpretation of breast tissue.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "texture analysis" }, { "word": "medical image perception" }, { "word": "visual search" }, { "word": "ROC curves" }, { "word": "log likelihood ratios" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1hx386sk", "frozenauthors": [ { "first_name": "Yelda", "middle_name": "", "last_name": "Semizer", "name_suffix": "", "institution": "Rutgers", "department": "" }, { "first_name": "Melchi", "middle_name": "M", "last_name": "Michel", "name_suffix": "", "institution": "Rutgers", "department": "" }, { "first_name": "Karla", "middle_name": "K", "last_name": "Evans", "name_suffix": "", "institution": "University of York", "department": "" }, { "first_name": "Jeremy", "middle_name": "M", "last_name": "Wolfe", "name_suffix": "", "institution": "Harvard", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27887/galley/17525/download/" } ] }, { "pk": 27940, "title": "That'll Teach 'em: How Expectations about Teaching Styles may Constrain Inferences", "subtitle": null, "abstract": "How do learners’ expectations about teachers’ informativenessshape subsequent learning? Here, we suggest that expecta-tions about teaching style may constrain learning through in-ferences over (1) the amount of information to be learned, and(2) the importance of the demonstrated information. Adult be-havioral data from two experiments conform with our predic-tions: Given a single pedagogical demonstration, as teacherswere expected to share less information, adults inferred thatthere should be more additional information to be learned, andgreater importance of the demonstrated information. Model-ing of these results sheds insight into how adults may be mak-ing these inferences, and provides a framework with which wemay predict future results of children’s exploration followingpedagogical demonstrations from different teachers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "pedagogy" }, { "word": "guided play" }, { "word": "learning" }, { "word": "modeling" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sw6q3xj", "frozenauthors": [ { "first_name": "Ilona", "middle_name": "", "last_name": "Bass", "name_suffix": "", "institution": "Rutgers", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Shafto", "name_suffix": "", "institution": "Rutgers", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Bonawitz", "name_suffix": "", "institution": "Rutgers", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27940/galley/17578/download/" } ] }, { "pk": 27960, "title": "The Acquisition of Vowel Harmony from Simple Local Statistics", "subtitle": null, "abstract": "Vowel harmony denotes a class of phonotactic constraintswhich limit which vowels can co-occur in words. The charac-teristics of harmony systems have been well-researched fromtheoretical, typological, and developmental perspectives. Chil-dren are sensitive to harmony very early in their development,as young as seven months, so the mechanisms responsible forharmony acquisition must be able to identify its presence aswell as the specifics of individual vowel harmony systemswith little input. Prior computational work has sought eitherto detect the presence of harmony without describing the spe-cific implementation or to describe a specific implementationwhen the general details are known beforehand. We presenta new computational acquisition approach inspired by phono-logical notions of restrictiveness which succeeds in automat-ically detecting harmony in some language and describes thegross characteristics of the underlying harmony grammar with-out prior knowledge about the type of system to expect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "linguistics; language acquisition; phonology; computational modeling; vowel harmony" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0p72d9c0", "frozenauthors": [ { "first_name": "Spencer", "middle_name": "", "last_name": "Caplan", "name_suffix": "", "institution": "UPenn", "department": "" }, { "first_name": "Jordan", "middle_name": "", "last_name": "Kodner", "name_suffix": "", "institution": "UPenn", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27960/galley/17598/download/" } ] }, { "pk": 27806, "title": "The Aesthetics of Mathematical Explanation", "subtitle": null, "abstract": "Mathematicians often describe arguments as “beautiful” or\n“dull,” and famous scientists have claimed that\nmathematical beauty is a guide toward the truth. Do\nlaypeople, like mathematicians and scientists, perceive\nmathematics through an aesthetic lens? We show here that\nthey do. Two studies asked people to rate the similarity of\nsimple mathematical arguments to pieces of classical piano\nmusic (Study 1) or to landscape paintings (Study 2). In\nboth cases, there was internal consensus about the pairings\nof arguments and artworks at greater than chance levels,\nparticularly for visual art. There was also some evidence\nfor correspondence to the aesthetic ratings of\nundergraduate mathematics students (Study 1) and of\nprofessional mathematicians (Studies 1 and 2).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology of mathematics" }, { "word": "explanation" }, { "word": "aesthetics" }, { "word": "Reasoning" }, { "word": "STEM education" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3jt7617v", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "G.B.", "last_name": "Johnson", "name_suffix": "", "institution": "University of Bath", "department": "" }, { "first_name": "Stefan", "middle_name": "", "last_name": "Steinberger", "name_suffix": "", "institution": "Yale", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27806/galley/17446/download/" } ] }, { "pk": 27757, "title": "The Applicability and Benefits of Virtual Reality for the Cognitive Sciences: The Case of Context-Dependent Memory", "subtitle": null, "abstract": "Immersive virtual reality (VR) offers important benefits over\nnon-immersive displays, such as increased ecological validity\nand high experimental control. Studies in cognitive science\nusing immersive VR are however still rather limited in\nnumber. The current paper illustrates the opportunities to\napply VR in the cognitive sciences by using an immersive\nadaptation of a classic study by Godden and Baddeley (1975)\non environmental context-dependent memory (ECDM). In\nthis memory study, retrieval was facilitated when the context\nbetween learning and testing matched. In line with the\nliterature showing small effects for context-dependent recall,\nthe current study indicated a marginally significant ECDM\neffect for one virtual context, but when deep processing was\ncontrolled, a significant ECDM effect was obtained. In\ndemonstrating the applicability and benefits of immersive VR,\nthis study at last opens a doorway to the large-scale\nimplementation of immersive VR for the cognitive sciences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "virtual reality" }, { "word": "Immersive" }, { "word": "learning strategies" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0p15z4v0", "frozenauthors": [ { "first_name": "Tycho", "middle_name": "T", "last_name": "deBack", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Angelica", "middle_name": "M", "last_name": "Tinga", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Rens", "middle_name": "", "last_name": "vanHoef", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Erwin", "middle_name": "M", "last_name": "Peters", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Max", "middle_name": "M", "last_name": "Louwerse", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27757/galley/17397/download/" } ] }, { "pk": 28139, "title": "The Cognition-Perception Distinction Across Paradigms: An Ecological View", "subtitle": null, "abstract": "Folk psychology takes perception and cognition to be two\ndistinct processes. It seems that when we perceive the world\nwe are engaged in one kind of activity and when we think about\nit we are engaged in a different one. This conception underlies\nvarious discussions within the cognitive sciences, such as on\nthe architecture and modularity of the mind, and the cognitive\npenetrability of perception. But is the distinction justified? This\npaper looks for an answer in two opposing paradigms in the\nsciences of the mind: traditional cognitivism and ecological\npsychology. Even though cognitivism is the dominant\nparadigm, we argue that it has thus far failed to give a definite\naccount of the relation between perception and cognition, and\nto support or to deny their separation. Ecological psychology,\non the other hand, rejects the distinction and integrates\ncognition with perception. We discuss previous work within\nthe ecological view and sketch directions for future research.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognition; perception; folk psychology;\ncognitivism; ecological psychology" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/81w0c7g8", "frozenauthors": [ { "first_name": "Guilherme", "middle_name": "Sanches", "last_name": "de Oliveira", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Vicente", "middle_name": "", "last_name": "Raja", "name_suffix": "", "institution": "University of Cincinnati", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28139/galley/17798/download/" } ] }, { "pk": 27964, "title": "The Cognitive Process Underlying Moral Judgment Across Development", "subtitle": null, "abstract": "Some moral philosophers have suggested that a basicprohibition against intentional harm ought to be at the core ofmoral belief systems across human societies. Yet,experimental work suggests that not all harm is viewedequally—people often respond more negatively to harm thatoccurs among fellow social group members, rather thanbetween members of different groups. The present two studiesinvestigated how concerns about social group membershipfactor into the moral judgment system. Adults (N = 111, Study1) and children (N = 110, Study 2) evaluated instances ofinter- and intra-group harm under varying levels of cognitiveload. Both children and adults responded more slowly tointergroup harm than to intragroup harm. Furthermore, adultsunder cognitive load rated intergroup harm more lenientlythan intragroup harm, but adults who were not under loadrated the two types of behaviors similarly. These findingssuggest that across development, evaluations of intergroupharm rely more heavily on conscious deliberation thanevaluations of intragroup harm. Thus, people's evaluations ofharmful behaviors are made in light of information about thesocial category membership of the people involved.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "moral judgment; social cognitive development; intergroup cognition" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5dz4x6p5", "frozenauthors": [ { "first_name": "Lisa", "middle_name": "", "last_name": "Chalik", "name_suffix": "", "institution": "Yale", "department": "" }, { "first_name": "Jay", "middle_name": "J", "last_name": "Van Bavel", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "Marjorie", "middle_name": "", "last_name": "Rhodes", "name_suffix": "", "institution": "NYU", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27964/galley/17602/download/" } ] }, { "pk": 27696, "title": "The cognitive systems of visual and miltimodal narratives", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "visual narrative; visual language; event perception; scene perception; attention; comics; autism" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/30s2h8r9", "frozenauthors": [ { "first_name": "Neil", "middle_name": "", "last_name": "Cohn", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Emily", "middle_name": "", "last_name": "Coderre", "name_suffix": "", "institution": "University of Vermont", "department": "" }, { "first_name": "Aidan", "middle_name": "", "last_name": "Osterby", "name_suffix": "", "institution": "Kansas State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27696/galley/17337/download/" } ] }, { "pk": 27983, "title": "The Curse of Knowing: The Influence of Explicit Perspective-AwarenessInstructions on Perceivers’ Perspective-Taking", "subtitle": null, "abstract": "This study investigated whether an explicit and stimulatedattention to the mental states of an uninformed other fostersperspective-taking. The experimental aim of this study wastwofold. First, we aimed to replicate Keysar’s (1994) curse ofknowledge effect, indicating how privileged information biasescorrect perspective-judgments. The second aim was toinvestigate whether this curse of knowledge effect diminishesby explicit instructions to become aware of another person’sperspective. Findings showed that we replicated Keysar’s(1994) curse of knowledge effect. Perceivers were more likelyto impute their perception of speaker’s sarcasm onto anuninformed addressee when their privileged informationsuggested that the speaker was being sarcastic rather than beingsincere. Findings further revealed that perceivers were just aslikely to overestimate the extent to which their privateperspective was shared by an uninformed addressee, regardlessof their explicit and stimulated attention to this addressee’sperspective.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "perspective-taking; interpersonal perceptionquestions; curse of knowledge; privileged information;egocentricity bias" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/02j886ww", "frozenauthors": [ { "first_name": "Debby", "middle_name": "", "last_name": "Damen", "name_suffix": "", "institution": "Tilburg university", "department": "" }, { "first_name": "Per", "middle_name": "", "last_name": "van der Wijst", "name_suffix": "", "institution": "Tilburg university", "department": "" }, { "first_name": "Marije", "middle_name": "", "last_name": "van Amelsvoort", "name_suffix": "", "institution": "Tilburg university", "department": "" }, { "first_name": "Emiel", "middle_name": "", "last_name": "Krahmer", "name_suffix": "", "institution": "Tilburg university", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27983/galley/17622/download/" } ] }, { "pk": 28157, "title": "The Development of a Generative Lexicon: Evidence from Instrument Verbs", "subtitle": null, "abstract": "Many words have multiple yet predictably related meanings. For example, in English and in other languages, the sameroot morphemes can be used flexibly, to label an action and the instrument used to perform the action (e.g., we hammerwith a hammer and mix with a mixer). Previous findings indicate that four- and five-year-olds have formed abstractgeneralizations about these patterns and use them to infer new word meanings, such that they expect a word that haslabeled an action to also label its instrument. But how do these generalizations develop? Across five experiments witha large sample of English-speaking children, we show that in the third year of life, children begin to generalize wordsbetween actions and instruments: e.g., they expect that if an action involving an instrument and patient has been calledpabbing, then a pab (or a pabber) will refer to the instrument. Additionally, we find that children of the same age alsospontaneously extend words between actions and instruments: e.g., if an action has been called pabbing, children indicatethat the instrument cannot be a neefoo, presumably because they think it should instead be called a pab or a pabber.Critically, we show that these results do not depend on whether the new word labels an event for which children knowa word (e.g., hammering) or instead labels a novel event involving a novel instrument. These findings suggest that byage three, children’s knowledge of lexical flexibility is generative and abstract, and may not be constructed through item-specific learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3m060979", "frozenauthors": [ { "first_name": "Barbora", "middle_name": "", "last_name": "Skarabela", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Hugh", "middle_name": "", "last_name": "Rabagliati", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Mahesh", "middle_name": "", "last_name": "Srinivasan", "name_suffix": "", "institution": "UC Berkley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28157/galley/17816/download/" } ] }, { "pk": 28297, "title": "The Development of Deductive Reasoning in Mastermind", "subtitle": null, "abstract": "We present an information-theoretic approach to modeling childrens performance in a deductive reasoning game. Ourapproach takes cognitive limitations into account to model the interpretability of feedback that children receive during thegame. We use data of thousands of children, 5 to 12 years of age, from a popular online educational learning system. In theDeductive Mastermind game the player seeks to identify a hidden code that consists of a sequence of colors. The playersees a series of proposed codes together with corresponding feedback providing partial information about the similarity ofeach proposal and the hidden code. In Deductive Mastermind games, the proposals are set up such that deductive reasoningleads to a single possible hidden code. The games vary in code length, the number of possible colors, and the number ofproposals, resulting in game difficulties of various degrees.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8qn5d2gj", "frozenauthors": [ { "first_name": "Anselm", "middle_name": "", "last_name": "Rothe", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "George", "middle_name": "", "last_name": "Kachergis", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Maartje", "middle_name": "", "last_name": "Raijmakers", "name_suffix": "", "institution": "University of Amsterdam", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28297/galley/17958/download/" } ] }, { "pk": 28003, "title": "The effect of expertise on auditory categorization: a domain-specific ordomain-general mechanism?", "subtitle": null, "abstract": "Are the perceptual and cognitive changes associated with expertise due to improvements in domain-general abilities orchanges to domain-specific representations? Elmer et al. (2014) measured how controls, language experts, and musicianscategorized perceptually ambiguous sounds (blends of speech and music) and concluded domain-general changes underlieexpertise. Acoustic and perceptual analyses of their stimuli suggested their stimulus creation methodology might havedistorted the results. An experiment replicated and extended their findings with revised stimuli. Results suggest thatexpertise leads instead to domain-specific changes in representational weighting or selective attention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2p43g4b9", "frozenauthors": [ { "first_name": "Marjorie", "middle_name": "", "last_name": "Freggens", "name_suffix": "", "institution": "Ohio State", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Pitt", "name_suffix": "", "institution": "Ohio State", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28003/galley/17642/download/" } ] }, { "pk": 28284, "title": "The Effect of Facial Expression Bearers Gender on the Assimilation for Emotion Judgement", "subtitle": null, "abstract": "The purpose of the present study was to examine the effect of the gender of stimuli on the emotional assimilation betweenthe context and the target. Pictures of five cartoon figures bearing facial expressions of anger, happiness, and sadnesswere presented to 42 participants. Four smaller figures served as the context while a central enlarged figure was placedas the target. The participants were told to judge the emotion intensity of the target by giving ratings from 1-10. Besidesthe types of expression was manipulated to create a difference between ambiguous targets and unambiguous ones. Theresults of the present study showed that the gender of the target has an effect on the assimilation of different emotions.While the assimilation effect was found in male targets, especially for moderate anger and extreme happiness, there wasno assimilation effect when participants saw female targets with moderately angry and extremely sad expressions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0r72k66r", "frozenauthors": [ { "first_name": "Jon-Fan", "middle_name": "", "last_name": "Hu", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Su-Ling", "middle_name": "", "last_name": "Peng", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Posheng", "middle_name": "", "last_name": "Huang", "name_suffix": "", "institution": "Hsuan Chuang University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28284/galley/17943/download/" } ] }, { "pk": 28282, "title": "The Effect of Theory of Mind on Detecting Social Norm Violation", "subtitle": null, "abstract": "Individuals’ judgments about social norm may have different sensitivities depending on personality and attitude, includingtheir sensibility to social situation. Therefore, in this study we mainly focused on evaluating whether such perceivingothers mental states (theory of mind) is related to social norm violation. Some social and personality traits also wereexplored to examine how they involve the sensitivity to detecting social norm violation. Both asking participants to judgethe appropriateness of various behaviors occurred in different everyday situations/locations and collecting ToM statusand other personality and social trait questionnaires were conducted for investigating the relationships with social normviolation. As a result, understanding others mind states through non-verbal manners has more tolerance in terms of thejudgments of the appropriateness of social behavior. However, Nationalism was found to cause the opposite relationship.Furthermore, attitudes of cultural tightness and looseness is found associated with the sensibility of detect norm violations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5xc6d6c1", "frozenauthors": [ { "first_name": "Nai", "middle_name": "Ching", "last_name": "Hsiao", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Jon-Fan", "middle_name": "", "last_name": "Hu", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28282/galley/17941/download/" } ] }, { "pk": 28353, "title": "The effect of trait labels on the perception of clinical disorders", "subtitle": null, "abstract": "Syntactic cues can lead people to infer trait-like qualities about novel agents (Gelman & Heyman, 1999). When anagent is described with a novel label, for instance, as a carrot-eater, children and adults are more likely to think that theagent has an enduring trait compared to an agent described as eating carrots all the time. Although novel labels mayinfluence peoples trait inferences in this way, it is less clear this effect would hold for more familiar, real-life descriptions.Here, we examined whether linguistic cues (i.e., noun vs. verb forms) influence peoples beliefs about lasting stabilityof symptoms associated with clinical disorders. Specifically, we examined whether describing a person as, for instance,having depression vs. feeling extremely depressed, would affect participants inferences about the stability of that personsdepression. We observed no effect of syntactic form on trait inferences. We discuss the implications of this work forpsychological science.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9xd8r0gj", "frozenauthors": [ { "first_name": "Samantha", "middle_name": "", "last_name": "Roberts", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Zachary", "middle_name": "", "last_name": "Horne", "name_suffix": "", "institution": "Arizona State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28353/galley/18077/download/" } ] }, { "pk": 28062, "title": "The Effects of Age and Event Structure on Timeline Estimation Task", "subtitle": null, "abstract": "Most previous studies on time perception have examinedtemporal order and distance judgments in isolation usingcontrolled stimuli. However, in real life, these two elementarytemporal experiences are related. Here, we examine the effectsof age and event structure on temporal estimation and introducea novel timeline estimation paradigm comprising temporalorder and distance judgments with naturalistic stimuli. In twoexperiments, we asked participants to view a three-minute-longvideo clip and mark the temporal order and distance of aspecific scene of the video on a horizontal timeline. In the firstexperiment, we conducted the timeline estimation task withthree different age groups – 6-8-year-olds, 9-11-year-olds andadults – and found age-related differences in the participants’accuracy and variability of temporal estimation. Thenonlinearity between their estimates and stimulus distancedecreased as their ages increased. In Experiment 2, we testedthe effect of event structure on participants’ timeline estimationand observed that more complicated video resulted in moredistorted temporal estimation. In sum, the current studycorroborated the timeline estimation task to be a valuable toolfor assessing temporal judgments across development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "temporal order memory; duration judgment; timeestimation; temporal concept development" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3hd300d3", "frozenauthors": [ { "first_name": "Saebyul", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "Korean Brain Research Institute", "department": "" }, { "first_name": "Su Keun", "middle_name": "", "last_name": "Jeong", "name_suffix": "", "institution": "Korean Brain Research Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28062/galley/17701/download/" } ] }, { "pk": 28044, "title": "The Effects of Background Noise on Native and Non-native Spoken-wordRecognition: A Computational Modelling Approach", "subtitle": null, "abstract": "How does the presence of background noise affect thecognitive processes underlying spoken-word recognition? Andhow do these effects differ in native and non-native languagelisteners? We addressed these questions using artificial neural-network modelling. We trained a deep auto-encoderarchitecture on binary phonological and semanticrepresentations of 121 English and Dutch translationequivalents. We also varied exposure to the two languages togenerate ‘native English’ and ‘non-native English’ trainednetworks. These networks captured key effects in theperformance (accuracy rates and the number of erroneousresponses per word stimulus) of English and Dutch listeners inan offline English spoken-word identification experiment(Scharenborg et al., 2017), which considered clean and noisylistening conditions and three intensities of speech-shapednoise, applied word-initially or word-finally. Our simulationssuggested that the effects of noise on native and non-nativelistening are comparable and can be accounted for within thesame cognitive architecture for spoken-word recognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "spoken-word recognition; non-native listening;noise; computational modelling; deep neural networks" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/51v4f4r5", "frozenauthors": [ { "first_name": "Themis", "middle_name": "", "last_name": "Karaminis", "name_suffix": "", "institution": "Edge Hill University", "department": "" }, { "first_name": "Odette", "middle_name": "", "last_name": "Scharenborg", "name_suffix": "", "institution": "Radboud University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28044/galley/17683/download/" } ] }, { "pk": 28046, "title": "The Effects of Greed and Fear in Symmetric and Asymmetric Volunteer’s Dilemmas", "subtitle": null, "abstract": "The current research explores the role of two different\nmotives underlying volunteering (or defecting) in a simple\neconomic game. We find in Study 1 that in a symmetric\nVolunteer’s Dilemma (VoD) the willingness to volunteer is\nreduced more strongly by an increase in the payoff for\nunilateral defection (suggesting more greed) than by an\nincrease in the payoff for mutual defection (suggesting less\nfear). In Study 2, we replicate this finding when only the\nparticipants’ own payoffs are varied, but not when only the\nother player’s payoffs are varied. These findings are\ninconsistent with standard (i.e., Nash) game-theoretic\npredictions and Schelling’s focal-point hypothesis. Instead,\nthe empirical patterns suggest that participants approach the\nVoD using egocentric decision heuristics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Volunteer’s Dilemma" }, { "word": "mixed motives" }, { "word": "game\ntheory" }, { "word": "egocentrism" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/573771sm", "frozenauthors": [ { "first_name": "Boyoung", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Johannes", "middle_name": "", "last_name": "Ulrich", "name_suffix": "", "institution": "University of Zurich", "department": "" }, { "first_name": "Joachim", "middle_name": "I", "last_name": "Krueger", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28046/galley/17685/download/" } ] }, { "pk": 28318, "title": "The embodied, interactional origins of systemic inequality in conversation", "subtitle": null, "abstract": "Multi-person conversation is a crucible for social organization and human ingenuity. But not everybody gets equal access.Members of minority and marginalized groups can struggle to participate. Why? Explanations have focused on institu-tional factors, socialization (e.g., feminine communication styles), or ubiquitous prejudice. Here, we propose that it maybe a pernicious consequence of otherwise rational processes: namely, the role of experienced-based prediction in nego-tiating turn-taking during communication (e.g., through gaze allocation). Using an agent-based model, we demonstratethat this mechanism suffices to explain phenomena that have been reported empirically, but without a unified treatment:members of minority or marginalized groups talk less; this is more pronounced in larger groups; despite talking less, theyare perceived to talk more; they are more likely to be interrupted. Besides practical implications for increasing partici-pation by underrepresented groups, we discuss theoretical implications for the emergence of group-level inequality fromindividual cognitive processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8kg5h3gd", "frozenauthors": [ { "first_name": "Tyler", "middle_name": "", "last_name": "Marghetis", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Samantha", "middle_name": "", "last_name": "Cohen", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Todd", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Goldstone", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Landy", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28318/galley/18002/download/" } ] }, { "pk": 27896, "title": "The First Step in Harnessing the Self Conscious Emotions: A Quantitative Exploration of Shame", "subtitle": null, "abstract": "A gap currently exists in the literature regarding a quantitative\nexploration of the self-conscious emotions (i.e., pride,\nembarrassment, shame, and guilt). In order to address this\ngap, the present study sought to explore the possibility of\nsystematically inducing one specific self-conscious emotion\n(shame). Various methods were explored to determine the\nmost effective way to induce a sense of shame in an\neducational context. Results revealed significant differences\nin state shame as measured by the Experiential Shame Scale.\nHowever, this difference was related to a student’s proneness\nto shame, expectations of success, and perceptions of failure.\nImmediate implications for shame’s impact in a variety of\neducational contexts are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "emotions; academic shame; learning; self-conscious emotions; state shame" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2gf7627c", "frozenauthors": [ { "first_name": "Jeremiah", "middle_name": "", "last_name": "Sullins", "name_suffix": "", "institution": "Harding", "department": "" }, { "first_name": "Katie", "middle_name": "", "last_name": "Console", "name_suffix": "", "institution": "Harding", "department": "" }, { "first_name": "Clayton", "middle_name": "", "last_name": "Henrichson", "name_suffix": "", "institution": "Harding", "department": "" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Denton", "name_suffix": "", "institution": "Harding", "department": "" }, { "first_name": "Shelby", "middle_name": "", "last_name": "Roberts", "name_suffix": "", "institution": "Harding", "department": "" }, { "first_name": "Katherine", "middle_name": "", "last_name": "Howell", "name_suffix": "", "institution": "Harding", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27896/galley/17534/download/" } ] }, { "pk": 27932, "title": "The Fractal Structure of Extended Communicative Performance", "subtitle": null, "abstract": "How does the mind sustain lengthy, continuous performances?Cognitive processes are continuous, dynamic and adaptive.However, until recently, we didn’t have the methodologicaltools to study these features. In this study, we use DetrendedFluctuation Analysis (DFA) and a sliding window, to analyzethe change in the fractal structure of body movement during thedelivery of an academic lecture. We show that fractal structurevaries widely during performance but also reveals a strongattraction towards 1/f noise. Our analysis also uncover ageneral inverted U pattern in the fractal organization of theperformance: speakers exhibit relatively low exponents (i.e.,less structure) at the beginning of their talk, that then increaseas they get into their performance, and then decrease again asthey finish their narration. This trajectory mirrors the familiaridea of academic lectures as performances in which we set upan argument, develop that argument, and conclude thatargument.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "1/f noise; fractal exponents; video analysis; communication; dynamic systems" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/593817w9", "frozenauthors": [ { "first_name": "Camila", "middle_name": "", "last_name": "Alviar", "name_suffix": "", "institution": "UC Merced", "department": "" }, { "first_name": "Rick", "middle_name": "", "last_name": "Dale", "name_suffix": "", "institution": "UCLA", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Kello", "name_suffix": "", "institution": "UC Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27932/galley/17570/download/" } ] }, { "pk": 28369, "title": "The Geography of Sport: Evidence for the Domain-Specificity of CulturalMindsets.", "subtitle": null, "abstract": "Sports are a microcosm of society. A nations sports reflect its peoples values, and contribute to their social identity. Herewe investigated whether countries previously identified as individualistic versus collectivistic tend to excel in individualsports versus team sports, respectively. Individual sports like golf require athletes to focus on personal goals, whereasteam sports like hockey require players to cooperate and to focus on collective goals. We analyzed the rate of Olympicmedals won in individual versus team sports by 11 countries: 5 Western countries identified previously by sociologicaland psychological research as individualistic, and 6 East Asian or Eastern European countries identified as collectivistic.Paradoxically, results showed that individualistic countries won a greater proportion of medals in team sports, whereascollectivistic countries won more medals in individual sports. Findings support the view that cultural mindsets and valueorientations are domain-specific, not monolithic.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3c5300td", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Casasanto", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Amritpal", "middle_name": "", "last_name": "Singh", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Qi", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28369/galley/18108/download/" } ] }, { "pk": 28376, "title": "The ’Goldilocks Effect’ in Preschoolers’ Attention to Spoken Language", "subtitle": null, "abstract": "How do children decide what language input to learn from? Here, we extend the idea that infants attend to stimuli atan intermediate level of complexity to the rich, naturalistic domain of spoken language. In our study, 2.5 to 6.5-year-oldchildren watched two speakers alternate narrating pages of a textless picture book, before selecting which speaker theywanted to continue listening to. We manipulated the complexity of the speech, such that the Simple speaker used earlier-acquired words than the Complex speaker, but both introduced a rare target word each turn. We tested children’s learningof the target words, tracked their attention via eyetracking, and measured their vocabulary via the PPVT. Children learnedmore words from the Simple speaker overall, and were more likely to select the Simple speaker with greater age andvocabulary, suggesting they discriminated between levels of speech complexity, and selected the more learnable level.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2th380jv", "frozenauthors": [ { "first_name": "Ruthe", "middle_name": "", "last_name": "Foushee", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Fei", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Mahesh", "middle_name": "", "last_name": "Srinivasan", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28376/galley/18122/download/" } ] }, { "pk": 27782, "title": "The Impact of Gesture and Prior Knowledge on Visual Attention During Math Instruction", "subtitle": null, "abstract": "Inclusion of gesture – meaningful movements of the hands –during mathematics instruction is beneficial for teachingnaïve learners novel concepts, and it can affect a learner’sallocation of visual attention. Yet, it is unknown how childrenwith pre-existing knowledge of a math concept approachinstruction that includes gesture. Here, we examine howchildren’s prior knowledge and either the presence or absenceof gesture during instruction drive patterns in visual attentionduring a lesson. We find that prior knowledge does determinevisual attention patterns, independent of type of instruction(i.e. with or without gesture). These findings further ourunderstanding of the attentional mechanisms of gesture andhave implications for real-world classrooms, where levels ofprior knowledge are often mixed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Gesture" }, { "word": "eye tracking" }, { "word": "Mathematical equivalence" }, { "word": "visual attention" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3q9737z7", "frozenauthors": [ { "first_name": "Katharine", "middle_name": "F", "last_name": "Guarino", "name_suffix": "", "institution": "Loyola University Chicago", "department": "" }, { "first_name": "Elizabeth", "middle_name": "M", "last_name": "Wakefield", "name_suffix": "", "institution": "Loyola University Chicago", "department": "" }, { "first_name": "Miriam", "middle_name": "A", "last_name": "Novack", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Eliza", "middle_name": "L", "last_name": "Congdon", "name_suffix": "", "institution": "Bucknell University", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Franconeri", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Goldin-Meadow", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27782/galley/17422/download/" } ] }, { "pk": 28334, "title": "The impact of social information on the dynamics of decision making withingroups", "subtitle": null, "abstract": "To reduce uncertainty, individuals in groups can use personal and social information (i.e., information provided by others).Individuals are both emitters and receivers of social information and have to integrate personal and social information,giving rise to complex, poorly understood, collective dynamics. Here we applied evidence accumulation models (the drift-diffusion model) to group decision making to describe and understand these dynamics. We modelled the choice behavioras a process where evidence, in the form of sequentially arriving social information from other participants choices, isaccumulated until a threshold is reached. Our results show that highly confident individuals start close to the threshold andthus respond fast. Such early responders affects the subsequent dynamics, whereby humans weighted social informationas a linear function of the size of the majority for a particular option. Our results provide new insights into how socialinformation impacts the dynamics of decision making within groups.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/20f7j36f", "frozenauthors": [ { "first_name": "Alan", "middle_name": "Novaes", "last_name": "Tump", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Tim", "middle_name": "", "last_name": "Pleskac", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Ralf", "middle_name": "", "last_name": "Kurvers", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28334/galley/18037/download/" } ] }, { "pk": 28264, "title": "The impact of social network topology on open-ended and fixed solution problems", "subtitle": null, "abstract": "How do solution strategies spread in teams? Inspired by the 80s sci-fi movie Close encounters of the third kind, weset up a networked multiplayer game where participants had to signal peace to invading aliens from space by playingmusic. In each round of the game, participants were matched in dyads and through chat had to jointly construct a four-tone melody. Melodies translated to points according to a rugged landscape score system. We compared three networktopologies: a lattice network (participants only play with immediate neighbours), a fully connected network, and dyads.Furthermore, we manipulated the nature of the problem being either open-ended or with fixed solutions by making themaximum possible score known or not. With known maximum score, lattice networks show an advantage with increasedpropensity to explore and diffusion of good solutions, compared to fully connected networks. No effects are observedwhen the maximum score is unknown.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9z38f48n", "frozenauthors": [ { "first_name": "Riccardo", "middle_name": "", "last_name": "Fusaroli", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Dan", "middle_name": "", "last_name": "Mnster", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Baronchelli", "name_suffix": "", "institution": "City University, London", "department": "" }, { "first_name": "Kritsian", "middle_name": "", "last_name": "Tylen", "name_suffix": "", "institution": "Aarhus University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28264/galley/17923/download/" } ] }, { "pk": 28391, "title": "The impact of transcutaneous vagal nerve stimulation on central noradrenergicactivity as evidenced by salivary alpha amylase and the P3 event-related potential", "subtitle": null, "abstract": "We applied transcutaneous vagus nerve stimulation (TVNS) in concert with electroencephalogram (EEG) recordings andsaliva samples to test for an impact of TVNS on norepinephrine (NE) activity in the central nervous system. TVNS is anew, non-invasive intervention for epilepsy and depression with a yet-to-be established efficacy for increasing central NE.Both the electroencephalogram and saliva samples offer biomarkers of central NE activity. The P3 event-related potentialmay reflect phasic changes in cortical NE levels, and salivary alpha amylase (SAA) is sensitive to changes in central NEactivity. We applied real and sham TVNS to a group of healthy subjects while they performed a standard set of oddballtasks known to elicit a P3, and analyzed EEG data and SAA to determine the efficacy of a standard TVNS protocol formanipulating central NE activity. TVNS did not affect P3 amplitude, but did increase SAA, casting doubt on the NE-P3theory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/15z1m73j", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "", "last_name": "Warren", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Klodianna", "middle_name": "Daphne", "last_name": "Tona", "name_suffix": "", "institution": "Leiden University", "department": "" }, { "first_name": "Lineke", "middle_name": "", "last_name": "Ouwerkerk", "name_suffix": "", "institution": "Vrije University", "department": "" }, { "first_name": "Jos", "middle_name": "A.", "last_name": "Bosch", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Sander", "middle_name": "", "last_name": "Nieuwenhuis", "name_suffix": "", "institution": "Leiden University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28391/galley/18153/download/" } ] }, { "pk": 28182, "title": "The Influence of Bilingual Language Experience on Working Memory Updating Performance in Young Adults", "subtitle": null, "abstract": "Reports of the relationship between aspects of cognitivecontrol and bilingual language experience in youngadults have been inconsistent. This study comparedperformance between monolingual and bilingual youngadults on working memory (WM) updating as ameasure of cognitive control and examined howdifferences in bilingual language experience manifestin updating performance. A letter N-back task with setsize and lure manipulations was used to measureupdating processes in the presence of increasedmemory load and interference. We expected to see aneffect of the bilingual experience on WM updating, aswell as within task variations related to the use ofdifferent updating mechanisms. While the monolingualand bilingual groups did not perform significantlydifferently, high non-English reading proficiencysignificantly predicted accuracy and reaction timewithin the bilingual group, particularly in high load,interference conditions. Results showed that youngadults categorized as bilingual in a broadly definedgroup may be difficult to uniformly compare to amonolingual group as they show large variations inperformance depending on their individual languageexperience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "working memory" }, { "word": "updating" }, { "word": "bilingualism" }, { "word": "cognitive flexibility" }, { "word": "Interference" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0rv547n7", "frozenauthors": [ { "first_name": "Deepti", "middle_name": "", "last_name": "Wadhera", "name_suffix": "", "institution": "CUNY", "department": "" }, { "first_name": "Luca", "middle_name": "", "last_name": "Campanelli", "name_suffix": "", "institution": "CUNY", "department": "" }, { "first_name": "Klara", "middle_name": "", "last_name": "Marton", "name_suffix": "", "institution": "CUNY, Eotvos Lorand University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28182/galley/17841/download/" } ] }, { "pk": 28326, "title": "The Influence of Mechanism Knowledge on Causal Interactions", "subtitle": null, "abstract": "People rely on mechanism knowledge when making causal inferences that involve multiple causal variables. In particular,mechanism knowledge can influence whether people use linear or alternative integration rules to predict how multiplecauses will interact to produce an effect. We examine whether general beliefs about mechanism types whether two causesoperate by the same or different mechanisms might mediate such inferences. Experiment 1 demonstrates that when acausal interaction yields non-linear positive effects, people are more likely to infer that the two causes work via differentmechanisms. Experiment 2 investigates the converse of this inference, showing that people also predict non-linear positiveinteractions more often when they know that two causes have different mechanisms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6vq2811g", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "", "last_name": "Myers", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Alexander", "middle_name": "", "last_name": "LaTourrette", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Lance", "middle_name": "", "last_name": "Rips", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28326/galley/18020/download/" } ] }, { "pk": 28185, "title": "The Influence of Music and Music Familiarity on Time Perception", "subtitle": null, "abstract": "Previous research has shown that secondary tasks sometimesinterfere with the perception of time. In this study, we look atthe impact of background music, and the familiarity of musicon the reproduction of a time interval. We hypothesize thatboth music listening and attending to time require declarativememory access, and that conflicts between the two can explainwhy the reproduced intervals are longer when participants lis-ten to music. A cognitive model based on the PRIMs architec-ture, but built from two existing models can explain the data,including the effect of music familiarity. The model is a com-bination of two existing models: one of time perception, whichrequires occasional memory access to check whether the inter-val is already over, and one of music perception, which triesto predict the next musical phrase based on the one currentlyperceived. The memory conflict between the two models re-produces the effects found in the data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "time perception; music; multitasking; declarativememory; cognitive model" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2nf7v0jk", "frozenauthors": [ { "first_name": "Jie", "middle_name": "", "last_name": "Wan", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Niels", "middle_name": "", "last_name": "Taatgen", "name_suffix": "", "institution": "University of Groningen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28185/galley/17844/download/" } ] }, { "pk": 28338, "title": "The Influence of Pretend Play on Children’s and Language and Pre-Literacy Skills", "subtitle": null, "abstract": "The role of pretend play on children’s cognitive development has garnered interest recently. This study examines theefficacy of a pretend play intervention on the self-regulation and language skills of four- to five-year-olds. Pretend playincludes a pretender projecting a mental representation onto reality. The sample consisted of 60 children who wererandomized into two groups: (a) Pretend play; and (b) Art activities. The intervention included sixteen 30-minute sessionsover 13 weeks, in groups of six children. Each session included: (1) storybook reading; (2) role-playing; and (3) review.During storybook reading explicit phonological awareness and vocabulary instruction were provided for 18 words in eachbook. Role-playing involved giving children props to partake in pretend play. Review consisted of revising the PA andvocabulary of the target words. The improvements that occurred in the children’s self-regulation and language skillscontribute to a better understanding of pretend play in educational settings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0fk2t7vr", "frozenauthors": [ { "first_name": "Tanya", "middle_name": "", "last_name": "Paes", "name_suffix": "", "institution": "University of Cambridge", "department": "" }, { "first_name": "Michelle", "middle_name": "", "last_name": "Ellefson", "name_suffix": "", "institution": "University of Cambridge", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28338/galley/18046/download/" } ] }, { "pk": 28070, "title": "The Influence of Schizotypal Traits on the Preference for High InstrumentalDivergence", "subtitle": null, "abstract": "A large literature has demonstrated an abnormal sense ofagency (SOA) in schizophrenic individuals. One limitation ofsuch studies is that they focus exclusively on cognitive orperceptual judgments, thus failing to address affective aspectsof SOA. In our recent work, we have used instrumentaldivergence – the distance between outcome probabilitydistributions associated with available actions – as a formalmeasure of agency, demonstrating an influence of this noveldecision variable on behavioral choice preferences andassociated neural computations in neurotypical adults. Here,we show that the preference for high instrumental divergence(i.e., for high-agency environments) is significantlymodulated by individual differences in positive and negativeschizotypy dimensions. Implications for future assessmentsof clinical populations are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Instrumental divergence; Agency; Schizotypy" }, { "word": "utility" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/567894cx", "frozenauthors": [ { "first_name": "Mimi", "middle_name": "", "last_name": "Liljeholm", "name_suffix": "", "institution": "UC Irvine", "department": "" }, { "first_name": "Prachi", "middle_name": "", "last_name": "Mistry", "name_suffix": "", "institution": "UC Irvine", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Koh", "name_suffix": "", "institution": "UC Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28070/galley/17709/download/" } ] }, { "pk": 28081, "title": "The interaction between phonological and lexical variation in word recall in African American English", "subtitle": null, "abstract": "Phonological characteristics of a voice, such as th-stopping(pronouncing them as “dem”) associated with AfricanAmerican English (AAE), provide indexical sociolinguisticinformation about the speaker. Word usage also signals thissocial dialect, i.e. usage of crib to mean house. The currentstudy examines the effect of these sociolinguisticcharacteristics on word recall, as well as the interactionbetween the phonological and the lexical levels of variation. Ina modified word recognition task, listeners displayed moreaccurate veridical word recall of AAE lexical items and voices.Furthermore, there was an interaction between phonologicaland lexical variation: listeners were even more accurate atrecognizing AAE-specific lexical items heard in an AAE voice.This study adds to a growing body of work finding thatsociolinguistic information influences word memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "memory" }, { "word": "word recognition" }, { "word": "lexical variation" }, { "word": "dialect" }, { "word": "African American English" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7gx404cj", "frozenauthors": [ { "first_name": "Zion", "middle_name": "", "last_name": "Mengesha", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Georgia", "middle_name": "", "last_name": "Zellou", "name_suffix": "", "institution": "UC Davis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28081/galley/17720/download/" } ] }, { "pk": 27843, "title": "The Intrinsic Cost of Dissent", "subtitle": null, "abstract": "Consensus seeking – abandoning one’s own judgment to alignwith a group majority – is a fundamental feature of humansocial interaction. Notably, such striving for majorityaffiliation often occurs in the absence of any apparenteconomic or social gain, suggesting that achieving consensusmight have intrinsic value. Here, we examine the affectiveproperties of consensus decisions by assessing the transfer ofvalence to concomitant stimuli. Specifically, in two studies,we show that contexts repeatedly paired with consensusdecisions are rated as more likable, and selected morefrequently in a two-alternative forced choice test, than arecontexts repeatedly paired with dissent from a unanimousmajority. In the second study, we rule out inferences aboutthe accuracy of the majority opinion as the basis for suchevaluative changes. Our results suggest that an intrinsic valueof consensus, or cost of dissent, may motivate and reinforcesocial conformity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Conformity" }, { "word": "Dissent" }, { "word": "Reinforcement Learning" }, { "word": "decision making" }, { "word": "Conditioned reinforcement" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2ws4m5p3", "frozenauthors": [ { "first_name": "Prachi", "middle_name": "", "last_name": "Mistry", "name_suffix": "", "institution": "UC Irvine", "department": "" }, { "first_name": "Mimi", "middle_name": "", "last_name": "Liljeholm", "name_suffix": "", "institution": "UC Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27843/galley/17482/download/" } ] }, { "pk": 28350, "title": "The Lesson and the Learner: The Effect of Individual Differences and TaskScaffolding on Category Learning", "subtitle": null, "abstract": "The majority of conceptual change studies have investigated either manipulations of the learning environment or examinedthe effect of individual differences on conceptual change (Cordova, et al. 2014; Taasoobshirazi & Sinatra, 2011). In eithercase, the importance of interactions is left out. The present study investigates whether individual differences in hot andcold cognitive ability and task scaffolding interact with each other in their effect on conceptual change. Participants(n = 299) were tasked with determining how best to categorize whether a fictitious bacteria is oxygen resistant acrossthree learning conditions. The results suggest that a refutational text produces better learning gains than an expositorytext, which outperforms feedback alone. Moreover, hot and cold cognitive factors were found to interact with learnerscaffolding differentially. The results of this research project can be used to improve instructional practices, which, inturn, should aid learners understanding of scientific conceptions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5jk789mg", "frozenauthors": [ { "first_name": "Jared", "middle_name": "", "last_name": "Ramsburg", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" }, { "first_name": "Stellan", "middle_name": "", "last_name": "Ohlsson", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28350/galley/18071/download/" } ] }, { "pk": 28330, "title": "Thematic and taxonomic influences in abstract vs. concrete concepts not sodifferent after all", "subtitle": null, "abstract": "Studies using balanced materials have found that both feature-based comparison and thematic integration play a role inconcept organization (e.g. Mirman & Graziano, 2012; Murphy, 2001), a proposal backed up by neurological findings.This experiment crossed taxonomic and thematic relatedness of abstract vs concrete pairs to examine how these processesaffect perceived similarity. Participants rated similarity of 96 normed word pairs and explained ratings in writing. Linearmixed effect modeling revealed a 3-way interaction on ratings, with taxonomic relatedness affecting ratings more forconcrete than abstract pairs only when a thematic relation was absent. No other abstractness effects were observed. Forcoded explanations, a difference emerged only for pairs related both taxonomically and thematically: concrete pairs wereprocessed more frequently thematically than taxonomically, with the reverse pattern for abstract pairs. Further, qualitativeanalyses of the explanations and Bayesian analyses of the relation between explanations and similarity ratings will bepresented.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/795550dd", "frozenauthors": [ { "first_name": "Jane", "middle_name": "", "last_name": "Neal", "name_suffix": "", "institution": "Northern Illinois University", "department": "" }, { "first_name": "Katja", "middle_name": "", "last_name": "Wiemer", "name_suffix": "", "institution": "Northern Illinois University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28330/galley/18029/download/" } ] }, { "pk": 28231, "title": "The Mediation Effect of Context for Empathy on Emotion Judgment", "subtitle": null, "abstract": "This research aimed to study the impact of context on the status of empathy in terms of emotion judgment towardsothers. Specifically, how empathy would be mediated by different conditions was further investigated. Descriptions ofmoral/unmoral conditions were designed and hypothesized to influence the status of empathy accordingly. Study partic-ipants were instructed to rate pictures using TAPS (Taiwan Affective Picture System) for judging the emotion valenceand arousal of human facial expression. As a result, low-level empathy group was found to show an alternation for theiremotion judgments on both valence and arousal as the picture context changed, especially in the moral situation. Onthe contrary, high-level group only show an alternation for their emotion judgments on valence, in the unmoral situationthe most. The findings indicated that different status of empathy might be determined the emotion judgments under thecontexts where other social cues are presented.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1zw40070", "frozenauthors": [ { "first_name": "Chen", "middle_name": "Jung", "last_name": "Chen", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Jon-Fan", "middle_name": "", "last_name": "Hu", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28231/galley/17890/download/" } ] }, { "pk": 27959, "title": "The Modulatory Effect of Expectations on Memory Retrieval During Sentence Comprehension", "subtitle": null, "abstract": "Memory retrieval and probabilistic expectations arerecognized factors in sentence comprehension that capturetwo different critical aspects of processing difficulty: the costof retrieving and integrating previously processed elementswith the new input words and the cost of incorrect predictionsabout upcoming words or structures in a sentence. Althoughthese two factors have independently received substantialsupport from the extant literature, how they interact remainspoorly understood. The present study investigated memoryretrieval and expectation in a single experiment, pitting thesefactors against each other. Results showed a significantinterference effect in both response time to the comprehensionquestions and reading time at the last (spillover) sentenceregion. We also found that the interference effect on readingtime (but not on comprehension question response time) wascanceled when the word at the retrieval site was highlypredictable. Overall, our findings are consistent with thehypothesis of a modulatory effect of expectations on memoryretrieval and with the idea that expectation-based facilitationresults from pre-activation of the target word ahead of time.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "working memory; interference; expectations; dual tasking" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5vt3m66c", "frozenauthors": [ { "first_name": "Luca", "middle_name": "", "last_name": "Campanelli", "name_suffix": "", "institution": "CUNY", "department": "" }, { "first_name": "Julie", "middle_name": "A", "last_name": "Van Dyke", "name_suffix": "", "institution": "Haskins Laboratories", "department": "" }, { "first_name": "Klara", "middle_name": "", "last_name": "Marton", "name_suffix": "", "institution": "CUNY", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27959/galley/17597/download/" } ] }, { "pk": 28232, "title": "The Onset Form Preparation Effect in Korean Single Word Production", "subtitle": null, "abstract": "Korean has a simple syllable structure like Mandarin Chinese, but it allows for resyllabification unlike Chinese. Its rhythmis often perceived as syllable-timed, although the frequent occurrence of taps and strong final lengthening also give it thestress-timed impression. It uses a script that consists of characters, but the characters are phonologically-based. Thesemixed characteristics make it difficult to predict whether the Korean word production system employs the phoneme or thesyllable or even the mora as the proximate unit for phonological encoding. The present study adopted the form preparationtask, in which the onset phoneme (n, g, ch, b) was the shared phonological content among the response words in thehomogeneous context. The participants were 23 college students conveniently recruited from university campuses inSeoul. The observed onset preparation effect was close to zero. The result rules out the phoneme as the proximate unit inKorean word production.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/62x4f1jb", "frozenauthors": [ { "first_name": "Jenn-Yeu", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "National Taiwon Normal University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28232/galley/17891/download/" } ] }, { "pk": 28263, "title": "The other Fox News effect: Attractive people and women more strongly impactbelief formation", "subtitle": null, "abstract": "In everyday learning, people often receive conflicting information from different sources. What factors determine whichsources influence learning? In this study, we consider whether social characteristics of a source, such as attractivenessand gender, affect belief-updating in a simple category learning task. Participants sorted novel stimuli into two categories.After establishing an initial category boundary, two companions were introduced from whom categorization advice wasreceived. These sources did not always agree, and participants were never told which of them was correct. Acrossparticipants, the gender and attractiveness of the companions was varied. After 300 trials receiving this feedback for arange of stimuli, participants category boundaries were again measuredallowing a determination of belief-shifts. For bothmale and female participants, attractiveness had a significant impact, and female sources were afforded more weight thanmales. Our results suggest that category learning can be influenced by social factors like gender and attractiveness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8rj5b1kn", "frozenauthors": [ { "first_name": "Vincent", "middle_name": "", "last_name": "Frigo", "name_suffix": "", "institution": "UW - Madison", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Rogers", "name_suffix": "", "institution": "UW - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28263/galley/17922/download/" } ] }, { "pk": 27875, "title": "The Phenomenology of Eye Movement Intention and their Disruption in Goal-Directed Actions", "subtitle": null, "abstract": "The role of intentions in motor planning is heavily weightedin classical psychological theories, but their role in generat-ing eye movements, and our awareness of these oculomotorintentions, has not been investigated explicitly. In this study,the extent to which we monitor oculomotor intentions, i.e.the intentions to shift one’s gaze towards a specific location,and whether they can be expressed in conscious experience,is investigated. A forced-choice decision task was developedwhere a pair of faces moved systematically across a screen.In some trials, the pair of faces moved additionally as soon asthe participants attempted to gaze at one of the faces, prevent-ing them from ever viewing it. The results of the experimentsuggest that humans in general do not monitor their eye move-ment intentions in a way that allows for mismatches betweenplanned gaze landing target and resulting gaze landing targetto be consciously experienced during decision-making.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Eye movements" }, { "word": "Intentions" }, { "word": "Goal-directed actions" }, { "word": "awareness" }, { "word": "decision making" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6fv7q60k", "frozenauthors": [ { "first_name": "Maximilian", "middle_name": "K", "last_name": "Roszko", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "Lars", "middle_name": "", "last_name": "Hall", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "Petter", "middle_name": "", "last_name": "Johansson", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "Philip", "middle_name": "", "last_name": "Parnamets", "name_suffix": "", "institution": "Lund University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27875/galley/17513/download/" } ] }, { "pk": 27956, "title": "The production and comprehension of variable number agreement", "subtitle": null, "abstract": "The relationship between sentence production and comprehension is at the forefront of psycholinguistic research (e.g.Meyer et al., 2016). Psycholinguists are increasingly interested in cross-linguistic perspectives (e.g. Norcliffe et al., 2015).We report studies of the production and comprehension of variable number agreement in Yucatec Maya, an indigenouslanguage of Mexico. We examined the effects of numerosity through a picture description task involving sets of one,two and seven humans or animals depicting an intransitive action. In production more numerous sets led to higher rates ofplural production. In a timed acceptability decision task, number agreement rather than numerosity significantly facilitatedcomprehension. An interaction revealed that plural marking on the noun facilitated the comprehension of singleton versusnon-singleton sets. In contrast, plural marking on the verb facilitated comprehension of large versus small non-singletonsets. These results suggest divergent effects of numerosity in the nominal and verbal domains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1038s7fj", "frozenauthors": [ { "first_name": "Lindsay", "middle_name": "", "last_name": "Butler", "name_suffix": "", "institution": "University of Conneticut", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27956/galley/17594/download/" } ] }, { "pk": 27835, "title": "The psychophysics of society: Uncertain estimates of invisible entities", "subtitle": null, "abstract": "Large-scale societies are impossible to perceive directly.Unsurprisingly, lay demographic estimates are wildlyinaccurate. How should we interpret these errors? Mostaccounts assume these errors are evidence of topic-specificbiases and prejudices. (e.g., “People overestimateimmigration because immigrants threaten the status quo.”)But this glosses over the distortions that are introducedwhenever underlying perceptions are translated into explicitnumerical estimates. For instance, estimates are typicallyhedged, or ‘rescaled,’ toward an expected value — aperfectly rational strategy when information is uncertain.We show that uncertainty-based rescaling accounts for mosterror in individual demographic estimates. Residual errorswere not even always in the same direction; populations thatappeared to have been over-estimated (e.g., Asian-Americans) now appear to be under-estimated. The amountof rescaling engaged in by an individual was proportional totheir uncertainty (about politics or about numbers).Perceptions of society are surprisingly good; thepsychophysics of estimation gets in the way.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "numerical cognition" }, { "word": "Bayesian estimation" }, { "word": "Confidence" }, { "word": "demographics" }, { "word": "psychophysics" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0g81j9cd", "frozenauthors": [ { "first_name": "Tyler", "middle_name": "", "last_name": "Marghetis", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Brian", "middle_name": "", "last_name": "Guay", "name_suffix": "", "institution": "Duke University", "department": "" }, { "first_name": "A", "middle_name": "", "last_name": "Karlapudy", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Landy", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27835/galley/17474/download/" } ] }, { "pk": 28386, "title": "The relative amount of information contributed by learning and bypre-specification in a SRN trained to compute sameness", "subtitle": null, "abstract": "We analyze the conditions under which Simple Recurrent Networks learn and generalize sameness. This task is difficultfor a generic SRN, and several properties of the network have to be established previous to any learning for generalizationto occur. We show that by selecting a set of narrow weight intervals a network can learn sameness from a limited set ofexamples. The intervals depend on the particular training set, and we obtained them from a series of simulations usingthe complete training set. We can approximate the relative amount of information provided by the initial structure andthe amount provided by the examples. Although we did not arrive to a general rule, in all our cases the initial structureprovides much more information than the examples. This shows that if something similar to ANN operates in the brain, arich innate structure is needed to support the learning of general functions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4z77k46z", "frozenauthors": [ { "first_name": "Juan", "middle_name": "", "last_name": "Valle-Lisboa", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28386/galley/18142/download/" } ] }, { "pk": 27937, "title": "The Role of Affective Involvement and Knowledge in Processing Mixed Evidence for Social Issues", "subtitle": null, "abstract": "Exposure to mixed evidence can lead to polarization, oradopting a more extreme version of one’s initial attitude. Onepotential reason for this is attitude congruency bias, ratingevidence that supports one's attitude as stronger than evidencethat undermines it. Here we explore factors associated withthis bias and their relationship to attitude change followingexposure to mixed evidence. We conducted several tests,including an attitude survey on two controversial socialissues, a poll regarding participants’ affective involvement ineach issue, an argument rating task, and assessments ofknowledge about social issues and political sophistication.We replicated the attitude congruency bias. Ratings bias wasassociated with affective involvement, but not with measuresof topic knowledge or political sophistication. Attitudechange was predicted by a linear combination of objectiveargument strength and rating bias. Participants’ sensitivity toobjective argument strength suggests the attitude congruencybias does not inevitably lead to polarization.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision making; reasoning; motivated reasoning; rationality; language and thought; attitude congruency bias" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2h97s4fx", "frozenauthors": [ { "first_name": "Megan", "middle_name": "D", "last_name": "Bardolph", "name_suffix": "", "institution": "UCSD", "department": "" }, { "first_name": "Seana", "middle_name": "", "last_name": "Coulson", "name_suffix": "", "institution": "UCSD", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27937/galley/17575/download/" } ] }, { "pk": 27978, "title": "The Role of Conceptual Structure in Mathematical Explanation", "subtitle": null, "abstract": "People’s reasoning about physical and social explanations iswell understood (Keil, 2008). However, less is known abouthow people reason about mathematical explanations (Johnsonet. al., 2017). Experiment 1 replicates the central result ofJohnson et. al (2017), that people impose order on simplearithmetic explanations, as well as sets the limits of thatpreference. Experiment 2 extends the results of a second factor,the character of the relationship between the operations relatedby the explanation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Explanations" }, { "word": "mathematical reasoning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/48m557qj", "frozenauthors": [ { "first_name": "Nathan", "middle_name": "", "last_name": "Couch", "name_suffix": "", "institution": "Northwestern", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27978/galley/17616/download/" } ] }, { "pk": 27972, "title": "The role of fast speech in sound change", "subtitle": null, "abstract": "Recent research has seen a surge in interest in the role of theindividual in sound change processes. Do fast speakers have aunique role in sound change processes? Fast speech leads togreater rates of lenition (reduction). But should it mean thatfast talkers would be more likely to lenite even when speak-ing slowly? In two corpus studies we show that even whenfast talkers speak more slowly they are (a) more likely to omitsegments and (b) more likely to perform variable reduction ofconsonants. This draws attention to habitual speech rate as alikely factor in the actuation of lenition processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "lenition" }, { "word": "speech rate" }, { "word": "individual differences" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/42h9h6n7", "frozenauthors": [ { "first_name": "Uriel", "middle_name": "Cohen", "last_name": "Priva", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Emily", "middle_name": "", "last_name": "Gleason", "name_suffix": "", "institution": "Brown", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27972/galley/17610/download/" } ] }, { "pk": 27829, "title": "The Role of Generating Versus Choosing an Error in Children's Later Error Correction", "subtitle": null, "abstract": "Errors are common during learning, but what factorsinfluence whether those errors are corrected? Evidencesuggests error generation and memory for errors may be twoimportant factors. Middle-school children studied and weretested on their memory for math definitions. After receivingcorrect answer feedback, children recalled their initial testanswers before taking a final test. Memory for errors anderror correction rates were higher for errors that weregenerated compared to errors that were chosen from a list.Further, memory for errors was positively correlated witherror correction, even after controlling for age, grade, andmath and reading skills. However, this relationship was onlypresent for errors that were generated and not for errors thatwere chosen from a list. These findings suggest retrievalplays an important role in the relationship between memoryfor errors and error correction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Error Correction" }, { "word": "retrieval practice" }, { "word": "Children" }, { "word": "mathematics" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/82z1t7xg", "frozenauthors": [ { "first_name": "Abbey", "middle_name": "M", "last_name": "Loehr", "name_suffix": "", "institution": "Vanderbilt", "department": "" }, { "first_name": "Lisa", "middle_name": "", "last_name": "Fazio", "name_suffix": "", "institution": "Vanderbilt", "department": "" }, { "first_name": "Bethany", "middle_name": "", "last_name": "Rittle-Johnson", "name_suffix": "", "institution": "Vanderbilt", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27829/galley/17468/download/" } ] }, { "pk": 28345, "title": "The role of iconicity in word learning: Insights from child-directed language(CDL)", "subtitle": null, "abstract": "Understanding how children acquire language remains a challenge of language research. Most research assumes that labeland referent are linked by arbitrary convention alone. However, in addition to being indisputably arbitrary, language isalso iconic. Recent evidence has shown that children are sensitive to iconic mappings and that these may bootstrap wordacquisition. However, we know little about the presence of iconicity in the language input children are exposed to. Thistalk focuses on iconicity in English CDL across vocal and visual channels: phonology (meow), prosody (loooooong),gestures (stirring) and hand actions (stirring with spoon). We discuss evidence that caregivers exploit iconicity in CDL,and use iconicity differentially depending on whether referents talked about are present or not, and familiar or not to thechild. An analysis of the type and amount of iconicity used in CDL is crucial for understanding the role of iconicity insupporting referential mapping.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4s48r46g", "frozenauthors": [ { "first_name": "Margherita", "middle_name": "", "last_name": "Murgiano", "name_suffix": "", "institution": "University of Brighton", "department": "" }, { "first_name": "Pamela", "middle_name": "", "last_name": "Perniss", "name_suffix": "", "institution": "University of Brighton", "department": "" }, { "first_name": "Yasamin", "middle_name": "", "last_name": "Motamedi", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Gabriella", "middle_name": "", "last_name": "Vigliocco", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28345/galley/18061/download/" } ] }, { "pk": 28307, "title": "The Role of Inquiry in Childrens and Adults Memory, Categorization, andExplanation of New Information", "subtitle": null, "abstract": "Asking questions is a fundamental part of learning. Previous research has touched on the types of questions we askto gather information (e.g., Ruggeri & Lombrozo, 2015), but not yet on whether there are developmental differences inquestions that go unanswered. In this study, we looked at the unanswered questions children and adults ask when presentedwith new information. We found that adults asked questions on many topics such as behavior, category membership, andsocial relevance, while children mainly asked feature-related questions. Additionally, these unanswered questions wererelated to learning outcomes after the questioning period. For instance, results revealed that the presence of feature orcategory questions predicted how narrowly or broadly children categorized novel objects. These findings indicate thatunanswered questions may have consequences for learning outcomes, and that there are likely developmental differencesin how unanswered questions affect cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/30t3r81q", "frozenauthors": [ { "first_name": "Emma", "middle_name": "", "last_name": "Lazaroff", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Haley", "middle_name": "", "last_name": "Vlach", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28307/galley/17979/download/" } ] }, { "pk": 28403, "title": "The Roles of Gesture and Statistical Cues on Infants’ Word Learning in SharedStorybook Reading", "subtitle": null, "abstract": "Children rapidly learn the word-object mappings even though they are facing the challenge of referential uncertainty(Quine,1960). When parents read books to their infants, how do infants learn to associate the words with multiple objectson the page. Using data from parent-child book reading interactions, we analyzed moment-by-moment eye movement datato examine the role of gesture and statistical cues on word learning. Specifically, we investigated 1) whether parent’s andchild’s gestures could direct the child’s attention to the object named by the parent during naturalistic storybook reading; 2)given that parents repeatedly name objects, how statistical information across multiple instances could provide convergingevidence of the correct word-object mapping? Using data jointly created by parents and children in everyday book readingcontext, we demonstrated that both gesture cues and statistical information across multiple instances could dramaticallyreduce referential ambiguity and provide converging evidence of the correct word-object mappings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2kk6z691", "frozenauthors": [ { "first_name": "Yayun", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28403/galley/18178/download/" } ] }, { "pk": 27818, "title": "These boots are made for walking: Teleogical generalizations from principled connections", "subtitle": null, "abstract": "Certain generalizations are teleological, e.g., forks are foreating. But not all properties relevant to a particular conceptpermit teleological generalization. For instance, forks getwashed roughly as often as they’re used for eating, yet thegeneralization, forks are for washing, might strike reasoners asunacceptable. What explains the discrepancy? A recenttaxonomic theory of conceptual generalization (Prasada, 2017;Prasada & Dillingham, 2006; Prasada et al., 2013) argues thatcertain kinds of conceptual connections – known as“principled” connections – license generalizations, whereasassociative, “statistical” connections license only probabilisticexpectations. We apply this taxonomy to explain teleologicalgeneralization: it predicts that acceptable teleologicalgeneralizations concern concept-property pairs in which theconcept bears a principled connection to a property. Under thisanalysis, the concept fork bears a principled connection toeating and a statistical connection to washing. Twoexperiments and a regression analysis tested and corroboratedthe predictions of the theory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Teleogical generalization" }, { "word": "generics" }, { "word": "principled connections" }, { "word": "statistical connections" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4nq120cj", "frozenauthors": [ { "first_name": "Joanna", "middle_name": "", "last_name": "Korman", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" }, { "first_name": "Sangeet", "middle_name": "", "last_name": "Khemlani", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27818/galley/17457/download/" } ] }, { "pk": 35955, "title": "The TESOL Encyclopedia of English Language Teaching by John I. Liontas (Ed.)", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9df59928", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "", "last_name": "Nall", "name_suffix": "", "institution": "Miyagi University, Japan", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35955/galley/26809/download/" } ] }, { "pk": 28304, "title": "The Uncanny Valley: Behavioral, Cognitive, and Neurological Evidence", "subtitle": null, "abstract": "The uncanny valley hypothesis suggests that human replicas, such as robots and animated characters, which closely (butdo not completely) resemble humans create feelings of discomfort and eeriness in observers. Given the large volume ofresearch that has sought to assess this hypothesis and explain why some replicas induce such feelings, I have conducted anintegrative review of such research to explore the uncanny valley within behavioral science, neuroscience, and cognitiveengineering. I believe the data suggest that uncanniness can be at least partially attributed to a mental conflict betweenthe observers knowledge of the replicas artificiality and the observers emotional desire to form a connection with some-thing that looks so human. Nevertheless, the literature has several limitations that must be addressed before definitiveconclusions can be made. This poster will review and integrate this research on the uncanny valley hypothesis.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6s49h6bp", "frozenauthors": [ { "first_name": "Umesh", "middle_name": "", "last_name": "Krishnamurthy", "name_suffix": "", "institution": "University of California Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28304/galley/17972/download/" } ] }, { "pk": 27872, "title": "This and that back in context: Grounding demonstrative reference in manual and social affordances", "subtitle": null, "abstract": "Spatial demonstratives, i.e. words like this and that, serve asimportant tools to establish joint attention, allowinginterlocutors to flexibly share spatial reference schemes.However, little experimental work has investigated whichperceptual and social factors drive speakers’ choices ofdemonstrative forms. We used a novel experimental paradigmto explore 1) the role of relative placement of competingreferents on the sagittal and lateral planes, 2) whether and howthe presence of an addressee modulates the speaker’s choice ofdemonstrative forms. We found that the choice ofdemonstratives is affected by the relative position ofcompeting referents both on the sagittal and lateral plane.Furthermore, we found that the presence of an interlocutorshifts attraction for proximal demonstratives towards theshared space of reference, but only in collaborative contexts.Together, these results suggest that spatial deixis is groundedin a contrastive organization of space tightly coupled to manualand social affordances.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Demonstratives" }, { "word": "social cognition" }, { "word": "Spatial Cognition" }, { "word": "Spatial deixis" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8pv5d89m", "frozenauthors": [ { "first_name": "Robert", "middle_name": "", "last_name": "Rocca", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Mikkel", "middle_name": "", "last_name": "Wallentin", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Cordula", "middle_name": "", "last_name": "Vesper", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Kristian", "middle_name": "", "last_name": "Tylen", "name_suffix": "", "institution": "Aarhus University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27872/galley/17510/download/" } ] }, { "pk": 27860, "title": "Time and numbers on the fingers: Dissociating the mental timeline and mental number line", "subtitle": null, "abstract": "People use space to conceptualize abstract domains like timeand number. This tendency may be a cognitive universal, butthe specifics of people’s implicit space-time and space-numberassociations vary across cultures. How does culture shape ourabstract concepts? In Western cultures, both time and numbersare arranged in people’s minds along an imaginary horizontalline, from left to right, but in other cultures the directions of themental timeline (MTL) and mental number line (MNL) arereversed. The directions of both the MTL and MNL have longbeen assumed to depend on the direction in which people readand write text. Here we argue that this assumption is false, andshow that the MTL and MNL are shaped by different aspectsof cultural experience. In a training experiment, participantsspatialized time and numbers in opposite directions across theirfingers. Training changed the MTL and MNL in oppositedirections, as predicted by a general principle called theCORrelations in Experience (CORE) principle: peoplespatialize abstract conceptual domains in their minds accordingto the ways these domains are spatialized in their experience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Conceptual metaphor" }, { "word": "SNARC" }, { "word": "Mental number line" }, { "word": "Mental timeline" }, { "word": "Space" }, { "word": "time" }, { "word": "embodied cognition" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8jn3v0pb", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "", "last_name": "Pitt", "name_suffix": "", "institution": "UChicago", "department": "" }, { "first_name": "Kamilah", "middle_name": "", "last_name": "Scales", "name_suffix": "", "institution": "UChicago", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Casasanto", "name_suffix": "", "institution": "Cornell", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27860/galley/17498/download/" } ] }, { "pk": 27850, "title": "Time-Based Resource Sharing in ARCADIA", "subtitle": null, "abstract": "We provide a new computational model of working memory inthe complex span task implemented in the ARCADIA cogni-tive framework. While there exist implementations of workingmemory successful enough to account for many of the bench-mark findings in the working memory literature, we demon-strate that further progress requires the integration of thesemodels with a rich conception of attention. ARCADIA pro-vides this intersection, allowing for precise control of the focusof attention on a time scale fine enough to begin to disentan-gle the overlapping effects of interference, temporal decay, andattentional refreshing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "working memory" }, { "word": "Time-based resource sharing" }, { "word": "attention" }, { "word": "cognitive architecture" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9q5983k6", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "", "last_name": "O'Neill", "name_suffix": "", "institution": "Naval Research Laboratory Washington", "department": "" }, { "first_name": "Will", "middle_name": "", "last_name": "Bridewell", "name_suffix": "", "institution": "Naval Research Laboratory Washington", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Bello", "name_suffix": "", "institution": "Naval Research Laboratory Washington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27850/galley/17489/download/" } ] }, { "pk": 28216, "title": "Time perception of intermodal empty intervals when the first marker is auditory", "subtitle": null, "abstract": "Previous studies show that auditory intervals are, in general, more accurately discriminated than visual or tactile intervals(Grondin, 2003). Also for discrimination tasks, when the markers of brief empty intervals are delivered from differentsensory modalities, sensitivity to time is much lower than it is when the markers are delivered from the same modality(Grondin & Rousseau, 1991). The purpose of this study was to evaluate the effect of intermodality on the temporaldiscrimination. Twelve participants (mean = 25.33, SD = 5.12) performed a bisection temporal task. During eight sessions,three conditions were manipulated: certainty about the origin of the second marker (certainty, uncertainty), standardduration (300ms, 900ms), and modality (auditory- auditory, auditory- tactile, auditory-visual). Results showed intramodalintervals are better discriminated than intermodal intervals. In both 300ms and 900ms, intervals were better discriminatedwhen the second modality was auditory than when it was tactile or visual.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4fv5j3c0", "frozenauthors": [ { "first_name": "Leila", "middle_name": "", "last_name": "Azari", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Grondin", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28216/galley/17875/download/" } ] }, { "pk": 28005, "title": "Tiptoeing around it: Inference from absence in potentially offensive speech", "subtitle": null, "abstract": "Language that describes people in a concise manner may con-flict with social norms (e.g., referring to people by their race),presenting a conflict between transferring information effi-ciently and avoiding offensive language. When a speakeris describing others, we propose that listeners consider thespeaker’s use or absence of potentially offensive language toreason about the speaker’s goals. We formalize this hypothe-sis in a probabilistic model of polite pragmatic language un-derstanding, and use it to generate predictions about interpre-tations of utterances in ambiguous contexts, which we testempirically. We find that participants are sensitive to poten-tially offensive language when resolving ambiguity in refer-ence. These results support the idea that listeners representconflicts in speakers’ goals and use that uncertainty to inter-pret otherwise underspecified utterances.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "politeness; social meaning; pragmatics; Bayesiancognitive model; Rational Speech Act model" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6n2261g3", "frozenauthors": [ { "first_name": "Monica", "middle_name": "A", "last_name": "Gates", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "Tess", "middle_name": "L", "last_name": "Veuthey", "name_suffix": "", "institution": "UCSF", "department": "" }, { "first_name": "Michael", "middle_name": "Henry", "last_name": "Tessler", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Kevin", "middle_name": "A", "last_name": "Smith", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Gerstenberg", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Laurie", "middle_name": "", "last_name": "Bayet", "name_suffix": "", "institution": "Harvard", "department": "" }, { "first_name": "Joshua", "middle_name": "B", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28005/galley/17644/download/" } ] }, { "pk": 28009, "title": "Toddlers and Adults Simultaneously Track Multiple Hypotheses in a CausalLearning Task", "subtitle": null, "abstract": "Research on the development of future hypothetical andcounterfactual thinking suggests that children as old as fivemay be unable to consider multiple, equally probablepossibilities simultaneously. Yet, a large literature on thedevelopment of causal reasoning suggests that much youngerchildren are able to generate, evaluate, and test causalhypotheses, often by integrating information about severalcandidate causes at once. The current research seeks to bridgethese two bodies of research. In three experiments, adults andtoddlers (18–30 months) observe a sequence of evidence thatis equally consistent with two hypotheses, each occupying adifferent level of abstraction (individual vs. relational).Results suggest that learners generate more than one potentialcause, hold both in mind, and flexibly apply the appropriatehypothesis to inform their inferences at test. Findingschallenge previous suggestions that much older children failto consider multiple, equally probable possibilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; causal reasoning;counterfactual thinking; epistemic uncertainty" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5q38x25g", "frozenauthors": [ { "first_name": "Mariel", "middle_name": "K", "last_name": "Goddu", "name_suffix": "", "institution": "UC Berkley", "department": "" }, { "first_name": "Caren", "middle_name": "M", "last_name": "Walker", "name_suffix": "", "institution": "UCSD", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28009/galley/17648/download/" } ] }, { "pk": 28194, "title": "Toddlers Connect Emotional Responses to Epistemic States", "subtitle": null, "abstract": "Emotional expressions are typically transient; while we mayreact emotionally to a new event, we are unlikely to respondwith the same emotion once the event becomes familiar. Herewe look at whether toddlers understand the relationshipbetween people’s epistemic states and their emotionalresponses. Younger (12-17-month) and older (18-24-month)toddlers were familiarized with a movie in which an observerwas knowledgeable or ignorant about a recurring event. On thetest trial, the observer saw the event and either remained neutralor changed to a valenced emotional reaction (positive ornegative). We predicted that the change from a neutral to avalenced expression would be more surprising if the event wasfamiliar to the observer than if the event was novel. We foundan interaction between epistemic state and emotion for olderbut not younger toddlers. These results suggest that before agetwo, children begin to understand the transient nature ofemotional reactions and their dependence on people’sepistemic states.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "emotion understanding; epistemic state; ignorance;causal reasoning; toddlers" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6x12g3cd", "frozenauthors": [ { "first_name": "Yang", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Laura", "middle_name": "E", "last_name": "Schulz", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Saxe", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28194/galley/17853/download/" } ] }, { "pk": 27876, "title": "Topics and Trends in Cognitive Science (2000-2017)", "subtitle": null, "abstract": "What are the major topics of the Cognitive Science Societyconference? How have they changed over the years? To an-swer these questions, we applied an unsupervised learning al-gorithm known as dynamic topic modeling (Blei & Lafferty,2006) to the 2000–2017 Proceedings of the Cognitive Sci-ence Society. Unlike traditional topic models, a dynamic topicmodel is sensitive to the temporal context of documents andcan characterize the evolution of each topic across years. Us-ing this model, we identify historical trends in the popularity oftopics over time, and shifts in word use within topics indicativeof changing focuses within the field. We also measure the cor-relation across topics, and use the model to highlight the topicstructure of particular papers and labs. We believe dynamictopic models present an important tool towards understandingCognitive Science as it continues to grow and evolve over time", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Topic models" }, { "word": "trends" }, { "word": "Scientometrics" }, { "word": "Cognitive Science" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9k09z277", "frozenauthors": [ { "first_name": "Anselm", "middle_name": "", "last_name": "Rothe", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "Alexander", "middle_name": "S", "last_name": "Rich", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "Zhi-Wei", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "NYU", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27876/galley/17514/download/" } ] }, { "pk": 27714, "title": "Toward a Resolution of the Debate on the Cognitive Penetrability of Perception", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Top-down effects" }, { "word": "cognitive penetrability" }, { "word": "perception" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/79v1v958", "frozenauthors": [ { "first_name": "Gary", "middle_name": "", "last_name": "Lupyan", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27714/galley/17354/download/" } ] }, { "pk": 28123, "title": "Towards a Formal Foundation of Cognitive Architectures", "subtitle": null, "abstract": "Cognitive architectures are an advantageous tool for creatingcognitive models. They provide a framework integrating generalcognitive structures and assumptions about the mind as forexample the working memory, structural modularity or theirinterconnections. A vast number of cognitive architectures havebeen developed in the last decades. While the architectures realizethe cognitive perspective, the formal foundation and similaritiesof cognitive architectures remain open. To identify the cognitivesubstrate of the architectures, we propose a generalized cognitiveframework allowing to embed different cognitive architecturesto analyze their properties and to have a common and formalground for comparisons. We demonstrate our approach – as proof-of-concept – by embedding the two most popular architectures,ACT-R and SOAR, and evaluate cognitive models for recognitionmemory in our approach. Potentials and limitations are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Formalization; Knowledge Representation; CognitiveArchitecture; Cognitive Modeling; ACT-R; SOAR" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/93h774km", "frozenauthors": [ { "first_name": "Marco", "middle_name": "", "last_name": "Ragni", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Kai", "middle_name": "", "last_name": "Sauerwald", "name_suffix": "", "institution": "University of Hagen", "department": "" }, { "first_name": "Tanja", "middle_name": "", "last_name": "Bock", "name_suffix": "", "institution": "TU Dortmind University", "department": "" }, { "first_name": "Gabriele", "middle_name": "", "last_name": "Kern-Isberner", "name_suffix": "", "institution": "TU Dortmind University", "department": "" }, { "first_name": "Paulina", "middle_name": "", "last_name": "Friemann", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Christoph", "middle_name": "", "last_name": "Beierle", "name_suffix": "", "institution": "University of Hagen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28123/galley/17783/download/" } ] }, { "pk": 27788, "title": "Towards a Pedigogical Conversational Agent for Collaborative Learning: A Model Based on Gaze Recurrence and Information Overlap", "subtitle": null, "abstract": "This study focuses on collaborative learning involving a\nknowledge integration activity, whereby learner dyads explain\neach other’s expert knowledge. It was hypothesized that learn-\ning gain can be determined by the degree to which learn-\ners synchronize their gaze (gaze recurrence) and use overlap-\nping language (information overlap) during their interaction.\nThirty-four learners participated in a laboratory-based eye-\ntracking experiment, wherein learners’ gazes and oral dialogs\nwere analyzed. Multiple regression analysis was conducted,\nwherein learning performance was regressed on the two inde-\npendent variables. Then, a simulation was conducted to view\nhow the model predicts performance based on the collabora-\ntive process. The results showed that both gaze recurrence and\nlexical overlap significantly predicted learning performance in\nthe current task. Furthermore, the suggested model success-\nfully predicted learning performance in the simulation. These\nresults indicate that the two variables might be useful for de-\nveloping detection modules that enable a better understanding\nof learner-learner collaborative learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Collaborative learning" }, { "word": "Pedagogical Conversational Agent" }, { "word": "Information Overlap" }, { "word": "Gaze recurrence" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/11p1p7ps", "frozenauthors": [ { "first_name": "Yugo", "middle_name": "", "last_name": "Hayashi", "name_suffix": "", "institution": "Ritsumeikan University; Carnegie Mellon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27788/galley/17428/download/" } ] }, { "pk": 27985, "title": "Towards a physio-cognitive model of slow-breathing", "subtitle": null, "abstract": "How may controlled breathing be beneficial, or detrimental to\nbehavior? Computational process models are useful to specify the\npotential mechanisms that lead to behavioral adaptation during\ndifferent breathing exercises. We present a physio-cognitive model\nof slow breathing implemented within a hybrid cognitive\narchitecture, ACT-R/Φ. Comparisons to data from an experiment\nindicate that the physiological mechanisms are operating in a\nmanner that is consistent with actual human function. The presented\ncomputational model provides predictions of ways that controlled\nbreathing interacts with mechanisms of arousal to mediate cognitive\nbehavior. The increasing use of breathing techniques to counteract\neffects of stressors makes it more important to have a detailed\nmechanistic account of how these techniques may affect behavior,\nboth in ways that are beneficial and detrimental. This multi-level\nunderstanding is useful for adapting to changes in our physical and\nsocial environment, not only for performance, but for physical and\nmental health.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "ACT-R/Φ; Physio-cognitive model; Breathing" }, { "word": "adaptation" }, { "word": "cognitive architecture" }, { "word": "HumMod" }, { "word": "Stress" }, { "word": "Arousal" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1tv3r0m3", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "L", "last_name": "Dancy", "name_suffix": "", "institution": "Bucknell University", "department": "" }, { "first_name": "Jong", "middle_name": "W", "last_name": "Kim", "name_suffix": "", "institution": "US Army Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27985/galley/17624/download/" } ] }, { "pk": 27740, "title": "Tracking the Development of Automaticity in Memory Search with Human Electrophysiology", "subtitle": null, "abstract": "Shiffrin and Schneider (1977) demonstrated that highly efficient\nmemory- and visual-search performance could be achieved\nthrough consistent item-to-response mapping (CM) training. It is\ntheorized that subjects shifted from relying on working memory to\nlearned item-response associations in long-term memory (Logan,\n1988). The theory was tested and explored mostly through\nbehavioral experiments and computational modeling. In a recent\nseries of articles involving visual search (e.g. Woodman et al,\n2013; Carlisle et al. 2011), Woodman and colleagues found that\nthe contralateral-delay activity (CDA) of human event-related\npotentials is related to the maintenance of information in visual\nworking memory and that the magnitude of the CDA decreases\nwhen target information is stored in long-term memory. We\nemployed the CDA and other neural measures to study the nature\nof memory retrieval in CM memory search tasks. We observed a\nsignificant reduction in the magnitude of the CDA in CM training\ncompared to a control condition in which item-response mappings\nvaried from trial to trial (VM). The results provided converging\nevidence supporting the classic theoretical interpretation of the\nbases for CM and VM memory search. The results also raised\ninteresting questions concerning the detailed interpretation of\nCDA.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "memory search" }, { "word": "Old-new recognition" }, { "word": "EEG" }, { "word": "Automatic processing" }, { "word": "contralateral delay activity" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4qb622n2", "frozenauthors": [ { "first_name": "Rui", "middle_name": "", "last_name": "Cao", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Thomas", "middle_name": "A", "last_name": "Busey", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Robert", "middle_name": "M", "last_name": "Nosofsky", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Richard", "middle_name": "M", "last_name": "Shiffrin", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Geoffery", "middle_name": "F", "last_name": "Woodman", "name_suffix": "", "institution": "Vanderbilt University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27740/galley/17380/download/" } ] }, { "pk": 28023, "title": "Transfer in Gesture: L2 Placement Event Descriptions", "subtitle": null, "abstract": "There are cross-linguistics differences in the type of verb used\nto describe placement events. Dutch uses semantically specific\nplacement verbs (zetten, leggen), whereas English uses a\nsemantically general placement verb (put). This semantic focus\nis reflected in speaker’s gestures, which can be specific and\nobject-focused by showing object-incorporating handshapes,\nor not. This study investigates the semantic placement event\nfocus of Dutch L2 speakers of English, by investigating verb\nuse and gesture production in placement event descriptions.\nResults showed that placement verb production was native-\nlike, with a majority correct usage of put. However, gesture\nproduction showed many object-incorporating handshapes,\nsimilar to L1 Dutch gesture production. These results suggest\nthat although the Dutch L2 speakers of English sounded native-\nlike in speech, they were still trying to express Dutch-like\nplacement verb meaning, by showing a continued focus on the\nobject, as expressed in their gesture production.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "gesture; second language acquisition; transfer;\nplacement events" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3qc1s8xn", "frozenauthors": [ { "first_name": "Marieke", "middle_name": "", "last_name": "Hoetjes", "name_suffix": "", "institution": "Radboud University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28023/galley/17662/download/" } ] }, { "pk": 28204, "title": "Tuning in to non-adjacent dependencies: How experience with learnable patterns supports learning novel regularities", "subtitle": null, "abstract": "Non-adjacent dependencies are ubiquitous in language, butdifficult to learn. Previous research has shown that the presenceof high variability between dependent items facilitateslearning. Yet what allows learning of non-adjacentdependencies even without high variability in interveningelements? One possibility is that learning non-adjacentdependencies highlights similar structures, allowing people tolearn new non-adjacent dependencies that are otherwisedifficult. In two studies, we show how being exposed tolearnable non-adjacent dependencies can change learners’sensitivity to novel non-adjacent regularities that are moredifficult to detect. These findings demonstrate a new way inwhich learning can build on and shape later learning aboutcomplex linguistic structure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "non-adjacent dependency" }, { "word": "Language Learning" }, { "word": "grammar" }, { "word": "Artificial language learning" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/79n6b8d3", "frozenauthors": [ { "first_name": "Martin", "middle_name": "", "last_name": "Zettersten", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Christine", "middle_name": "", "last_name": "Potter", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Jenny", "middle_name": "", "last_name": "Saffran", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28204/galley/17863/download/" } ] }, { "pk": 28054, "title": "Tuning to the Task at Hand:Processing Goals Shape Adults’ Attention to Unfolding Activity", "subtitle": null, "abstract": "Human activity generates dynamic, multi-modal sensorystreams. Effectively processing this complex flow ofinformation on-the-fly is essential if one is to remember andrespond to others’ action, anticipate what they might do next,and learn how to perform new actions. Selectively attending toinformation-rich regions of activity seems key to fluentprocessing. However, what counts as information-rich likelydepends on numerous factors including relevance to the causalstructure of the activity, local opportunity for repeated viewing,and processing goals of the observer. We explored theinfluence of these factors on observers’ attention to a dynamic,novel activity sequence. A performance context elicitednuanced differences in processing in contrast to a remembercontext. Specifically, individuals given a perform contexttuned in to causally distinct regions of the action stream andfine-level event details. These findings provide altogether newinformation regarding how processing rapidly reorganizesaround novel activity and responds to the processing task athand.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "event processing; action segmentation; contexteffects" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9m54b05f", "frozenauthors": [ { "first_name": "Jessica", "middle_name": "E", "last_name": "Kosie", "name_suffix": "", "institution": "University of Oregon", "department": "" }, { "first_name": "Dare", "middle_name": "A", "last_name": "Baldwin", "name_suffix": "", "institution": "University of Oregon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28054/galley/17693/download/" } ] }, { "pk": 27693, "title": "Tutorial: Mixed Models in R - An Applied Introduction", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "statistical analyses; repeated-measures; mized model; multilevel model; heirarchical model" } ], "section": "Tutorials", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4zb0b0hz", "frozenauthors": [ { "first_name": "Henrik", "middle_name": "", "last_name": "Singmann", "name_suffix": "", "institution": "University of Zurich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27693/galley/17334/download/" } ] }, { "pk": 27811, "title": "Understanding Attention Selectively, Flexibility, and Stability: A Dynamic Neural Field Model Predicts Behavior in 3- and 4-year-olds", "subtitle": null, "abstract": "Previously, a dynamic neural field model of the dimensional\nchange card sort (DCCS) task was used to explain the role of\nflexible attention in early executive function development. In\nthe current study, we generalize this model to demonstrate that\nit successfully explains developmental associations between\nflexible and stable attention development. Next, we test\nassociations between attentional flexibility and attention\nselectivity predicted by the model. Three- and 4-year-olds who\ndemonstrated attentional flexibility were more likely to\nselectively attend to a single dimension in the free\nclassification task, supporting model predictions. In addition,\nchildren who were more flexibly were also more stable in their\nchoices during a dimensional priming task. These results\nsuggest that multiple attentional functions emerge from\ncommon neurocognitive processes operating across different\ntask demands.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Exectutive function" }, { "word": "Dimensional attention" }, { "word": "Computational Model" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/32c039k8", "frozenauthors": [ { "first_name": "Anastasia", "middle_name": "", "last_name": "Kerr-German", "name_suffix": "", "institution": "University of Tennessee, Knoxville", "department": "" }, { "first_name": "Kara", "middle_name": "", "last_name": "Lowery", "name_suffix": "", "institution": "University of Tennessee, Knoxville", "department": "" }, { "first_name": "Aaron", "middle_name": "T", "last_name": "Buss", "name_suffix": "", "institution": "University of Tennessee, Knoxville", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [] }, { "pk": 28286, "title": "Understanding Direction Giving in the Service of Wayfinding on a University Quad", "subtitle": null, "abstract": "One goal was to specify the types of details students provide when giving directions to assist others in finding buildings ontheir university quad. Another goal was to test whether visuospatial and verbal secondary tasks disrupted direction givingby reducing the number of details provided. Thirty-three college students (21 women, 12 men) provided wayfindingdirections to campus buildings for a fictitious listener under three secondary task conditions: control (no secondary task),verbal secondary task (word-nonword judgments), and visuospatial secondary task (clock hand judgments). In general,students provided landmarks most frequently, followed by cardinal directions and left-right details. Students providedsignificantly fewer spatial details when completing the visuospatial secondary task and marginally fewer details whencompleting the verbal secondary task relative to control. These findings confirm the role of visuospatial and verbal workingmemory in direction giving in the service of wayfinding on a familiar university quad.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/88v2p81m", "frozenauthors": [ { "first_name": "Alycia", "middle_name": "", "last_name": "Hund", "name_suffix": "", "institution": "Illinois State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28286/galley/17945/download/" } ] }, { "pk": 27686, "title": "Understanding Exploration-Eploitation Trade-offs", "subtitle": null, "abstract": "sion-making (JDM) has moved apart from its cognitive roots,", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Explore-exploit" }, { "word": "information seeking" }, { "word": "Reward" }, { "word": "Curiosity" }, { "word": "Reinforcement Learning" } ], "section": "Workshops", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2kq9j003", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Bonawitz", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Alison", "middle_name": "", "last_name": "Gopnik", "name_suffix": "", "institution": "University of California, Berkley", "department": "" }, { "first_name": "Celeste", "middle_name": "", "last_name": "Kidd", "name_suffix": "", "institution": "University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27686/galley/17327/download/" } ] }, { "pk": 28038, "title": "Understanding Human Social Kinematics Using Virtual Agents", "subtitle": null, "abstract": "A pressing issue in both psychology and agent-modeling com-munities is the inability to account for the wide variance in hu-man variability and individual differences. Added to this is thefurther complexity of changing goals and social meaning in adynamic, sequential interaction. While prior work on artificialagent design has prominently addressed physical cues and non-verbal behavior, there is a lack of emphasis on (1) examiningcues in combination, and (2) assessing judgments of social sit-uational meaning. In the current work, we present an ontologyof physical behavior (Social Kinematics) that accounts for thecombinatorial effects of multiple cues, as well as the changingsocial meaning associated with these different combinations ofcues. Here, we assess individuals social situational judgmentsof multiple combinations of ambiguously-defined virtual agentanimations. Ultimately, this paper provides a potentially usefulframework that has relevance for researchers in social robotics,agent modeling, and cognitive science.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Nonverbal behavior; Social perception; Virtualagents; Situations; Motivation systems" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8s29m84m", "frozenauthors": [ { "first_name": "David", "middle_name": "C", "last_name": "Jeong", "name_suffix": "", "institution": "Northeastern", "department": "" }, { "first_name": "Dan", "middle_name": "", "last_name": "Feng", "name_suffix": "", "institution": "Northeastern", "department": "" }, { "first_name": "Stacy", "middle_name": "", "last_name": "Marsella", "name_suffix": "", "institution": "Northeastern", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28038/galley/17677/download/" } ] }, { "pk": 27709, "title": "Understanding the Dynamics of Learning: The Case for Studying Interactions", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "learning" }, { "word": "Categorization" }, { "word": "Generalization" }, { "word": "Instruction" }, { "word": "learning strategies" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5qc386qp", "frozenauthors": [ { "first_name": "Paulo", "middle_name": "F", "last_name": "Carvalho", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27709/galley/17350/download/" } ] }, { "pk": 28202, "title": "Understanding the Rational Speech Act model", "subtitle": null, "abstract": "The Rational Speech Act (RSA) model, which proposesthat probabilistic speakers and listeners recursively reasonabout each other’s mental states to communicate, hasbeen successful in explaining many pragmatic reasoningphenomena. However, several theoretical questions remainunanswered. First, will such a pragmatic speaker–listenerpair always outperform their literal counterparts who donot reason about each others mental states? Second, howdoes communication effectiveness change with the number ofrecursions? Third, when exact inference cannot be performed,how does limiting the computational resources of the speakerand listener affect these results? We systematically analyzedthe RSA model and found that in Monte Carlo simulationspragmatic listeners and speakers always outperform theirliteral counterparts and the expected accuracy increases asthe number of recursions increases. Furthermore, limitingthe computation resources of the speaker and listener so theysample only the top k most likely options leads to higherexpected accuracy. We verified these results on a previouslycollected natural language dataset in color reference games.The current work supplements the existing RSA literature andcould guide future modeling work.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Pragmatic Reasoning. Rational Speech Actmodel." } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8vk4547f", "frozenauthors": [ { "first_name": "Arianna", "middle_name": "", "last_name": "Yuan", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Will", "middle_name": "", "last_name": "Monroe", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Yue", "middle_name": "", "last_name": "Bai", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Nate", "middle_name": "", "last_name": "Kushman", "name_suffix": "", "institution": "Microsoft Research, Cambridge", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28202/galley/17861/download/" } ] }, { "pk": 28270, "title": "Unexpected problem recognition task reveals semantic differences in arithmeticword problem representations", "subtitle": null, "abstract": "Recent evidence suggests that non-mathematical world knowledge influences the semantic encoding of arithmetic wordproblems (Gamo, Sander & Richard, 2010; Gros, Thibaut & Sander, 2017). We used isomorphic problems that couldbe encoded in two distinct ways to investigate this issue. Depending on the world knowledge evoked by the elementsdescribed in the problem statement, we made the hypothesis that different mathematical relations would be made salient inthe encoded representation. We tested this hypothesis by presenting participants with an unexpected problem recognitiontask following a problem solving task. Participants tended to erroneously recognize modified problems in the recognitiontask when they had been rewritten so as to explicitly describe the relation that could have been inferred from worldknowledge, but not when the world knowledge evoked during the encoding did not make this relation salient. Thishighlights the crucial influence of world knowledge on arithmetic word problems representations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5cn660rd", "frozenauthors": [ { "first_name": "Hippolyte", "middle_name": "", "last_name": "Gros", "name_suffix": "", "institution": "University of Sorbonne Paris Cit", "department": "" }, { "first_name": "Emmanuel", "middle_name": "", "last_name": "Sander", "name_suffix": "", "institution": "University of Geneva", "department": "" }, { "first_name": "Jean-Pierre", "middle_name": "", "last_name": "Thibaut", "name_suffix": "", "institution": "University of Bourgogne Franche-Comt", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28270/galley/17929/download/" } ] }, { "pk": 28380, "title": "Unlearning to See: Linking the Perceptual and Clinical Effects of PsychedelicDrugs", "subtitle": null, "abstract": "Controlled clinical trials using LSD, psilocybin, ayahuasca to treat major mood disorders and addictions have recentlyachieved significant results. Psychedelic drugs cause acute alterations in visual object perception, where object borderswithin the visual scene exhibit illusory rhythmic movements. What is the relationship between the perceptual effectsand the clinical efficacy of psychedelic drugs? Here, I sketch a novel hypothesis to link the perceptual phenomenologyof psychedelic drugs with their clinical efficacy. I propose that psychedelics temporarily suspend statistical regulari-ties (Bayesian priors) accumulated through past experience across perceptual, affective, and cognitive domains of neuralinformation processing. This temporary unlearning of established priors can explain both the destabilization of visualperception and the potential for psychedelics to disrupt unwanted patterns of thinking and emotion associated with mooddisorders and addictions. I support these hypotheses with plausible neurobiological mechanisms and empirical data fromneurophysiological and clinical studies with psychedelic drugs in humans.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/67x0n7rq", "frozenauthors": [ { "first_name": "Link", "middle_name": "", "last_name": "Swanson", "name_suffix": "", "institution": "University of Minnesota, Minneapolis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28380/galley/18130/download/" } ] }, { "pk": 28346, "title": "Unsupervised Learning Shapes Emotion Categories", "subtitle": null, "abstract": "Humans perceive facial expressions categorically, though physical features of emotions vary continuously. How do cat-egorical representations of facial expressions emerge or update? We explored how supervised and unsupervised learninginfluence emotion category boundaries. 91 children (6-8-years-old) and 105 adults categorized emotions varying along aneutral-angry continuum. Participants completed a supervised learning phase, which explicitly taught an emotion cate-gory boundary. Then, participants completed an unsupervised learning phase. Without feedback, participants categorizedexpressions sampled from statistical distributions that matched or did not match the distribution categorized during su-pervised learning. Participants learned the boundary via supervised learning, but responses rapidly shifted followingthe statistical distribution via unsupervised learning. Thus, participants quickly updated emotion categories, indicatingboundaries are highly context-sensitive. Such flexibility allows individuals to adjust across situations and organize re-sponses based on extant, versus explicitly taught, socio-emotional cues. Follow-up research explores how participantsadjust category boundaries for multiple individuals varying in expressivity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/99q8v4gr", "frozenauthors": [ { "first_name": "Rista", "middle_name": "", "last_name": "Plate", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Adrienne", "middle_name": "", "last_name": "Wood", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Seth", "middle_name": "D.", "last_name": "Pollak", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28346/galley/18064/download/" } ] }, { "pk": 27759, "title": "Updating Prior Beliefs Based on Ambiguous Evidence", "subtitle": null, "abstract": "This paper investigates a problem where the solver must\nfirstly determine which of two possible causes are the source\nof an effect where one cause has a historically higher\npropensity to cause that effect. Secondly, they must update the\npropensity of the two causes to produce the effect in light of\nthe observation. Firstly, we find an error commensurate with\nthe ‘double updating’ error observed within the polarisation\nliterature: individuals appear to first use their prior beliefs to\ninterpret the evidence, then use the interpreted form of the\nevidence, rather than the raw form, when updating. Secondly,\nwe find an error where individuals convert from a\nprobabilistic representation of the evidence to a categorical\none and use this representation when updating. Both errors\nhave the effect of exaggerating the evidence in favour of the\nsolver’s prior belief and could lead to confirmation bias and\npolarisation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bayesian" }, { "word": "Confirmation bias" }, { "word": "Polarisation" }, { "word": "belief updating" }, { "word": "Base rates" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/92b1h096", "frozenauthors": [ { "first_name": "Stephen", "middle_name": "H", "last_name": "Dewitt", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "David", "middle_name": "A", "last_name": "Lagnado", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Norman", "middle_name": "", "last_name": "Fenton", "name_suffix": "", "institution": "Queen Mary University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27759/galley/17399/download/" } ] }, { "pk": 35972, "title": "Using a Study Circle Model to Improve Teacher Confidence and Proficiency in Delivering Pronunciation Instruction in the Classroom", "subtitle": null, "abstract": "Adult English language learners are hungry for pronunciation instruction that helps them to “crack the code” of speaking intelligible English (Derwing, 2003). Research indicates benefits of pronunciation instruction with adult learners, yet many teachers believe they lack the knowledge and background to make sound instructional decisions (Baker, 2014). This article looks at a professionaldevelopment initiative in which 12 practicing adult English language teachers participated in a 5-week study circle on researchinformed, integrated pronunciation instruction. The study circle included readings on current research, workshops on teaching\nstrategies and techniques, speech-sample analyses, classroom implementation tasks, and peer observations. Throughout the process, data were gathered including pre- and post-surveys, speechanalysis logs, and a delayed focus group session to evaluate the impact of participation on teaching practices. Findings indicate\nan increased ability to diagnose and accurately describe pronunciation issues, integrate pronunciation instruction into the existing curriculum and classroom routines, and apply research-informed practices within the classroom.", "language": "eng", "license": null, "keywords": [ { "word": "Pronunciation instruction" }, { "word": "study circle" }, { "word": "professional development" }, { "word": "adult ESL" }, { "word": "ESL teachers" }, { "word": "teacher learning" } ], "section": "Theme Section - Special Issue Exchanges", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/45j2q9t0", "frozenauthors": [ { "first_name": "Andrea", "middle_name": "", "last_name": "Echelberger", "name_suffix": "", "institution": "Minnesota Literacy Council", "department": "" }, { "first_name": "Suzanne", "middle_name": "Gilchrist", "last_name": "McCurdy", "name_suffix": "", "institution": "University of Minnesota, Minneapolis", "department": "" }, { "first_name": "Betsy", "middle_name": "", "last_name": "Parrish", "name_suffix": "", "institution": "Hamline University, St. Paul", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35972/galley/26826/download/" } ] }, { "pk": 28241, "title": "Using Bayesian Hierarchical Modeling and DataShop to Inform Parameter Estimation with the Predictive Performance Equation", "subtitle": null, "abstract": "The Predictive Performance Equation (PPE) is a mathematical model of learning and retention that uses regularities seenin human learning to predict future performance (Walsh, Gluck, Gunzelmann, Jastrzembski, & Krusmark, in press). Togenerate predictions, PPEs free parameters must be calibrated to historical performance data, with generally inaccuratepredictions for initial performance events. Prior research (Collins, Gluck, Walsh, Krusmark & Gunzelmann, 2016; Collins,Gluck, & Walsh, 2017) explored the use of aggregate prior data to inform PPEs free parameters for initial performance pre-dictions. Here we report an extension of our prior research, using Bayesian hierarchical modeling to integrate informationfrom the historical performance of both prior data and an individual student to generate future performance predictionsover an entire instructional period. Data are sourced from DataShop an online educational data repository (Koedinger et al.2010). Adding Bayesian hierarchical modeling to the PPE will improve PPEs application in both education and trainingscenarios.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5mk7j821", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Collins", "name_suffix": "", "institution": "Air Force Research Laboratory", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Gluck", "name_suffix": "", "institution": "Air Force Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28241/galley/17900/download/" } ] }, { "pk": 28168, "title": "Using Big Data Methods to Identify Conceptual Frameworks", "subtitle": null, "abstract": "Conceptual frameworks such as religion or politics may play\na pervasive role in people’s interpretation of experience, but\nthe empirical evidence for such effects is limited. To the\nextent that conceptual frameworks are real, they should have\na pervasive impact on how people talk about the world. Such\nan influence may be detected in people’s everyday language.\nIn a series of studies, text from the social media platform\nReddit was used to train machine learning classifiers to\nidentify people’s association with a particular religion or\nmental disorder. Impressively, classifiers trained on text\nfocusing on religion and mental disorders could be used to\nidentify people’s association with a particular religion or\nmental disorder even when the text was not explicitly about\nthese topics, such as when it was about buying a car or\nplaying tennis. Not only could the classifiers predict people’s\nreligion or mental illness in the present, they could also do so\nprospectively, indicating that people’s everyday language\ngives away information about the kinds of conceptual\nframeworks they may hold in the future. An analysis of the\nfeatures learned by the classifier suggested that they learned\nfeatures with high face validity for the underlying conceptual\nframework. Together, the results provide evidence for the\nexistence of conceptual frameworks by virtue of the imprint\nthey leave across a wide range of language contexts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "conceptual framework; big data; machine learning;\nsocial media." } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/87m9t51v", "frozenauthors": [ { "first_name": "Robert", "middle_name": "", "last_name": "Thorstad", "name_suffix": "", "institution": "Emory University", "department": "" }, { "first_name": "Philip", "middle_name": "", "last_name": "Wolff", "name_suffix": "", "institution": "Emory University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28168/galley/17827/download/" } ] }, { "pk": 27884, "title": "Using Deep-Learning Representations of Complex Natural Stimuli as Input to Psychological Models of Classification", "subtitle": null, "abstract": "Tests of formal models of human categorization have\ntraditionally been restricted to artificial categories because\nderiving psychological representations for large numbers of\nnatural stimuli has been an intractable task. We show that deep\nlearning may be used to solve this problem. We train an\nensemble of convolutional neural networks (CNNs) to produce\nthe multidimensional scaling (MDS) coordinates of images of\nrocks. We then show that not only are the CNNs able to predict\nthe MDS coordinates of a held-out test set of rocks, but that the\nCNN-derived representations can be used in combination with\na formal psychological model to predict human categorization\nbehavior on a completely new set of rocks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Deep learning" }, { "word": "multidimensional scaling" }, { "word": "Categorization" }, { "word": "psychological representations" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3vj7j48f", "frozenauthors": [ { "first_name": "Craig", "middle_name": "A", "last_name": "Sanders", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Robert", "middle_name": "M", "last_name": "Nosofsky", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27884/galley/17522/download/" } ] }, { "pk": 27891, "title": "Using Ensembles of Cognitive Models to Answer Substantive Questions", "subtitle": null, "abstract": "Cognitive measurement models decompose observed behav-ior into latent cognitive processes. For situations with morethan one condition, such models allow to test hypotheses onthe level of the latent processes. We propose a fully Bayesianensemble model approach to test hypotheses on the level ofthe latent processes in situations in which multiple measure-ment models or model classes exist. In the first step, one needsto perform a Bayesian model selection step comparing the hy-potheses within each model class. Aggregating the results ofthe first step yields ensemble posterior model probabilities. Weprovide an example for a working memory data set using anensemble of a resource model and a slots model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "ensemble models" }, { "word": "model selection" }, { "word": "Bayesian inference" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4h2911rf", "frozenauthors": [ { "first_name": "Henrik", "middle_name": "", "last_name": "Singmann", "name_suffix": "", "institution": "University of Zurich", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Kellen", "name_suffix": "", "institution": "Syracuse", "department": "" }, { "first_name": "Eda", "middle_name": "", "last_name": "Mizrak", "name_suffix": "", "institution": "UC Davis", "department": "" }, { "first_name": "Ilke", "middle_name": "", "last_name": "Oztekin", "name_suffix": "", "institution": "NYU", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27891/galley/17529/download/" } ] }, { "pk": 28235, "title": "Using eye tracking to examine verb learning in the midst of distractions", "subtitle": null, "abstract": "Verbs are central to the syntactic structure of sentences. Children can compare multiple events during verb learning, andthis comparison can help them learn and extend new verbs (e.g., Haryu, Imai & Okada, 2011). To test whether adults use asimilar comparison process, a Tobii x30 eye tracker recorded adults’ eye movements while they watched dynamic sceneswith novel events, and heard new verbs. Some scenes were relevant to the new verb and some were not. We predictedthat as adults compared events, they could deduce over trials that some events were irrelevant, and reduce their visualattention to them. Results show that when learning trials started with a relevant event, adults did look longer at relevantvs. irrelevant events. However, when the first learning trial was irrelevant, they looked equally at the events. The studywill be discussed in relation to current theories of verb acquisition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3h1796mj", "frozenauthors": [ { "first_name": "Jane", "middle_name": "", "last_name": "Childers", "name_suffix": "", "institution": "Trinity University", "department": "" }, { "first_name": "Blaire", "middle_name": "", "last_name": "Porter", "name_suffix": "", "institution": "Trinity University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28235/galley/17894/download/" } ] }, { "pk": 28084, "title": "Using Listener Gaze to Refer in Installments Benefits Understanding", "subtitle": null, "abstract": "Listener gaze can predict reference resolution as it reflectslisteners’ understanding. Further, speakers commonly referin installments to co-present objects by providing a descrip-tion incrementally. Here, we investigate whether listener gazecould be utilized to refer incrementally, in spoken installments.Specifically, we implemented a system that generates instruc-tions, describes objects, and reacts to listener gaze with verbalfeedback. We compared unambiguous vs. ambiguous instruc-tions supplemented by two levels of feedback specificity: ei-ther underspecified (“No, not that one!”) or more informative,contrastive responses (“Further left!”). Our findings show thatambiguous instructions with underspecified feedback did notbenefit task performance. In contrast, ambiguous instructionswith contrastive feedback (referring in installments) resulted inmore efficient interactions. Moreover, this strategy even out-performed the one providing unambiguous instructions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Human-Machine Interaction" }, { "word": "Listener Gaze" }, { "word": "Re-ferring in Installments" }, { "word": "reference resolution" }, { "word": "Gaze-sensitiveFeedback" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3gc6c62c", "frozenauthors": [ { "first_name": "Nikolina", "middle_name": "", "last_name": "Mitev", "name_suffix": "", "institution": "Saarland University", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Renner", "name_suffix": "", "institution": "Bielefeld University", "department": "" }, { "first_name": "Thies", "middle_name": "", "last_name": "Pfeiffer", "name_suffix": "", "institution": "Bielefeld University", "department": "" }, { "first_name": "Maria", "middle_name": "", "last_name": "Staudte", "name_suffix": "", "institution": "Saarland University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28084/galley/17723/download/" } ] }, { "pk": 28257, "title": "Using Machine Learning to Understand Transfer from First Language to Second Language", "subtitle": null, "abstract": "Machine learning can identify, with reasonable accuracy, the native language of someone writing in a foreign language(Joel Tetreault et al., 2013). Intriguingly, native language identification (NLI) can be accomplished looking only at thesyntactic structure, ignoring word choice (Swanson, 2013). This finding has potentially broad relevance to cognitivescience since it suggests a broad-based method to empirically study the effects of first language syntax on second language(L1-¿L2 transfer). However, that requires interpretation of the resulting models, which is notoriously difficult (Williamset al., 2017). As a first step, we compare the results of a variety of state-of-the-art machine learning techniques on NLI intwo languages: English and Spanish.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/675627d4", "frozenauthors": [ { "first_name": "Tiwalayo", "middle_name": "", "last_name": "Eisape", "name_suffix": "", "institution": "Boston College", "department": "" }, { "first_name": "Will", "middle_name": "", "last_name": "Merrill", "name_suffix": "", "institution": "Yale", "department": "" }, { "first_name": "Joshua", "middle_name": "K", "last_name": "Harthstone", "name_suffix": "", "institution": "Boston College", "department": "" }, { "first_name": "Sven", "middle_name": "", "last_name": "Dietz", "name_suffix": "", "institution": "Boston College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28257/galley/17916/download/" } ] }, { "pk": 27744, "title": "Using object history to predict future behavior: Evidence for essentialism at 9 months of age", "subtitle": null, "abstract": "Preschool-age children show essentialism (Gelman, 2003),\nascribing an essence to an object that includes its history, and\nwhich can determine behavior. While infants show the\nprecursors of essentialism, such as maintaining object\nrepresentations during naturalistic occlusion (6-month-olds;\nKaufman, Csibra, & Johnson, 2005), and resisting\nindividuating two disparate appearances of an object when\nshown that one can change into the other (14-month-olds;\nCacchione, Schaub, & Rakoczy, 2013), the implicit precursors\nof essentialist reasoning in infants have not been directly\nstudied. Here we tested whether young infants could use an\nobject’s prior history to predict its behavior, even after it had\nchanged into a novel shape. Critically, the object either\nsmoothly morphed into the novel shape (facilitating an\nessentialist interpretation) or was replaced by a new shape\n(discouraging essentialist interpretation). Results showed that\n9-month-old infants (N = 22) in the Morph condition predicted\nthe novel object would have the same behavior as the pre-\ntransformation object; an essentialist interpretation. However,\nin the Replace condition (N = 22), predictions for the novel\nobject were at chance; infants seemed to have lost the link to\nthe pre-transformation object. Furthermore, results from a\ngroup of 6-month-olds (N = 15) showed that they failed to\nmaintain this link, even in the Morph condition (which may\nindicate a failure to apply essentialist reasoning, or, more\nlikely, a failure to adequately remember the pre-transformation\nobject and/or apply the matching rule to predict post-\ntransformation behavior).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "object representation" }, { "word": "spatial-temporal continuity" }, { "word": "conceptual development" }, { "word": "essentialism" }, { "word": "object cognition" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7v51k9n4", "frozenauthors": [ { "first_name": "Chen", "middle_name": "", "last_name": "Cheng", "name_suffix": "", "institution": "University of Massachusetts Boston", "department": "" }, { "first_name": "Zsuzsa", "middle_name": "", "last_name": "Kaldy", "name_suffix": "", "institution": "University of Massachusetts Boston", "department": "" }, { "first_name": "Erik", "middle_name": "", "last_name": "Blaser", "name_suffix": "", "institution": "University of Massachusetts Boston", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27744/galley/17384/download/" } ] }, { "pk": 35951, "title": "Using Student Satisfaction Surveys for Program Improvement", "subtitle": null, "abstract": "Research on teaching and learning in TESOL has incorporated student opinions and student voices in a variety of ways. However, it is relatively rare to see studies that query students after they have exited a language program and can reflect more objectively on their experiences. The survey described in this article was sent to university second language (L2) students who had completed a required English for Academic Purposes (EAP) program for 1st-year multilingual students 1 to 3 years earlier. Students were asked to evaluate their experiences with the EAP program in general, to comment on specific elements of the program that they had enjoyed or that they felt needed improvement, and to assess whether, in their opinion, the EAP classes had helped them succeed in subsequent writing classes (or classes that involved substantial writing). In this article, I describe the program, curricular features that were being evaluated, the survey responses (N = 355), and changes to the EAP program that are already under way as a result of the findings. I also discuss how the evaluation process we undertook can be valuable to other language and writing programs wishing to assess their own effectiveness.", "language": "eng", "license": null, "keywords": [ { "word": "program evaluation" }, { "word": "English for Academic Purposes" }, { "word": "second language writing" }, { "word": "student satisfaction survey" } ], "section": "Theme Section - Feature Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9jj604kr", "frozenauthors": [ { "first_name": "Dana", "middle_name": "R.", "last_name": "Ferris", "name_suffix": "", "institution": "University of California, Davis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35951/galley/26805/download/" } ] }, { "pk": 27844, "title": "Value-guided choice sets support efficient planning", "subtitle": null, "abstract": "Real-word decision making often involves selecting a singlechoice from an arbitrarily large set of possible options. Giventhat it is typically not feasible to evaluate every possible op-tion in real world decision making, how are human decisionmakers able to efficiently make good decisions? We proposeand evaluate a two-step architecture according to which peoplefirst sample a small subset of options weighted by their previ-ously learned value, and then evaluate those options within thecurrent decision-making context. We demonstrate that a ver-sion of this model captures human decision making in prob-lems where time and resource constraints prevent the evalua-tion of every option, and connect this research to the growingliterature on the representation of non-actual possibilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Value-guided decision making" }, { "word": "Choice sets" }, { "word": "Modal cognition" }, { "word": "possibility" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9wj4d66j", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "", "last_name": "Phillips", "name_suffix": "", "institution": "Harvard", "department": "" }, { "first_name": "Adam", "middle_name": "", "last_name": "Morris", "name_suffix": "", "institution": "Harvard", "department": "" }, { "first_name": "Fiery", "middle_name": "", "last_name": "Cushman", "name_suffix": "", "institution": "Harvard", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27844/galley/17483/download/" } ] }, { "pk": 28201, "title": "Visual Flexibility in Arithmetic Expressions", "subtitle": null, "abstract": "We investigated whether, and in what, ways people use visual\nstructures to evaluate mathematical expressions. We also\nexplored the relationship between strategy use and other\ncommon measures in mathematics education. Participants\norganized long sum/products when visual structure was\navailable in algebraic expressions. Two experiments showed a\nsimilar pattern: One group of participants primarily calculated\nfrom left to right, or combined identical numbers together. A\nsecond group calculated adjacent pairs. A third group tended\nto group terms which either produced easy sums (e.g., 6+4),\nor participated in a global structure. These different strategies\nwere associated with different levels of success on the task,\nand, in Experiment 2, with differential math anxiety and\nmathematical skill. Specifically, problem solvers with lower\nmath anxiety and higher math ability tend to group by chunks\nand easy calculation. These results identify an important role\nfor the perception of coherent structure and pattern\nidentification in mathematical reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "numerical cognition; mathematical cognition;\ncognitive psychology; educational psychology" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4gd555q3", "frozenauthors": [ { "first_name": "Jingqi", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Landy", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Robert", "middle_name": "L", "last_name": "Goldstone", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28201/galley/17860/download/" } ] }, { "pk": 28254, "title": "Wandering mice: Computer mouse-tracking as a behavioral measure of mind wandering", "subtitle": null, "abstract": "Mind wandering is a state in which an individual’s attention is not fully focused on the task at hand. Mind wandering af-fects performance in many tasks requiring focused attention, including (online) learning. Previous studies have examinedeye tracking and self-report as a method to assess whether a person is mind wandering. Because the first method requiresspecialized technology and the second method may be susceptible to reporting biases, we here examine whether mousetracking can be used to predict mind wandering in tasks involving classical computer interfaces. Assuming that mouse tra-jectories towards a particular response on the screen are continuously updated by time-dependent and temporally-dynamiccognitive processes, as a behavioral methodology, mouse tracking could provide unique insight into a persons thoughts.In our experiment, a total of 183 students completed a mouse-based operation span task, during which their thoughts wereprobed and their mouse movements recorded. Mixed model analysis of the recordings indicated that initiation time andaverage speed can be used as predictors of task-unrelated thoughts. The results show that mouse movements may be ableto provide an objective measure of mind wandering in online tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2fp970zq", "frozenauthors": [ { "first_name": "Mariana", "middle_name": "Rachel", "last_name": "Dias da Silva", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Marie", "middle_name": "", "last_name": "Postma", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28254/galley/17913/download/" } ] }, { "pk": 28087, "title": "Wayfinding and Spatial Learning with Navigation Assistance", "subtitle": null, "abstract": "Computer-based navigation aids support navigation by foregrounding route instructions. Using those aids can have detri-mental effects on the ability to orient oneself without assistance. Rather than providing allocentric spatial informationin the form of conventional maps, navigation aids may support another form of human spatial memory that is essen-tially egocentric. In the present study, visualizations for navigation assistance systems were experimentally varied usinga virtual environment. Effects on wayfinding success and orientation after navigation were investigated. Results showthat dynamic, user-aligned views during navigation (providing spatial directional information to unseen targets) reducedthe risk of making erroneous turning decision during navigation and improved orientation after navigation, in contrast toview-independent representations with a stable north-aligned coordinate system. It is concluded that user-aligned viewscan facilitate the acquisition of egocentric survey knowledge while avoiding representational conflicts during navigation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8307r4vf", "frozenauthors": [ { "first_name": "Stefan", "middle_name": "", "last_name": "Mnzer", "name_suffix": "", "institution": "University of Mannheim", "department": "" }, { "first_name": "Lucas", "middle_name": "", "last_name": "Lrch", "name_suffix": "", "institution": "University of Mannheim", "department": "" }, { "first_name": "Angela", "middle_name": "", "last_name": "Schwering", "name_suffix": "", "institution": "University of Muenster", "department": "" }, { "first_name": "Jakub", "middle_name": "", "last_name": "Krukar", "name_suffix": "", "institution": "University of Muenster", "department": "" }, { "first_name": "Vanessa", "middle_name": "Joy", "last_name": "Anacta", "name_suffix": "", "institution": "University of Muenster", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28087/galley/17726/download/" } ] }, { "pk": 28099, "title": "webppl-oed: A practical optimal experiment design system", "subtitle": null, "abstract": "An essential part of cognitive science is designing experimentsthat distinguish competing models. This requires patience andingenuity—there is often a large space of possible experimentsone could run but only a small subset that might yield informa-tive results. We need not comb this space by hand: If we useformal models and explicitly declare the space of experiments,we can automate the search for good experiments, looking forthose with high expected information gain. Here, we presentan automated system for experiment design called webppl-oed.In our system, users simply declare their models and experi-ment space; in return, they receive a list of experiments rankedby their expected information gain. We demonstrate our sys-tem in two case studies, where we use it to design experimentsin studies of sequence prediction and categorization. We findstrong empirical validation that our automatically designed ex-periments were indeed optimal.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1tq428hv", "frozenauthors": [ { "first_name": "Long", "middle_name": "", "last_name": "Ouyang", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Michael", "middle_name": "Henry", "last_name": "Tessler", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Ly", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Noah", "middle_name": "D", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28099/galley/17743/download/" } ] }, { "pk": 28229, "title": "Week-long practice matching 2D objects by shape improves 3D shape bias and accelerates children vocabulary growth", "subtitle": null, "abstract": "Young children tend to generalize novel names by shape; when asked to match a novel object to one of two objectsthey often choose the one that matches in shape. This shape bias has been shown in laboratory tasks to be connected tovocabulary learning: children who know less than 50 words do not show this bias and training using object categorieswell-organized by shape improves children’s word-learning. An open question is whether experience with real (3D)objects is necessary or children can transfer from practice matching 2D objects. In this project, we used a week-long athome intervention with an iPad game. Compared to a version of the game that asks children to establish identity matches,children who played with 2D shape matches for a week have a more robust shape bias with real-world objects at posttestas well as a modest effect in vocabulary growth 2 months later.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/98m437h4", "frozenauthors": [ { "first_name": "Paulo", "middle_name": "", "last_name": "Carvalho", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "Linda", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28229/galley/17888/download/" } ] }, { "pk": 28172, "title": "What Am I Supposed to Say?: Anticipating Group Discussion Promotes Cognitive Consistency in Distributive Choices for Others", "subtitle": null, "abstract": "Recent research using attention-monitoring techniques and fMRI has revealed that a shared neurocognitive mechanismunderlies both social decision making concerning the welfare of others and purely economic decision making for oneself.Such commonalities have been demonstrated mainly in isolated contexts, and it remains to be seen whether they extendto settings involving interactions with fellow decision makers. Using a behavioral study of distributive choices for othersand gambling decisions for self, we investigated how self-censorship in social contexts may mitigate the cognitive com-monalities demonstrated in isolated contexts. Results showed that, in both tasks, individual participants took more timeto respond when they expected subsequent discussion with another participant about reaching a consensus. In addition,we found a cognitive pattern unique to distributive choices for others only: participants expecting social interaction madetheir distributive choices in a more cognitively consistent manner, aligning with a rationale that they thought would bedefensible in subsequent discussion. No such systematic pattern was observed in gambling choices for self. These resultsindicate that anticipation of subsequent social interaction triggers self-censoring processes for some (but not all) tasks,whereby participants pre-edit their individual decisions systematically to prepare for social interaction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7gx395wq", "frozenauthors": [ { "first_name": "Atsushi", "middle_name": "", "last_name": "Ueshima", "name_suffix": "", "institution": "University of Tokyo", "department": "" }, { "first_name": "Tatsuya", "middle_name": "", "last_name": "Kameda", "name_suffix": "", "institution": "University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28172/galley/17831/download/" } ] }, { "pk": 28092, "title": "What can Associative Learning do for Driving?", "subtitle": null, "abstract": "To improve road safety, it is important to understand the\nimpact that the contingencies around traffic lights have upon\ndrivers’ behavior. There are formal rules that govern behavior\nat UK traffic lights (see The Highway Code, 2015), but what\ndoes experience of the contingencies do to us? While a green\nlight always cues a go response and a singleton red a stop, the\nbehavior linked to amber is ambiguous; in the presence of red\nit cues readiness to start, while on its own it cues\n\"preparation\" to stop. Could it be that the contingencies\nbetween stimuli and responses lead to implicit learning of\nresponses that differ from those suggested by the rules of the\nroad? This study used an incidental go/no-go task in which\ncolored shapes were stochastically predictive of whether a\nresponse was required. The stimuli encoded the contingencies\nbetween traffic lights and their appropriate responses, for\nexample, stimulus G was a go cue, mimicking the response to\na green light. Evidence was found to indicate that G was a go\ncue, while A (which had the same contingencies as an amber\nlight) was a weak go cue, and that R (a stop cue) was\nsurprisingly responded to as a neutral cue.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Associative learning; response inhibition; driving\nbehavior" } ], "section": "Publication-based-Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4326j4gd", "frozenauthors": [ { "first_name": "William", "middle_name": "G", "last_name": "Nicholson", "name_suffix": "", "institution": "University of Exiter", "department": "" }, { "first_name": "Frederick", "middle_name": "", "last_name": "Verbruggen", "name_suffix": "", "institution": "Ghent University", "department": "" }, { "first_name": "Ian", "middle_name": "P.L.", "last_name": "McLaren", "name_suffix": "", "institution": "University of Exiter", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28092/galley/17731/download/" } ] } ] }