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{ "count": 38486, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=19400", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=19200", "results": [ { "pk": 27146, "title": "A theory of the detection and learning of structured representations ofsimilarity and relative magnitude", "subtitle": null, "abstract": "Responding to similarity, difference, and relative magnitude isubiquitous in the animal kingdom. However, humans seemunique in the ability to represent relative magnitude andsimilarity as abstract relations that take arguments (e.g.,greater-than (x,y)). While many models use structuredrelational representations of magnitude and similarity, littleprogress has been made on how these representations arise.Models that use these representations assume access tocomputations of similarity and magnitude a priori. We detail amechanism for producing invariant responses to “same”,“different”, “more”, and “less” which can be exploited tocompute similarity and magnitude as an evaluation operator.Using DORA (Doumas, Hummel, & Sandhofer, 2008), theseinvariant responses can serve to learn structured relationalrepresentations of relative magnitude and similarity from pixelimages of simple shapes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9z1890cr", "frozenauthors": [ { "first_name": "Leonidas", "middle_name": "A.A.", "last_name": "Doumas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Aaron", "middle_name": "", "last_name": "Hamer", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Guillermo", "middle_name": "", "last_name": "Puebla", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Andrea", "middle_name": "E.", "last_name": "Martin", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27146/galley/16782/download/" } ] }, { "pk": 27645, "title": "A time-series eye-fixation analysis of the similarity-compromise effect inmulti-alternative choice", "subtitle": null, "abstract": "In decision-making tasks with two attributes and three alternatives, the similarity effect implies that, if the totalexpected utility is equal between two opposite alternatives (i.e., the target and competitor), the probability of the target beingchosen decreases with the addition of the decoy similar to the target. This study demonstrated the similarity-compromiseeffect, wherein the probability of the target being chosen increased with the addition of the decoy, under the same conditionsas the similarity effect, by setting all attribute values of three alternatives to broken numbers rather than rounded numbers.To determine the mechanism underlying this effect, we examined information acquisition patterns using eye-movement datacollected from 37 undergraduates who made 10 hypothetical purchase tasks with two attributes and three alternatives. Time-series analysis of fixation time for the three alternatives revealed dynamic temporal features distinct from those of attractionand compromise effects observed in our previous research.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6s1674k4", "frozenauthors": [ { "first_name": "Tsuzuki", "middle_name": "", "last_name": "Takashi", "name_suffix": "", "institution": "Rikkyo University", "department": "" }, { "first_name": "Chiba", "middle_name": "", "last_name": "Itsuki", "name_suffix": "", "institution": "National Institute of Advanced Industrial Science and Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27645/galley/17281/download/" } ] }, { "pk": 27224, "title": "A Toolbox of Methods for Probabilistic Inference", "subtitle": null, "abstract": "We propose that probabilistic inference is supported by a men-tal toolbox that includes sampling and symmetry-based rea-soning in addition to several other methods. To flesh out thisclaim we consider a spatial reasoning task and describe a num-ber of different methods for solving the task. Several recentprocess-level accounts of probabilistic inference have focusedon sampling, but we present an experiment that suggests thatsampling alone does not adequately capture people’s infer-ences about our task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "probability judgment; probability estimation; rea-soning; sampling; symmetry" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/25f5s4rz", "frozenauthors": [ { "first_name": "Charles", "middle_name": "", "last_name": "Kemp", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Caleb", "middle_name": "", "last_name": "Eddy", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27224/galley/16860/download/" } ] }, { "pk": 27219, "title": "A transfer advantage of learning diagrammatic representations of mathematics", "subtitle": null, "abstract": "This study examined learning and transfer of a simplemathematical concept when learning a symbolic sententialformat versus learning a diagrammatic format. Undergraduatecollege students learned an instantiation of a cyclic group andwere then given a test of a novel isomorphic group of thesame order followed by a test of a novel non-isomorphicgroup of a higher order. The results were that both thesentential and the diagrammatic formats led to successfullearning and transfer to the novel isomorphic group.However, only learning from the diagrammatic representationproduced successful transfer to the non-isomorphic group.These findings suggest that learning a diagrammaticrepresentation of a mathematical concept can have transferadvantages over learning strictly sentential formats.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Learning; Transfer; Mathematics; Diagrams." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6zh102j1", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "A.", "last_name": "Kaminski", "name_suffix": "", "institution": "Wright State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27219/galley/16855/download/" } ] }, { "pk": 27571, "title": "Attention Modulation Effects on Visual Feature-selectivity of Neurons inBrain-inspired Categorization Models", "subtitle": null, "abstract": "Most Brain-inspired Visual Object Recognition Models(BVORMs) do not consider local and global reciprocal con-nections in visual pathway. We addressed this weakness and implemented an attention modulation mechanism based on feed-back connections in BVORMs, where feature-selectivity is shaped and modulated by categorization of objects based on theirvisual features. This modification is inspired by the top-down neuromodulatory signals that make changes in post-synapticactivities of the feature-selective neurons. We also incorporated an implicit memory unit in BVORMs to accumulate recentHebbian synaptic plasticity’s of the neurons in each task. This mechanism guides the top-down feature-based attention modula-tion to retrieve the interrelated feature-selectivity pattern for each task.HMax and CNN models were used as two BVORMs andtested on a visual categorization problem: natural versus artificial objects in CALTECH-256. Based on experimental results,our proposed modifications not only increased their biological-plausibility but also significantly improved their categorizationaccuracies compared to the original models.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9vd6671x", "frozenauthors": [ { "first_name": "Saeed", "middle_name": "", "last_name": "Masoudnia", "name_suffix": "", "institution": "University of Tehran", "department": "" }, { "first_name": "Abdol-Hossein", "middle_name": "", "last_name": "Vahabie", "name_suffix": "", "institution": "Institute for Research in Fundamental Sciences", "department": "" }, { "first_name": "Majid", "middle_name": "Nili", "last_name": "Ahmadabadi", "name_suffix": "", "institution": "University of Tehran", "department": "" }, { "first_name": "Babak", "middle_name": "Nadjar", "last_name": "Araabi", "name_suffix": "", "institution": "University of Tehran", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27571/galley/17207/download/" } ] }, { "pk": 26974, "title": "Attractor Dynamics in Delay Discounting: A Call for Complexity", "subtitle": null, "abstract": "The outcomes of intertemporal choices indicate that people\ndiscount rewards by their delay. These outcomes are well\ndescribed by discounting functions. However, to fully\nunderstand the decision process one needs models describing\nhow the process of decision-making unfolds dynamically over\ntime. Here, we validate a recently published attractor model\nthat extends discounting functions through a description of\nthe dynamics leading to a final choice outcome within and\nacross trials. We focus on the decision dynamics across trials.\nWe derive qualitative predictions for the inter-trial dynamics\nof sequences of decisions that are unique to this type of\nmodel. We test these predictions in a delay discounting game\nwhere we sequentially manipulated subjective values of\noptions across all attribute dimensions. Results confirm the\nmodel’s predictions. We discuss future challenges on\nintegrating attractor models towards a general attractor model\nof delay discounting to enhance our understanding of the\nprocesses underlying delay discounting decisions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision making; delay discounting; process\ndynamics" }, { "word": "attractor dynamics; hysteresis; neural attractor\nmodel" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4ns9x5t8", "frozenauthors": [ { "first_name": "Martin", "middle_name": "", "last_name": "Schoemann", "name_suffix": "", "institution": "Technische Universität Dresden", "department": "" }, { "first_name": "Stefan", "middle_name": "", "last_name": "Scherbaum", "name_suffix": "", "institution": "Technische Universität Dresden", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26974/galley/16610/download/" } ] }, { "pk": 27170, "title": "A Two-Stage Model of Solving Arithmetic Problems", "subtitle": null, "abstract": "This paper examines a process of solving different types of\ncounterfactual arithmetic problems (problems contradicted a\nvisual experience, an experience of temperature,\nencyclopedic knowledge, etc.) in comparison with their\n‘real’ counterparts by different types of subjects (e.g.,\neducated in math and educated in humanities). As a result, a\ntwo-stage model of solving arithmetic problems is outlined\nin the paper.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "situated cognition; counterfactual reasoning;\narithmetical problem; two-stage model; four-level-\ncognitive-development theory." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7pg909bx", "frozenauthors": [ { "first_name": "Vladimir", "middle_name": "V.", "last_name": "Glebkin", "name_suffix": "", "institution": "Russian Presidential Academy of National Economy and Public Administration", "department": "" }, { "first_name": "Alexander", "middle_name": "E.", "last_name": "Kovtunenko", "name_suffix": "", "institution": "MGIMO University", "department": "" }, { "first_name": "Ekaterina", "middle_name": "A.", "last_name": "Krysova", "name_suffix": "", "institution": "UWC Red Cross Nordic", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27170/galley/16806/download/" } ] }, { "pk": 26991, "title": "A Two-Step Signal Detection Model of Belief Bias", "subtitle": null, "abstract": "When asked to assess the deductive validity of an argument,\npeople are influenced by their prior knowledge of the content.\nRecently, two competing explanations for this belief bias\neffect have been proposed, each based on signal detection\ntheory. Under a response bias explanation, people set more\nlenient decision criteria for believable than for unbelievable\narguments. Alternatively, believable and unbelievable\narguments may differ in subjective argument strength for both\nvalid and invalid items. Two experiments tested these\naccounts by asking participants to assess the validity of\ncategorical syllogisms and rate their confidence. Conclusion-\nbelievability was manipulated either within- or between-\ngroups. A two-step signal detection model was applied to\nexamine the effects on the relative location of the decision\nthreshold and the distributions of argument strength.\nEquivalent belief bias effects were found when believability\nwas manipulated within- and between-groups, supporting the\nview that the belief bias effect is due to response bias.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "belief bias; deductive reasoning; signal detection\ntheory; response bias" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5189w557", "frozenauthors": [ { "first_name": "Rachel", "middle_name": "G.", "last_name": "Stephens", "name_suffix": "", "institution": "University of New South Wales", "department": "" }, { "first_name": "John", "middle_name": "C.", "last_name": "Dunn", "name_suffix": "", "institution": "University of Western Australia", "department": "" }, { "first_name": "Brett", "middle_name": "K.", "last_name": "Hayes", "name_suffix": "", "institution": "University of New South Wales", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26991/galley/16627/download/" } ] }, { "pk": 27019, "title": "Audiovisual integration is affected by performing a task jointly", "subtitle": null, "abstract": "Humans constantly receive sensory input from several sensorymodalities. Via the process of multisensory integration, this inputis often integrated into a unitary percept. Researchers haveinvestigated several factors that could affect the process ofmultisensory integration. However, in this field of research, socialfactors (i.e., whether a task is performed alone or jointly) havebeen widely neglected. Using an audiovisual crossmodalcongruency task we investigated whether social factors affectaudiovisual integration. Pairs of participants received congruent orincongruent audiovisual stimuli and were required to indicate theelevation of these stimuli. We found that the reaction time cost ofresponding to incongruent stimuli (relative to congruent stimuli)was reduced significantly when participants performed the taskjointly compared to when they performed the task alone. Theseresults extend earlier findings on visuotactile integration byshowing that audiovisual integration is also affected by socialfactors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "multisensory integration; joint action; taskdistribution; social cognition." } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7pr2g1dr", "frozenauthors": [ { "first_name": "Basil", "middle_name": "", "last_name": "Wahn", "name_suffix": "", "institution": "University of Osnabrück", "department": "" }, { "first_name": "Ashima", "middle_name": "", "last_name": "Keshava", "name_suffix": "", "institution": "University of Osnabrück", "department": "" }, { "first_name": "Scott", "middle_name": "", "last_name": "Sinnett", "name_suffix": "", "institution": "University of Hawai'i", "department": "" }, { "first_name": "Alan", "middle_name": "", "last_name": "Kingstone", "name_suffix": "", "institution": "University of British Columbia", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "König", "name_suffix": "", "institution": "University of Osnabrück", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27019/galley/16655/download/" } ] }, { "pk": 27311, "title": "Auditory and Visual Contributions to Multisensory Integration", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Crossmodal Processing; Multisensory\nIntegration; Modality Dominance; Sound Induced Flash\nIllusion" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3j09q42x", "frozenauthors": [ { "first_name": "Jessica", "middle_name": "L.", "last_name": "Parker", "name_suffix": "", "institution": "The Ohio State University at Newark", "department": "" }, { "first_name": "Christopher", "middle_name": "W.", "last_name": "Robinson", "name_suffix": "", "institution": "The Ohio State University at Newark", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27311/galley/16947/download/" } ] }, { "pk": 27055, "title": "A Unified Model of Entropy and the Value of Information", "subtitle": null, "abstract": "Notions of entropy and uncertainty are fundamental tomany domains, ranging from the philosophy of science tophysics. One important application is to quantify theexpected usefulness of possible experiments (or questions ortests). Many different entropy models could be used;different models do not in general lead to the sameconclusions about which tests (or experiments) are mostvaluable. It is often unclear whether this is due to differenttheoretical and practical goals or are merely due to historicalaccident. We introduce a unified two-parameter family ofentropy models that incorporates a great deal of entropies asspecial cases. This family of models offers insight intoheretofore perplexing psychological results, and generatespredictions for future research.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "uncertainty; entropy; information; informationgain" }, { "word": "probability gain" } ], "section": "Talks: Publication-Based", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9dm476jf", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "D.", "last_name": "Nelson", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Vincenzo", "middle_name": "", "last_name": "Crupi", "name_suffix": "", "institution": "University of Turin", "department": "" }, { "first_name": "Björn", "middle_name": "", "last_name": "Meder", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Gustavo", "middle_name": "", "last_name": "Cevolani", "name_suffix": "", "institution": "University of Surre", "department": "" }, { "first_name": "Katya", "middle_name": "", "last_name": "Tentori", "name_suffix": "", "institution": "University of Trento", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27055/galley/16691/download/" } ] }, { "pk": 27157, "title": "A Unified Model of Speech and Tool Use Early Development", "subtitle": null, "abstract": "Some studies hypothesize a strong interdependence betweenspeech and tool use development in the first two years of life.To help understand the underlying mechanisms, we presentthe first robotic model learning both speech and tool use fromscratch. It focuses on the role of one important form of bodybabbling where exploration is directed towards self-generatedgoals in free play, combined with imitation learning of a con-tingent caregiver. This model does not assume capabilities forcomplex sequencing and combinatorial planning which are of-ten considered necessary for tool use. Yet, we show that themechanisms in this model allow a learner to progressively dis-cover how to grab objects with the hand, how to use objectsas tools to reach further objects, how to produce vocal sounds,and how to leverage these vocal sounds to use a caregiver asa social tool to retrieve objects. Also, the discovery that cer-tain sounds can be used as a social tool further guides vocallearning. This model predicts that the grounded exploration ofobjects in a social interaction scenario should accelerate infantvocal learning of accurate sounds for these objects’ names.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "tool use; speech development; free play; explo-ration; imitation learning; social tool use; goal babbling" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/49d7x78d", "frozenauthors": [ { "first_name": "Sebastien", "middle_name": "", "last_name": "Forestier", "name_suffix": "", "institution": "Universit ́e de Bordeaux", "department": "" }, { "first_name": "Pierre-Yves", "middle_name": "", "last_name": "Oudeyer", "name_suffix": "", "institution": "Inria Bordeaux Sud-Ouest", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27157/galley/16793/download/" } ] }, { "pk": 27166, "title": "Automated Generation of Cognitive Ontology via Web Text-Mining", "subtitle": null, "abstract": "A key goal of cognitive science is to understand and map therelationship between cognitive processes. Previous workshave manually curated cognitive terms and relations,effectively creating an ontology, but do they reflect howcognitive scientists study cognition in practice? In addition,cognitive science should provide theories that informexperimentalists in neuroscience studying implementations ofcognition in the brain. But do neuroscientists and cognitivescientists study the same things? We set out to answer thesequestions in a data-driven way by text-mining and automatedclustering to build a cognitive ontology from existingliterature. We find automatically generated relationships to bemissing in existing ontologies, and that cognitive science doesnot always inform neuroscience. Thus, our work serves as anefficient hypothesis-generating mechanism, inferringrelationships between cognitive processes that can bemanually refined by experts. Furthermore, our resultshighlight the gap between theories of cognition and the studyof their implementation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "ontology; cognitive neuroscience; text-mining;neuroinformatics" }, { "word": "meta-analysis" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/126397zx", "frozenauthors": [ { "first_name": "Richard", "middle_name": "", "last_name": "Gao", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Donoghue", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Bradley", "middle_name": "", "last_name": "Voytek", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27166/galley/16802/download/" } ] }, { "pk": 27453, "title": "Back to ABCs: Clustering Alphabetically, Rather than Semantically, EnhancesVocabulary Learning", "subtitle": null, "abstract": "Optimizing the study of vocabulary words for high-stakes tests such as the SAT or GRE prep can beproblematic, given that many words are semantically,orthographically, or phonologically confusable. Companiesmarketing test preparation programs make multiplerecommendations, such as clustering words on some basis,but little research has been carried out to examine what thatbasis should be. Across two experiments, we compare theefficacy of different types of clustering—categorical,alphabetical, and confusable--for the learning ofsemantically related words (Experiment 1) and confusablewords (Experiment 2). We demonstrate that, in contrastto most learners’ intuitions, an alphabetical sequence yieldssuperior learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "memory" }, { "word": "vocabulary learning" }, { "word": "optimalsequencing" }, { "word": "semantic clustering" }, { "word": "alphabetical clustering" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4dv6m0zh", "frozenauthors": [ { "first_name": "Jingqi", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Veronica", "middle_name": "X.", "last_name": "Yan", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Elizabeth", "middle_name": "Ligon", "last_name": "Bjork", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Robert", "middle_name": "A.", "last_name": "Bjork", "name_suffix": "", "institution": "University of Southern California", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27453/galley/17089/download/" } ] }, { "pk": 27247, "title": "Behavioral Dynamics and Action Selection in a Joint Action Pick-and-Place Task", "subtitle": null, "abstract": "Many common tasks require or are made more efficient by\ncoordinating with others. In this paper we investigate the\ncoordination dynamics of a joint action pick-and-place task in\norder to identify the behavioral dynamics that underlie the\nemergence of human coordination. More precisely, we\nintroduce a task dynamics approach for modeling multi-agent\ninteraction in a continuous pick-and-place task where two\nagents must decide to work together or alone to move an object\nfrom one location to another. Our aims in the current paper are\nto identify and model (1) the relevant affordance dynamics that\nunderlie the selection of the different action modes required by\nthe task and (2) the trajectory dynamics of each actor’s hand\nmovements when moving to grasp, relocate, or pass the object.\nWe demonstrate that the emergence of successful coordination\ncan be characterized in terms of behavioral dynamics models\nwhich may have applications for artificial agent design.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Behavioral Dynamics" }, { "word": "Affordances" }, { "word": "Multi-agent\nCoordination" }, { "word": "Dynamical Modeling" }, { "word": "joint action" }, { "word": "Pick-and-\nplace" }, { "word": "Dynamical Systems Theory" }, { "word": "decisions" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/25v505g2", "frozenauthors": [ { "first_name": "Maurice", "middle_name": "", "last_name": "Lamb", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Tamara", "middle_name": "", "last_name": "Lorenz", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Stephen", "middle_name": "", "last_name": "Harrison", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Rachel", "middle_name": "", "last_name": "Kallen", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Ali", "middle_name": "", "last_name": "Minai", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Richardson", "name_suffix": "", "institution": "University of Cincinnati", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27247/galley/16883/download/" } ] }, { "pk": 27211, "title": "Belief Digitization in Economic Prediction", "subtitle": null, "abstract": "Economic choices depend on our predictions of the future.Yet, at times predictions are not based on all relevantinformation, but instead on the single most likelypossibility, which is treated as though certainly the case—that is, digitally. Two sets of studies test whether thisdigitization bias would occur in higher-stakes economiccontexts. When making predictions about the future assetprices, participants ignored conditional probabilityinformation given relatively unlikely events and reliedentirely on conditional probabilities given the more likelyevents. This effect was found for both financial aggregatesand individual stocks, for binary predictions about thedirection and continuous predictions about expected values,and even when the “unlikely” event explicitly had aprobability as high as 30%; further, it was not moderatedby investing experience. Implications for behavioralfinance are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Judgment & decision-making; probabilisticreasoning; explanatory reasoning; behavioral economics." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9zs0z3x6", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "G. B.", "last_name": "Johnson", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Faith", "middle_name": "", "last_name": "Hill", "name_suffix": "", "institution": "Vassar College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27211/galley/16847/download/" } ] }, { "pk": 27118, "title": "Beliefs about sparsity affect causal experimentation", "subtitle": null, "abstract": "What is the best way of figuring out the structure of a causalsystem composed of multiple variables? One prominent ideais that learners should manipulate each candidate variable inisolation to avoid confounds (known as the “Control of Vari-ables” strategy). Here, we demonstrate that this strategy is notalways the most efficient method for learning. Using an opti-mal learner model which aims to minimize the number of tests,we show that when a causal system is sparse, that is, whenthe outcome of interest has few or even just one actual causeamong the candidate variables, it is more efficient to test mul-tiple variables at once. In a series of behavioral experiments,we then show that people are sensitive to causal sparsity whenplanning causal experiments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "information search; causal learning; hypothesistesting" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8s94f16h", "frozenauthors": [ { "first_name": "Anna", "middle_name": "", "last_name": "Coenen", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Neil", "middle_name": "R.", "last_name": "Bramley", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Azzurra", "middle_name": "", "last_name": "Ruggeri", "name_suffix": "", "institution": "Max Planck Institute for Human Developmen", "department": "" }, { "first_name": "Todd", "middle_name": "M.", "last_name": "Gureckis", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27118/galley/16754/download/" } ] }, { "pk": 27081, "title": "Belief Updating and Argument Evaluation", "subtitle": null, "abstract": "Studies of how evidence affects beliefs sometimes show be-lief polarization in response to mixed evidence. However, thenature of the mental processes leading to change in opinion isup for debate. Different accounts of how people process evi-dence and then update their beliefs make different predictions,especially about one-sided evidence, which is rarely examined.We presented subjects with multiple text arguments regardingsocio-political topics as one-sided or mixed evidence. Partici-pants rated arguments differently according to their extant be-liefs, which is consistent with accounts of motivated reason-ing. They did not polarize afterward, instead showing evi-dence of belief updating according to Bayesian principles: be-lief change is sensitive to prior opinions and to the directionand quality of the evidence presented. These data support re-thinking some of the mental processes underlying incorpora-tion of evidence into a personal belief structure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive science; decision making; reasoning;language and thought; psychology; motivated reasoning; ra-tionality" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8383f2zt", "frozenauthors": [ { "first_name": "Megan", "middle_name": "D.", "last_name": "Bardolph", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Seana", "middle_name": "", "last_name": "Coulson", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27081/galley/16717/download/" } ] }, { "pk": 27201, "title": "Beyond Almost-Sure Termination", "subtitle": null, "abstract": "The aim of this paper is to argue that models in cognitivescience based on probabilistic computation should not be re-stricted to those procedures that almost surely (with probabil-ity 1) terminate. There are several reasons to consider non-terminating procedures as candidate components of cognitivemodels. One theoretical reason is that there is a perfect cor-respondence between the enumerable semi-measures and allprobabilistic programs, as we demonstrate here (generalizinga better-known fact about computable measures and almost-surely halting programs). One practical reason is that the linebetween almost sure termination and non-termination is elu-sive, as well as arbitrary. We argue that this matters not onlyfor theorists, but also potentially for a learner faced with thetask of inducing programs from experience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5tp978xp", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "F.", "last_name": "Icard", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27201/galley/16837/download/" } ] }, { "pk": 27341, "title": "Beyond candidate inferences: People treat analogies as probabilistic truths", "subtitle": null, "abstract": "People use analogies for many cognitive purposes such asbuilding mental models, making inspired guesses, andextracting relational structure. Here we examine whether andhow analogies may have more direct influence on knowledge:Do people treat analogies as probabilistically trueexplanations for uncertain propositions?We report an experiment that explores how a suggestedanalogy can influence people’s confidence in inferences.Participants made predictions while simultaneouslyevaluating a suggested analogy and observed evidence. In twoconditions, the evidence is either consistent with or in conflictwith propositions based on the suggested analogy. Weanalyze the responses statistically and in a psychologicallyplausible Bayesian network model. We find that analogies areused for more than just generating candidate inferences. Theyact as probabilistic truths that affect the integration ofevidence and confidence in both the target and sourcedomains. People readily treat analogies not as a one-wayprojection from source to target, but as a mutually informativeconnection.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogy" }, { "word": "Bayesian Network" }, { "word": "computation" }, { "word": "Confidence" }, { "word": "explanation" }, { "word": "inference" }, { "word": "Reasoning" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7bm7m3sd", "frozenauthors": [ { "first_name": "Brad", "middle_name": "", "last_name": "Rogers", "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": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27341/galley/16977/download/" } ] }, { "pk": 27299, "title": "Beyond Distributed Cognition: Towards a Taxonomy of Nonreductive Social\nCognition", "subtitle": null, "abstract": "Studies of social cognition often assume a reductionist,\ncomputational-representational conceptual framework.\nDistributed cognition is one of the few extant conceptual\nframeworks for a nonreductive understanding of social\ncognition. This concept’s prototypical cases are exclusively of\ntechnical-scientific human institutions, including ships,\ncockpits, and the Hubble Space Telescope. In the first part of\nthe paper, we outline the properties of distributed cognitive\nsystems. We look at the case of wolf (Canis lupus) packs as\nan instance of distributed cognition in nonhuman systems.\nNevertheless, a broad range of social cognitive phenomena\nacross human and animal populations may not fit into this\nconceptual framework. We present a case study of bird flocks\nas a counterexample to distributed cognition. We propose\n“swarm intelligence” as an alternative concept of\nnonreductive social cognition. This is not to replace\ndistributed cognition as a concept, but to add to and diversify\nthe taxonomy of nonreductive social cognitive systems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social cognition; distributed cognition; swarm\nintelligence; bird flocks; wolf packs; nonreductive\nexplanations" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1rj5r0f9", "frozenauthors": [ { "first_name": "Zachariah", "middle_name": "A.", "last_name": "Neemeh", "name_suffix": "", "institution": "University of Central Florida", "department": "" }, { "first_name": "Luis", "middle_name": "H.", "last_name": "Favela", "name_suffix": "", "institution": "University of Central Florida", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27299/galley/16935/download/" } ] }, { "pk": 36008, "title": "\"Beyond Professional Development: Factors Influencing Early Childhood Educators’ Beliefs and Practices\nWorking With Dual Language Learners\"", "subtitle": null, "abstract": "The National Association for the Education of Young Children\nand Head Start have clearly articulated their position on the provision of high-quality instruction for the 4 million dual language\nlearners (DLLs) enrolled in early childhood (EC) programs nationwide. Professional development (PD) provides a way for educators to increase their knowledge and skills; however, teacher\npractices in the classroom are strongly influenced by implicit beliefs about how children learn. This study examined the influence\nof 6 PD sessions related to high-quality instruction for DLLs and\nexamined other influential factors related to beliefs and practices.\nParticipants were 98 early childhood educators serving 3- and\n4-year-old DLLs in an urban area in the Southwest US. Quantitative findings indicate educators’ beliefs and practices shifted\nafter PD. Qualitative findings suggest that educators’ empathy, expectations, and external factors also influenced their beliefs and\npractices. Implications for PD and program design are discussed.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Feature Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/46h7515x", "frozenauthors": [ { "first_name": "Tracy", "middle_name": "Griffin", "last_name": "Spies", "name_suffix": "", "institution": "University of Nevada, Las Vegas", "department": "" }, { "first_name": "Catherine", "middle_name": "", "last_name": "Lyons", "name_suffix": "", "institution": "University of Nevada, Las Vegas", "department": "" }, { "first_name": "Margarita", "middle_name": "", "last_name": "Huerta", "name_suffix": "", "institution": "University of Nevada, Las Vegas", "department": "" }, { "first_name": "Tiberio", "middle_name": "", "last_name": "Garza", "name_suffix": "", "institution": "University of Nevada, Las Vegas", "department": "" }, { "first_name": "Cristina", "middle_name": "", "last_name": "Reding", "name_suffix": "", "institution": "University of Nevada, Las Vegas", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36008/galley/26860/download/" } ] }, { "pk": 27387, "title": "Biases and labeling in iterative pragmatic reasoning", "subtitle": null, "abstract": "This paper presents a series of reference game experiments(Frank and Goodman, 2012) and fits the results to a numberof Bayesian computational models in order to explore the roleof linguistic and perceptual bias in iterative pragmatic reason-ing. We first discuss the modeling choices made by Franke andJ ̈ager (2016) and others who have used similar frameworks tomodel reference game tasks. We introduce a space of differentplausible Bayesian models based on this work, and comparemodels’ fit to new experimental data to replicate the basic find-ings of Franke and J ̈ager (2016) regarding the strong role forperceptual salience (e.g., the primacy of color over shape asa differentiating property for possible referents) and linguis-tic category (e.g., a preference for nouns over adjectives) inpragmatic reference resolution. We then uncover an additionalpossible effect of what we call labeling, whereby a hearer maysimply ignore non-salient, non-differentiating semantic prop-erties, in a manner similar to how an incremental algorithm(Reiter and Dale, 1992) might ignore certain semantic proper-ties when generating referring expressions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Iterative pragmatic reasoning; probabilistic prag-matics; reference games; computational modeling; perceptualbias; reference resolution" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/42d180tq", "frozenauthors": [ { "first_name": "Jon", "middle_name": "Scott", "last_name": "Stevens", "name_suffix": "", "institution": "The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27387/galley/17023/download/" } ] }, { "pk": 27586, "title": "Bidirectional effect of emotional contagion for pain during face-to-face interaction", "subtitle": null, "abstract": "The automatic contagion of emotion is considered crucial in interpersonal communication. In face-to-face interac-tions, people could be both the receiver and sender of emotional content. Thus, contagion may have bidirectional influenceson the emotional states of individuals. However, many studies have mainly dealt with unidirectional contagion, such that theexpression of pain in a target entails a reaction of pain in the observer. In this study, we demonstrated bidirectional emotionalcontagion in the experience of thermal pain during interaction. Firstly, we showed that the physiological responses of dyadmembers were correlated with each other when they could interact compared to when they were impaired to see each other.Further, we demonstrated that individuals showed higher or lower physiological responses when their partners experiencedstronger or weaker stimuli respectively. Thus, people can develop similar physiological responses through interactions, and thiseffect seems to induce a change in the responsivity to stimuli.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9062k0rd", "frozenauthors": [ { "first_name": "Aiko", "middle_name": "", "last_name": "Murata", "name_suffix": "", "institution": "Waseda University", "department": "" }, { "first_name": "Tatsuya", "middle_name": "", "last_name": "Kameda", "name_suffix": "", "institution": "The University of Tokyo", "department": "" }, { "first_name": "Katsumi", "middle_name": "", "last_name": "Watanabe", "name_suffix": "", "institution": "Waseda University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27586/galley/17222/download/" } ] }, { "pk": 26791, "title": "Big Data and Little Learners", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "data science; deep learning; poverty of the\nstimulus; indirect negative evidence; language development" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0nj3c3d2", "frozenauthors": [ { "first_name": "John", "middle_name": "C.", "last_name": "Trueswell", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Linda", "middle_name": "B.", "last_name": "Smith", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Cambridge", "department": "" }, { "first_name": "Charles", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26791/galley/16427/download/" } ] }, { "pk": 27659, "title": "Biological and Artificial Perspectives on Metacognition", "subtitle": null, "abstract": "Metacognition may be broadly understood as awareness, monitoring, and regulation of an intelligent agent’s owninternal processing, a “thinking about thinking”. The cognitive complexity and self-maintenance value of this introspectiveskillset has considerable current interest in the study of both biological and artificial intelligence, with intriguing parallels.Study of metacognition in some nonhuman species and Biologically-Inspired Cognitive Architecture (BICA) systems reflectevidence of, at best, an attenuated form of the elaborated human manifestation, with ongoing difficulties in operationalizingmetacognitive components and traits. A linked exploration of these “inhuman” forms of metacognition may better clarify thelocus of divergence from the human form and illuminate the role of the skill in supporting potentially emergent cognitivetraits, from self-recognition to Theory of Mind understanding. The current review will take a comparative approach in as-sessing metacognitive systems in nonhuman biological and artificial agents in pursuit of clarity for future methodological andconceptual directions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7sn8z2k2", "frozenauthors": [ { "first_name": "Katherine", "middle_name": "", "last_name": "Wagner", "name_suffix": "", "institution": "DePaul University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27659/galley/17295/download/" } ] }, { "pk": 27190, "title": "Boosting Knowledge-Building with Cognitive Dialog Games", "subtitle": null, "abstract": "Dialog game tools are text chat applications which aim tostructure and promote students' collaborative learning byhaving them select a label and sentence-opener for eachmessage they type to their learning partner. In thisexperiment, we compared students’ learning from discussionsvia a dialog game tool to their learning via a standard freechatapplication. Students discussed topic questions with alearning partner. They then individually completed a multiplechoice test, for assessing knowledge-gain, and a short-answertest, to assess readiness for knowledge-building. Resultssuggest that dialog games applications lead to increasedreadiness for knowledge-building, in the form of integratingdistinct pieces of learned knowledge, than freechatapplications. Follow-up analyses suggest that the degree ofconcept overlap between students' dialog messages and topickeywords, as measured by a \"semantic fingerprint\" system, isa potentially useful metric for predicting students'knowledge-building. Implications and potential applicationsof our findings are discussed", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "collaborative learning; generative learning;knowledge-building; metacognition; dialog games" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0br8d1jj", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "S.", "last_name": "Herberg", "name_suffix": "", "institution": "A*STAR", "department": "" }, { "first_name": "Ilker", "middle_name": "", "last_name": "Yengin", "name_suffix": "", "institution": "A*STAR", "department": "" }, { "first_name": "Praveena", "middle_name": "", "last_name": "Satkunarajah", "name_suffix": "", "institution": "A*STAR", "department": "" }, { "first_name": "Margaret", "middle_name": "", "last_name": "Tan", "name_suffix": "", "institution": "A*STAR", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27190/galley/16826/download/" } ] }, { "pk": 27471, "title": "Bottom-up attentional cueing in category learning in children", "subtitle": null, "abstract": "Young children tend to differ from adults in how they learn new categories. In comparison to adults (who relyon selective attention and tend to form explicit rules), children distribute attention widely, forming similarity-based categoryrepresentations. But, when attention is explicitly directed toward the rule with top-down feedback, children exhibit rule-based classification–though memory performance still indicates distributed attention. Little is known, however, how bottom-upattentional cueing affects the category representations that children form. In our experiment 4-year-olds learned to classifyalien creatures composed of binary features. A single “deterministic” feature perfectly predicted category membership, whileother features were probabilistically predictive. We manipulated the saliency of the deterministic feature, making it growand shrink. This manipulation was remarkably effective at facilitating category learning and rule-based classification, butrecognition memory still showed evidence of distributed attention. These results help elucidate the important role of attentionalprocesses in the development of categorization.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/89k350k7", "frozenauthors": [ { "first_name": "Nathaniel", "middle_name": "", "last_name": "Blanco", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Vladimir", "middle_name": "", "last_name": "Sloutsky", "name_suffix": "", "institution": "Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27471/galley/17107/download/" } ] }, { "pk": 27365, "title": "Bridging a Conceptual Divide: How Peer Collaboration Facilitates Science Learning", "subtitle": null, "abstract": "Collaboration is generally an effective means of learning new\ninformation, but is collaboration productive in domains where\ncollaborators may hold qualitatively different conceptions of\nthe domain’s causal structure? We explored this question in the\ndomain of evolutionary biology, where previous research has\nshown that most individuals construe evolution as the uniform\ntransformation of an entire population (akin to metamorphosis)\nrather than the selective survival and reproduction of a subset\nof the population. College undergraduates (n = 44) completed\nan assessment of their evolutionary reasoning by themselves\n(pretest), with a partner (dyad test), and several weeks later\n(posttest). Collaboration proved ineffective for the higher-\nscoring partner in each dyad, as their scores generally remained\nunchanged from pretest to dyad test to posttest, but it proved\neffective for the lower-scoring partner. Not only did lower-\nscoring partners increase their score from pretest to dyad test,\nbut they maintained higher scores at posttest as well. Follow-\nup analyses revealed that participants’ posttest scores were\npredicted by their partners’ pretest scores but only for lower-\nscoring partners, and the relation was negative: the smaller the\ndifference between pretest score, the greater the gain from\npretest to posttest for lower-scoring partners. These findings\nindicate that collaboration in domains characterized by\nconceptual change is possible, but that learning from such\ncollaboration is asymmetric (i.e., individuals with low levels of\nunderstanding benefit more than their partners do) and unequal\n(i.e., individuals with low levels of understanding benefit more\nif their partner’s understanding is only moderately higher).\nThus, bridging the gap between a novice’s view of a\nconceptually complex domain and an expert’s view appears to\nrequire instruction more aligned with the former than the latter.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "collaboration" }, { "word": "conceptual development" }, { "word": "science\nlearning" }, { "word": "intuitive theories" }, { "word": "evolutionary reasoning" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2x59657g", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "", "last_name": "Shtulman", "name_suffix": "", "institution": "Occidental College", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Young", "name_suffix": "", "institution": "Occidental College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27365/galley/17001/download/" } ] }, { "pk": 26777, "title": "Bridging the Gap: Is Logic and Automated Reasoninga Foundation for Human Reasoning?", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "reasoning processes; logic; mental representation;cognitive reasoning theories; automated deduction" } ], "section": "Workshops", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8v89n0dj", "frozenauthors": [ { "first_name": "Ulrich", "middle_name": " ", "last_name": "Furbach", "name_suffix": "", "institution": "University of Koblenz-Landau,", "department": "" }, { "first_name": "Steffen", "middle_name": "", "last_name": "H ̈olldobler", "name_suffix": "", "institution": "TU Dresden", "department": "" }, { "first_name": "Marco", "middle_name": "", "last_name": "Ragni", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Claudia", "middle_name": "", "last_name": "Schon", "name_suffix": "", "institution": "University of Koblenz-Landau", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26777/galley/16413/download/" } ] }, { "pk": 27370, "title": "Bridging Visual Working Memory Research from Infancy through Adulthood with\nDynamic Neural Field Modeling", "subtitle": null, "abstract": "Theories that span tasks and developmental periods require\nexplaining how a single cognitive system can flexibly adapt\nacross contexts yet show stable age-related improvement. Here\nwe present a computational model that embodies a unified the-\nory of visuospatial cognitive development. We use this model\nto bridge between previously disconnected domains, as diverse\nas infant habituation and visual working memory capacity in\nadults. We illustrate how the same real-time and developmental\nprocesses can account for behavior across tasks and age groups.\nWe conclude with a discussion of the implications of a unified\ntheory for understanding cognition and development more\nbroadly, with an eye toward early intervention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "visual cognition; working memory; development;\ninfancy; neural field model" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1nk7q1s2", "frozenauthors": [ { "first_name": "Vanessa", "middle_name": "R.", "last_name": "Simmering", "name_suffix": "", "institution": "University of Wisconson - Madison", "department": "" }, { "first_name": "Sammy", "middle_name": "", "last_name": "Perone", "name_suffix": "", "institution": "Washington State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27370/galley/17006/download/" } ] }, { "pk": 27301, "title": "Brief Mindfulness Meditation Improves Attention in Novices", "subtitle": null, "abstract": "Past research has found that mindfulness meditation trainingimproves executive attention and that this effect could bedriven by more efficient allocation of resources on demandingattentional tasks, such as the Flanker Task. However, it is notclear whether these changes depend on long-term practice.We sought to investigate the effects of a brief, 10-minutemeditation session on attention in novice meditators,compared to a control activity. We also tested moderation byindividual differences in Neuroticism. We found thatparticipants randomly assigned to meditate for 10 minutesshowed improved performance on incongruent trials on aFlanker task, with no detriment in reaction times, indicatingbetter allocation of resources. Neuroticism moderated thiseffect, as only those low in Neuroticism showed improvedallocation of attentional resources following meditation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mindfulness meditation; attentional network test;executive attention; neuroticism" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4kf4w31g", "frozenauthors": [ { "first_name": "Catherine", "middle_name": "J.", "last_name": "Norris", "name_suffix": "", "institution": "Swathmore College", "department": "" }, { "first_name": "Dan", "middle_name": "", "last_name": "Creem", "name_suffix": "", "institution": "Swathmore College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27301/galley/16937/download/" } ] }, { "pk": 26946, "title": "Broadening the Scope of Recognition Memory", "subtitle": null, "abstract": "Within the literature of psychological and decision sciences,\nthere is a critical difference in the way recognition is defined\nand studied experimentally. To address this difference, the\ncurrent experiment examines and attempts to disentangle the\ninfluence of two recognition judgment sources (from within\nan experiment and from an individual’s prior life experiences)\nupon two different recognition judgments. By presenting\nparticipants with a set of related stimuli that vary naturally in\nenvironmental occurrence and by manipulating exposure\nwithin an experimental context, this experiment allows for a\nbroader and more ecologically valid assessment of\nrecognition memory. Contrasting with the typical word-\nfrequency effect, the results reveal an overall bias to judge\nhigh-frequency items as studied on an episodic recognition\ntest. Additionally, the results underscore the role of context\nby showing that a single study exposure increases the\nprobability that individuals will judge stimuli as presented\noutside the laboratory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Recognition memory; decision-making;\necological validity" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9p41620v", "frozenauthors": [ { "first_name": "Justin", "middle_name": "M.", "last_name": "Olds", "name_suffix": "", "institution": "University of Lausanne", "department": "" }, { "first_name": "Julian", "middle_name": "N.", "last_name": "Marewski", "name_suffix": "", "institution": "University of Lausanne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26946/galley/16582/download/" } ] }, { "pk": 26780, "title": "Building Bridges from (Ivory) Towers:Combining Academia and Industry for Cognitive Research", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "methods; basic and applied research; industry" } ], "section": "Workshops", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9nh4f5gv", "frozenauthors": [ { "first_name": "Katherine", "middle_name": "A.", "last_name": "Livins", "name_suffix": "", "institution": "Netflix", "department": "" }, { "first_name": "Jay", "middle_name": "B.", "last_name": "Martin", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26780/galley/16416/download/" } ] }, { "pk": 35992, "title": "Building Self-Efficacy, Strategy Use, and Motivation to Support Extensive Reading in Multilingual University Students", "subtitle": null, "abstract": "This pilot study examined multilingual university students’ willingness to engage in voluntary extensive reading (ER) of books after they received training. The research\nquestions were whether training appeared to promote\nself-efficacy, motivation for the task, use of metacognitive\nstrategies, and independent reading. University freshmen\nin an ESL reading and writing course participated in the\nproject. The ER training included: (a) framing the ER task\nthrough stories of struggle and emotional appeal, and (b)\nintroducing independent reading strategies. Surveys were\nused to collect data. Findings showed that students had\nbeliefs of self-efficacy related to English book reading after\nthe training, and they made considerable progress in their\nvoluntary reading by the end of the course. The strategies\nthat students found most helpful were selecting books for\nthemselves, keeping records of their progress, and staying\nfocused. Participants anticipated that ER would help them\nwith academic literacy.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Extensive Reading", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6pb93177", "frozenauthors": [ { "first_name": "Ellen", "middle_name": "", "last_name": "Lipp", "name_suffix": "", "institution": "California State University, Fresno", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35992/galley/26844/download/" } ] }, { "pk": 26792, "title": "Burstiness across multimodal human interaction reveals differences betweenverbal and non-verbal communication", "subtitle": null, "abstract": "Recent studies of naturalistic face-to-face communication havedemonstrated temporal coordination patterns such as thesynchronization of verbal and non-verbal behavior, which providesevidence for the proposal that verbal and non-verbalcommunicative control derives from one system. In this study, weargue that the observed relationship between verbal and non-verbalbehaviors depends on the level of analysis. In a re-analysis of acorpus of naturalistic multimodal communication (Louwerse et al.,2012), we focus on measuring the temporal patterns of specificcommunicative behaviors in terms of their burstiness. Weexamined burstiness estimates across different roles of the speakerand different communicative channels. We observed moreburstiness for verbal versus non-verbal channels, and for moreversus less informative language sub-channels. These findingsdemonstrate a new method for analyzing temporal patterns incommunicative behaviors, and they suggest a more complexrelationship between verbal and non-verbal channels thansuggested by prior studies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "burstiness" }, { "word": "Multimodal Communication" }, { "word": "verbaland non-verbal communication" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6941d6vk", "frozenauthors": [ { "first_name": "Drew", "middle_name": "H.", "last_name": "Abney", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Rick", "middle_name": "", "last_name": "Dale", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Chris", "middle_name": "T.", "last_name": "Kello", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Max", "middle_name": "M.", "last_name": "Louwerse", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26792/galley/16428/download/" } ] }, { "pk": 27124, "title": "But where’s the evidence? The effect of explanatory corrections on inferences aboutfalse information", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/90q1k1r7", "frozenauthors": [ { "first_name": "Saoirse", "middle_name": "Connor", "last_name": "Desai", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Stian", "middle_name": "", "last_name": "Reimers", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27124/galley/16760/download/" } ] }, { "pk": 27009, "title": "Cake or Hat? Words Change How Young Children Process Visual Objects", "subtitle": null, "abstract": "A large literature shows that language influences cognition.Yet, we know very little about when and how linguisticinfluences on cognition become important in development.Here we test the proposal that one pathway by whichlanguage affects cognition is by activating categoryinformation which influences visual processing, and that thisinfluence starts early. Across two experiments, we show thatcategory information affects visual processing and that wordscan activate category information in young children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language; attention; cognitive development;vision." } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3pj6b479", "frozenauthors": [ { "first_name": "Catarina", "middle_name": "", "last_name": "Vales", "name_suffix": "", "institution": "Carnegie Mellon University,", "department": "" }, { "first_name": "Linda", "middle_name": "B.", "last_name": "Smith", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27009/galley/16645/download/" } ] }, { "pk": 26942, "title": "Calculating Probabilities Simplifies Word Learning", "subtitle": null, "abstract": "Children can use the statistical regularities of their environ-ment to learn word meanings, a mechanism known as cross-situational learning. We take a computational approach to in-vestigate how the information present during each observationin a cross-situational framework can affect the overall acqui-sition of word meanings. We do so by formulating variousin-the-moment learning mechanisms that are sensitive to dif-ferent statistics of the environment, such as counts and con-ditional probabilities. Each mechanism introduces a uniquesource of competition or mutual exclusivity bias to the model;the mechanism that maximally uses the model’s knowledge ofword meanings performs the best. Moreover, the gap betweenthis mechanism and others is amplified in more challenginglearning scenarios, such as learning from few examples. Key-words: cross-situational word learning; computational model-ing; word learning biases", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0mz52411", "frozenauthors": [ { "first_name": "Aida", "middle_name": "", "last_name": "Nematzadeh", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Barend", "middle_name": "", "last_name": "Beekhuizen", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Shanshan", "middle_name": "", "last_name": "Huang", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Suzanne", "middle_name": "", "last_name": "Stevenson", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26942/galley/16578/download/" } ] }, { "pk": 27265, "title": "Can Illness be Bright?\nMetaphor Comprehension Depends on Linguistic and Embodied Factors", "subtitle": null, "abstract": "Conceptual representations in language processing employ\nboth linguistic distributional and embodied information. Here,\nwe aim to demonstrate the roles of these two components in\nmetaphor processing. The linguistic component is captured by\nlinguistic distributional frequency (LDF), that is, how often\nthe constituent words appear together in context. The\nembodied component, on the other hand, refers to how easy it\nis to generate an embodied simulation, operationalised by a\nprevious norming study. In the current study, we looked at the\ninterplay of these components in metaphor processing, and\ninvestigated their roles at different depths of processing in\ntwo experiments. Thus, we required participants to engage in\nshallow processing (Experiment 1: Sensibility Judgement), or\ndeep processing (Experiment 2: Interpretation Generation).\nResults showed that the increase of both variables made it\nmore likely to accept a metaphor. However, whereas ease of\nsimulation (EoS) contributed to the speed of processing at\nboth levels of depth, LDF only affected the speed in shallow\nprocessing. Specifically, LDF acted as a heuristic, both to\nspeed up responses to accept metaphors as sensible when the\nfrequency is high, and to flag up potentially unsuccessful\nprocessing when it is low. Overall, these results support views\nof language processing that emphasise the importance of both\nlinguistic and embodied components according to task goals.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "metaphor processing; embodied cognition;\nlinguistic distribution; simulation; depth of processing" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7sf356fk", "frozenauthors": [ { "first_name": "Pei", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Louise", "middle_name": "", "last_name": "Connell", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Dermot", "middle_name": "", "last_name": "Lynott", "name_suffix": "", "institution": "Lancaster University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27265/galley/16901/download/" } ] }, { "pk": 27243, "title": "Cascading effect of context and competition on novel word learning", "subtitle": null, "abstract": "Learning, especially in the case of language acquisition, is notan isolated process; there is ever-present competition betweenwords and objects in the world. Such competition is known toplay a critical role in learning. Namely, the amount andvariability of competing items during word learning havebeen shown to change learning trajectories in young childrenlearning new words. However, very little work has examinedthe interaction of competition amount, competitionvariability, and task demands in adults. The current studyassesses adults’ ability to map new word-referent pairs invarying amounts of competition and competitor variability. Inaddition, the effect of mapping context on retention wasassessed. Results suggest that retention is weak in some casesand importantly, there are cascading effects of competitorvariability in mapping on later retention of new words.Results are discussed in light of associative learningmechanisms and the implications of competition for learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word learning; fast mapping; context;competition" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7xj05063", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "C.", "last_name": "Kucker", "name_suffix": "", "institution": "The University of Wisconsin Oshkosh", "department": "" }, { "first_name": "Aaron", "middle_name": "", "last_name": "Bagley", "name_suffix": "", "institution": "The University of Wisconsin Oshkosh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27243/galley/16879/download/" } ] }, { "pk": 27527, "title": "Case Markers Facilitate Abstraction of Syntax among Mandarin-speakingpreschoolers", "subtitle": null, "abstract": "In light of the studies that investigate when and how English-speaking young children exhibit adult-like abstractionof syntax, this study explores these issues by examining Mandarin-speaking preschoolers ranging from 2- to 5-year-olds’comprehension of the Mandarin SVO-, ba-, long-passive, and short-passive constructions using the forced-choice pointingparadigm. The results indicated that at the age of 2, Mandarin preschoolers exhibited abstraction of syntax in these fourconstructions. These results went against the predictions of accounts derived from the structure mapping account and from thecompetition model. Instead, Mandarin ba- (used in the ba-construction) and bei-markers (used in the long- and short-passiveconstructions) play an important role in Mandarin-speaking young children’s demonstrations of abstraction of syntax.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9kk2z8js", "frozenauthors": [ { "first_name": "Dong-Bo", "middle_name": "", "last_name": "Hsu", "name_suffix": "", "institution": "National Taiwan Normal University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27527/galley/17163/download/" } ] }, { "pk": 27325, "title": "Categorical vs Coordinate Relationships do not reduce to spatial frequencydifferences", "subtitle": null, "abstract": "Categorical and coordinate stimulus processing were hypoth-esized by Kosslyn (1987) to be lateralized visual tasks, dif-ferentiated by task-relevant spatial frequencies. Slotnick et al.(2001) directly tested Kosslyn’s hypothesis and concluded thatthe lateralization presents only when tasks are sufficiently dif-ficult. Our differential encoding model is a three layer neuralnetwork that accounts for lateralization in visual processingvia the biologically plausible mechanism of differences in con-nection spread of long-range lateral neural connections (Hsiao,Cipollini, & Cottrell, 2013). We show that our model accountsfor Slotnick’s data and that Slotnick’s analysis does not con-vincingly explain their results. Instead, we propose that Koss-lyn’s initial hypothesis was based on an incorrect assumption:categorical and coordinate stimuli are not solely differentiatedby spatial frequencies. The results that our model capturescannot be reproduced by Ivry and Robertson’s (1998) Dou-ble Filtering by Frequency theory, which is driven solely bylateralized spatial frequency processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Differential encoding; hemispheric asymmetry;spatial frequency processing; categorical vs. coordinate" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3rw2w5xb", "frozenauthors": [ { "first_name": "Vishaal", "middle_name": "", "last_name": "Prasad", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Ben", "middle_name": "", "last_name": "Cipollini", "name_suffix": "", "institution": "Classy.org", "department": "" }, { "first_name": "Garrison", "middle_name": "W.", "last_name": "Cottrell", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27325/galley/16961/download/" } ] }, { "pk": 26867, "title": "Categorization, Information Selection and Stimulus Uncertainty", "subtitle": null, "abstract": "Although a common assumption in models of perceptual dis-crimination, most models of categorization do not explicitlyaccount for uncertainty in stimulus measurement. Such un-certainty may arise from inherent perceptual noise or externalmeasurement noise (e.g., a medical test that gives variable re-sults). In this paper we explore how people decide to gatherinformation from various stimulus properties when each sam-ple or measurement is noisy. The participant’s goal is to cor-rectly classify the given item. Across two experiments we findsupport for the idea that people take category structure intoaccount when selecting information for a classification deci-sion. In addition, we find some evidence that people are alsosensitive to their own perceptual uncertainty when selectinginformation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attention" }, { "word": "Categorization" }, { "word": "information sampling" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/20w5v933", "frozenauthors": [ { "first_name": "David", "middle_name": "J.", "last_name": "Halpern", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Todd", "middle_name": "M.", "last_name": "Gureckis", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26867/galley/16503/download/" } ] }, { "pk": 35987, "title": "CATESOL Journal Editorial Staff", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/64m178ns", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35987/galley/26839/download/" } ] }, { "pk": 36004, "title": "CATESOL Journal Editorial Staff", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8308d90v", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36004/galley/26856/download/" } ] }, { "pk": 27037, "title": "Causal and compositional generative models in online perception", "subtitle": null, "abstract": "From a quick glance or the touch of an object, our brains map sensory signals to scenes composed of rich anddetailed shapes and surfaces. Unlike the standard approaches to perception, we argue that this mapping draws on internalcausal and compositional models of the physical world and these internal models underlie the generalization capacity of humanperception. Here, we present a generative model of visual and multisensory perception in which the latent variables encodeintrinsic (e.g., shape) and extrinsic (e.g., occlusion) object properties. Latent variables are inputs to causal models that outputsense-specific signals. We present a recognition network that performs efficient inference in the generative model, computingat a speed similar to online perception. We show that our model, but not alternatives, can account for human performance in anoccluded face matching task and in a visual-to-haptic face matching task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/67m0s9d3", "frozenauthors": [ { "first_name": "Ilker", "middle_name": "", "last_name": "Yildirim", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Janner", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Mario", "middle_name": "", "last_name": "Belledonne", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Christian", "middle_name": "", "last_name": "Wallraven", "name_suffix": "", "institution": "Korea University", "department": "" }, { "first_name": "Winrich", "middle_name": "", "last_name": "Freiwald", "name_suffix": "", "institution": "Rockefeller University", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27037/galley/16673/download/" } ] }, { "pk": 27573, "title": "Causal asymmetry and the intuitive physics of collision events", "subtitle": null, "abstract": "In the Michotte (1963) launching scenario, an object (X) moves toward a resting object (Y), eventually colliding withit. In the moment of contact, X stops und Y starts moving - creating the strong impression that X caused Y’s motion and that Xexerted a force on Y (but not vice versa). These asymmetries contradict the (symmetrical) laws of Newtonian mechanics, whichare at the heart of the popular “noisy Newton” theories of intuitive physics. As an alternative, we propose that inferences inphysical scenarios operate over pre-Newtonian representations that are based on the asymmetrical concept of impetus, a motiveforce that keeps objects moving and that is transferred and reflected in object collisions. We present a formal model of impetusand show that, unlike noisy Newton theories, it provides an explanation of asymmetrical judgments. Other related findings canalso be modeled (e.g., biases in mass judgments).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5p91h0dj", "frozenauthors": [ { "first_name": "Ralf", "middle_name": "", "last_name": "Mayrhofer", "name_suffix": "", "institution": "University of G ̈ottingen", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Waldmann", "name_suffix": "", "institution": "University of G ̈ottingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27573/galley/17209/download/" } ] }, { "pk": 26813, "title": "Causal learning from interventions and dynamics in continuous time", "subtitle": null, "abstract": "Event timing and interventions are important and intertwinedcues to causal structure, yet they have typically been studiedseparately. We bring them together for the first time in an ex-periment where participants learn causal structure by perform-ing interventions in continuous time. We contrast learning inacyclic and cyclic devices, with reliable and unreliable cause–effect delays. We show that successful learners use interven-tions to structure and simplify their interactions with the de-vices and that we can capture judgment patterns with heuristicsbased on online construction and testing of a single structural", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal learning; intervention; time; causal cycles;structure induction; dynamics." } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0c61r7bj", "frozenauthors": [ { "first_name": "Neil", "middle_name": "R.", "last_name": "Bramley", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Ralf", "middle_name": "", "last_name": "Mayrhofer", "name_suffix": "", "institution": "University of G ̈ottingen", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Gerstenberg", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "David", "middle_name": "A.", "last_name": "Lagnado", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26813/galley/16449/download/" } ] }, { "pk": 26955, "title": "Causation and norms of proper functioning: Counterfactuals are (still) relevant", "subtitle": null, "abstract": "Causal judgments are well-known to be sensitive to violationsof both prescriptive moral and descriptive statistical norms.There is ongoing discussion as to whether both effects arebest explained through changes in the relevance of counter-factual possibilities, or if moral norm violations should be in-dependently explained through a potential polysemy whereby‘cause’ may simply mean ‘is morally responsible for’. Insupport of the latter view, recent work has pointed out thatmoral norm violations affect judgments of agents, but not inan-imate objects, and that these effects are moderated by agents’knowledge states. We advance this debate by demonstratingthat judgments of counterfactual relevance exhibit preciselythe same patterns, and that judgments of inanimate objects areactually highly sensitive to whether the object violated a pre-scriptive norm by malfunctioning. The latter finding is difficultto account for through polysemy, but is predicted by changes inthe relevance of counterfactual alternatives. Finally, we showthat direct (non-moral) interventions on the the relevance ofcounterfactual alternatives affect causal judgments in preciselythe same way as functional and moral norm violations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causation; norms; counterfactuals; morality; tele-ology" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/26s0x7qd", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "", "last_name": "Phillips", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Kominksy", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26955/galley/16591/download/" } ] }, { "pk": 27331, "title": "Challenging the superficial similarities superiority account for analogical retrieval", "subtitle": null, "abstract": "The predominant view concerning determinants ofanalogical retrieval is that it is preferentially guided by superficialcues. In order to test the cognitive plausibility of a structuralsimilarities-based retrieval, we constructed a story-recall task inwhich life-like scenarios shared structural correspondences. InExperiment 1, we showed that such structural similarities induceretrievals when the participant had several source candidatesituations sharing superficial similarities with the target cue.Experiment 2 was designed to test whether the encoding wassufficiently oriented on structural similarities to drive retrievals,even if the participants possess only one source candidate situationwith superficial matches in memory. The results of the two presentexperiments lead us to conclude that in some contexts, abstractencoding induces a superiority of structural similarities oversuperficial ones in retrieval. Further implications for analogicalretrieval approaches are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Analogy; analogical retrieval; structuralsimilarity; abstract encoding; story-recall task" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2fx4g5rv", "frozenauthors": [ { "first_name": "Lucas", "middle_name": "", "last_name": "Raynal", "name_suffix": "", "institution": "University Cergy-Pontoise", "department": "" }, { "first_name": "Evelyne", "middle_name": "", "last_name": "Clément", "name_suffix": "", "institution": "University Cergy-Pontoise", "department": "" }, { "first_name": "Emmanuel", "middle_name": "", "last_name": "Sander", "name_suffix": "", "institution": "University Paris", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27331/galley/16967/download/" } ] }, { "pk": 27470, "title": "Characterizing Human-Machine Teams with Process Algebras", "subtitle": null, "abstract": "We conceptualize human-machine (computer, robot) teams as concurrent processes. Such a conceptualizationmeans: (1) the human and machine agents have a common goal or mission; (2) each agent may have different subtasks withinthe goal space; (3) they do not have a shared memory, but (4) they do have a means of communicating with each other. Processalgebras, such as communicating sequential processes (Hoare, 1977), are formal languages for describing the ways in whichtwo concurrent processes interact through message passing across information channels. In this research, we enumerate theways in which human-machine interactions can be structured, such as strictly serial, parallel, and cascade-like architectures.We use process algebras to characterize the interactions in candidate architectures. We discuss design implications for activeand interactive machine learning systems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0q14t5hn", "frozenauthors": [ { "first_name": "Leslie", "middle_name": "", "last_name": "Blaha", "name_suffix": "", "institution": "Pacific Northwest National Laboratory", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Jasper", "name_suffix": "", "institution": "Pacific Northwest National Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27470/galley/17106/download/" } ] }, { "pk": 26829, "title": "Characterizing spatial construction processes:Toward computational tools to understand cognition", "subtitle": null, "abstract": "Spatial construction—creating or copying spatialarrangements—is a hallmark of human spatial cognition.Spatial construction appears early in development, predictslater spatial and mathematical skills, and is used throughoutlife. Despite its importance, we know little about the cognitiveprocesses underlying skilled construction. Construction tasksare highly complex but analyses have tended to focus onbroad-stroke measures of end-goal accuracy. In this paper weintroduce a novel behavioral coding formalism to characterizean individual’s entire construction process, examine manyindividuals’ processes in aggregate, and summarize patternsthat emerge. The results show high consistency at certainpoints occurring throughout the construction, but also indicateflexibility in the interim paths that lead to and diverge fromthese points. Our approach offers a new method that can moreprecisely describe the behavioral patterns observed duringconstruction in order to reveal the underlying cognitiveprocesses engaged, and capture individual differences inbuilding expertise.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "spatial skills; spatial cognition; block copying;computational model" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1sf2c7jf", "frozenauthors": [ { "first_name": "Cathryn", "middle_name": "S.", "last_name": "Cortesa", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Jonathan", "middle_name": "D.", "last_name": "Jones", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Gregory", "middle_name": "D.", "last_name": "Hager", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Sanjeev", "middle_name": "", "last_name": "Khudanpur", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Amy", "middle_name": "L.", "last_name": "Shelton", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Landau", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26829/galley/16465/download/" } ] }, { "pk": 27156, "title": "Children Learn Words Better From One Storybook Page at a Time", "subtitle": null, "abstract": "Two experiments tested how the number of illustrations instorybooks influences 3.5-year-old children’s word learningfrom shared reading. In Experiment 1, children encounteredstories with either two illustrations, one illustration or onelarge illustration (in the control group) per spread. Childrenlearned significantly fewer words when they had to find thereferent within two illustrations presented at the same time. InExperiment 2 a gesture was added to guide children’sattention to the correct page in the two illustrations condition.Children who saw two illustrations with a guiding gesturelearned words as well as children who had seen only oneillustration per spread. Results are discussed in terms of thecognitive load of word learning from storybooks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word learning; cognitive load; extraneousinformation; storybooks; illustrations." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/01v0v47x", "frozenauthors": [ { "first_name": "Zoe", "middle_name": "M.", "last_name": "Flack", "name_suffix": "", "institution": "University of Sussex", "department": "" }, { "first_name": "Jessica", "middle_name": "S.", "last_name": "Horst", "name_suffix": "", "institution": "University of Sussex", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27156/galley/16792/download/" } ] }, { "pk": 27671, "title": "Children’s Attention to Semantic Content versus Emotional Tone: Differencesbetween Two Cultural Groups", "subtitle": null, "abstract": "People from varied cultural backgrounds differ in their attention to particular aspects of emotional cues. Whereassemantic content explicitly expresses feelings, vocal tone conveys implicit information regarding emotions. This study exam-ined the attention to different emotional cues in European-American and Chinese children. Participants were 121 European-American and 120 Chinese children (4-9 years old). They played two games in which they listened to spoken words and judgedthe pleasantness of the word meaning while ignoring the vocal tone (meaning game) or judged the pleasantness of the vocaltone while ignoring the word meaning (tone game). Preliminary results showed that European-American children paid moreattention to word meaning than did Chinese children. Additionally, older (8-9 years old) Chinese children attended more tovocal tone than did their European-American counterparts. The results suggest that children acquire culturally specific attentionbias by 8-9 years old.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8xz2t474", "frozenauthors": [ { "first_name": "Yang", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Li", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "Peking University", "department": "" }, { "first_name": "Qi", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27671/galley/17307/download/" } ] }, { "pk": 27284, "title": "Children’s EEG Indices of Directed Attention during Somatosensory Anticipation:\nRelations with Executive Function", "subtitle": null, "abstract": "Children’s ability to direct attention to salient stimuli is a key\naspect of cognitive functioning. Here we examined the\nmagnitude and lateralization of EEG indices during\nsomatosensory anticipation elicited by a left or right directional\ncue indicating the bodily location of an upcoming tactile\nstimulus. In 50 children aged 6-8 years, somatosensory\nanticipation was accompanied by anticipatory negativity and\nalpha mu rhythm desynchronization at contralateral central\nelectrode sites (C3 and C4) overlying the hand area of the\nsomatosensory cortex. Individual differences in these\ncontralateral brain responses during somatosensory\nanticipation were associated with scores on a flanker task of\nexecutive function. The results suggest that processes involved\nin directing attention in the tactile modality may overlap with\nthose involved in broader executive function abilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5xz5m3r4", "frozenauthors": [ { "first_name": "Staci", "middle_name": "Meredith", "last_name": "Weiss", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Peter", "middle_name": "J.", "last_name": "Marshall", "name_suffix": "", "institution": "Temple University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27284/galley/16920/download/" } ] }, { "pk": 27066, "title": "Children’s familiarity preference in self-directed study improvesrecognition memory", "subtitle": null, "abstract": "In both adults and school-age children, volitional controlover the presentation of stimuli during study leads to en-hanced recognition memory. Yet little is known abouthow very young learners choose to allocate their timeand attention during self-directed study. Using a recog-nition memory task, we investigate self-directed study inlow-income preschoolers, who are at an age when atten-tion, memory, and executive function skills rapidly de-velop and learning strategies emerge. By pre-exposingchildren to some items before self-directed study, weaimed to discover how familiarity modulates their studystrategies. We found that children showed a preferencefor studying pre-exposed items. Overall, items stud-ied longer led to increased recognition of those items attest. We also compared recognition task performanceand strategies with measures of cognitive control skills,finding that children’s selective attention skills supportrecognition performance. These findings may informboth theory and educational intervention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "active learning; recognition memory; exec-utive function; attention; cognitive development" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3vv27010", "frozenauthors": [ { "first_name": "Katherine", "middle_name": "A.", "last_name": "Adams", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "George", "middle_name": "", "last_name": "Kachergis", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Douglas", "middle_name": "", "last_name": "Markant4", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27066/galley/16702/download/" } ] }, { "pk": 27027, "title": "Children’s intuitions about the structure of mental life", "subtitle": null, "abstract": "We investigated children’s understanding of mental life byanalyzing attributions of perceptual, cognitive, affective, andother capacities. 200 children (7-9y) and 200 adults evaluatedthe mental capacities of beetles or robots. By assessing whichcapacities traveled together when participants disagreed aboutthese controversial “edge cases,” we reconstructed the latentstructure underlying mental capacity judgments from thebottom up—a novel approach to elucidating conceptualstructure among children. For both children and adults, factoranalyses revealed a distinction between social-emotional,physiological, and perceptual-cognitive capacities, hinting atthree fundamental ways of explaining and predicting others’actions: as social partners, biological creatures, and goal-directed agents (each involving related forms of both“experience” and “agency”; Gray et al., 2007). Relative toadults, children attributed greater social-emotional capacitiesto beetles and robots, suggesting that intuitive ontologies ofmental life could be critical for making sense of children’sdeveloping understanding of the social world.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mind perception; sentience; animate–inanimatedistinction; cognitive development" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5vj6j1f6", "frozenauthors": [ { "first_name": "Kara", "middle_name": "", "last_name": "Weisman", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Carol", "middle_name": "S.", "last_name": "Dweck", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Ellen", "middle_name": "M.", "last_name": "Markman", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27027/galley/16663/download/" } ] }, { "pk": 27570, "title": "Children’s reasoning about data sets", "subtitle": null, "abstract": "When reasoning about several numbers, past work has shown that adults mentally summarize data sets and reasonbased on set characteristics such as the mean and variance (Morris & Masnick, 2015). In the current study, we asked 10- and12-year-old children to look at two columns of numbers (framed as the distances two golfers drove a golf ball, when doingso repeatedly), and to choose which golfer hit the ball farther. We examined reaction time, accuracy, and eye movements, inaddition to self-reported strategy use. We found children reasoned using some of the same summary characteristics as adults,though less consistently, and had more varied strategy uses. For example, some children focused only on one number in eachset, a pattern not seen in adults. These findings suggest that instruction building on these intuitions may help develop children’snumerical cognition skills.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7tr70968", "frozenauthors": [ { "first_name": "Amy", "middle_name": "", "last_name": "Masnick", "name_suffix": "", "institution": "Hofstra University", "department": "" }, { "first_name": "Bradley", "middle_name": "", "last_name": "Morris", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Was", "name_suffix": "", "institution": "Kent State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27570/galley/17206/download/" } ] }, { "pk": 27676, "title": "Children’s Reasoning about Geometric Footprints", "subtitle": null, "abstract": "We explored preschool’s children’s understanding of the correspondence of 3-D objects and 2-D faces in a noveltask. In the “footprints” task children were shown a geometric solid, such as a pyramid or a prism, and asked to select whichshape the solid would make if it were dipped in ink and stamped on a piece of paper. Through a latent class analysis of children’serrors we found children differed significantly in their misconceptions about object structure. Three distinct classes of childrenemerged: children who could only match visible faces, children who believed solids have an ‘essential’ face irrespective ofrotation, and children who differentiated faces based on a solid’s rotation. We examined the characteristics of children in eachof these classes using a battery of spatial tasks and numeric tasks. Our results suggest errors found in older children’s andadults’ reasoning about geometric concepts develop prior to formal schooling.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/83s61817", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "", "last_name": "Young", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Alana", "middle_name": "", "last_name": "Foley", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Levine", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27676/galley/17312/download/" } ] }, { "pk": 26919, "title": "Children’s semantic and world knowledge overrides fictional information during\nanticipatory linguistic processing", "subtitle": null, "abstract": "Using real-time eye-movement measures, we asked how a\nfantastical discourse context competes with stored representations\nof semantic and world knowledge to influence children's and\nadults' moment-by-moment interpretation of a story. Seven-year-\nolds were less effective at bypassing stored semantic and world\nknowledge during real-time interpretation than adults.\nNevertheless, an effect of discourse context on comprehension was\nstill apparent.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "discourse; children; sentence comprehension; eye-\ntracking; semantics; cognition; fantastical fiction" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8k79v4zn", "frozenauthors": [ { "first_name": "Ruth", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Craig", "middle_name": "G.", "last_name": "Chambers", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Falk", "middle_name": "", "last_name": "Huettig", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Patricia", "middle_name": "A.", "last_name": "Ganea", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26919/galley/16555/download/" } ] }, { "pk": 26873, "title": "Children’s social referencing reflects sensitivity to graded uncertainty", "subtitle": null, "abstract": "The ability to monitor epistemic uncertainty is critical for self-directed learning. However, we still know little about youngchildren’s ability to detect uncertainty in their mental repre-sentations. Here we asked whether a spontaneous informationgathering behavior – social referencing – is driven by uncer-tainty during early childhood. Children ages 2-5 completed aword-learning task in which they were presented with one ortwo objects, heard a label, and were asked to put the labeledobject in a bucket. Referential ambiguity was manipulatedthrough the number of objects present and their familiarity. InExperiment 1, when there were two novel objects and a novellabel, the referent was ambiguous; when there were two famil-iar objects, or only one novel or familiar object, the referentwas known or could be inferred. In Experiment 2, there wereeither two novel objects, two familiar objects, or one familiarand one novel object; in the latter case the referent could be in-ferred by excluding the familiar object. To further manipulatethe availability of referential cues, the experimenter gazed ateither the target or the center of the table while labeling the ob-ject. In both experiments, children looked at the experimentermore often while making their response when the referent wasambiguous. In Experiment 2, children also looked at the ex-perimenter more when there was one familiar and one novelobject, but only when the experimenter’s gaze during label-ing was uninformative. These results suggest that children’ssocial referencing is a sensitive index of graded epistemic un-certainty.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social The ability to monitor epistemic uncertainty is critical for self-directed learning. However" }, { "word": "we still know little about youngchildren’s ability to detect uncertainty in their mental repre-sentations. Here we asked whether a spontaneous informationgathering behavior – social referencing – is d" }, { "word": "heard a label" }, { "word": "and were asked to put the labeledobject in a bucket. Referential ambiguity was manipulatedthrough the number of objects present and their familiarity. InExperiment 1" }, { "word": "when there were two novel objects and a novellabel" }, { "word": "the referent was ambiguous; when there were two famil-iar objects" }, { "word": "or only one novel or familiar object" }, { "word": "the referentwas known or could be inferred. In Experiment 2" }, { "word": "there wereeither two novel objects" }, { "word": "two familiar objects" }, { "word": "or one familiarand one novel object; in the latter case the referent could be in-ferred by excluding the familiar object. To further manipulatethe availability of referential cues" }, { "word": "the experimenter gazed ateither the target or the center of the table while labeling the ob-ject. In both experiments" }, { "word": "children looked at the experimentermore often while making their response when the referent wasambiguous. In Experiment 2" }, { "word": "children also looked at the ex-perimenter more when there was one familiar and one novelobject" }, { "word": "but only when the experimenter’s gaze during label-ing was uninformative. These results suggest that children’ssocial referencing is a sensitive index of graded epistemic un-certainty. help seeking; w" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4v88j520", "frozenauthors": [ { "first_name": "Emily", "middle_name": "", "last_name": "Hembacher", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "deMayo", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26873/galley/16509/download/" } ] }, { "pk": 26980, "title": "Children’s spontaneous comparisons from 26 to 58 months predict performance inverbal and non-verbal analogy tests in 6th grade", "subtitle": null, "abstract": "Comparison supports the development of children’s analogicalreasoning. The evidence for this claim comes from labora-tory studies. We describe spontaneous comparisons producedby 24 typically developing children from 26 to 58 months.Children tend to express similarity before expressing differ-ence. They compare objects from the same category beforeobjects from different categories, make global comparisons be-fore specific comparisons, and specify perceptual features ofsimilarity/difference before non-perceptual features. We theninvestigate how a theoretically interesting subset of children’scomparisons – those expressing a specific feature of similar-ity or difference – relates to analogical reasoning as measuredby verbal and non-verbal tests in 6th grade. The number ofspecific comparisons children produce before 58 months pre-dicts their scores on both tests, controlling for vocabulary at54 months. The results provide naturalistic support for experi-mental findings on comparison development, and demonstratea strong relationship between children’s early comparisons andtheir later analogical reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "comparison; similarity; language development;analogy" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9p02c02b", "frozenauthors": [ { "first_name": "Catriona", "middle_name": "", "last_name": "Silvey", "name_suffix": "", "institution": "The University of Chicago", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Lindsey", "middle_name": "", "last_name": "Richland", "name_suffix": "", "institution": "The University of Chicago", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Goldin-Meadow", "name_suffix": "", "institution": "The University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26980/galley/16616/download/" } ] }, { "pk": 27383, "title": "Children’s use of lexical flexibility to structure new noun categories", "subtitle": null, "abstract": "Because most common words have multiple meanings,children are often learning new senses of existing words,rather than entirely new words. Here, we explore whetherchildren can use their knowledge of an existing word sense toconstrain their interpretation of a new word meaning. Acrosstwo studies, we teach 3- and 4-year-olds and adults novelwords for materials, and manipulate whether those words arealso used flexibly, to label objects made from those materials.We find that participants of all ages assign markedly differentinterpretations to the object labels when they have a prior,material meaning: Rather than extending them to otherobjects of similar shapes, they extend them on the basis ofshared material, thus overriding the well-documented shapebias. These findings suggest that language learners can use aword’s prior meaning to learn about the structure of its newmeaning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "polysemy; lexical flexibility; word extension;word learning; shape bias" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8972q6wh", "frozenauthors": [ { "first_name": "Mahesh", "middle_name": "", "last_name": "Srinivasan", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Catherine", "middle_name": "", "last_name": "Berner", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Hugh", "middle_name": "", "last_name": "Rabagliati", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27383/galley/17019/download/" } ] }, { "pk": 27518, "title": "Choosing while Losing: The Effects of Valence and Relative Magnitude onDecision Dynamics.", "subtitle": null, "abstract": "Framing decision options as gains or as losses affects how we evaluate those options. The current study assessedthe effects of gain- and loss-framing on the acquisition of outcome values across decisions and on the dynamics of computermouse responses to those decisions. In a series of 36 decisions per block, four arbitrary symbols were presented, two of whichwere assigned high points (e.g., 20) and two of which were assigned low points (e.g., 5). Participants (N=86) learned to choosehigh values and avoid low values when values were positive and to choose low values and avoid high values when they werenegative. Loss-framed outcomes (i.e., negative valence) were learned faster and more reliably. Response trajectories followingacquisition were slower, more curved and exhibited greater vacillation when choosing between two poor outcomes. Theseeffects were stronger when poor outcomes were negatively valenced.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3zh5c3q7", "frozenauthors": [ { "first_name": "Avril", "middle_name": "", "last_name": "Hand", "name_suffix": "", "institution": "National University of Ireland", "department": "" }, { "first_name": "Denis", "middle_name": "", "last_name": "O’Hora", "name_suffix": "", "institution": "National University of Ireland", "department": "" }, { "first_name": "Rick", "middle_name": "", "last_name": "Dale", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Petri", "middle_name": "", "last_name": "Piiroinen", "name_suffix": "", "institution": "National University of Ireland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27518/galley/17154/download/" } ] }, { "pk": 27278, "title": "Chunking Ability Shapes Sentence Processing at Multiple Levels of Abstraction", "subtitle": null, "abstract": "Several recent empirical findings have reinforced the notion\nthat a basic learning and memory skill—chunking—plays a\nfundamental role in language processing. Here, we provide\nevidence that chunking shapes sentence processing at multiple\nlevels of linguistic abstraction, consistent with a recent\ntheoretical proposal by Christiansen and Chater (2016).\nIndividual differences in chunking ability at two different\nlevels is shown to predict on-line sentence processing in\nseparate ways: i) phonological chunking ability, as assessed\nby a variation on the non-word repetition task, predicts\nprocessing of complex sentences featuring phonological\noverlap; ii) multiword chunking ability, as assessed by a\nvariation on the serial recall task, is shown to predict reading\ntimes for sentences featuring long-distance number agreement\nwith locally distracting number-marked nouns. Together, our\nfindings suggest that individual differences in chunking\nability shape language processing at multiple levels of\nabstraction, consistent with the notion of language acquisition\nas learning to process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "sentence processing; chunking; learning;\nmemory; usage-based approach; language" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/75v9j2fc", "frozenauthors": [ { "first_name": "Stewart", "middle_name": "M.", "last_name": "McCauley", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Erin", "middle_name": "S.", "last_name": "Isbilen", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Morten", "middle_name": "H.", "last_name": "Christiansen", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27278/galley/16914/download/" } ] }, { "pk": 26778, "title": "Citizen Science, Gamification, and Virtual Reality for Cognitive Research", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "citizen science; volunteer science; experimentaldesign" }, { "word": "gamification; online experimentation" }, { "word": "virtual reality;problem solving" } ], "section": "Workshops", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7s45d81h", "frozenauthors": [ { "first_name": "Jana", "middle_name": "B.", "last_name": "Jarecki", "name_suffix": "", "institution": "University of Basel", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26778/galley/16414/download/" } ] }, { "pk": 27204, "title": "Cognition Influencing Auditory Perception in SLD Children:\nRevisiting the Models of Auditory Processing", "subtitle": null, "abstract": "The study assessed the auditory processing abilities and the\ncognitive skills in children with specific learning disability. It\ninvestigates the top-down or bottom-up influence on auditory\nprocessing. Using a test battery approach, the association\nbetween cognitive skills (verbal working memory and\nattention) and auditory processing abilities (auditory closure,\nbinaural integration and temporal processing skills) has been\nmeasured. The results revealed that cognitive processes\nsignificantly affect the bottom-up auditory perception. The\neffect of cognition was more evident in speech processing than\nnon-speech signal processing. These findings may be useful in\ndesigning appropriate therapeutic protocol for children with\nspecific learning disability.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "dyslexia; learning disability; psychoacoustics;\nspeech perception" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/13d1p0w6", "frozenauthors": [ { "first_name": "Saransh", "middle_name": "", "last_name": "Jain", "name_suffix": "", "institution": "JSS Institute of Speech and Hearing", "department": "" }, { "first_name": "N.P.", "middle_name": "", "last_name": "Nataraja", "name_suffix": "", "institution": "JSS Institute of Speech and Hearing", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27204/galley/16840/download/" } ] }, { "pk": 27296, "title": "Cognitive and Attentional Process in Insight Problem Solving\nof the puzzle game “Tangram”", "subtitle": null, "abstract": "The purpose of this study is to demonstrate a constraint\nrelaxation which is followed by the transition to an\nappropriate representation in insight problem solving. The\npuzzle game “Tangram” was used as a new insight problem,\nin which problem-solvers were presented a silhouette and\nasked to make the same configuration by arranging 7 pieces.\nAt the beginning, problem-solvers had a constraint allocating\nthe pieces into a geometric shape, but then relaxed this to\nreach the correct configuration at a later stage of problem\nsolving. Participants’ subjective assessments of their\nconfidence to reach the solution predicted neither the\nconstraint relaxation nor the successful problem solving.\nHowever, eye-tracking data suggested that the successful\nproblem-solvers tended to search the problem space more\nwidely than the unsuccessful-problem solvers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Tangram; insight problem solving; constraint\nrelaxation; eye tracking." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/74v7p35h", "frozenauthors": [ { "first_name": "Yoshiki", "middle_name": "", "last_name": "Nakano", "name_suffix": "", "institution": "Akita University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27296/galley/16932/download/" } ] }, { "pk": 27053, "title": "Cognitive mechanisms for imitation and\nthe detection of imitation in human dyadic interactions", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "imitation; mimicry; social interaction; eye\ncontact; gaze; signaling;" } ], "section": "Talks: Publication-Based", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/14z6x5tm", "frozenauthors": [ { "first_name": "Antonia", "middle_name": "F. de C", "last_name": "Hamilton", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27053/galley/16689/download/" } ] }, { "pk": 27179, "title": "Cognitive Style Predicts Magical Beliefs", "subtitle": null, "abstract": "Magicians often rely on misdirection to fool their audience. Acommon way to achieve this is for the magician to provide aplausible and intuitive (but false) account of how an effect isperformed in order to prevent spectators from uncovering thetruth. We hypothesized that analytical thinkers would be morelikely than intuitive thinkers to seek alternative explanationswhen observing a mental magic effect because generating acoherent explanation requires analytical thought. We foundthat while intuitive thinkers often espoused explanations for amagic trick similar to one provided by the magician,analytical thinkers tended to generate new explanations thatechoed rational principles and relied on physical mechanisms(rather than mental capabilities). This difference was notpredicted by differences in numeracy skills or need forcognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive style" }, { "word": "misdirection" }, { "word": "CRT" }, { "word": "dual processtheory of reasoning" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/82g0s7sg", "frozenauthors": [ { "first_name": "Giorgio", "middle_name": "", "last_name": "Gronchi", "name_suffix": "", "institution": "University of Florence", "department": "" }, { "first_name": "Jeffrey", "middle_name": "C.", "last_name": "Zemla", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Marco", "middle_name": "", "last_name": "Brondi", "name_suffix": "", "institution": "La Corte dei Miracoli - House of Magic", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27179/galley/16815/download/" } ] }, { "pk": 27246, "title": "Communicative efficiency in language production and learning:Optional plural marking", "subtitle": null, "abstract": "Recent work suggests that language production exhibits a biastowards efficient information transmission. Speakers tendto provide more linguistic signal for meaning elements thatare difficult to recover while reducing contextually inferrable(more frequent, probable, or expected) elements. This trade-off has been hypothesized to shape grammatical systems overgenerations, contributing to cross-linguistic patterns. We putthis idea to an empirical test using miniature artificial languagelearning over variable input. Two experiments were conductedto demonstrate that the inferrability of plurality informationinversely predicts the likelihood of overt plural marking, aswould be expected if learners prefer communicatively efficientsystems. The results were obtained even with input frequencycounts of the plural marker counteracting the bias, and thusprovide strong support for a critical role of inferrability ofmeaning in language learning, production, as well as in typo-logically attested variations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language Production" }, { "word": "artificial language learn-ing" }, { "word": "optional morphology" }, { "word": "plural marking" }, { "word": "communicative ef-ficiency" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0wm289bk", "frozenauthors": [ { "first_name": "Chigusa", "middle_name": "", "last_name": "Kurumada", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Scott", "middle_name": "", "last_name": "Grimm", "name_suffix": "", "institution": "University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27246/galley/16882/download/" } ] }, { "pk": 27052, "title": "Comparative analysis of visual category learning", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning; category density; supervision;\ncomparative; pigeon; rat" } ], "section": "Talks: Publication-Based", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2xv2s7wm", "frozenauthors": [ { "first_name": "John", "middle_name": "H.", "last_name": "Freeman", "name_suffix": "", "institution": "The University of Iowa", "department": "" }, { "first_name": "Matthew", "middle_name": "B.", "last_name": "Broschard", "name_suffix": "", "institution": "The University of Iowa", "department": "" }, { "first_name": "Jangjin", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "The University of Iowa", "department": "" }, { "first_name": "Leyre", "middle_name": "", "last_name": "Castro", "name_suffix": "", "institution": "The University of Iowa", "department": "" }, { "first_name": "Edward", "middle_name": "A.", "last_name": "Wasserman", "name_suffix": "", "institution": "The University of Iowa", "department": "" }, { "first_name": "Vladimir", "middle_name": "M.", "last_name": "Sloutsky", "name_suffix": "", "institution": "The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27052/galley/16688/download/" } ] }, { "pk": 27603, "title": "Comparing comparison indices: Assessing the validity of different magnitudecomparison measures across presentation formats and age groups", "subtitle": null, "abstract": "Magnitude comparison tasks are used to assess the precision of numerical representations. Recent research, how-ever, questions the validity of different measures of magnitude comparison. We investigated the validity of five performancemeasures: overall RT, overall accuracy, numerical ratio effect (RT), numerical ratio effect (accuracy), and Weber fraction.Kindergarten and university students completed symbolic and non-symbolic magnitude comparison tasks and a math skill mea-sure. For children and adults, we calculated Chronbach’s α separately for each presentation format. All values were in theunacceptable range, indicating that the different indices were not measuring the same construct. For children, a multiple re-gression predicting KeyMath scores from symbolic and non-symbolic indices showed that only non-symbolic overall accuracyand symbolic overall RT were predictors. For adults, a multiple regression predicting French Kit scores showed that only thesymbolic numerical ratio effect (RT) was a predictor. No index demonstrated predictive validity across formats or age groups.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6q79016r", "frozenauthors": [ { "first_name": "Marcie", "middle_name": "", "last_name": "Penner-Wilger", "name_suffix": "", "institution": "King’s University College at Western University", "department": "" }, { "first_name": "Aaron", "middle_name": "", "last_name": "Cecala", "name_suffix": "", "institution": "Elizabethtown College", "department": "" }, { "first_name": "Melissa", "middle_name": "", "last_name": "Elfers", "name_suffix": "", "institution": "King’s University College at Western University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27603/galley/17239/download/" } ] }, { "pk": 27480, "title": "Comparing Human Use of Fast & Frugal Tree with Machine-Learning Tree", "subtitle": null, "abstract": "Previous studies have shown that the predictive accuracy of fast and frugal decision trees (FFTs) is comparable todecision trees generated by machine-learning (Martignon et al., 2008). FFTs are thought to be useful decision tools that arecognitively plausible to internalise, as opposed to complex machine-learning algorithms. Nonetheless, there seems to be a lackof behavioural studies in the literature to support such a claim. In this between-group experiment, we examined the human useof an FFT versus a C4.5 algorithm tree when completing a car evaluation task. Participants had to learn the rules of their giventree before making evaluations based on their memory. Preliminary results show that FFTs may indeed be easier to use, evenwhen the number of cues for both trees are the same. Interestingly, participants who were successful in using the C4.5 treeexhibited tree pruning strategies, resulting in a heuristic similar to an FFT.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2495q956", "frozenauthors": [ { "first_name": "Yee", "middle_name": "Siang", "last_name": "Chng", "name_suffix": "", "institution": "UNIVERSITY COLLEGE LONDON", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27480/galley/17116/download/" } ] }, { "pk": 26903, "title": "Comparing Individual and Collaborative Problem Solving in EnvironmentalSearch", "subtitle": null, "abstract": "Collaborative spatial problem solving is an important yet not thoroughly examined task. Participants navigatedindividually and in dyads through virtual cities of varying complexity. They only saw the environment part visible from theircurrent location from a bird’s eye view map perspective. We recorded missed target locations, overall trajectory length andsearch time per person until self-indicating whole coverage. Our results show a general increase in missed locations, trajectorylength, and search time with the complexity of the environment. These increases differed due to individual and collaborativesearch. For complex, but not for simple environments individual participants navigated shorter distances, finished earlier, butalso missed more target locations than when searching the same environments in collaboration. These results indicate that incomplex environments collaborative search is less error prone than individual search, but takes longer. Such initial findings willconstrain future theorizing about collaborative spatial problem solving.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9gj5b250", "frozenauthors": [ { "first_name": "Franziska", "middle_name": "", "last_name": "Keilmann", "name_suffix": "", "institution": "Max Planck Institute for Biological Cybernetics", "department": "" }, { "first_name": "Stephan", "middle_name": "", "last_name": "de La Rosa", "name_suffix": "", "institution": "Max Planck Institute for Biological Cybernetics", "department": "" }, { "first_name": "Stephan", "middle_name": "", "last_name": "Schwan", "name_suffix": "", "institution": "Leibniz-Institut f ̈ur Wissensmedien", "department": "" }, { "first_name": "Ulrike", "middle_name": "", "last_name": "Cress", "name_suffix": "", "institution": "Leibniz-Institut f ̈ur Wissensmedien", "department": "" }, { "first_name": "Betty", "middle_name": "J.", "last_name": "Mohler", "name_suffix": "", "institution": "Max Planck Institute for Biological Cybernetics", "department": "" }, { "first_name": "Heinrich", "middle_name": "H.", "last_name": "B ̈ulthoff", "name_suffix": "", "institution": "Max Planck Institute for Biological Cybernetics", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Meilinger", "name_suffix": "", "institution": "Max Planck Institute for Biological Cybernetics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26903/galley/16539/download/" } ] }, { "pk": 27514, "title": "Comparison of directed gaze during vocalizations in bonobo and human infants", "subtitle": null, "abstract": "A crucial step in language evolution was likely joint attention with alternating gaze between vocalizing individualsand an object. This triadic interaction likely formed a foundation for labeling of objects. We have argued that vocalizationsused for “social glue” – flexible low intensity and low arousal vocalizations given during e.g. grooming, keeping in contact withthe group, etc. – are a probable source of raw material for first labels. It is critical that these vocalizations be socially directed,by gaze contact. We longitudinally investigated directed gaze during vocalizations in low arousal interactions during the firstyear in three bonobo mother-infant pairs and compared them with 9 human mother-infant pairs. We found that bonobo infantsdirected their gaze to a conspecific during vocalizations only 8% of the time while human infants directed it 44% of the time.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5q82f3jc", "frozenauthors": [ { "first_name": "Ulrike", "middle_name": "", "last_name": "Griebel", "name_suffix": "", "institution": "The University of Memphis", "department": "" }, { "first_name": "Josep", "middle_name": "", "last_name": "Call", "name_suffix": "", "institution": "Max Planck Institute for Evolutionary Anthropology", "department": "" }, { "first_name": "Eugene", "middle_name": "", "last_name": "Buder", "name_suffix": "", "institution": "The University of Memphis", "department": "" }, { "first_name": "D. Kimbrough", "middle_name": "", "last_name": "Oller", "name_suffix": "", "institution": "The University of Memphis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27514/galley/17150/download/" } ] }, { "pk": 27413, "title": "Comparison strategies in the change detection task are influenced by taskdemands.", "subtitle": null, "abstract": "Current models of visual working memory (VWM) assume that comparing memory with the environment obligato-rily involves a spatial comparison process. Can changing task demands determine whether a spatial or non-spatial comparisonprocesses is employed? Study displays of three colored shapes were presented, followed by test displays of three colouredshapes. Participants decided whether a feature changed between displays. Task-irrelevant changes to the probed item’s lo-cations or feature bindings reduced memory performance, suggesting that participants employed spatially guided comparisonprocess. This finding occurred irrespective of whether participants decided about the whole display, or only a single cueditem within the display. When task-irrelevant feature changes occurred amongst uncued items, performance was unaffected byirrelevant changes in location or feature bindings. These results suggest that participants can flexibly shift comparison strat-egy in response to changing task demands. These findings have implications for models of VWM, which assume obligatorylocation-based comparisons in VWM.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2336w7qb", "frozenauthors": [ { "first_name": "Rob", "middle_name": "", "last_name": "Udale", "name_suffix": "", "institution": "University of Bristol", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Farrell", "name_suffix": "", "institution": "University of Western Australia", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Kent", "name_suffix": "", "institution": "University of Bristol", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27413/galley/17049/download/" } ] }, { "pk": 27184, "title": "Compound effects of expectations and actual behaviors in human-agentinteraction: Experimental investigation using the Ultimatum Game", "subtitle": null, "abstract": "This study investigated how the expectations of others (i.e.,top-down processes) and actual perceived behavior (i.e.,bottom-up processes) influence negotiations during human-agent interactions. Participants took part in several sessions ofthe ultimatum game; we investigated the bargaining strategiesdirected toward the computer agent. To investigate the influ-ence of top-down and bottom-up processes on performance,we designed an experiment wherein (1) participants expectedtheir partners were humans or agents, and (2) agents used dif-ferent types of algorithmic behavior. Results revealed that ir-rational decisions, which are characteristic of human-humaninteractions, emerged when participants believed their oppo-nents were human and when opponent behaviors were ambigu-ous. Further, we found participants adopted different bargain-ing strategies according to their expectations and the agent’sspecific algorithmic behavior. We discuss interplay of the twotypes of cognitive processing in human-agent interaction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "human-agent interaction; top-down/bottom-upprocesses; social interaction; ultimatum game" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/72t3c633", "frozenauthors": [ { "first_name": "Yugo", "middle_name": "", "last_name": "Hayashi", "name_suffix": "", "institution": "Ritsumeikan University", "department": "" }, { "first_name": "Ryo", "middle_name": "", "last_name": "Okada", "name_suffix": "", "institution": "Ritsumeikan University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27184/galley/16820/download/" } ] }, { "pk": 26970, "title": "Comprehenders Model the Nature of Noise in the Environment", "subtitle": null, "abstract": "Recent work suggests that language understanding is the result of rational inference over a noisy channel. Uponperceiving a sentence, listeners decode the speaker’s intended sentence from the prior probability that a speaker would say thatsentence and the probability that it would be corrupted to the perceived sentence by noise. Here we examine the listener’snoise model. Readers were asked to correct sentences if they thought they contained an error. We manipulated context suchthat participants corrected exposure sentences containing either deletion, insertion, swap, mixed, or no errors (e.g., swap: Abystander was rescued by the fireman in the time of nick.). Test sentences were syntactically licensed but implausible (e.g., Thebat swung the player). On test sentences, participants’ corrections differed by exposure condition. This suggests participantstrack the type of errors that have a higher likelihood and make inferences about the intentions of the speaker accordingly.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6nn499n0", "frozenauthors": [ { "first_name": "Rachel", "middle_name": "", "last_name": "Ryskin", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Futrell", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Gibson", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26970/galley/16606/download/" } ] }, { "pk": 26836, "title": "Comprehenders Rationally Adapt Semantic Predictions to the Statistics of the Local\nEnvironment: a Bayesian Model of Trial-by-Trial N400 Amplitudes", "subtitle": null, "abstract": "When semantic information is activated by a context prior to\nnew bottom-up input (i.e. when a word is predicted), semantic\nprocessing of that incoming word is typically facilitated,\nattenuating the amplitude of the N400 event related potential\n(ERP) – a direct neural measure of semantic processing. This\nN400 modulation is observed even when the context is just a\nsingle semantically related “prime” word. This so-called\n“N400 semantic priming effect” is sensitive to the probability\nof seeing a related prime-target pair within experimental\nblocks, suggesting that participants may be adapting the\nstrength of their predictions to the predictive validity of their\nbroader experimental environment. We formalize this\nadaptation using an optimal Bayesian learner, and link this\nmodel to N400 amplitudes using an information-theoretic\nmeasure, surprisal. We found that this model could account\nfor the N400 amplitudes evoked by words (whether related or\nunrelated) as adaptation unfolds across individual trials.\nThese findings suggest that comprehenders may rationally\nadapt their semantic predictions to the statistical structure of\ntheir broader environment, with implications for the\nfunctional significance of the N400 component and the\npredictive nature of language processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language; prediction; rational adaptation;\nsemantic priming; EEG/ERP; word processing; information\ntheory; Bayesian modeling; surprisal" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7wj6w9tm", "frozenauthors": [ { "first_name": "Nathaniel", "middle_name": "", "last_name": "Delaney-Busch", "name_suffix": "", "institution": "Tufts University", "department": "" }, { "first_name": "Emily", "middle_name": "", "last_name": "Morgan", "name_suffix": "", "institution": "Tufts University", "department": "" }, { "first_name": "Ellen", "middle_name": "", "last_name": "Lau", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Gina", "middle_name": "", "last_name": "Kuperberg", "name_suffix": "", "institution": "Tufts University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26836/galley/16472/download/" } ] }, { "pk": 27561, "title": "Comprehension of Chinese Classifiers in Preschool Children", "subtitle": null, "abstract": "The present research aimed to investigate children’s comprehension of Chinese classifiers. Sixty-five Chinese-speaking children between the ages of 4 and 6 recruited in Taiwan participated in the experiment. The results indicate thatchildren can make generalization based on their understanding of classifiers instead of solely relying on classifier-noun associ-ations. The results also show that the participants performed equally on both shape-based and feature-shared classifiers, whichsuggests that children not only use shape salience to learn Chinese classifiers, but are also sensitive to other relations betweenobjects classified by the same Chinese classifier. Besides, the complex patterns in the results imply that in spite of the exposureto classifiers, the semantic transparency between classifiers and objects varies considerably in both semantic types of classifier,which might be the primary reason that some classifiers are more difficult for children to acquire.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/74120072", "frozenauthors": [ { "first_name": "Yu-Han", "middle_name": "", "last_name": "Luo", "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": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27561/galley/17197/download/" } ] }, { "pk": 26880, "title": "Computational and behavioral investigations of the SOB-CS removal mechanismin working memory", "subtitle": null, "abstract": "SOB-CS is an interference-based computational model ofworking memory that explains findings from simple and com-plex span experiments. According to the model’s mechanismof interference by superposition, high similarity between mem-ory items and subsequently processed distractors is beneficialbecause the more a distractor is similar to an item, the morethey share similar units, leading to less distortion of the mem-ory item. When time allows, SOB-CS removes interfering dis-tractors from memory by unbinding them from their context.The combination of these two mechanisms leads to the predic-tion that when free time is long enough to remove the distrac-tors entirely, similarity between items and distractors shouldno longer be beneficial to memory performance. The aim ofthe present study was to test this prediction. Adult participantsperformed a complex-span task in which the free time follow-ing each distractor and the similarity between items and dis-tractors were varied. As predicted by the model, we observeda positive effect of the similarity between items and distrac-tors, and a negative effect of pace on the mean working mem-ory performance. However, we did not observe the predictedinteraction. An analysis of the errors produced during recallshowed that longer free time reduced the tendency of distrac-tors to intrude in recall much less than the model predicted.The SOB-CS model accounted well for the data after a sub-stantial reduction of the removal-rate parameter.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "working memory" }, { "word": "SOB-CS model; interferenceby superposition; removal mechanism" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3d32v5wc", "frozenauthors": [ { "first_name": "Violette", "middle_name": "", "last_name": "Hoareau", "name_suffix": "", "institution": "University Grenoble Alpes,", "department": "" }, { "first_name": "Sophie", "middle_name": "", "last_name": "Portrat", "name_suffix": "", "institution": "University Grenoble Alpes,", "department": "" }, { "first_name": "Klaus", "middle_name": "", "last_name": "Oberauer", "name_suffix": "", "institution": "University of Zurich", "department": "" }, { "first_name": "Benoˆıt", "middle_name": "", "last_name": "Lemaire", "name_suffix": "", "institution": "University Grenoble Alpes,", "department": "" }, { "first_name": "Ga ̈en", "middle_name": "", "last_name": "Plancher", "name_suffix": "", "institution": "Universit ́e Lumi`ere Lyon", "department": "" }, { "first_name": "Stephan", "middle_name": "", "last_name": "Lewandowsky", "name_suffix": "", "institution": "University of Bristol and University of Western Australia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26880/galley/16516/download/" } ] }, { "pk": 27002, "title": "Computational Exploration of Lexical Development in Down Syndrome", "subtitle": null, "abstract": "Research on lexical development in Down syndrome (DS) has\nemphasized a dissociation between language comprehension\nand production abilities, with production of words being\nrelatively more impaired than comprehension. Current\ntheories stress the role of associative learning on lexical\ndevelopment. However, there have been no attempts to\nexplain the atypical lexical development in DS based on\natypical associative learning. The long-term potentiation\n(LTP) and long-term depression (LTD) of synapses,\nunderlying associative learning, are altered in DS. Here we\npresent a neural network model that instantiates notions from\nneurophysiological studies to account for the disparities\nbetween lexical comprehension and production in DS. Our\nsimulations show that an atypical LTP/LTD balance affects\ncomprehension and production differently in an associative\nmodel of lexical development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Down syndrome; lexical development;\nassociative learning; comprehension/production asymmetries;\nneurocomputational model." } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9bb7358s", "frozenauthors": [ { "first_name": "Angel", "middle_name": "Eugenio", "last_name": "Tovar", "name_suffix": "", "institution": "National Autonomous University of Mexico", "department": "" }, { "first_name": "Gert", "middle_name": "", "last_name": "Westermann", "name_suffix": "", "institution": "Lancaster University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27002/galley/16638/download/" } ] }, { "pk": 27650, "title": "Computational Foundations of Cultural Evolution: Modeling the Emergence ofSystems from Higher-order Probabilistic Inference", "subtitle": null, "abstract": "Cumulative cultural evolution in humans is the process through which behaviours gain structure and complexityas they are transmitted from one generation of learners to the next. A central challenge in the cultural evolution literatureis to understand how the unique computational principles of human cognition scaffold the emergence of complex behaviouralsystems. I explore how the human ability to make inferences at higher order levels of abstraction can lead to cultural complexity,in two ways: by allowing initially independent behaviours to gradually acquire group-like structure as new learners repeatedlyimpose an expectation for statistical dependence; and by allowing inferences in one domain to be rapidly transferred to newdomains which share features at higher-order levels of abstraction. I model these processes in populations using a probabilisticcognitive model for the acquisition of vowel systems in human language.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8d95d9tx", "frozenauthors": [ { "first_name": "Bill", "middle_name": "", "last_name": "Thompson", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27650/galley/17286/download/" } ] }, { "pk": 27174, "title": "Computational modeling of auditory spatial attention", "subtitle": null, "abstract": "Attention plays a fundamental role in higher-level cognition.\nIn this paper we develop a computational model for how\nauditory spatial attention is distributed in space. Our model\nbuilds on the assumption that attentional bias has bottom-up\nand top-down components. We represent each component\nand their synthesis as a map, associating a level of attentional\nbias to locations in space. The maps and their interaction are\nmodeled using an artificial intelligence approach based on\nconstraints. We describe the behavioral task we have\ndesigned to measure the attentional bias and discuss the\nresults. We then test different hypotheses on the shape and\ninteraction modalities of the maps in terms of how well they\nfit our behavioral data. The findings showed that combining\ntop-down and bottom-up spatial attention gradients that differ\nin their spatial properties produced the best fit to behavioral\ndata, and suggested several novel mechanisms for future\ntesting.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "auditory attention; computational modeling;\nsaliency map; constraints" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/65r3r496", "frozenauthors": [ { "first_name": "Edward", "middle_name": "J.", "last_name": "Golob", "name_suffix": "", "institution": "University of Texas", "department": "" }, { "first_name": "K.", "middle_name": "Brent", "last_name": "Venable", "name_suffix": "", "institution": "Tulane University", "department": "" }, { "first_name": "Jaelle", "middle_name": "", "last_name": "Scheuerman", "name_suffix": "", "institution": "Tulane University", "department": "" }, { "first_name": "Maxwell", "middle_name": "T.", "last_name": "Anderson", "name_suffix": "", "institution": "Tulane University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27174/galley/16810/download/" } ] }, { "pk": 27509, "title": "Computational Modelling of Embodied Semantic Cognition: A Deep LearningApproach", "subtitle": null, "abstract": "perceptual symbol systems hypothesis describes how semantic knowledge is grounded insensorimotor experience. According to the theory, knowledge is acquired through sensorimotor simulations. This challengesthe classical view supported by the disembodied cognition hypothesis, which generally favours an abstract and symbolic sys-tem. We propose a unified perspective, in which, the embodied cognition hypothesis, with a particular focus on the semanticdomain, is provided with a mechanistically tractable computational framework based on the parallel distributed processing(PDP) paradigm. A critical difference between the current approach and previous mechanistic accounts of embodied cognitionis that the current approach avoids using hand-coded representations and instead, relies on an agent-based simulation withenvironmental interaction for the creation of situated inputs and outputs, supplemented with supervised and unsupervised deeplearning mechanisms, from which semantic cognition emerges.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7nr0w6vt", "frozenauthors": [ { "first_name": "Ajitesh", "middle_name": "", "last_name": "Ghose", "name_suffix": "", "institution": "University of London Malet Street", "department": "" }, { "first_name": "Rick", "middle_name": "", "last_name": "Cooper", "name_suffix": "", "institution": "University of London Malet Street", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27509/galley/17145/download/" } ] }, { "pk": 26982, "title": "Conditionals, Individual Variation, and the Scorekeeping Task", "subtitle": null, "abstract": "In this manuscript we study individual variation in the\ninterpretation of conditionals by establishing individual\nprofiles of the participants based on their behavioral respon-\nses and reflective attitudes. To investigate the participants’\nreflective attitudes we introduce a new experimental paradigm\ncalled the Scorekeeping Task, and a Bayesian mixture model\ntailored to analyze the data. The goal is thereby to identify the\nparticipants who follow the Suppositional Theory of condi-\ntionals and Inferentialism and to investigate their performance\non the uncertain and-to-if inference task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "conditionals; individual variation; and-to-if;\nnorms; the Equation; inferentialism" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/82q37117", "frozenauthors": [ { "first_name": "Niels", "middle_name": "", "last_name": "Skovgaard-Olsen", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Kellen", "name_suffix": "", "institution": "Syracuse University", "department": "" }, { "first_name": "Ulrike", "middle_name": "", "last_name": "Hahn", "name_suffix": "", "institution": "Birkbeck, University of London", "department": "" }, { "first_name": "Karl", "middle_name": "Christoph", "last_name": "Klauer", "name_suffix": "", "institution": "University of Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26982/galley/16618/download/" } ] }, { "pk": 27298, "title": "Conflicts Processing among Multiple Frames of Reference: An ERP Study", "subtitle": null, "abstract": "People rely on various frames of reference (FORs), such as\negocentric (EFOR) and intrinsic (IFOR), to represent spatial\ninformation. The present study examined\nelectroencephalogram profiles on a two-cannon task, which\ncould regulate the conflict of IFOR-IFOR (red cannon, blue\ncannon) and IFOR-EFOR (target cannon, observer), to\nelucidate the brain mechanisms of FOR conflict processing by\nusing event-related potentials (ERPs). Results showed that\nboth of the conflicts occurred in the reaction time (RT) and\nthere was an interaction between them. ERP results showed\nmore negative amplitudes on N2 (276-326 ms) and P3 (396-\n726 ms) for IFOR-IFOR conflict of the 180° cannon angle\ncondition and EFOR-IFOR conflict of the target cannon\npoint-down condition. What’s more, there was also an\ninteraction between these two conflicts on the P3 amplitudes\n(561-726 ms). In summary, our findings shed new light on the\ndomain-specific conflict monitoring and domain-general\nexecutive control for the IFOR-IFOR and EFOR-IFOR\nconflicts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "frame of reference; conflict monitoring;\nexecutive control; parallel process; N2; P3;" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/84v770gc", "frozenauthors": [ { "first_name": "Weizhi", "middle_name": "", "last_name": "Nan", "name_suffix": "", "institution": "Chinese Academy of Sciences", "department": "" }, { "first_name": "Yanlong", "middle_name": "", "last_name": "Sun", "name_suffix": "", "institution": "Texas A&M Health", "department": "" }, { "first_name": "Hongbin", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "Texas A&M Health", "department": "" }, { "first_name": "Qi", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "Chinese Academy of Sciences", "department": "" }, { "first_name": "Xun", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Chinese Academy of Sciences", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27298/galley/16934/download/" } ] }, { "pk": 26966, "title": "Connecting stimulus-driven attention to the properties of infant-directed speech —Is exaggerated intonation also more surprising?", "subtitle": null, "abstract": "The exaggerated intonation and special rhythmic properties ofinfant-directed speech (IDS) have been hypothesized to attractinfant’s attention to the speech stream. However, studiesinvestigating IDS in the context of models of attention arefew. A number of such models suggest that surprising ornovel perceptual inputs attract attention, where novelty can beoperationalized as the statistical predictability of the stimulusin a context. Since prosodic patterns such as F0 contours areaccessible to young infants who are also adept statisticallearners, the present paper investigates a hypothesis that pitchcontours in IDS are less predictable than those in adult-directed speech (ADS), thereby efficiently tapping into thebasic attentional mechanisms of the listeners. Results fromanalyses with naturalistic IDS and ADS speech show that IDShas lower overall predictability of intonation acrossneighboring syllables even when the F0 contours in bothspeaking styles are normalized to the same frequency range.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language acquisition; infant-directed speech;statistical learning; attention; stimulus predictability" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7mz1x1w4", "frozenauthors": [ { "first_name": "Okko", "middle_name": "", "last_name": "Räsänen", "name_suffix": "", "institution": "Aalto University", "department": "" }, { "first_name": "Sofoklis", "middle_name": "", "last_name": "Kakouros", "name_suffix": "", "institution": "Aalto University", "department": "" }, { "first_name": "Melanie", "middle_name": "", "last_name": "Soderstrom", "name_suffix": "", "institution": "University of Manitoba", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26966/galley/16602/download/" } ] }, { "pk": 26913, "title": "Consistent Probabilistic Simulation UnderlyingHuman Judgment in Substance Dynamics", "subtitle": null, "abstract": "A growing body of evidence supports the hypothesis that hu-mans infer future states of perceived physical situations bypropagating noisy representations forward in time using ratio-nal (approximate) physics. In the present study, we examinewhether humans are able to predict (1) the resting geometryof sand pouring from a funnel and (2) the dynamics of threesubstances—liquid, sand, and rigid balls—flowing past obsta-cles into two basins. Participants’ judgments in each experi-ment are consistent with simulation results from the intuitivesubstance engine (ISE) model, which employs a Material PointMethod (MPM) simulator with noisy inputs. The ISE outper-forms ground-truth physical models in each situation, as wellas two data-driven models. The results reported herein expandon previous work proposing human use of mental simulation inphysical reasoning and demonstrate human proficiency in pre-dicting the dynamics of sand, a substance that is less commonin daily life than liquid or rigid objects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Intuitive physics; mental simulation; substancerepresentation; prediction" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/08c7w7hm", "frozenauthors": [ { "first_name": "James", "middle_name": "", "last_name": "Kubricht", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Yixin", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Chenfanfu", "middle_name": "", "last_name": "Jiang", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Demetri", "middle_name": "", "last_name": "Terzopoulos", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Song-Chun", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Hongjing", "middle_name": "", "last_name": "Lu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26913/galley/16549/download/" } ] }, { "pk": 26909, "title": "Constructing Social Preferences From Anticipated Judgments:When Impartial Inequity is Fair and Why?", "subtitle": null, "abstract": "Successful and repeated cooperation requires fairly sharingthe spoils of joint endeavors. Fair distribution is often doneaccording to preferences for equitable outcomes even thoughstrictly equitable outcomes can lead to inefficient waste. In ad-dition to preferences about the outcome itself, decision makersare also sensitive to the attributions others might make aboutthem as a result of their choice. We develop a novel mathemat-ical model where decision makers turn their capacity to inferlatent desires and beliefs from the behavior of others (theory-of-mind) towards themselves, anticipating the judgments oth-ers will make about them. Using this model we can construct apreference to be seen as impartial and integrate it with prefer-ences for equitable and efficient outcomes. We test this modelin two studies where the anticipated attribution of impartialityis ambiguous: when one agent is more deserving than the otherand when unbiased procedures for distribution are made avail-able. This model explains both participants’ judgments aboutthe partiality of others and their hypothetical decisions. Ourmodel argues that people avoid inequity not only because theyfind it inherently undesirable, they also want to avoid beingjudged as partial.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "fairness" }, { "word": "social cognition" }, { "word": "theory-of-mind" }, { "word": "deci-sion making" }, { "word": "Bayesian models" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/74m9s697", "frozenauthors": [ { "first_name": "Max", "middle_name": "", "last_name": "Kleiman-Weiner", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Alex", "middle_name": "", "last_name": "Shaw", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26909/galley/16545/download/" } ] }, { "pk": 27591, "title": "Construction of design activity index based on the value of artifact", "subtitle": null, "abstract": "Digital personal fabrication refers to the creation of products using ICT-tools by individuals. In order to supportthe users of such tools who are untrained in design, it is necessary to develop a support system that makes it possible to useexpert knowledge on designing products. For this study, we selected 26 items from the values that are considered importantfor design (e.g., unique, modern; Inomata et al., 2016), and investigated the design activities for realizing these values. Eightyprofessionals in design participated in the survey. Many design activities concerning shapes and colors were observed asways to realize the values. In addition, various activities such as improvements on materials and motifs or advices to satisfy thepractical design activity were observed. We created an index of the frequently used activities to realize each value and discussedits potential as an actual design support tool.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/54q9g5tt", "frozenauthors": [ { "first_name": "Kunio", "middle_name": "", "last_name": "Nikata", "name_suffix": "", "institution": "Kanazawa College of Art", "department": "" }, { "first_name": "Kentaro", "middle_name": "", "last_name": "Inomata", "name_suffix": "", "institution": "Kwansei Gakuin University", "department": "" }, { "first_name": "Toru", "middle_name": "", "last_name": "Sato", "name_suffix": "", "institution": "Kwansei Gakuin University", "department": "" }, { "first_name": "Keigo", "middle_name": "", "last_name": "Kawasaki", "name_suffix": "", "institution": "Kanazawa College of Art", "department": "" }, { "first_name": "Noriko", "middle_name": "", "last_name": "Nagata", "name_suffix": "", "institution": "Kwansei Gakuin University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27591/galley/17227/download/" } ] }, { "pk": 27094, "title": "Context reduces coercion costs – Evidence from eyetracking during reading", "subtitle": null, "abstract": "This paper presents an eyetracking during reading experimentthat investigated the role of supportive context on processingaspectual coercion. Coercion sentences in need of aspectualenrichment were embedded in discourse contexts providingthe necessary information for successful interpretation. Thefindings of the reported experiment show that context infor-mation can be used immediately without disrupting reading ofcoercion sentences. The lack of coercion costs in supportivediscourse contexts provides experimental evidence for the pro-posed Composition in Context Hypothesis and against theoriesthat view semantic composition as largely encapsulated fromcontext. Furthermore, the present experiment investigated therole of inter-individual differences in verbal working memorycapacity on the immediate use of contextual information incomputing coerced interpretations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Aspectual coercion; Discourse context; Semanticprocessing; Eyetracking during reading; Working memory ca-pacity" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2q0051vr", "frozenauthors": [ { "first_name": "Oliver", "middle_name": "", "last_name": "Bott", "name_suffix": "", "institution": "University of Tuebingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27094/galley/16730/download/" } ] }, { "pk": 27086, "title": "Contrasts in reasoning about omissions", "subtitle": null, "abstract": "Omissions figure prominently in causal reasoning fromdiagnosis to ascriptions of negligence. One philosophicalproposal posits that omissions are accompanied by acontrasting alternative that describes a case of orthodox (non-omissive) causation (Schaffer, 2005; Bernstein, 2014). Apsychological hypothesis can be drawn from this contrastview of omissions: by default, humans should interpretomissive causations as representing at least two possibilities,i.e., a possibility representing the omission and a possibilityrepresenting a contrast. The theory of mental models supposesthat reasoners construct only one possibility (the omission) bydefault, and that they consider separate alternativepossibilities in sequential order. Two experiments test thecontrast hypothesis against the model theory, and findevidence in favor of the model-theoretic account.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "omissive causation; mental models; reasoning;contrasts" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/37k8x8wj", "frozenauthors": [ { "first_name": "Paul", "middle_name": "", "last_name": "Bello", "name_suffix": "", "institution": "Naval Research Laboratory", "department": "" }, { "first_name": "Christina", "middle_name": "", "last_name": "Wasylyshyn", "name_suffix": "", "institution": "Naval Research Laboratory", "department": "" }, { "first_name": "Gordon", "middle_name": "", "last_name": "Briggs", "name_suffix": "", "institution": "Naval Research Laboratory", "department": "" }, { "first_name": "Sangeet", "middle_name": "", "last_name": "Khemlani", "name_suffix": "", "institution": "Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27086/galley/16722/download/" } ] }, { "pk": 26870, "title": "Convention-formation in iterated reference games", "subtitle": null, "abstract": "What cognitive mechanisms support the emergence of linguis-tic conventions from repeated interaction? We present re-sults from a large-scale, multi-player replication of the clas-sic tangrams task, focusing on three foundational propertiesof conventions: arbitrariness, stability, and reduction of ut-terance length over time. These results motivate a theory ofconvention-formation where agents, though initially uncertainabout word meanings in context, assume others are using lan-guage with such knowledge. Thus, agents may learn aboutmeanings by reasoning about a knowledgeable, informativepartner; if all agents engage in such a process, they success-fully coordinate their beliefs, giving rise to a conventionalcommunication system. We formalize this theory in a compu-tational model of language understanding as social inferenceand demonstrate that it produces all three properties in a sim-plified domain.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "conventions; pragmatics; communication" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/46r654df", "frozenauthors": [ { "first_name": "Robert", "middle_name": "X.D", "last_name": "Hawkins", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Noah", "middle_name": "D.", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26870/galley/16506/download/" } ] }, { "pk": 27049, "title": "Converging Evidence for Abstract Phonological Knowledge in Speech Processing", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "speech perception; phonological knowledge; firstand second language; talker perception; infancy; abstraction" } ], "section": "Talks: Publication-Based", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/74b4918c", "frozenauthors": [ { "first_name": "Anne", "middle_name": "", "last_name": "Cutler", "name_suffix": "", "institution": "The MARCS Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27049/galley/16685/download/" } ] }, { "pk": 27139, "title": "Conversational topic connectedness predicted by Simplicity Theory", "subtitle": null, "abstract": "People avoid changing subject abruptly during conversation.There are reasons to think that this constraint is more than asocial convention and is deeply rooted in our cognition. Weshow here that the phenomenon of topic connectedness is anexpected consequence of the maximization of unexpectednessand that it is predicted by Simplicity Theory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Conversation" }, { "word": "topic change" }, { "word": "simplicity" }, { "word": "unexpectedness" }, { "word": "interestingness" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8kt3d66b", "frozenauthors": [ { "first_name": "Jean-Louis", "middle_name": "", "last_name": "Dessalles", "name_suffix": "", "institution": "Université Paris-Saclay", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27139/galley/16775/download/" } ] }, { "pk": 26972, "title": "Converting Cascade-Correlation Neural Nets into Probabilistic Generative Models", "subtitle": null, "abstract": "Humans are not only adept in recognizing what class an in-put instance belongs to (i.e., classification task), but perhapsmore remarkably, they can imagine (i.e., generate) plausibleinstances of a desired class with ease, when prompted. Inspiredby this, we propose a framework which allows transformingCascade-Correlation Neural Networks (CCNNs) into proba-bilistic generative models, thereby enabling CCNNs to gen-erate samples from a category of interest. CCNNs are a well-known class of deterministic, discriminative NNs, which au-tonomously construct their topology, and have been successfulin accounting for a variety of psychological phenomena. Ourproposed framework is based on a Markov Chain Monte Carlo(MCMC) method, called the Metropolis-adjusted Langevin al-gorithm, which capitalizes on the gradient information of thetarget distribution to direct its explorations towards regionsof high probability, thereby achieving good mixing proper-ties. Through extensive simulations, we demonstrate the effi-cacy of our proposed framework. Importantly, our frameworkbridges computational, algorithmic, and implementational lev-els of analysis.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Deterministic Discriminative Neural Networks;Probabilistic Generative Models; Markov Chain Monte Carlo" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/04h8p11w", "frozenauthors": [ { "first_name": "Ardavan", "middle_name": "S.", "last_name": "Nobandegani", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Thomas", "middle_name": "R.", "last_name": "Shultz", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26972/galley/16608/download/" } ] }, { "pk": 27455, "title": "Convincing Conversations:\nUsing a Computer-Based Dialogue System to Promote a Plant-Based Diet", "subtitle": null, "abstract": "In this study, we tested the effectiveness of a computer-based\npersuasive dialogue system designed to promote a plant-based\ndiet. The production and consumption of meat and dairy has\nbeen shown to be a major cause of climate change and a\nthreat to public health, bio-diversity, animal rights and human\nrights. A system promoting plant-based diets was developed,\ncomprising conversational, motivational and argumentational\nelements. 280 participants were randomly assigned to one of\nfour conditions, each representing a particular combination of\nmotivational and argumentational modules. Male participants\nshowed higher intention scores in the motivational conditions\ncompared to the argumentation-only or control condition.\nFemale participants scored higher overall, unaffected by\ncondition. These results suggest that men and women are\ndifferentially sensitive to persuasive strategies regarding the\nadoption of a plant-based diet. It seems to be particularly\nworthwhile to use motivational - as opposed to merely\nargumentational - elements in a persuasive conversation", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "human-machine interaction; dialogue system;\npersuasive communication; cognitive dissonance;\nmotivational interviewing." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7968760m", "frozenauthors": [ { "first_name": "Emma", "middle_name": "L.", "last_name": "Zaal", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Gregory", "middle_name": "J.", "last_name": "Mills", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Afke", "middle_name": "", "last_name": "Hagen", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Carlijn", "middle_name": "A.", "last_name": "Huisman", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "John", "middle_name": "C.J.", "last_name": "Hoeks", "name_suffix": "", "institution": "University of Groningen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27455/galley/17091/download/" } ] } ] }