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{ "count": 38486, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=19500", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=19300", "results": [ { "pk": 26779, "title": "Cooperative Social Intelligence:Understanding and Acting with Others", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "multi-agent" }, { "word": "Cooperation" }, { "word": "Communication" }, { "word": "coordi-nation" }, { "word": "theory-of-mind" }, { "word": "social learning" } ], "section": "Workshops", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6rp3x4kj", "frozenauthors": [ { "first_name": "Max", "middle_name": " ", "last_name": "Kleiman-Weiner", "name_suffix": "", "institution": "Cambridge", "department": "" }, { "first_name": "Yibiao", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "Cambridge", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Cambridge", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26779/galley/16415/download/" } ] }, { "pk": 27147, "title": "Co-ordinating Non-mutual Realities: The Asymmetric Impact of Delay onVideo-Mediated Music Lessons", "subtitle": null, "abstract": "During a music lesson, participants need to co-ordinate boththeir turns at talk and their turns at playing. Verbal and musicalcontributions are shaped by their organisation within the turn-taking system. When lessons are conducted remotely by videoconference, these mechanisms are disrupted by the asymmet-ric effects of delay on the interaction; in effect a “non-mutualreality” comprised of two different conversations at each endof the link. Here we compare detailed case studies of a co-present and a remote music lesson, in order to show how thiseffect arises, and how it impacts conduct during the lesson.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "video mediated communication; conversationanalysis; music education; distance learning" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1cd5v9j7", "frozenauthors": [ { "first_name": "Sam", "middle_name": "", "last_name": "Duffy", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Patrick", "middle_name": "G.T.", "last_name": "Healey", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27147/galley/16783/download/" } ] }, { "pk": 26852, "title": "Could both be right? Children’s and adults’ sensitivity to subjectivity in language", "subtitle": null, "abstract": "While some word meanings, like “spotted,” depend on in-tersubjectively accessible properties of the world, others like“pretty” invoke speakers’ subjective beliefs. We explored chil-dren and adults’ sensitivity to the subjectivity of a range ofadjectives, including words like “spotted” and “pretty,” butalso words like “tall,” which are evaluated relative to a stan-dard. Participants saw two speakers who had independentlyexperienced sets of exemplars of a novel object kind disagreeabout whether a critical exemplar was, e.g., “tall,” “pretty,” and“spotted.” In Experiments 1 and 3, speakers had seen distinctsets of exemplars, while in Experiments 2 and 4, the sets wereidentical. Adults always judged disagreements over words like“pretty” as faultless—indicating that both speakers “could beright”—and permitted less faultless disagreement for ones like“tall” when the speakers had experienced identical sets of ex-emplars. Strikingly, children did not respond in an adult-likemanner until age 8 or 9, but their explanations for speakers’conflicting assertions suggested some sensitivity to the kindsof knowledge relevant for evaluating different adjectives.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "metalinguistic development; theory of mind" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9jq028x7", "frozenauthors": [ { "first_name": "Ruthe", "middle_name": "", "last_name": "Foushee", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Mahesh", "middle_name": "", "last_name": "Srinivasan", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26852/galley/16488/download/" } ] }, { "pk": 27436, "title": "Counterfactual Conditionals and Normative Rules", "subtitle": null, "abstract": "Counterfactual thinking is the consideration of how things\ncould have turned out differently, usually taking the form of\ncounterfactual conditionals. This experiment examined the\npsychological mechanisms that transform counterfactuals into\ndeontic guidance rules for the future. We examined how\ncounterfactual thinking translates into deontic guidance rules\nby asking participants to infer these deontic conclusions from\nthe counterfactual premises. Participants were presented with\na vignette and a counterfactual conditional, and assigned to\neither a control condition or a suppression condition in which\nthey were additionally presented with conflicting normative\nrules. The presence of conflicting norms reduced the\nlikelihood of positive deontic conclusions being endorsed and\nincreased the likelihood of negative deontic conclusions being\nendorsed. Future intentionality and regret intensity ratings\nwere reduced in the suppression condition. The same\nconditions that affect normative inference also affect regret\nand future planning, suggesting similar cognitive mechanisms\nunderlie these processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "conflicting norms; counterfactual thinking;\ndeontic introduction; new paradigm; regret" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5js865dj", "frozenauthors": [ { "first_name": "Meredith", "middle_name": "R.", "last_name": "Wilkinson", "name_suffix": "", "institution": "De Montfort University", "department": "" }, { "first_name": "Shira", "middle_name": "", "last_name": "Elqayam", "name_suffix": "", "institution": "De Montfort University", "department": "" }, { "first_name": "Valerie", "middle_name": "", "last_name": "Thompson", "name_suffix": "", "institution": "University of Saskatchewan", "department": "" }, { "first_name": "David", "middle_name": "E.", "last_name": "Over", "name_suffix": "", "institution": "Durham University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27436/galley/17072/download/" } ] }, { "pk": 27315, "title": "Counterfactuals, indicative conditionals, and negation under uncertainty:Are there cross-cultural differences?", "subtitle": null, "abstract": "In this paper we study selected argument forms involvingcounterfactuals and indicative conditionals under uncertainty.We selected argument forms to explore whether people withan Eastern cultural background reason differently about con-ditionals compared to Westerners, because of the differencesin the location of negations. In a 2 × 2 between-participantsdesign, 63 Japanese university students were allocated to fourgroups, crossing indicative conditionals and counterfactuals,and each presented in two random task orders. The datashow close agreement between the responses of Easterners andWesterners. The modal responses provide strong support forthe hypothesis that conditional probability is the best predic-tor for counterfactuals and indicative conditionals. Finally,the grand majority of the responses are probabilistically coher-ent, which endorses the psychological plausibility of choosingcoherence-based probability logic as a rationality frameworkfor psychological reasoning research.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "argument forms; cross-cultural comparison; coun-terfactuals; indicative conditionals; negation; probabilitylogic; reasoning under uncertainty" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9mj7j237", "frozenauthors": [ { "first_name": "Niki", "middle_name": "", "last_name": "Pfeifer", "name_suffix": "", "institution": "LMU Munich", "department": "" }, { "first_name": "Hiroshi", "middle_name": "", "last_name": "Yama", "name_suffix": "", "institution": "Osaka City University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27315/galley/16951/download/" } ] }, { "pk": 27651, "title": "Counterfactual thoughts and judgments about morally good actions", "subtitle": null, "abstract": "Evaluating the morality of an action is affected by thoughts about whether the outcome might have turned outdifferently. We report experimental results that show a moral action effect occurs for judgments about morally good actions.Participants read stories about a morally elevating situation, e.g., an agent is found to be a match as a bone-marrow donor forsomeone else. The agent decided to act or not to act, and the outcome turned out well or it did not turn out well. Participantscreated counterfactual thoughts and they also made judgments about whether the agent should have acted, and whether theagent was morally responsible for the outcome. The results show a moral action effect: participants judged that the actionshould have been taken, and that the agent was morally responsible for the outcome, when the agent acted compared to whenthey did not act, regardless of the outcome.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5t1853gh", "frozenauthors": [ { "first_name": "Shane", "middle_name": "", "last_name": "Timmons", "name_suffix": "", "institution": "University of Dublin", "department": "" }, { "first_name": "Ruth", "middle_name": "", "last_name": "Byrne", "name_suffix": "", "institution": "University of Dublin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27651/galley/17287/download/" } ] }, { "pk": 27490, "title": "Couples Emotion Dynamics During Conversations Involving Stress andEnjoyment", "subtitle": null, "abstract": "While conversing face-to-face, romantic partners are thought to form a coupled and co-regulatory system, uninten-tionally shaping each other’s emotional states on a moment-by-moment basis. What has been less explored, however, are theways in which this coupling is modulated by high-level interpersonal factors, such as discussing topics that are stressful forone or both partners. We provide an initial exploration by examining the emotion ratings of 42 romantic, heterosexual couplesduring conversations involving stress or enjoyment. Ratings were generated via continuous dials (sampled every second) asparticipants watched video playback of their interactions. The resulting time series were assessed for time-lagged patterns ofemotional coupling using cross recurrence quantification analysis. Initial results show that for topics that involved a mutualsense of stress or enjoyment, overall coupling was high, but this coupling was largely disrupted once the stress was moreasymmetrically experienced.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7r06j3xs", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": "", "last_name": "Duran", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Ashley", "middle_name": "", "last_name": "Randall", "name_suffix": "", "institution": "Arizona State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27490/galley/17126/download/" } ] }, { "pk": 35997, "title": "Creating a Translanguaging Space for High School Emergent Bilinguals", "subtitle": null, "abstract": "Translanguaging is a rapidly developing concept in bilingual education. Working from the theoretical background\nof dynamic bilingualism, a translanguaging lens posits\nthat bilingual learners draw on a holistic linguistic repertoire to make sense of the world and to communicate\neffectively with texts. What is relatively underdeveloped\nis the pedagogical aspects of translanguaging. This classroom-based study conducted in the southeastern US asks\n2 questions: (a) How might teachers create a translanguaging space for students, and (b) what would this space look\nlike? The authors, 1 classroom teacher and 1 researcher,\nengaged emergent bilingual students in small group reading of a culturally relevant text and observed students’\nactive participation through strategic and fluid translanguaging practices. The authors argue that the linguistic\nnorms of schooling should reflect the discursive norms\nof emergent bilingual students, and that teachers create\ntranslanguaging spaces as a path to educational equity", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Feature Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7mv5w2th", "frozenauthors": [ { "first_name": "Shuzhan", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "University of Florida, Gainesville", "department": "" }, { "first_name": "Wenjing", "middle_name": "", "last_name": "Luo", "name_suffix": "", "institution": "University of Florida, Gainesville", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35997/galley/26849/download/" } ] }, { "pk": 26844, "title": "Creating words from iterated vocal imitation", "subtitle": null, "abstract": "We report the results of a large-scale (N=1571) experiment toinvestigate whether spoken words can emerge from the processof repeated imitation. Participants played a version of the chil-dren’s game “Telephone”. The first generation was asked toimitate recognizable environmental sounds (e.g., glass break-ing, water splashing); subsequent generations imitated the im-itators for a total of 8 generations. We then examined whetherthe vocal imitations became more stable and word-like, re-tained a resemblance to the original sound, and became moresuitable as learned category labels. The results showed (1) theimitations became progressively more word-like, (2) even af-ter 8 generations, they could be matched above chance to theenvironmental sound that motivated them, and (3) imitationsfrom later generations were more effective as learned cate-gory labels. These results show how repeated imitation cancreate progressively more word-like forms while retaining asemblance of iconicity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "categorization; transmission chain; language evo-lution" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3bj5w55m", "frozenauthors": [ { "first_name": "Pierce", "middle_name": "", "last_name": "Edmiston", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Marcus", "middle_name": "", "last_name": "Perlman", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Lupyan", "name_suffix": "", "institution": "University of Wisconsi -Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26844/galley/16480/download/" } ] }, { "pk": 27305, "title": "Creation of Spatial Mental Models with Figural Stimuli:Validation of the Emoji-based Spatial Integration Task", "subtitle": null, "abstract": "The current study examined a new spatial integration (SI)task, based on figural rather than linguistic stimuli, tomeasure the construct of mental modeling ability.Previous tasks conflated linguistic ability with mentalmodeling ability by requiring sentence processing, whichmay have contributed to mixed findings with respect tothe relationship between mental model ability andworking memory capacity (WMC). The figural spatialintegration task produced the canonical continuity effect,such that discontinuous items had lower accuracy thancontinuous items. Furthermore, WMC and visuospatialability predicted SI task performance, and both werestronger predictors for the continuous condition. Theinteractions between predictors and task conditionssuggest reliance on heuristics and/or rehearsal duringperformance of the more difficult discontinuous items.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Spatial integration" }, { "word": "mental modeling" }, { "word": "workingmemory capacity" }, { "word": "spatial manipulation." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4gp804df", "frozenauthors": [ { "first_name": "Polly", "middle_name": "", "last_name": "O’Rourke", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Nick", "middle_name": "B.", "last_name": "Pandža", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Campbell", "name_suffix": "", "institution": "University of Maryland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27305/galley/16941/download/" } ] }, { "pk": 26826, "title": "Cross-situational learning of novel anaphors", "subtitle": null, "abstract": "Word learning research has shown that learners constrain thehypothesis space for word meanings by using multiplesources of information, such as cross-situational regularitiesof word-context co-occurrences or syntactic cues, like thenumber of arguments. These studies typically focus on wordmeaning development where these cues can be helpful but notnecessary. As such, it sheds little light on the acquisition ofanaphors, which requires tracking syntactic dependenciesacross situations. To test whether or how learners track thisinformation, we conducted a novel anaphor learningexperiment with English and Japanese speakers, manipulatingcross-situational regularities in anaphors and their syntacticdependencies. Results show both English and Japanesespeakers closely track the frequency of interpretivepossibilities for novel anaphors. However, they demonstratedifficulties learning long-distance reflexives, which arecompatible with either local or non-local antecedents. Thissuggests that successful anaphor learning requires more thancross-situational regularities of interpretive possibilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "anaphors; binding; language acquisition;statistical learning; word learning" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/11p278gd", "frozenauthors": [ { "first_name": "Karen", "middle_name": "", "last_name": "Clothier", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Satoshi", "middle_name": "", "last_name": "Nambu", "name_suffix": "", "institution": "Monash University", "department": "" }, { "first_name": "Hajime", "middle_name": "", "last_name": "Ono", "name_suffix": "", "institution": "Tsuda-machi, Kodaira-shi", "department": "" }, { "first_name": "Akira", "middle_name": "", "last_name": "Omaki", "name_suffix": "", "institution": "Guggenheim Hall Box 352425", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26826/galley/16462/download/" } ] }, { "pk": 27562, "title": "Cumulative response probabilities: Estimating time course of lexical activationfrom single-point response times", "subtitle": null, "abstract": "An aim of research on spoken word recognition is to characterize the influence of various lexical characteristics(e.g., word frequency, neighborhood size) on lexical access. Dynamics can be coarsely estimated from single-point measureslike naming or more directly assessed using time course measures like fixation proportions over time in the visual worldparadigm (e.g., Tanenhaus et al., 1995). We propose that cumulative response probabilities (CRPs) over time may allow anew characterization of the activation dynamics of lexical access from single-point measures. We assume that the timing ofresponses in a naming task reflects probabilistic sampling of underlying continuous activation dynamics that can be recoveredby CRPs. We applied CRP analyses to visual word recognition data collected for 40,481 words from 472 participants (theEnglish Lexicon Project; Balota et al., 2007) and report initial efforts to validate this new approach.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2np9v29z", "frozenauthors": [ { "first_name": "Sahil", "middle_name": "", "last_name": "Luthra", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Magnuson", "name_suffix": "", "institution": "University of Connecticut", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27562/galley/17198/download/" } ] }, { "pk": 26842, "title": "Cute Little Puppies and Nice Cold Beers:An Information Theoretic Analysis of Prenominal Adjectives", "subtitle": null, "abstract": "A central goal of typological research is to characterizelinguistic features in terms of both their functional role andtheir fit to social and cognitive systems. One longstandingpuzzle concerns why certain languages employ grammaticalgender. In an information theoretic analysis of German nounclassification, Dye et al. (2017) enumerated a number ofimportant processing advantages gender confers. Yet thisraises a further puzzle: If gender systems are so beneficial toprocessing, what does this mean for languages that make dowithout them? Here, we compare the communicative functionof gender marking in German (a deterministic system) to thatof prenominal adjectives in English (a probabilistic one),finding that despite their differences, both systems act toefficiently smooth information over discourse, making nounsmore equally predictable in context. We examine whyevolutionary pressures may favor one system over another,and discuss the implications for compositional accounts ofmeaning and Gricean principles of communication.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "prenominal adjectives; grammatical gender;language comprehension; language production; languageevolution; information theory; typology; formal semantics;Gricean conversational maxims" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1v463899", "frozenauthors": [ { "first_name": "Melody", "middle_name": "", "last_name": "Dye", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Petar", "middle_name": "", "last_name": "Milin", "name_suffix": "", "institution": "University of Sheffield", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Futrell", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Ramscar", "name_suffix": "", "institution": "University of Tübingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26842/galley/16478/download/" } ] }, { "pk": 27526, "title": "Data Driven Eye Gaze Path Segmentation", "subtitle": null, "abstract": "The first stage of analyzing eye-tracking data is commonly to code the data into sequences of fixations and saccades.This is usually automated using simple, predetermined rules for classifying ranges of the time series into events, such as “ifthe dispersion of gaze samples is lower than the threshold, then code as a fixation.” More recent approaches incorporateadditional eye-movement categories in automated parsing algorithms, particularly glissades, by using time-varying, data-driventhresholds. We describe an alternative approach using the beta-process auto-regressive hidden Markov model (BP-AR HMM).The BP-AR-HMM offers two main advantages over existing frameworks. First, it provides a statistical model for eye movementclassification rather than a single estimate. Second, the BP-AR-HMM uses a latent process to model the number and natureof the types of eye-movements and hence is not constrained to predetermined categories. We present comparisons betweenBP-AR-HMM parsing and standard analyses on multiple datasets.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2650130m", "frozenauthors": [ { "first_name": "Joseph", "middle_name": "", "last_name": "Houpt", "name_suffix": "", "institution": "Wright State University", "department": "" }, { "first_name": "Mary", "middle_name": "", "last_name": "Frame", "name_suffix": "", "institution": "Miami University", "department": "" }, { "first_name": "Leslie", "middle_name": "", "last_name": "Blaha", "name_suffix": "", "institution": "Pacific Northwest National Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27526/galley/17162/download/" } ] }, { "pk": 26885, "title": "Decisions based on verbal probabilities:Decision bias or decision by belief sampling?", "subtitle": null, "abstract": "We examined decisions based on verbal probability phrases,such as \"small chance,\" \"likely,\" or \"doubtful\" (we call thesephrases verbal probabilities). Verbal probabilities havecommunicative functions called directionality and can becategorized into positive (e.g., \"likely\" or \"probable\") ornegative (e.g., “unlikely,” “doubtful”) phrases in terms oftheir directionality. Previous studies have shown that thedirectionality of phrases affects decisions. Although suchdecisions seem biased, we argue that they are not. Wehypothesize that since a speaker has the option to choose thedirectionality used during communication, the selecteddirectionality becomes relevant information to a decisionmaker, and is taken into account in making decisions. Wemodeled these processes using the Decision by BeliefSampling (DbBS) model. We found that the observed datacould be well explained by our hypothesis, and that the DbBSmodel could be one of the best potential models for decisionsbased on verbal probability information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Verbal probabilities; decisions based on verbalprobabilities; directionality; decision by belief sampling." } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9f28r1c8", "frozenauthors": [ { "first_name": "Hidehito", "middle_name": "", "last_name": "Honda", "name_suffix": "", "institution": "University of Tokyo", "department": "" }, { "first_name": "Toshihiko", "middle_name": "", "last_name": "Matsuka", "name_suffix": "", "institution": "Chiba University", "department": "" }, { "first_name": "Kazuhiro", "middle_name": "", "last_name": "Ueda", "name_suffix": "", "institution": "University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26885/galley/16521/download/" } ] }, { "pk": 27229, "title": "Decoding Partner Type in Human-Agent Negotiation using functional MRI", "subtitle": null, "abstract": "People interact differently with humans than they do with com-puters, but there is minimal research on what brings aboutthese differences. Using agents labeled as either “another par-ticipant” or a “computer program”, we investigated the differ-ences in people’s behavior and brain activity during the courseof a negotiation paradigm. Our results indicate that people per-ceive human-labeled agents more human-like than computer-labeled agents, and the level of concession in the negotiationsis dependent on agent type. We have also found that these dif-ferences can be captured in brain activation by showing thatparts of the Theory of Mind neural correlates are activated inhuman-labeled agent conditions, but not in computer-labeledagent conditions. We further demonstrate that brain activitycan predict whether the negotiation agent was introduced asa competing human player or a computer program. Overall,our study suggests that labeling an interaction partner as ei-ther another human or a computer program leads to significantimpacts on one’s decision making.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Human-Agent Interaction; Negotiations; fMRI" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5s91q1w9", "frozenauthors": [ { "first_name": "Eunkyung", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" }, { "first_name": "Jared", "middle_name": "", "last_name": "Gilbert", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" }, { "first_name": "Charlotte", "middle_name": "", "last_name": "Horowitz", "name_suffix": "", "institution": "University of Michigan", "department": "" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Gratch", "name_suffix": "", "institution": "University of Southern California, Playa Vista", "department": "" }, { "first_name": "Jonas", "middle_name": "T.", "last_name": "Kaplan", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" }, { "first_name": "Morteza", "middle_name": "", "last_name": "Dehghani", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27229/galley/16865/download/" } ] }, { "pk": 27228, "title": "Decoding Virtual Agent’s Emotion and Strategy from Brain Patterns", "subtitle": null, "abstract": "Recent advances in technology have paved the way for human-agent interactions to become ubiquitous in our daily lives, anddecades worth of research on virtual agents have enhancedthese interactions. However, for the most part, the effect of dif-ferent types of agents on the human brain is unknown, and theneuroscience of human-agent interactions is rarely studied. Inthis study, we examine the underlying neural systems involvedin processing and responding to different types of negotiatingagents. More specifically, we show that different brain patternsare observed for various types of virtual agents; consequently,we can decode the strategy and emotional display of the agentbased on the counterpart’s brain activity. Using fMRI data, weanalyzed participants’ brain activity during negotiations withagents who show three different emotional expressions and usetwo different types of negotiation strategies. We demonstratethat, using Multi-Voxel Pattern Analysis, we can reliably de-code agents’ emotional expressions based on the activity in theleft dorsal anterior insula, and also agents’ strategies based onthe activity in the frontal pole.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Human-Agent Interaction; Negotiation; Emotion;Decision-Making; fMRI" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2gc041dz", "frozenauthors": [ { "first_name": "Eunkyung", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" }, { "first_name": "Sarah", "middle_name": "I.", "last_name": "Gimbel", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" }, { "first_name": "Aleksandra", "middle_name": "", "last_name": "Litvinova", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" }, { "first_name": "Jonas", "middle_name": "T.", "last_name": "Kaplan", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" }, { "first_name": "Morteza", "middle_name": "", "last_name": "Dehghani", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27228/galley/16864/download/" } ] }, { "pk": 27108, "title": "Decomposability and Frequency in the Hindi/Urdu Number System", "subtitle": null, "abstract": "Hindi/Urdu (HU) numbers 10–99 are highly irregular, unlikethe transparent systems of most languages. I investigate themorphological decomposability of HU numbers using a seriesof computational models. While these models classify mostforms accurately, problems are encountered in high-frequencyforms of low cardinality, suggesting that some HU numbers aremore transparent (i.e., morphologically decomposable) thanothers. These results are compatible with a dual-route accessmodel proposed for the processing of numeral forms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "numerals; computational modeling; Bayesianlearning; Hindi/Urdu; phonology; morphology" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3s4590rr", "frozenauthors": [ { "first_name": "Chundra", "middle_name": "Aroor", "last_name": "Cathcart", "name_suffix": "", "institution": "Lund University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27108/galley/16744/download/" } ] }, { "pk": 27411, "title": "Deconstructing Transitional Probabilities: Bigram Frequency and Diversity in\nLexical Decision", "subtitle": null, "abstract": "Statistical learning paradigms traditionally use transitional\nprobabilities as a measure of statistical distribution within a\nlanguage. The current study suggests that alternative metrics\nmay exist that can account for differences in language\nprocessing ability. Two primed lexical decision tasks are used\nto examine the effects of bigram frequency and diversity on\nspeed and accuracy of word recognition. It is demonstrated\nthat both frequency and diversity contribute to word\nrecognition performance; findings and theoretical\nimplications are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Statistical learning; lexical decision; language" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/06p052vk", "frozenauthors": [ { "first_name": "Russell", "middle_name": "", "last_name": "Turk", "name_suffix": "", "institution": "Nottingham Trent University", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Jones", "name_suffix": "", "institution": "Nottingham Trent University", "department": "" }, { "first_name": "Duncan", "middle_name": "", "last_name": "Guest", "name_suffix": "", "institution": "Nottingham Trent University", "department": "" }, { "first_name": "Angela", "middle_name": "", "last_name": "Young", "name_suffix": "", "institution": "Nottingham Trent University", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Andrews", "name_suffix": "", "institution": "Nottingham Trent University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27411/galley/17047/download/" } ] }, { "pk": 27054, "title": "Deep Networks as Models of Human and Animal Categorization", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Categorization; Neural Network; Deep Learn-ing; Convolutional Neural Network; Animal Learning; ObjectRecognition; Neural Computation." } ], "section": "Talks: Publication-Based", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5q87672b", "frozenauthors": [ { "first_name": "Bradley", "middle_name": "C.", "last_name": "Love", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Olivia", "middle_name": "", "last_name": "Guest", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Piotr", "middle_name": "", "last_name": "Slomka", "name_suffix": "", "institution": "University of California Los Angeles", "department": "" }, { "first_name": "Victor", "middle_name": "M.", "last_name": "Navarro", "name_suffix": "", "institution": "The University of Iowa", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Wasserman", "name_suffix": "", "institution": "The University of Iowa", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27054/galley/16690/download/" } ] }, { "pk": 27238, "title": "Dependent Choices in Employee Selection: Modeling Choice Compensation andConsistency", "subtitle": null, "abstract": "Past choices can influence subsequent choices in employee se-lection. Previous approaches rather described similar sequen-tial effects with feedback learning or the misperception of ran-domness. However, in the selection of job candidates also theaccumulation of the moral impact of previous choices mightinfluence subsequent choices. We investigated that questionby making two major contributions to the literature. First, wedeveloped an experimental paradigm for measuring sequentialchoices in employee selection and second, we implementeda widely applicable computational model, the Dependent Se-quential Sampling Model, for explaining sequential effects inchoices. By using this methodological approach, we uncov-ered sequential effects in employee selection. Participants(N=600) were especially motivated to compensate for morallydubious choices, with some participants showing consistentchoice behavior if their previous choices had been morally vir-tuous. These results support the assumption of asymmetriccompensation of morally dubious choices, sometimes referredto as the moral cleansing hypothesis.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "sequential sampling model; preferential choice;sequential decision making; employee selection." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5qp3g74b", "frozenauthors": [ { "first_name": "Antonia", "middle_name": "", "last_name": "Krefeld-Schwalb", "name_suffix": "", "institution": "University of Geneva", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Scheibehenne", "name_suffix": "", "institution": "University of Geneva", "department": "" }, { "first_name": "J ̈org", "middle_name": "", "last_name": "Rieskamp", "name_suffix": "", "institution": "University of Basel", "department": "" }, { "first_name": "Nicolas", "middle_name": "", "last_name": "Berkowitsch", "name_suffix": "", "institution": "University of Basel", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27238/galley/16874/download/" } ] }, { "pk": 27431, "title": "Desires influence 4- to 6-year-old children’s probabilistic judgments", "subtitle": null, "abstract": "Research on wishful thinking suggests that desires bias adult’s probability judgments. Previous research has yet toexplore if this extends to young children. In Experiment 1, 260 4- and 6-year-olds in the U.S. and Peru played a card game,where selecting a desirable card was unlikely. In Experiment 2, 200 4- to 6-year-old children were shown a bag of plasticeggs; a few contained desirable prizes. Children were asked to make predictions about what card / egg would be randomlyselected. Answers were compared to control conditions in which probability was comparable, but children had no reason todesire a specific outcome. In control conditions, children tended to state that the majority card/ egg would be selected. In theexperimental conditions, children were more likely to state that the desirable (and improbable) card/ egg would be selected.Results suggest that a desire bias extends to children as young as 4.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/87p3b6h5", "frozenauthors": [ { "first_name": "Adrienne", "middle_name": "", "last_name": "Wente", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Mariel", "middle_name": "", "last_name": "Goddu", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Elyanah", "middle_name": "", "last_name": "Posner", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Teresa", "middle_name": "", "last_name": "Garcia", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Mar ́ia", "middle_name": "Fern ́andez", "last_name": "Flecha", "name_suffix": "", "institution": "Pontificia Universidad Cat ́olica del Per ́u", "department": "" }, { "first_name": "Alison", "middle_name": "", "last_name": "Gopnik", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27431/galley/17067/download/" } ] }, { "pk": 27121, "title": "Determinants of judgments of explanatory power:\nCredibility, Generalizability, and Causal Framing", "subtitle": null, "abstract": "This study investigates how judgments of explanatory power\nare affected by (i) the prior credibility of a potential\nexplanation, (ii) the causal framing used to describe the\nexplanation, and (iii) the generalizability of the explanation.\nWe found that the prior credibility of a causal explanation\nplays a central role in explanatory reasoning: first, because of\nthe presence of strong main effects on judgments of\nexplanatory power, and second, because of the gate-keeping\nrole prior credibility has for other factors. Highly credible\nexplanations were not susceptible to causal framing effects.\nInstead, highly credible hypotheses were sensitive to the\ngeneralizability of an explanation. While these results yield a\nmore nuanced understanding of the determinants of\njudgments of explanatory power, they also illuminate the\nclose relationship between prior beliefs and explanatory\npower and the relationship between abductive and\nprobabilistic reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Explanation; Prior credibility; Causal framing;\nGeneralizability; Abduction" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1xp8v1q2", "frozenauthors": [ { "first_name": "Matteo", "middle_name": "", "last_name": "Colombo", "name_suffix": "", "institution": "Tillburg University", "department": "" }, { "first_name": "Leandra", "middle_name": "", "last_name": "Bucher", "name_suffix": "", "institution": "University of Wuppertal", "department": "" }, { "first_name": "Jan", "middle_name": "", "last_name": "Sprenger", "name_suffix": "", "institution": "Tillburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27121/galley/16757/download/" } ] }, { "pk": 27352, "title": "Developing cognitive flexibility in solving arithmetic word problems", "subtitle": null, "abstract": "In problem solving situation, cognitive flexibility appears tobe a major skill. Fostering cognitive flexibility is therefore aspecific stake in mathematics education. This researchintroduces a learning method to develop mathematicalconcepts when solving word arithmetic problems. The studywas conducted with 8 classes (4 th -5 th Grades) from high-priority education schools in the Paris area following thisprotocol: pre-tests, 5 learning sessions for experimental andcontrol groups, post-tests. During learning sessions, studentsstudied arithmetic word problems that can be solved in twodifferent ways: an expansion strategy and a factorization one.The experimental teaching method, based on arecategorization principle, allowed experimental students toimprove more than the control students in ability to use thefactorization strategy even in contexts where it is the lessintuitive and to consider the two successful strategies.Educational entailments of our finding are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive flexibility" }, { "word": "evidence-based education" }, { "word": "Categorization" }, { "word": "learning method" }, { "word": "word arithmetical problem" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0dv9z04h", "frozenauthors": [ { "first_name": "Calliste", "middle_name": "", "last_name": "Scheibling-Sève", "name_suffix": "", "institution": "University of Paris", "department": "" }, { "first_name": "Emmanuel", "middle_name": "", "last_name": "Sander", "name_suffix": "", "institution": "University of Paris", "department": "" }, { "first_name": "Elena", "middle_name": "", "last_name": "Pasquinelli", "name_suffix": "", "institution": "Fondation La main à la pâte", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27352/galley/16988/download/" } ] }, { "pk": 27502, "title": "Developing Visual Closure in Infancy", "subtitle": null, "abstract": "Visual closure is the ability to complete a picture from partial information. In children it is a requisite in manyskills such as fluent reading, and is also used in many tests of colour vision. Here we present a test of visual closure in infantsacross two age groups, 1;4 and 1;7, both to test their abilities in visual closure, but also as a prototype for a colour vision testfor younger infants. The results of the study show evidence of development in visual closure abilities across those two ages,suggesting that visual closure is a perceptual ability that continues to develop in the second year of life. The results of this studyare discussed in terms of perceptual development in infants and toddlers, and have consequences for both medical and scientificunderstanding of visual closure in children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/59k2s3dg", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "", "last_name": "Forbes", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Kim", "middle_name": "", "last_name": "Plunkett", "name_suffix": "", "institution": "University of Oxford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27502/galley/17138/download/" } ] }, { "pk": 27487, "title": "Developmental Changes in Visual Scene Statistics", "subtitle": null, "abstract": "Mature visual experience is tuned by inputs to the developing visual system. However, little is known about thelow-level statistics of available visual input as infants interact with the world in rapidly changing ways. Recent studies of thecontents of infant-perspective scenes (sampled from a corpus of over 5 million head camera images) indicate that these contentschange dramatically over the first year of life. Faces, ceilings, wall edges, and high-contrast patterns characterize younger babies(below 3 months), while more crowded images characterize older babies. These differences suggest possible developmentalchanges in lower-level visual statistics. After analyzing a sample of infant-perspective scenes from 4- to 10-week-old infants,and from 28- to 34-week-old infants, we found that mean Feature Congestion and Subband Entropy—measures of visual clutterin natural scenes—increase with age. The full analyses include spatial frequency, orientation, contrast, and clutter measuresacross 1,821,021 frames.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8t055758", "frozenauthors": [ { "first_name": "Christina", "middle_name": "", "last_name": "Deserio", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Jason", "middle_name": "", "last_name": "Gold", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Swapnaa", "middle_name": "", "last_name": "Jayaraman", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Rowan", "middle_name": "", "last_name": "Candy", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Linda", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27487/galley/17123/download/" } ] }, { "pk": 26803, "title": "Didn’t know, or didn’t show? Preschoolers consider epistemic state and degree ofomission when evaluating teachers", "subtitle": null, "abstract": "The ability to recognize and evaluate reliable informants is acritical skill for effective social learning. Building on priorwork showing children’s sensitivity to informants who omitrelevant information, here we asked whether children’s teacherevaluations incorporate information about 1) the epistemicstate of the teacher, and 2) the amount and value of informationtaught. Preschool-aged children rated informants who taughtlearners about a novel toy with four functions; we systemat-ically varied the number and value of functions the teachersknew and taught. Our results indicate that children exoner-ated unintentional omissions of teachers who had incompleteknowledge, and provided graded ratings based on the degree ofomission. These findings are consistent with the predictions ofprior computational work, and suggest that the ability to reasonabout others’ knowledge plays an important role in children’sinferences about others’ efficacy as informants.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Development" }, { "word": "pedagogy" }, { "word": "social learning" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5q77n4vn", "frozenauthors": [ { "first_name": "Ilona", "middle_name": " ", "last_name": "Bass", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Bonawitz", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Hyowon", "middle_name": "", "last_name": "Gweon", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26803/galley/16439/download/" } ] }, { "pk": 27544, "title": "Different alternative explanations can render different information relevant toexplaining an event", "subtitle": null, "abstract": "Scientific reasoning includes deciding whether information is relevant to explaining an event. In some cases, seeinginformation as relevant requires having a background theory or explanation that can make sense of the information. Collegestudents were shown a possible explanation for an event, along with two pieces of possibly relevant information (Info1 andInfo2), and one of two possible alternative explanations (Alt1 or Alt2). Info1 was seen as more relevant when Alt1 rather thanAlt2 was presented; Info2 was seen as more relevant when Alt2 rather than Alt1 was presented. In addition, relevance ratingsof the information increased as did initial ratings of the Alternative. People from different backgrounds might bring with themdifferent alternative theories that can hinder the understanding of why some information is relevant and other information not. Inaddition, finding the initial alternative compelling might enable people to better assess the relevance of additional information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3sm4s0np", "frozenauthors": [ { "first_name": "Barbara", "middle_name": "", "last_name": "Koslowski", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Francoise", "middle_name": "", "last_name": "Vermeylen", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27544/galley/17180/download/" } ] }, { "pk": 26935, "title": "Different processes for reading words learned before and after onset of literacy", "subtitle": null, "abstract": "Learning to read has a substantial effect on the representationsof spoken and meaning forms of words. In this paper weassess literacy effects beyond representational changes,focusing on adaptations to the architecture of the readingsystem that maps between these representations. We present aconnectionist model of reading that predicted distinctprocessing of pre- and post-literacy acquired words. Forreading for meaning, words learned prior to literacy wereprocessed more indirectly via phonological representations,whereas for post-literacy acquired words, processing wasmore direct along the orthography to semantics pathway. Thismore computationally intensive route was prioritised becauseindirect phonology to semantics mappings were unavailable.Such an effect was less apparent for naming, because learningdirect orthography to phonology mappings is lesscomputationally intensive. These results were confirmed in ananalysis of naming and lexical decision behavioural data. Theeffect of literacy onset remains an observable artefact in adultreading.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "literacy; age of acquisition; languagedevelopment; reading fluency; reading comprehension;computational modelling." } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6xj488tc", "frozenauthors": [ { "first_name": "Padraic", "middle_name": "", "last_name": "Monaghan", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Ya-Ning", "middle_name": "", "last_name": "Chang", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Stephen", "middle_name": "", "last_name": "Welbourne", "name_suffix": "", "institution": "University of Manchester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26935/galley/16571/download/" } ] }, { "pk": 27634, "title": "Disambiguating Disfluencies: What Do Speech Disfluencies Tell Us About SpeechProduction?", "subtitle": null, "abstract": "Speech disfluencies occur frequently in spontaneous speech but their source is unclear. Disfluencies can take severalforms, most commonly as verbalized disfluencies such as “um”, “uh”, and “so”, as well as silent pauses. In the presentexploratory study we examined the relationship between disfluencies as distinct entities, individual differences in workingmemory capacity, and linguistic markers of complexity. We found that disfluencies diverge in their relationship with thesevariables. The “um” disfluency was most closely related to working memory capacity and linguistic complexity. The “uh”disfluency was associated with infrequent word production. The “so” disfluency predicted of the number of words produced.Silent disfluencies were not related to working memory capacity. However, micro-pauses were related to word production,and macro-pauses were negatively correlated with the “so” disfluency. Results are discussed in terms of potential relationshipsbetween disfluencies and speech production processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6d10v5f2", "frozenauthors": [ { "first_name": "Mikhail", "middle_name": "", "last_name": "Sokolov", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Logan", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27634/galley/17270/download/" } ] }, { "pk": 27171, "title": "Discourse Acquisition in ‘Pear Stories ’ of Preschool-aged Children", "subtitle": null, "abstract": "This work focuses on an issue situated at the intersection of\ntwo domains: the oral mode of communication vs. the\nwritten mode of communication, and language acquisition.\nThe backbone of this research is a conjecture that, for some\nage groups (babies, toddlers and preschool-aged children),\nto explore the acquisition of discourse as a whole (including\ngestures, facial expressions, prosody, pauses and discursive\nmarkers, etc.) is more appropriate than explore the\nacquisition of language exclusively. “The Pear Film”\nexperimental line underpins the method of this research.\nThe database comprises 74 ‘pear stories’ of Moscow\npreschool-aged children and high school students. Three\nparameters of the discourse are of interest for the authors: a\nlogical structure and a coherence of the narrative; gestures\nand spontaneous movements lost any communicative\nmeaning; discourse words and pauses.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Multimodal Communication" }, { "word": "discourse" }, { "word": "Language Acquisition" }, { "word": "narrative" }, { "word": "pear stories." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4z45696z", "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": "Nikita", "middle_name": "A.", "last_name": "Safronov", "name_suffix": "", "institution": "Moscow Region State University", "department": "" }, { "first_name": "Varvara", "middle_name": "A.", "last_name": "Sonina", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27171/galley/16807/download/" } ] }, { "pk": 27357, "title": "Discourse continuity promotes children’s learning of new objects labels", "subtitle": null, "abstract": "The present study examined the influence of continuity ofreference (i.e., discourse continuity) on children’s learning ofnew objects labels. Four-year-old children were taught threenew label/objects pairs, where the speaker’s references toobjects were either continuous (i.e., clusters of utterancesreferred to the same object) or discontinuous (i.e., no twosequential sentences referred to the same object). In twoexperiments, children learned new word/object mappingsmore successfully when object labels were accompanied bycontinuous references to the same object. This researchreveals how discourse cues support children’s encoding ofnew words, and in doing so, advances our understanding ofthe specific features of parents’ language input that facilitatechildren’s language development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "discourse continuity; word learning; child-directed speech" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4214f8g1", "frozenauthors": [ { "first_name": "Jessica", "middle_name": "F.", "last_name": "Schwab", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Casey", "middle_name": "", "last_name": "Lew-Williams", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27357/galley/16993/download/" } ] }, { "pk": 27033, "title": "Discovering Multicausality in the Development of Coordinated Behavior", "subtitle": null, "abstract": "Human interaction involves the organization of a collection ofsensorimotor systems across space and time. The study ofhow coordination develops in child-parent interaction hasprimarily focused on understanding the development ofspecific coordination patterns from individual modalities.However, less work has taken a systems view andinvestigated the development of coordination among multipleinterdependent behaviors. In the present work, we usedGranger causality as a mathematical model to constructdyadic causal networks of multimodal data collected from alongitudinal study of child-parent interaction. At a group-level, we observed increases in the number of causal links andin the strength of such links in dyadic interaction from 9-months to 12-months. At an individual-level, we observedhigh variability in the types of causal links that emergedacross developmental ages. We discuss these results in termsof a multicausality hypothesis for the development of humancoordination.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Interpersonal Coordination; Social Interaction;Child-Parent Interaction; Granger Causality; MultimodalSocial Interaction; Multivariate Autoregressive Model" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7d592545", "frozenauthors": [ { "first_name": "Tian", "middle_name": "Linger", "last_name": "Xu", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Drew", "middle_name": "H.", "last_name": "Abney", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27033/galley/16669/download/" } ] }, { "pk": 27103, "title": "Discovering simple heuristics from mental simulation", "subtitle": null, "abstract": "In the history of cognitive science, there have been two com-peting philosophies regarding how people reason about theworld. In one, people rely on rich, generative models to makepredictions about a wide range of scenarios; while in the other,people have a large “bag of tricks”, idiosyncratic heuristics thattend to work well in practice. In this paper, we suggest thatrather than being in opposition to one another, these two ideascomplement each other. We argue that people’s capacity formental simulation may support their ability to learn new cue-based heuristics, and demonstrate this phenomenon in two ex-periments. However, our results also indicate that participantsare far less likely to learn a heuristic when there is no logical orexplicitly conveyed relationship between the cue and the rele-vant outcome. Furthermore, simulation—while a potentiallyuseful tool—is no substitute for real world experience", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mental simulation" }, { "word": "Heuristics" }, { "word": "physical reasoning" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8288v5mf", "frozenauthors": [ { "first_name": "Frederick", "middle_name": "", "last_name": "Callaway", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Jessica", "middle_name": "B.", "last_name": "Hamrick", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27103/galley/16739/download/" } ] }, { "pk": 27269, "title": "Disentangling perceptual and linguistic factors in parsing", "subtitle": null, "abstract": "We offer a re-evaluation of the tone-monitoring technique inthe study of parsing. Experiment 1 shows that reaction times(RTs) to tones are affected by two factors: a) processing load,resulting in a tendency for RTs to decrease across a sentence,and b) a perceptual effect which adds to this tendency andmoreover plays a role in neutralising differences between sen-tence types. Experiment 2 successfully discriminates thesetwo factors by registering event-related brain potentials dur-ing a monitoring task, establishing that the amplitudes of theN1 and P3 components —the first associated with temporaluncertainty, the second with processing load— correlate withRTs. Experiment 3 then behaviourally segregates the two fac-tors by placing the last tone at the end of sentences, activating awrap-up operation and thereby both disrupting the decreasingtendency and highlighting structural factors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Tone monitoring; Processing load; ERPs; Posi-tion effect." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5320b514", "frozenauthors": [ { "first_name": "David", "middle_name": "J.", "last_name": "Lobina", "name_suffix": "", "institution": "University of Barcelona", "department": "" }, { "first_name": "Josep", "middle_name": "", "last_name": "Demestre", "name_suffix": "", "institution": "University Rovira i Virgili", "department": "" }, { "first_name": "Jos ́e", "middle_name": "E.", "last_name": "Garc ́ıa-Albea", "name_suffix": "", "institution": "University Rovira i Virgili", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27269/galley/16905/download/" } ] }, { "pk": 27196, "title": "Disfluencies in dialogues with patients with schizophrenia", "subtitle": null, "abstract": "Disfluencies such as self-repairs, filled pauses such as ‘um’and silent pauses are pervasive in dialogue, but there is no con-sensus in the literature as to whether they reflect internal pro-duction pressures, or interactive issues – or how their effectsare manifest in dialogue. It is well-known that patients withschizophrenia have problems with language and social cogni-tive skills, yet little research has investigated how these impactinteraction. We report a study on the disfluency behaviours ofpatients with schizophrenia and their interlocutors who wereunaware of the patient’s diagnosis, compared to healthy con-trol groups. Results show that patients use fewer self-repairsthan either their partners or controls and fewer filled pauses(‘er’, ‘um’) than controls. Furthermore, the presence of the pa-tient also affects patients’ partners, who use fewer filled pausesthan controls and more unfilled pauses than both patients andcontrols. This suggests that smooth coordination of turns isproblematic in patients’ dialogues", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Disfluency; Dialogue; Schizophrenia" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/03t779cd", "frozenauthors": [ { "first_name": "Christine", "middle_name": "", "last_name": "Howes", "name_suffix": "", "institution": "University of Gothenburg, Sweden", "department": "" }, { "first_name": "Mary", "middle_name": "", "last_name": "Lavelle", "name_suffix": "", "institution": "King’s College London", "department": "" }, { "first_name": "Patrick", "middle_name": "G. T.", "last_name": "Healey", "name_suffix": "", "institution": "Queen Mary University of London", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Hough", "name_suffix": "", "institution": "Bielefeld University", "department": "" }, { "first_name": "Rose", "middle_name": "", "last_name": "McCabe", "name_suffix": "", "institution": "Exeter University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27196/galley/16832/download/" } ] }, { "pk": 27346, "title": "Dissolving the Grounding Problem: How the Pen is Mightier than the Sword", "subtitle": null, "abstract": "The computational metaphor for mind is still the central guiding idea in cognitive science despite many insightfuland well-founded rejections of it. There is good reason for its staying power: when we are at our cognitive best, we reasonabout our world with our concepts. But the challengers are right, I argue, in insisting that no reductive account of that capacityis forthcoming. Here I describe an externalist account that grounds representations in organism-level engagement with itsenvironment, not in its neural activity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9220d3qg", "frozenauthors": [ { "first_name": "Nancy", "middle_name": "", "last_name": "Salay", "name_suffix": "", "institution": "Queen’s University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27346/galley/16982/download/" } ] }, { "pk": 26824, "title": "Distributional learning and lexical category acquisition:What makes words easy to categorize?", "subtitle": null, "abstract": "In this study, results of computational simulations on Englishchild-directed speech are presented to uncover what distribu-tional properties of words make it easier to group them intolexical categories. This analysis provides evidence that wordsare easier to categorize when (i) they are hard to predict giventhe contexts they occur in; (ii) they occur in few different con-texts; and (iii) their contextual distributions have a low entropy,meaning that they tend to occur more often in one of the con-texts they occur in. This profile fits that of content words, espe-cially nouns and verbs, which is consistent with developmentalevidence showing that children learning English start by form-ing a noun and a verb category. These results further charac-terize the role of distributional information in lexical categoryacquisition and confirm that it is a robust, reliable, and devel-opmentally plausible source to learn lexical categories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Distributional bootstrapping; Lexical category ac-quisition; Statistical learning; Computational psycholinguis-tics; Language acquisition" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0758v5qp", "frozenauthors": [ { "first_name": "Giovanni", "middle_name": "", "last_name": "Cassani", "name_suffix": "", "institution": "University of Antwerp", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Grimm", "name_suffix": "", "institution": "University of Antwerp", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Gillis", "name_suffix": "", "institution": "University of Antwerp", "department": "" }, { "first_name": "Walter", "middle_name": "", "last_name": "Daelemans", "name_suffix": "", "institution": "University of Antwerp", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26824/galley/16460/download/" } ] }, { "pk": 26812, "title": "Diversity in a Contrast Set Increases Generalization from a Single-Item Target", "subtitle": null, "abstract": "Four experiments explored the effect of diversity of contrasting negative evidence on inductive inferences drawnfrom a single-item target. In Experiments 1 and 2, we found that increasing the diversity of a contrast set led people to inferthat a target exemplar corresponded to a higher level category and led to greater generalization of a novel property associatedwith the target. Further, we demonstrated two boundary conditions in which the effect only occurred when the contrast setwas consistent with a higher level category that both united the contrast exemplars and distinguished them from the target(Experiment 4) and when contrast and target shared an obvious parent category (Experiment 5). Taken together, these findingsdemonstrate that increasing the diversity of a contrast increases generalization from a target, but only if the contrast set is drawnfrom a single category that excludes, but shares a common parent with, the target.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": " " } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8rx0v1zk", "frozenauthors": [ { "first_name": "David", "middle_name": " ", "last_name": "Bosch", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Kalkstein", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Tali", "middle_name": "", "last_name": "Kleiman", "name_suffix": "", "institution": "The Hebrew University of Jerusalem", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26812/galley/16448/download/" } ] }, { "pk": 27294, "title": "Do Accurate Metacognitive Judgments Predict Successful Multimedia Learning?", "subtitle": null, "abstract": "Successful performance during multimedia learning requiresaccurate metacognitive judgments. However, little researchhas investigated the influence of accurate metacognitivejudgments for different representations of information (e.g.,text and diagram) on performance during multimedialearning. As such, we investigated if participants’metacognitive judgments for text and diagrams (i.e., contentevaluations; CEs) were significantly related to increasedperformance and higher confidence during multimedialearning. Metacognitive judgments and performance measureswere collected from 48 undergraduate participants during 18randomized trials. Results using multilevel modelingindicated that participants’ CEs for text-based content weresignificantly predictive of performance. Results also showedthat accurate CEs for diagrams interacted with accuratemultiple-choice responses to predict higher retrospectiveconfidence judgments (i.e., higher confidence). Identifyingmetacognitive judgments predictive of increased performanceduring multimedia learning has important theoretical,conceptual, and analytical implications.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "multimedia learning; metacognition; meta-cognitive judgments; multilevel modeling; performance;science learning" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/557542h7", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": "V.", "last_name": "Mudrick", "name_suffix": "", "institution": "North Carolina State University", "department": "" }, { "first_name": "Michelle", "middle_name": "", "last_name": "Taub", "name_suffix": "", "institution": "North Carolina State University", "department": "" }, { "first_name": "Roger", "middle_name": "", "last_name": "Azevedo", "name_suffix": "", "institution": "North Carolina State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27294/galley/16930/download/" } ] }, { "pk": 27216, "title": "Document Similarity Misjudgment by LSA: Misses vs. False Positives", "subtitle": null, "abstract": "Modeling text document similarity is an important yet\nchallenging task. Even the most advanced computational\nlinguistic models often misjudge document similarity relative\nto humans. Regarding the pattern of misjudgment between\nmodels and humans, Lee and colleagues (2005) suggested that\nthe models’ primary failure is occasional underestimation of\nstrong similarity between documents. According to this\nsuggestion, there should be more extreme misses (i.e., models\nfailing to pick up on strong document similarity) than extreme\nfalse positives (i.e., models falsely detecting document\nsimilarity that does not exist). We tested this claim by\ncomparing document similarity ratings generated by humans\nand latent semantic analysis (LSA). Notably, we implemented\nLSA with 441 unique parameter settings, determined optimal\nparameters that yielded high correlations with human ratings,\nand finally identified misses and false positives under the\noptimal parameter settings. The results showed that, as Lee et\nal. predicted, large errors were predominantly misses rather\nthan false positives. Potential causes of the misses and false\npositives are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "text document relatedness; semantic similarity;\nlatent semantic analysis (LSA)" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5hc428x0", "frozenauthors": [ { "first_name": "Kyung", "middle_name": "Hun", "last_name": "Jung", "name_suffix": "", "institution": "Kennesaw State University", "department": "" }, { "first_name": "Eric", "middle_name": "", "last_name": "Ruthruff", "name_suffix": "", "institution": "University of New Mexico", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Goldsmith", "name_suffix": "", "institution": "University of New Mexico", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27216/galley/16852/download/" } ] }, { "pk": 27617, "title": "Does a present bias influence exploratory choice?", "subtitle": null, "abstract": "Balancing exploration and exploitation is difficult, and across a wide variety of situations under-exploration ofuncertain alternatives appears prevalent. We propose that one possible cause of under-exploration is present bias, wherebyimmediate rewards (like those gained from exploitation) loom larger than future rewards (like those gained from exploration).This possible cause of under-exploration is not addressed by past studies, in which choices generally yield token rewards thatare converted to money at the end of the experiment, removing the inter-temporal aspect of the decision-making process. Toaddress this issue, we developed an exploratory choice task with immediately-consumed rewards. We then tested whetherwhether imposing a temporal delay before the consumption of rewards increased exploration by decreasing present bias, andreport on our results.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7b21n3kg", "frozenauthors": [ { "first_name": "Alexander", "middle_name": "S", "last_name": "Rich", "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": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27617/galley/17253/download/" } ] }, { "pk": 27439, "title": "Does Associative Memory Play a Role in Solving Physics Problems?", "subtitle": null, "abstract": "Previous research has found that people frequently provideincorrect predictions about the path of moving objects when givenan idealised physics problem to solve. The aim of this research wasto explore whether these incorrect predictions are due to theapplication of an incorrect naïve physics theory, whether incorrectperceptions generated from past experiences lead tomisconceptions of how moving objects behave, or whether it is acombination of both. Thirty-one participants volunteered to takepart in the experiment which followed a two (experiencecongruent/incongruent with naïve physics theory) by two (carriedversus free-moving object) within-subject design. The dependentvariable was participant response (straight down or curvedforwards). Results of the study revealed that participants providedanswers both consistent and inconsistent with the naïve physicstheory. This suggests that responses were primarily elicitedthrough the retrieval of associatively-mediated memories of similarscenarios - some of which contain perceptual illusions. Possiblemethodological limitations and alternative theoretical explanationsare discussed, along with practical and theoretical implications foreducation and learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6qh668tw", "frozenauthors": [ { "first_name": "K.", "middle_name": "", "last_name": "Wood", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "R.", "middle_name": "P.", "last_name": "McLaren", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "I.P.L.", "middle_name": "", "last_name": "McLaren", "name_suffix": "", "institution": "University of Exeter", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27439/galley/17075/download/" } ] }, { "pk": 27099, "title": "Does banana spontaneously activate yellow color? Color-related concepts help withcolor discrimination", "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/9jg1w47n", "frozenauthors": [ { "first_name": "Lionel", "middle_name": "", "last_name": "Brunel", "name_suffix": "", "institution": "University Paul Valéry", "department": "" }, { "first_name": "Philippe", "middle_name": "", "last_name": "Servajean", "name_suffix": "", "institution": "University Paul Valéry", "department": "" }, { "first_name": "Loic", "middle_name": "", "last_name": "Heurley", "name_suffix": "", "institution": "University Paris X", "department": "" }, { "first_name": "Nicolas", "middle_name": "", "last_name": "Vermeulen", "name_suffix": "", "institution": "Université catholique de Louvain", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27099/galley/16735/download/" } ] }, { "pk": 26863, "title": "Does Mandarin Spatial Metaphor for Time Influence Chinese Deaf Signers’\nSpatio-Temporal Reasoning?", "subtitle": null, "abstract": "In Mandarin Chinese, the space-time word “前/qian” is\nused to express both the spatial concept of front/forward\nand the temporal concept of early/before (e.g., “前天/qian-\ntian”, literally front day, meaning the day before yesterday).\nThis is consistent with the fact that Mandarin speakers can\ngesture to the front of the body to refer to a past event, and\nmore generally can have past-in-front space-time mappings.\nIn Chinese Sign Languages, however, the spatial\nfront/forward and the temporal early/before are signed\ndifferently as the sign for spatial front is only used for the\nspatial concept of forward, and the sign for before/past is\ndirected to the back. In this study we investigate whether\nthe Mandarin sagittal spatial metaphors for time influence\nChinese deaf signers’ spatio-temporal reasoning. In two\nexperiments, we found that Chinese deaf signers with\nhigher Mandarin proficiency were more likely to interpret\nthe Mandarin word “前/qian” as the temporal conception of\npast (Study 1), and to perform past-in-front space-time\nmappings (Study 2) as opposed to signers with lower\nMandarin proficiency. The findings of the study not only\nprovide within-culture evidence for the influence of\nlanguage on thought, but also demonstrate that even cross-\nmodal space-time metaphors can have an impact on deaf-\nsigners’ spatio-temporal reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "space and time; Chinese deaf signers; language\nand thought; conceptual metaphor" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1qq1f3rp", "frozenauthors": [ { "first_name": "Yan", "middle_name": "", "last_name": "Gu", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Yeqiu", "middle_name": "", "last_name": "Zheng", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Marc", "middle_name": "", "last_name": "Swerts", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26863/galley/16499/download/" } ] }, { "pk": 27282, "title": "Does Presentation Format Modulate Adults’ Automatic Processing of Proportions?", "subtitle": null, "abstract": "Whereas much is known about how humans categorize andreason based on absolute quantities, research investigating theprocessing of relative quantities, such as proportions, iscomparatively limited. The current study used a Stroop-likeparadigm to examine adults’ automatic processing ofnonsymbolic proportions and how presentation formatsmodulate this processing. Participants were asked to compareindividual components across proportions in six differentpresentation formats. Congruity between component size andoverall proportion affected accuracy of comparison, such thatparticipants were less accurate when proportion (the irrelevantdimension) was incongruent with absolute quantity (therelevant) dimension. Moreover, the congruity effect wasmodulated by the presentation format. These findings serve asevidence that humans automatically access relative quantitywhen presented in nonsymbolic formats and provide evidencethat the strength of this processing is modulated by the formatof presentation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "automatic processing; congruity effect; relativequantity; proportions; presentation format" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9319h7c3", "frozenauthors": [ { "first_name": "Rui", "middle_name": "", "last_name": "Meng", "name_suffix": "", "institution": "University of Wisconsin, Madison", "department": "" }, { "first_name": "Percival", "middle_name": "G.", "last_name": "Matthews", "name_suffix": "", "institution": "University of Wisconsin, Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27282/galley/16918/download/" } ] }, { "pk": 27653, "title": "Does sonority influence the syllable segmentation in visual identification?Evidence in French skilled readers.", "subtitle": null, "abstract": "Many studies focused on the importance of statistical and distributional properties to account for the prelexicaland segmental role of syllable-sized units in silent reading in French. We explored how skilled readers segmented printed(pseudo)words when no reliable statistical cues were available around and within the syllable boundary. We were interestedin how sonority, a universal phonological element, might be a reliable source for syllable segmentation. We tested 160 nativeFrench-speaking adults with pseudowords in which orthographic and phonological statistical properties were (quasi)null for thefirst three letters including the syllable boundary in a revisited version of the paradigm used by Treiman and Chafetz (1987).Five sonority profiles within the syllable boundaries along a continuum from legal to illegal clusters were designed. Our resultsshowed that segmentation does not strictly depend on statistical cues; participants were also sensitive to the legality of thesonority profile to locate the syllable boundary.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/52g8z445", "frozenauthors": [ { "first_name": "M ́eghane", "middle_name": "", "last_name": "Tossonian", "name_suffix": "", "institution": "Clermont Auvergne University", "department": "" }, { "first_name": "Norbert", "middle_name": "", "last_name": "Ma ̈ıonchi-Pino", "name_suffix": "", "institution": "Clermont Auvergne University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27653/galley/17289/download/" } ] }, { "pk": 27594, "title": "Do forgiving God primes strengthen support for state sanctioned punishment?", "subtitle": null, "abstract": "Do forgiving God primes strengthen support for state-sanctioned punishment?Laurin et al (2012) found that beliefs in powerful, intervening Gods (both in general and when made salient) reduce people’sendorsement of state-sanctioned punishment. In light of this, we investigated whether the manner in which God intervenes (viaforgiveness or punishment) influences people’s endorsement of state-sanctioned punishment.Across four studies we explored a) whether priming participants with a forgiving God and b) whether salient, forgiving Godbeliefs increase endorsements of state-sanctioned punishment. The rationale being that a forgiving God will lead people toview punishment as a responsibility that lies with them rather than one outsourced to God. Our results revealed no evidence foreffects of forgiving God primes or salient forgiving god beliefs on endorsements of state-sanctioned punishment. We discussthe implications of these findings for extant theories of religious prosociality and proportionality-based accounts of morality.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6dz9n4jt", "frozenauthors": [ { "first_name": "Katherine", "middle_name": "", "last_name": "O’Lone", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Ryan", "middle_name": "", "last_name": "McKay", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27594/galley/17230/download/" } ] }, { "pk": 27454, "title": "Domain-General Learning of Neural Network Models to Solve Analogy Tasks– A Large-Scale Simulation", "subtitle": null, "abstract": "Several computational models have been proposed toexplain the mental processes underlying analogical reasoning.However, previous models either lack a learning componentor use limited, artificial data for simulations. To address theseissues, we build a domain-general neural network model thatlearns to solve analogy tasks in different modalities, e.g., textsand images. Importantly, it uses word representations andimage representations computed from large-scale naturalisticcorpus. The model reproduces several key findings in theanalogical reasoning literature, including relational shift andfamiliarity effect, and demonstrates domain-general learningcapacity. Our model also makes interesting predictions oncross-modality transfer of analogical reasoning that could beempirically tested. Our model makes the first step towards acomputational framework that is able to learn analogy tasksusing naturalistic data and transfer to other modalities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogical reasoning; learning; cross-modalitytransfer; neural network models" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3qr3648j", "frozenauthors": [ { "first_name": "Arianna", "middle_name": "", "last_name": "Yuan", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27454/galley/17090/download/" } ] }, { "pk": 27486, "title": "Don’t forget to bind: Memory binding and interference in development", "subtitle": null, "abstract": "This work investigates the development and causes of memory interference effects. Specifically, we measuredproactive and retroactive interference effects in children and adults when learning multiple sets of contingencies, as well asindividuals’ memory binding for the same contingencies. We measured proactive interference by examining memory for asecond set of contingencies after learning a first set, and retroactive interference by examining memory for the first set ofcontingencies after learning the second set. We measured memory binding by presenting participants with partial informationabout each contingency and measuring their accuracy and pattern of errors when asked to identify the completed contingency.Results indicate that both children and adults experienced substantial interference effects, but children were more prone tointerference and substantially worse at memory binding. Additionally, individuals’ memory binding abilities were predictiveof the magnitude of interference effects, suggesting that memory binding is an important mechanism modulating memoryinterference.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9c52c25s", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "", "last_name": "Darby", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Vladimir", "middle_name": "", "last_name": "Sloutsky", "name_suffix": "", "institution": "The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27486/galley/17122/download/" } ] }, { "pk": 27520, "title": "Do people behave dishonestly easily?", "subtitle": null, "abstract": "This study examines whether dishonest behaviors occur easily. In 60 trials, 100 undergraduate students viewed20 dots on a square divided into right and left sides and had to decide which side contained more dots within one second(developed by Gino et al., 2010). In with-reward condition, participants received 0.1 point for each left decision and 1 pointfor each right decision, and they received more sweets depending on points. Therefore, this asymmetrical payment structuretriggered motivation to dishonestly report more right-side dots, even when there are actually more left-side dots. The resultsdemonstrate that participants decided at greater frequencies that more dots were on the right side in with-reward conditionthan in without-reward condition, indicating dishonest behaviors occurred. Furthermore, participants with greater right-sidefrequencies in with-reward condition showed lower points on a morality scale. These results suggest dishonest behaviors occureasily and are related with a decline in morality.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3z78d228", "frozenauthors": [ { "first_name": "Hajimu", "middle_name": "", "last_name": "Hayashi", "name_suffix": "", "institution": "Kobe University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27520/galley/17156/download/" } ] }, { "pk": 27567, "title": "Do Relationality and Aptness Influence Conventionalization?", "subtitle": null, "abstract": "The conventionalization of figurative comparisons is one source of lexical evolution. For example, anchor onceonly meant a device for mooring a ship, but may now be used to describe any source of stability or confidence. Our goalis to understand this process. Following the Career of Metaphor framework, figurative mappings are interpreted through astructure-mapping process, rendering common structure salient. As figurative terms become conventionalized, (1) the figurativesense becomes associated with the base term; and (2) there is shift from simile form to metaphor form. In two studies weinvestigated psycholinguistic properties that may influence this process: relationality and aptness. We use relative preferencefor the metaphor form as an estimate of degree of conventionalization; by determining the preferred form for a set of figuratives,we find evidence that both aptness and relationality influence this process. We speculate that figurative comparisons may giverise to new relational terms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/44p1t8q6", "frozenauthors": [ { "first_name": "Francisco", "middle_name": "", "last_name": "Maravilla", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27567/galley/17203/download/" } ] }, { "pk": 27309, "title": "Do Speaker’s Emotions influence their Language Production? Studying the\nInfluence of Disgust and Amusement on Alignment in Interactive Reference", "subtitle": null, "abstract": "The influence of emotion on (the early stages of) speech\nproduction processes, notably content selection has received\nlittle scholarly attention. Goudbeek & Krahmer (2012) found\nevidence for alignment at the conceptual level: speakers may\nstart using a dispreferred attribute over a preferred attribute in\ntheir referring expressions when they are primed by a pre-\nrecorded female voice in a preceding interaction. The current\nstudy aimed to assess the role of emotion (using amusement\nand disgust) in alignment, while simultaneously replicating\nthis finding in a more naturalistic setting involving two\nhuman participants in naturalistic dialogue. Our results\nreplicate the findings by Goudbeek & Krahmer (2012),\ngeneralizing their findings to a much more naturalistic setting.\nIn addition, we found that amused, but not disgusted speakers\ntend to use the preferred attribute more to describe objects to\ntheir conversational partner.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "alignment; egocentricity bias" }, { "word": "attentional bias" }, { "word": "emotion; amusement; disgust; speech production; referential\nexpressions" }, { "word": "psycholinguistics." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3hs038dv", "frozenauthors": [ { "first_name": "Charlotte", "middle_name": "", "last_name": "Out", "name_suffix": "", "institution": "Tilburg University,", "department": "" }, { "first_name": "Martijn", "middle_name": "", "last_name": "Goudbeek", "name_suffix": "", "institution": "Tilburg University,", "department": "" }, { "first_name": "Emiel", "middle_name": "", "last_name": "Krahmer", "name_suffix": "", "institution": "Tilburg University,", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27309/galley/16945/download/" } ] }, { "pk": 27608, "title": "Do we see things better when we know grammar?", "subtitle": null, "abstract": "Language affects perception. But how? Recent findings (Boutonnet & Lupyan, 2015; Bocanegra, Poletiek &Zwaan, submitted) suggest a dissociation between perception that is mediated as compared to not mediated by language.One explanation is that language –that is combinatorial in nature- stresses the separate features of objects. We investigatedthe effect of combinatorial (two words) and non-combinatorial (one word) labels on the perceptual separation of features invisual recognition. Participants were trained to categorize meaningless objects with two dimensions: shape and height. Eachcategory had either a one word name; or a two words name reflecting its features. Participants then were tested on new objects. Combinatorial labels enhanced categorization performance as compared to single labels. This suggests that language, bydecomposing objects into parts, might drive dimension separation in vision as well.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4pm7q1cj", "frozenauthors": [ { "first_name": "Fenna", "middle_name": "", "last_name": "Poletiek", "name_suffix": "", "institution": "Leiden University", "department": "" }, { "first_name": "Maartje", "middle_name": "", "last_name": "Van de Velde", "name_suffix": "", "institution": "Leiden University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27608/galley/17244/download/" } ] }, { "pk": 27678, "title": "Do you forgive past mistakes of virtual assistant? A study on changing impressionsof virtual character when using its assistance multiple times", "subtitle": null, "abstract": "We investigated the gain-loss effect of virtual/personal assistant character, which provides intelligent assistance tohumans, and focused on not only the first impression of using the assistance but also changing impression about the characterwhen used multiple times for assistance. The experiment used a fictive retrieval system (searching onomatopoeia), and thevirtual assistant character looked up for suitable words for the user (success), or failed to find the words (mistake). There werethree sessions, differing by the task of character’s mistake; two tasks were successes and one was a failure in each session. Theresults showed that the group of people who had low expectation from its first appearance, formed negative impressions afterthe final mistake, significantly. Consequently, final mistake influenced the formation of negative impression more than othermistakes, thus showing that the final mistake in multiple times of assistance was associated with loss effect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/08j4m59p", "frozenauthors": [ { "first_name": "Masahide", "middle_name": "", "last_name": "Yuasa", "name_suffix": "", "institution": "Shonan Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27678/galley/17314/download/" } ] }, { "pk": 27319, "title": "Dual-routes and the cost of computing least-costs", "subtitle": null, "abstract": "Theories of cognition that posit complementary dual-route processes afford better fits to the data when each routeexplains a part of the data not explained by the other route. However, such theories must also explain why each route isinvoked, lest one can fit any data set with enough routes. One possible explanation is that route selection is based on a least-costprinciple: the route that requires fewer cognitive resources (including time) relative to the goal at hand. We investigated thisexplanation with a dual-route version of visual search, where the target could be identified via opposing (easy or hard formsof) feature and conjunction search conditions. The data support a contextualized version of the least-cost principle in that thecost of computing least-cost also influences route selection: participants assessed alternatives, but only when the cost of thatassessment was relatively low.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6z93m80t", "frozenauthors": [ { "first_name": "Steven", "middle_name": "", "last_name": "Phillips", "name_suffix": "", "institution": "National Institute of Advanced Industrial Science and Technology", "department": "" }, { "first_name": "Yuji", "middle_name": "", "last_name": "Takeda", "name_suffix": "", "institution": "National Institute of Advanced Industrial Science and Technology", "department": "" }, { "first_name": "Fumie", "middle_name": "", "last_name": "Sugimoto", "name_suffix": "", "institution": "National Institute of Advanced Industrial Science and Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27319/galley/16955/download/" } ] }, { "pk": 27150, "title": "Due process in dual process:A model-recovery analysis of Smith et al. (2014)", "subtitle": null, "abstract": "Considerable behavioral evidence has been cited in support ofthe COVIS dual-system model of category learning (Ashby &Valentin, 2016). The validity of the inferences drawn fromthese data critically depend on the accurate identification ofparticipants’ categorization strategies. In the COVIS literature,participants’ strategies are identified using a model-based anal-ysis inspired by General Recognition Theory (Maddox, 1999).Here, we examine the accuracy of this analysis in a model-recovery simulation. We find that participants can appear tobe using implicit, procedural strategies when their responseswere actually generated by explicit rule-based strategies. Theimplications of this for the COVIS literature are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "categorization; COVIS; dual-systems accounts;model-recovery; GRT" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9zj150rh", "frozenauthors": [ { "first_name": "Charlotte", "middle_name": "E. R.", "last_name": "Edmunds", "name_suffix": "", "institution": "Plymouth University", "department": "" }, { "first_name": "Fraser", "middle_name": "", "last_name": "Milton", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "Andy", "middle_name": "J.", "last_name": "Wills", "name_suffix": "", "institution": "Plymouth University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27150/galley/16786/download/" } ] }, { "pk": 27535, "title": "Dynamic and multiplexed networks for working memory", "subtitle": null, "abstract": "Working memory (WM) provides the neurobiological infrastructure for human cognition. Dominant models positthat prefrontal cortex (PFC) supports WM by coordinating control over distributed memory representations. In two studies,multimodal electrophysiology data reveal that PFC control over WM is rhythmic, fundamentally dynamic, and not altogethernecessary. Direct brain recordings (n=10) demonstrate that PFC and medial temporal lobe (MTL) theta-band rhythms directa complex system of higher-frequency neural activity across regions, uncovering initial support for bidirectional PFC-MTLinteractions related to WM demands. Then, data from patients with unilateral PFC damage (n=14) challenge dominant modelson the central role of PFC (note 8% accuracy decrease in patients). In healthy controls (n=20), delta-theta-band rhythms precessfrom PFC toward parieto-occipital sites, concurrent with alpha-beta-band rhythms precessing in the opposite direction. All PFCeffects are diminished with unilateral damage, revealing an independent posterior WM mechanism. These results reveal thatrapid, parallel processing governs WM.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9dw4v1rz", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Johnson", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Knight", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27535/galley/17171/download/" } ] }, { "pk": 26905, "title": "Dynamic Effects of Conceptual Combination on Semantic Network Structure", "subtitle": null, "abstract": "The generative capacity of language entails an ability to\nflexibly combine concepts with each other. Conceptual\ncombination can occur either by using an attribute of one\nconcept to describe another (attributive combination) or by\nforming some relation between two concepts to create a new\none (relational combination). Prior research has addressed\nwhether common or distinct processes support these two\nputatively different types of combinations. We turn the\nquestion around and ask whether the consequences of these\ncombination types on our conceptual system might differ, by\ncomparing semantic memory networks before and after\nparticipants perform either attributive or relational conceptual\ncombinations. We find a general effect on the semantic\nnetworks: the structure of network decreases after participants\nconceptually combine some of the concepts in the network.\nHowever, the relational combination manipulation has a\ngreater effect. Furthermore, only the relational combination\nmanipulation leads to an increase in the network’s\nconnectivity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Conceptual combinations; Semantic Networks" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/58f9c15x", "frozenauthors": [ { "first_name": "Yoed", "middle_name": "N.", "last_name": "Kenett", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Sharon", "middle_name": "L.", "last_name": "Thompson-Schill", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26905/galley/16541/download/" } ] }, { "pk": 26775, "title": "Dynamic Field Theory: Conceptual Foundations and Applications in Cognitive and\nDevelopmental Science", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "computational model; dynamic systems; neural field model" } ], "section": "Tutorials", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/60b4h51d", "frozenauthors": [ { "first_name": "John", "middle_name": "P.", "last_name": "Spencer", "name_suffix": "", "institution": "University of East Anglia", "department": "" }, { "first_name": "Vanessa", "middle_name": "R.", "last_name": "Simmering", "name_suffix": "", "institution": "University of Wisconsin – Madison", "department": "" }, { "first_name": "Sebastian", "middle_name": "", "last_name": "Schneegans", "name_suffix": "", "institution": "University of Cambridge", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26775/galley/16411/download/" } ] }, { "pk": 26945, "title": "Dynamics of Affordance Actualization", "subtitle": null, "abstract": "The actualization of affordances can often be accomplished in\nnumerous, equifinal ways. For instance, an individual could\ndiscard an item in a rubbish bin by walking over and dropping\nit, or by throwing it from a distance. The aim of the current\nstudy was to investigate the behavioral dynamics associated\nwith such metastability using a ball-to-bin transportation task.\nUsing time-interval between sequential ball-presentation as a\ncontrol parameter, participants transported balls from a\npickup location to a drop-off bin 9m away. A high degree of\nvariability in task-actualization was expected and found, and\nthe Cusp Catatrophe model was used to understand how this\nbehavioral variability emerged as a function of hard (time\ninterval) and soft (e.g. motivation) task dynamic constraints.\nSimulations demonstrated that this two parameter state\nmanifold could capture the wide range of participant\nbehaviors, and explain how these behaviors naturally emerge\nin an under-constrained task context.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "affordances; dynamic systems; cusp catastrophe;\ndynamic modeling; simulations; constraints;" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1xf8220t", "frozenauthors": [ { "first_name": "Patric", "middle_name": "C.", "last_name": "Nordbeck", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Laura", "middle_name": "K.", "last_name": "Soter", "name_suffix": "", "institution": "Carleton College", "department": "" }, { "first_name": "Rachel", "middle_name": "W.", "last_name": "Kallen", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Anthony", "middle_name": "P.", "last_name": "Chemero", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Michael", "middle_name": "J.", "last_name": "Richardson", "name_suffix": "", "institution": "University of Cincinnati", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26945/galley/16581/download/" } ] }, { "pk": 26850, "title": "Early Colour Word Learning in British Infants", "subtitle": null, "abstract": "Colour word learning has traditionally been viewed as a diffi-cult task. Previous accounts have focussed on infants’ ability toshow an adult-like understanding of colour terms. Here we ex-amine whether infants understand colour terms at a basic level,using two different methods: first, evidence from parental re-ports that British infants can comprehend colour terms early,second from experimental data using eye-tracking. These find-ing show that colour word learning is a process that beginsmuch earlier than previously thought, and develops slowly asinfants learn where the boundaries of each term are located.Due to their abstract properties, colour words present a uniqueopportunity to assess category learning in infants, as well asthe mechanisms that control word learning in general.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Word learning; language acquisition; colour" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0f96q3p9", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "H.", "last_name": "Forbes", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Kim", "middle_name": "", "last_name": "Plunkett", "name_suffix": "", "institution": "University of Oxford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26850/galley/16486/download/" } ] }, { "pk": 27390, "title": "Early produced signs are iconic: Evidence from Turkish Sign Language", "subtitle": null, "abstract": "Motivated form-meaning mappings are pervasive in signlanguages, and iconicity has recently been shown to facilitatesign learning from early on. This study investigated the role oficonicity for language acquisition in Turkish Sign Language(TID). Participants were 43 signing children (aged 10 to 45months) of deaf parents. Sign production ability was recordedusing the adapted version of MacArthur Bates CommunicativeDevelopmental Inventory (CDI) consisting of 500 items forTID. Iconicity and familiarity ratings for a subset of 104 signswere available. Our results revealed that the iconicity of a signwas positively correlated with the percentage of childrenproducing a sign and that iconicity significantly predicted thepercentage of children producing a sign, independent offamiliarity or phonological complexity. Our results areconsistent with previous findings on sign language acquisitionand provide further support for the facilitating effect of iconicform-meaning mappings in sign learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "iconicity" }, { "word": "Language Acquisition" }, { "word": "sign language" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2sb4j7dr", "frozenauthors": [ { "first_name": "Beyza", "middle_name": "", "last_name": "Sümer", "name_suffix": "", "institution": "Koç University", "department": "" }, { "first_name": "Clara", "middle_name": "", "last_name": "Grabitz", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Aylin", "middle_name": "", "last_name": "Küntay", "name_suffix": "", "institution": "Koç University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27390/galley/17026/download/" } ] }, { "pk": 27605, "title": "Early Visual Evoked Potentials (VEPs) in Infant Siblings of Children with ASD,ADHD and Age-Matched Controls", "subtitle": null, "abstract": "Atypicalities in sensory perception are observed in individuals diagnosed with ASD and ADHD but have rarely beencontrasted in experimental studies. In the visual domain, superior performance on visual search tasks and hypersensitivity toflickering lights have been cited as evidence of unusual sensory profiles.To measure a reliable visual response, black-and-white checkerboards were presented under free-viewing conditions to threegroups of 10-month-olds: siblings of children with ASD (N=47), ADHD (N=21) and controls (N=18). Continuous EEG wasrecorded and VEPs time-locked to checkerboards presentation computed.Analysis of VEPs amplitude and latency revealed statistically significant group differences in the first 200ms post-stimulusonset. Early components were enhanced in amplitude (P100) and delayed in latency (P100-N100) in at-risk infants comparedto controls (p<.05).Atypical VEPs to low-level information might index a domain-general aberration in at-risk populations. The nature of thisatypicality will be further investigated by analyzing its association with background EEG.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4wk5n527", "frozenauthors": [ { "first_name": "Elena", "middle_name": "Serena", "last_name": "Piccardi", "name_suffix": "", "institution": "Birkbeck University of London", "department": "" }, { "first_name": "Mark", "middle_name": "H.", "last_name": "Johnson", "name_suffix": "", "institution": "Birkbeck University of London", "department": "" }, { "first_name": "Teodora", "middle_name": "", "last_name": "Gliga", "name_suffix": "", "institution": "Birkbeck University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27605/galley/17241/download/" } ] }, { "pk": 27152, "title": "econstructing Social Interaction: The Complimentary Roles of BehaviourAlignment and Partner Feedback to the Creation of Shared Symbols", "subtitle": null, "abstract": "This paper experimentally tests the contribution of twodistinct aspects of social interaction to the creation ofshared symbols: behaviour alignment and concurrentpartner feedback. Pairs of participants (N= 120, or 60pairs) completed an experimental-semiotic game,similar to Pictionary, in which they tried to communicatea range of recurring meanings to a partner by drawingon a shared whiteboard (without speaking or usingnumbers of letters in their drawings). The opportunityfor sign alignment and/or concurrent partner feedbackwas manipulated in a full factorial design. Each processmade a distinct contribution to the evolution of sharedsymbols: sign alignment directly influencedcommunication success, and concurrent partnerfeedback drove sign simplification and symbolization.These complimentary processes led to the interactiveevolution of effective and efficient humancommunication systems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Human Communication" }, { "word": "interaction" }, { "word": "Icon" }, { "word": "symbol" }, { "word": "cultural evolution" }, { "word": "language evolution" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7f58h7q3", "frozenauthors": [ { "first_name": "Nicolas", "middle_name": "", "last_name": "Fay", "name_suffix": "", "institution": "University of Western Australia", "department": "" }, { "first_name": "Bradley", "middle_name": "", "last_name": "Walker", "name_suffix": "", "institution": "University of Western Australia", "department": "" }, { "first_name": "Nik", "middle_name": "", "last_name": "Swoboda", "name_suffix": "", "institution": "Universidad Politecnica de Madrid", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27152/galley/16788/download/" } ] }, { "pk": 26786, "title": "Educating Spatial Thinking for STEM Success", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "STEM education; spatial ability; visualization" }, { "word": "Representation" }, { "word": "strategy" }, { "word": "transfer." } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7zx8q0jm", "frozenauthors": [ { "first_name": "Mary", "middle_name": " ", "last_name": "Hegarty", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Uttal", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Mike", "middle_name": "", "last_name": "Stieff", "name_suffix": "", "institution": "University of Illinois", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Lowrie", "name_suffix": "", "institution": "University of Canberra", "department": "" }, { "first_name": "Stella", "middle_name": "", "last_name": "Vosniadou", "name_suffix": "", "institution": "Flinders University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26786/galley/16422/download/" } ] }, { "pk": 27551, "title": "Effect of Touch-produced Sounds on Surface Texture Perception", "subtitle": null, "abstract": "Texture is an important source of information for distinguishing surface properties. We are able to perceive varioustextural properties of surfaces from tactile or visual inputs. However, it is unclear how touch-produced sounds influence thevarious surface texture perceptions. In this study, we examined whether the touch sounds produced by different surface texturesinfluence the various surface perceptions. Consequently, the surface textures with high height and wide interval resulted inrough, bumpy, soft and cool perceptions and the surface textures with the low height and narrow interval resulted in smooth,flat, hard and warm perception. Also, there were statistically significant differences in these measures between two surfacetexture groups. Furthermore, significantly positive correlations were found in “rough – smooth”, “bumpy – flat”, “sticky –slippery”, “wet – dry” and “unpleasant – pleasant” measures between touch-produced sounds and actual touch. This indicatethat the touch-produced sounds influence various surface perceptions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6x35v368", "frozenauthors": [ { "first_name": "Jinhwan", "middle_name": "", "last_name": "Kwon", "name_suffix": "", "institution": "The University of Electro-Communications", "department": "" }, { "first_name": "Suguru", "middle_name": "", "last_name": "Hata", "name_suffix": "", "institution": "The University of Electro-Communications", "department": "" }, { "first_name": "Natsumi", "middle_name": "", "last_name": "Komoto", "name_suffix": "", "institution": "The University of Electro-Communications", "department": "" }, { "first_name": "Maki", "middle_name": "", "last_name": "Sakamoto", "name_suffix": "", "institution": "The University of Electro-Communications", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27551/galley/17187/download/" } ] }, { "pk": 27648, "title": "Effects of attention to emergent phenomena on rule discovery", "subtitle": null, "abstract": "In this study, we focused on effects of finding of emergent phenomena in rule discovery. In the experiment, weused Conway’s Game of Life, which generates high-order phenomena from fundamental rules. Our research question is torealize the effects of attention to emergent phenomena on finding the fundamental rules. The two experimental conditions(chaotic and static) differed only in initial states. In the chaotic condition, the initial state consisted some Methuselahs, whichtake long period until they become stable. On the other hand, in the static condition, the initial condition consisted manyemergent patterns: still lifes and oscillators, which repeat same pattern in short period. We classified the hypotheses reportedby the participants to either mentioning about emergent phenomena or not. This result revealed that people might see emergentphenomena not only in the static condition but also in the chaotic condition, which do not include the emergent patters.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0b16m96h", "frozenauthors": [ { "first_name": "Hitoshi", "middle_name": "", "last_name": "Terai", "name_suffix": "", "institution": "Kindai University", "department": "" }, { "first_name": "Kazuhisa", "middle_name": "", "last_name": "Miwa", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Sho", "middle_name": "", "last_name": "Yokoyama", "name_suffix": "", "institution": "Kindai University", "department": "" }, { "first_name": "Souta", "middle_name": "", "last_name": "Fujimura", "name_suffix": "", "institution": "Kindai University", "department": "" }, { "first_name": "Gotaro", "middle_name": "", "last_name": "Nakayama", "name_suffix": "", "institution": "Kindai University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27648/galley/17284/download/" } ] }, { "pk": 27663, "title": "Effects of Auditory-Feedback Delays and Musical Roles on Coordinated TimingAsymmetries in Piano Duet Performance", "subtitle": null, "abstract": "Recent research in human behavioral dynamics has demonstrated that co-actors often successfully achieve jointgoals by adopting functionally asymmetric patterns of behavior. To better understand the evolution of such patterns in anaturalistic musical context, the current study examined how auditory-feedback delays and individual musical roles affectcollective temporal stability and relative adaptability during duet performance. The delays between pianists were short (10-40 ms), bidirectional, and remained constant during a single trial, simulating those typical in internet-mediated performance.Preliminary results show increasingly reduced collective stability for longer delays along with a distinct pattern of asynchroniesacross the points where temporal synchrony would be expected, in which individuals exhibited consistent alternation betweenplaying before or after their co-performer. Furthermore, asynchronies became greater when the two musical parts were lesssimilar. Thus, emerging coordinative dynamics appear to be shaped both by asymmetries in co-performers’ assigned roles andexternal constraints on shared information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8f77d7zv", "frozenauthors": [ { "first_name": "Auriel", "middle_name": "", "last_name": "Washburn", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Matthew", "middle_name": "", "last_name": "Wright", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Takako", "middle_name": "", "last_name": "Fujioka", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27663/galley/17299/download/" } ] }, { "pk": 27222, "title": "Effects of Delayed Language Exposure on Spatial Language Acquisition by\nSigning Children and Adults", "subtitle": null, "abstract": "Deaf children born to hearing parents are exposed to\nlanguage input quite late, which has long-lasting effects on\nlanguage production. Previous studies with deaf individuals\nmostly focused on linguistic expressions of motion events,\nwhich have several event components. We do not know if\nsimilar effects emerge in simple events such as descriptions\nof spatial configurations of objects. Moreover, previous\ndata mainly come from late adult signers. There is not much\nknown about language development of late signing children\nsoon after learning sign language. We compared simple\nevent descriptions of late signers of Turkish Sign Language\n(adults, children) to age-matched native signers. Our results\nindicate that while late signers in both age groups are\nnative-like in frequency of expressing a relational encoding,\nthey lag behind native signers in using morphologically\ncomplex linguistic forms compared to other simple forms.\nLate signing children perform similar to adults and thus\nshowed no development over time.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "sign language; late acquisition; spatial\nrelations; left right" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0s0268zt", "frozenauthors": [ { "first_name": "Dilay", "middle_name": "Z.", "last_name": "Karadöller", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Beyza", "middle_name": "", "last_name": "Sümer", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Aslı", "middle_name": "", "last_name": "Özyürek", "name_suffix": "", "institution": "Radboud University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27222/galley/16858/download/" } ] }, { "pk": 26978, "title": "Effects of Grammatical Gender on Object Description", "subtitle": null, "abstract": "Can grammatical gender influence how people conceptualize\nthe referents of nouns? Using an implicit measure, we\ninvestigated whether such an effect could be found in a task\nwhere neither grammatical nor biological gender is\nhighlighted. In the current study, conducted in English,\nspeakers of French, German and Romanian with knowledge\nof English were asked to generate adjectives they associate\nwith referents of nouns. Afterwards, the gender valence of the\nadjectives was measured. The results showed that participants\ngenerated more feminine adjectives for nouns with majority\nfeminine translations compared to nouns with majority\nmasculine translations. We found a stronger effect of\ngrammatical gender for some semantic categories than for\nothers. Significant effects of grammatical gender were present\nstarting with the 2nd adjective generated by participants\n(effects were stronger for adjectives generated 2nd and 3rd by\nparticipants, as opposed to the 1st adjective).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "grammatical gender; conceptualization;\ncategorization; semantic features; representation" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3j37f380", "frozenauthors": [ { "first_name": "Arturs", "middle_name": "", "last_name": "Semenuks", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Webb", "middle_name": "", "last_name": "Philips", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Ioana", "middle_name": "", "last_name": "Dalca", "name_suffix": "", "institution": "Queen Mary University of London", "department": "" }, { "first_name": "Cora", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Freie Universität Berlin", "department": "" }, { "first_name": "Lera", "middle_name": "", "last_name": "Boroditsky", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26978/galley/16614/download/" } ] }, { "pk": 27595, "title": "Effects of motives of search and prior experiences on online browsingperformance: Considerations from searchers cognitive load", "subtitle": null, "abstract": "The present study aimed to develop effective education methods of online search for unskilled college students. Inthe preparatory stage of the study, an experiment using simple browsing tasks was conducted to examine the effects of importantfactors of searching focusing on cognitive load. Under two conditions (Casual and Formal) promoting different motivations,search result lists were displayed to fifty-nine college students to look for two types of information: seeking statistical data (taskA) and seeking views and opinions to answer open questions (task B). Analyses of each task using two factors (the conditionsand their presentation orders) revealed that in task A, only when the Casual condition was first, the participants performedbetter in the Formal condition. In task B, only when the Formal condition was first, browsing time in the Casual condition wasshorter. We assume that these effects are associated with the workload of browsing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/248380dz", "frozenauthors": [ { "first_name": "Kayoko", "middle_name": "", "last_name": "Ohtsu", "name_suffix": "", "institution": "Waseda University", "department": "" }, { "first_name": "Takako", "middle_name": "", "last_name": "Sakawaki", "name_suffix": "", "institution": "Waseda University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27595/galley/17231/download/" } ] }, { "pk": 27581, "title": "Effects of Question Format on Test-Taker Cognition", "subtitle": null, "abstract": "Technology-based, interactive test questions are common in large-scale assessments, yet how alternative questionformats influence test-taker cognition is not well understood. In a series of studies, we investigated test-taker performance onisomorphic questions using alternative presentation layouts and modes of responding. Adult participants solved math prob-lems in three formats, each of which regularly appear in many large-scale assessments: 1) forced-choice (explicit True-Falseoptions) presented in a table format, 2) check-all-that-apply (implicit True-False options) presented in a table format, and 3)check-all-that apply presented as separate questions. Participants’ solution time and affirmative selection rate suggested dif-ferent cognitive processes for the question formats, particularly when they were uncertain of their answers. We propose acognitive model to account for the results and predict the impact of alternative question formats on test-takers. We discuss howprinciples of cognitive science and human-computer interaction provide direct implications for designing assessment questionsand understanding test-taker cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/25k7h3bz", "frozenauthors": [ { "first_name": "Jung", "middle_name": "Aa", "last_name": "Moon", "name_suffix": "", "institution": "Educational Testing Service", "department": "" }, { "first_name": "Irvin", "middle_name": "", "last_name": "Katz", "name_suffix": "", "institution": "Educational Testing Service", "department": "" }, { "first_name": "Madeleine", "middle_name": "", "last_name": "Keehner", "name_suffix": "", "institution": "Educational Testing Service", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27581/galley/17217/download/" } ] }, { "pk": 27098, "title": "Effects of transmission perturbation in the cultural evolution of language", "subtitle": null, "abstract": "Two factors seem to play a major role in the cultural evolutionof language. On the one hand, there is functional pressure to-wards efficient transfer of information. On the other hand, lan-guages have to be learned repeatedly and will therefore showtraces of systematic stochastic disturbances of the transmissionof linguistic knowledge. While a lot of attention has been paidto the effects of cognitive learning biases on the transmissionof language, there is reason to expect that the class of possiblyrelevant transmission perturbations is much larger. This papertherefore explores some potential effects of transmission noisedue to errors in the observation of states of the world. We lookat three case studies on (i) vagueness, (ii) meaning deflation,and (iii) underspecified lexical meaning. These case studiessuggest that transmission perturbations other than learning bi-ases might help explain attested patterns in the cultural evolu-tion of language and that perturbations due to perceptual noisemay even produce effects very similar to learning biases.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive biases; iterated learning; language evo-lution" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/098406s8", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "", "last_name": "Brochhagen", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Franke", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27098/galley/16734/download/" } ] }, { "pk": 27549, "title": "Effects of Variable Response-Stimulus Interval (RSI) On Sequence Learning", "subtitle": null, "abstract": "The objective of this study was to investigate the effects of varying Response-to-Stimulus interval (RSI) on sequencelearning by systematically varying it across three different groups (Group1: 0-300ms, Group2: 400-700ms and Group3: 800-1100ms) and to assess the implicitness and explicitness of the knowledge acquired through such learning. Serial Reaction timetask followed by generation task and recognition task were used for this purpose. Results of the SRT task showed learning in allthe three groups and the results of the free generation task and recognition task revealed that the sequence learning was implicitin Groups 1 and 2 while it was explicit in Group3. These results were discussed in the context of a recent theoretical frameworkthat proposes conditions in which a switch from implicit to explicit knowledge acquisition is facilitated.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9q9815cx", "frozenauthors": [ { "first_name": "Sneha", "middle_name": "", "last_name": "Kummetha", "name_suffix": "", "institution": "International Institute of Information Technology", "department": "" }, { "first_name": "Anuj", "middle_name": "", "last_name": "Shukla", "name_suffix": "", "institution": "International Institute of Information Technology", "department": "" }, { "first_name": "Raju", "middle_name": "", "last_name": "Bapi", "name_suffix": "", "institution": "University of Hyderabad", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27549/galley/17185/download/" } ] }, { "pk": 27435, "title": "Eliciting Middle School Students’ Ideas About Graphs Supports Their Learningfrom a Computer Model", "subtitle": null, "abstract": "When middle school students learn science content withgraphs, the graphing and science knowledge may be mutuallyreinforcing: understanding the science content may help stu-dents interpret a related graph, and information from a graphmay illustrate a scientific concept. We examine this relation-ship between graphing and science by studying how studentslearn from interactive computer models with accompanyingdata graphs. The computer models provide an animated simu-lation that illustrates an unobservable phenomenon, while thedata graph tracks one or more quantities over time. This or-dering study, on middle school students learning about photo-synthesis, indicates that engaging with novel graph conceptshelped students interpret their data as they experimented withthe computer model. The study also provided some supportfor the opposite direction: experimenting with the model firsthelped students make sense of the graphs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Graphing; Photosynthesis; Knowledge Integration" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2pp93159", "frozenauthors": [ { "first_name": "Eliane", "middle_name": "Stampfer", "last_name": "Wiese", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Anna", "middle_name": "N.", "last_name": "Rafferty", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Marcia", "middle_name": "C.", "last_name": "Linn", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27435/galley/17071/download/" } ] }, { "pk": 27449, "title": "Emotional and Cognitive Interest: How Creating Situational Interest Affects\nLearning with Multimedia", "subtitle": null, "abstract": "Situational interest is the positive affect and sustained attention\ntriggered by particular contexts (Hidi & Renninger, 2006).\nSome studies show interesting information enhances learning\nwhile others find it hinders learning, producing the seductive\ndetail effect. Limited evidence suggests the seductive detail\neffect is weakened if emotionally interesting information is\nrelevant to main ideas. The present research shows the\nseductive detail effect occurs only under certain conditions.\nHarp and Mayer (1997) proposed that generating cognitive,\nrather than emotional, interest is more effective for improving\nlearning by cueing relationships among concepts for easier\nprocessing. Hidi and Renninger (2006) argue distinguishing\nbetween the emotional and cognitive might be artificial.\nPresent research found benefits from cognitive interest but no\nsupport as to whether cognitive interest is necessarily a distinct\ntype of interest from emotional interest. There were some\nchallenges with operationalizing cognitive interest, as well as\nvalidating strategies utilized to manipulate cognitive interest\nlevels.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "learning" }, { "word": "Instruction" }, { "word": "situational interest" }, { "word": "cognitive\ninterest" }, { "word": "seductive detail effect" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0zr8z7sx", "frozenauthors": [ { "first_name": "Angela", "middle_name": "", "last_name": "Yoo", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Catrambone", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27449/galley/17085/download/" } ] }, { "pk": 27684, "title": "Emotion in Deceptive Language", "subtitle": null, "abstract": "Deception involves emotions of fear and guilt. These negative emotions are expressed in language in terms ofpsychological distance from the deception object. The psychological distance and emotional experience reflect an attemptto control the negative mental representation. More especifically emotional distance is represented in deceptive language bymeans of cues of reference, verb tense and detail avoidance. Then, hints of emotions of fear and guilt should be displayedin language.The present work analyses emotional language cues for deception detection by means of Machine Learning(ML)techniques and Linguistic Inquiry and Word Count (LIWC). Results show that Support Vector Machines (SVM) best representsthe discrimination between true and false information (up to 74.15 % of accuracy rates) based only on the effect of emotion indeceptive speech.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3b549651", "frozenauthors": [ { "first_name": "Iraide", "middle_name": "", "last_name": "Zipitria", "name_suffix": "", "institution": "University of the Basque Country", "department": "" }, { "first_name": "Basilio", "middle_name": "", "last_name": "Sierra", "name_suffix": "", "institution": "University of the Basque Country", "department": "" }, { "first_name": "Imanol", "middle_name": "", "last_name": "Sopena-Garaikoetxea", "name_suffix": "", "institution": "University of the Basque Country", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27684/galley/17320/download/" } ] }, { "pk": 27426, "title": "Empathic Humans Punishing an Emotional Virtual Agent", "subtitle": null, "abstract": "Virtual agents have quietly entered our life in diverse everydaydomains. Human-Agent-Interaction can evoke any reaction,from complete rejection to great interest. But do humans im-plicitly regard virtual agents as pure machines, or beings on ananthropomorphic level? We asked participants to train an erro-neous virtual agent on a cognitive task and to reward or punishit. The agent showed human-like emotional facial reactions forthe experimental but not for the control group. We expectedparticipants from the experimental group to give less harmfulreinforcement and show more hesitation before punishing. Ad-ditionally, we hypothesised that participants with higher em-pathy show more compassion towards the agent and thereforewould give more positive reinforcement and feel worse whenpunishing. The results indicate that the agent’s expression ofemotionality is not the relevant factor for showing compassiontowards it. Conversely, human empathy seems to be an impor-tant factor causing compassion for virtual agents.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Emotion; Empathy; Punishment; Virtual Agent" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5h63997g", "frozenauthors": [ { "first_name": "Laura", "middle_name": "", "last_name": "W ̈achter", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Kuhnert", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Marco", "middle_name": "", "last_name": "Ragni", "name_suffix": "", "institution": "University of Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27426/galley/17062/download/" } ] }, { "pk": 27445, "title": "Empirical constraints on computational level models of interference effects inhuman probabilistic judgements.", "subtitle": null, "abstract": "Decades of research in decision making have established thatthere are some situations where human judgments cannot bemodelled according to classical probability theory. Yet if weabandon classical (Bayesian) probability theory as an overar-ching framework for constructing cognitive models, what dowe replace it with? In this contribution we outline a way to di-vide the space of possible computational level models of prob-abilistic judgment into a hierarchy of levels of increasing com-plexity, with classical Bayesian probability models occupyingthe lowest level. Each level has a unique experimental sig-nature, and we examine which level is best able to describehuman behavior in a particular probabilistic reasoning task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "probabilistic reasoning" }, { "word": "disjunction fallacy" }, { "word": "quan-tum theory." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/84h0k9b5", "frozenauthors": [ { "first_name": "James", "middle_name": "M.", "last_name": "Yearsley", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Emmanuel", "middle_name": "M.", "last_name": "Pothos", "name_suffix": "", "institution": "City University London", "department": "" }, { "first_name": "Albert", "middle_name": "", "last_name": "Barqu ́e-Duran", "name_suffix": "", "institution": "City University London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27445/galley/17081/download/" } ] }, { "pk": 26856, "title": "Empirical tests of large-scale collaborative recall", "subtitle": null, "abstract": "Much of our knowledge is transmitted socially rather thanthrough firsthand experience. Even our memories depend onrecollections of those around us. Surprisingly, when people re-call memories with others, they do not reach the potential num-ber of items they could have recalled alone. This phenomenonis called collaborative inhibition. Recently, Luhmann and Ra-jaram (2015) analyzed the dynamics of collaborative inhibitionat scale with an agent-based model, extrapolating from previ-ous small-scale laboratory experiments. We tested their modelagainst human data collected in a large-scale experiment andfound that participants demonstrate non-monotonicities not ev-ident in these predictions. We next analyzed memory transmis-sion beyond directly interacting agents by placing agents intonetworks. Contrary to model predictions, we observed highsimilarity only within directly interacting pairs. By comparingbehavior to model predictions in large-scale experiments, wereveal unexpected results that motivate future work in eluci-dating the algorithms underlying collaborative memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "collaborative memory; collaborative inhibition;network transmission; crowdsourcing; agent-based modeling" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7440w48w", "frozenauthors": [ { "first_name": "Monica", "middle_name": "A.", "last_name": "Gates", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Jordan", "middle_name": "W.", "last_name": "Suchow", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26856/galley/16492/download/" } ] }, { "pk": 26793, "title": "Enactive Mechanistic Explanation of Social Cognition", "subtitle": null, "abstract": "In this paper we examine an enactive approach to social cog-nition, a species of radical embodied cognition typically pro-posed as an alternative to traditional cognitive science. Ac-cording to enactivists, social cognition is best explained byreference to the social unit rather than the individuals that par-ticipate in it. We identify a methodological problem in thisapproach, namely a lack of clarity with respect to the modelof explanation it adopts. We review two complaints abouta mechanistic explanatory framework, popular in traditionalcognitive science, that prevent enactivists from embracing it.We argue that these complaints are unfounded and propose aconceptual model of enactive mechanistic explanation of so-cial cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "enactivism; social cognition; mechanistic expla-nation" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2r95p6p8", "frozenauthors": [ { "first_name": "Ekaterina", "middle_name": " ", "last_name": "Abramova", "name_suffix": "", "institution": "Radboud University Nijmegen", "department": "" }, { "first_name": "Marc", "middle_name": "", "last_name": "Slors", "name_suffix": "", "institution": "Radboud University Nijmegen", "department": "" }, { "first_name": "Iris", "middle_name": "", "last_name": "van Rooij", "name_suffix": "", "institution": "Radboud University Nijmegen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26793/galley/16429/download/" } ] }, { "pk": 27610, "title": "Encouraging Fruit and Vegetable Consumption Through Intuitive TheoryBuilding", "subtitle": null, "abstract": "Although routinely informed of the benefits of fruits and vegetables, Americans eat far short of the recommendedamounts. Instead of just telling people that fruits and vegetables are healthy, providing a compelling causal and teleologicalexplanatory framework could increase both people’s conviction about their health benefits and commitment to increasing theamount and variety of fruits and vegetables they consume. Our brief intervention: (1) emphasizes that fruits and vegetables havethousands of health-promoting phytochemicals, well beyond just vitamins, (2) describes clear causal mechanisms by whichthese foods ensure cellular health, (3) draws an analogy between the benefits of plant-based foods and the power of plant-derived medicines, and (4) explains that plants contain abundant nutrients because they must manufacture these chemicals fortheir own survival. This novel intervention improved understanding and increased participants’ intentions to eat more fruits andvegetables, illustrating how intuitive theories can shape motivation for behavioral change.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3zj0h2rc", "frozenauthors": [ { "first_name": "Derek", "middle_name": "", "last_name": "Powell", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Ellen", "middle_name": "", "last_name": "Markman", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27610/galley/17246/download/" } ] }, { "pk": 27534, "title": "Endpoints and Midpoints in Event Perception", "subtitle": null, "abstract": "Events unfold over time, i.e., they have a beginning and endpoint. Previous studies have illustrated the importance ofendpoints for the perception and memory of various events (Lakusta & Landau, 2005, 2012; Papafragou, 2010; Regier & Zheng,2009; Strickland & Keil, 2011; Zacks & Swallow, 2007). However, this work has not compared endpoints to other potentiallysalient points in the internal temporal profile of events (e.g., midpoints). Building on the “picky puppet task” (Waxman &Gelman, 1986), we presented 4-to-5-year-old children and adults with a puppet that liked clips of events containing brief screenblanks that disrupted either the midpoint or the endpoint of the event. Both children and adults learned the puppet’s preferencesbetter (as evidenced by their extension to novel events) when the puppet liked midpoint compared to endpoint interruptions.These findings suggest a bias for event endpoints that is present from an early age.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/664264cr", "frozenauthors": [ { "first_name": "Yue", "middle_name": "", "last_name": "Ji", "name_suffix": "", "institution": "University of Delaware", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Papafragou", "name_suffix": "", "institution": "University of Delaware", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27534/galley/17170/download/" } ] }, { "pk": 27393, "title": "Enforced pointing gesture can indicate invisible objects behind a wall", "subtitle": null, "abstract": "The pointing gesture is regarded as indicating an object or\nlocation in the environment. People sometimes point to\ninvisible objects, but the inferential mechanism is not known.\nThis study examined comprehension of pointing with a bent\nindex finger at an invisible object behind a wall. The\nexperimenter pointed at an object using either typical pointing\nor “enforced pointing” behind a wall that was either opaque\nor transparent. In enforced pointing, the experimenter moved\nhis arm in an arc movement. The participants guessed which\nobject was being denoted. The wall was also either relatively\nhigh or relatively low. When the participants looked at typical\npointing, they thought that objects both in front of the wall\nand behind the wall were being denoted. However, when they\nlooked at enforced pointing, they more frequently thought that\nobjects behind the wall were denoted. People seemed to use\npragmatic knowledge on this “enforced” pointing gesture.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "gesture; declarative pointing; common ground;\nnon-linguistic information" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/822221w9", "frozenauthors": [ { "first_name": "Hajime", "middle_name": "", "last_name": "Takahashi", "name_suffix": "", "institution": "Tokyo Denki University", "department": "" }, { "first_name": "Tetsuya", "middle_name": "", "last_name": "Yasuda", "name_suffix": "", "institution": "Jumonji University", "department": "" }, { "first_name": "Harumi", "middle_name": "", "last_name": "Kobayashi", "name_suffix": "", "institution": "Tokyo Denki University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27393/galley/17029/download/" } ] }, { "pk": 36009, "title": "English Language Learners in a Digital Classroom", "subtitle": null, "abstract": "English language learners (ELLs) experience linguistic, cultural,\nand cognitive shifts that can be challenging and at times lead to\nisolation for ELLs. While education technology may be an instructional resource and engage learners, devices alone do not\nshift instructional practices or lead to student gains. This case\nstudy was performed at an international school in Europe to\ninvestigate the experiences of 4th-grade ELL students and their\nteaching in a 1-to-1 iPad device classroom. Three main findings\nemerged from the study: iPads have specific functionalities that\ncan be used to support ELL students; ELL students were engaged\nwith using the iPads in content lessons; and study participants,\nincluding teachers and students, perceived language and cognitive growth in ELL students when using the iPad. However, there\nwere also challenges found in the study. To mitigate some of these\nchallenges and build on the success of this study, the researcher\nsuggests developing a common vision for technology integration,\nusing collaborative models of ELL teaching and investing in professional development.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Feature Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4rt4b26v", "frozenauthors": [ { "first_name": "Johanna", "middle_name": "", "last_name": "Prince", "name_suffix": "", "institution": "University of Maine at Farmington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36009/galley/26861/download/" } ] }, { "pk": 27240, "title": "Enhancing metacognitive reinforcement learningusing reward structures and feedback", "subtitle": null, "abstract": "How do we learn to think better, and what can we do to pro-mote such metacognitive learning? Here, we propose that cog-nitive growth proceeds through metacognitive reinforcementlearning. We apply this theory to model how people learn howfar to plan ahead and test its predictions about the speed ofmetacognitive learning in two experiments. In the first experi-ment, we find that our model can discern a reward structure thatpromotes metacognitive reinforcement learning from one thathinders it. In the second experiment, we show that our modelcan be used to design a feedback mechanism that enhancesmetacognitive reinforcement learning in an environment thathinders learning. Our results suggest that modeling metacog-nitive learning is a promising step towards promoting cognitivegrowth.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Decision-Making; Planning; Metacognitive Rein-forcement Learning; Cognitive Training" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/39s4316w", "frozenauthors": [ { "first_name": "Paul", "middle_name": "M.", "last_name": "Krueger", "name_suffix": "", "institution": "University of California Berkeley", "department": "" }, { "first_name": "Falk", "middle_name": "", "last_name": "Lieder", "name_suffix": "", "institution": "University of California Berkeley", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "University of California Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27240/galley/16876/download/" } ] }, { "pk": 27565, "title": "Epistemically Suspect Beliefs can be partly explained by individual’s propensitytowards contradiction", "subtitle": null, "abstract": "Studies on epistemically suspect beliefs (ESB) have suggested that individual’s analytic cognition suppresses un-warranted beliefs, however, our previous studies also showed that an inhibitory effect of analytic cognition was higher amongWesterners than Easterners. Rather, intuitive cognition was a common predictor of beliefs between two cultures. Among sev-eral cultural differences in cognitive style, we suspect that tendency towards dialectic thinking, i.e., tolerance for contradictionmay contribute cultural differences on ESB. The present study aimed to explore this possibility and investigated the associationbetween beliefs and other cognitive measures including individual’s cognitive abilities, thinking dispositions, personality traitsand propensity towards dialectic thinking. The results showed that the ESB resulted from our intuitive cognition for the mostpart, and that the effect of culture diminished whilst controlling individual’s tendency towards dialectic thinking and style ofcausal cognition. The cultural difference in a relationship between beliefs and cognitive style was discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/08v916ww", "frozenauthors": [ { "first_name": "Yoshimasa", "middle_name": "", "last_name": "Majima", "name_suffix": "", "institution": "Hokusei Gakuen University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27565/galley/17201/download/" } ] }, { "pk": 27102, "title": "Equiprobability principle or “no change” principle? Examining reasoning in the\nMonty Hall Dilemma using unequal probabilities", "subtitle": null, "abstract": "The Monty Hall Dilemma (MHD) is a well-known cognitive\nillusion. It is often claimed that one reason for the incorrect\nanswers is that people apply the equiprobability principle: they\nassume that the probability of the two remaining options must\nbe equal. An alternative explanation for assigning the same\nprobabilities to options is that they had the same prior\nprobabilities and people perceive no significant change.\nStandard MHD versions do not distinguish these possibilities,\nbut a version with unequal prior probabilities could.\nParticipants were given an unequal probabilities version of\nMHD and told that either the high or low probability option had\nbeen eliminated. This affected participants’ choices and their\nposterior probabilities. Only 14% of participants’ responses\nwere consistent with applying the equiprobability principle, but\n51% were consistent with a “no change” principle. Participants\nwere sensitive to the implications of the prior probabilities but\ndid not appear to use Bayesian updating.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Monty Hall Dilemma" }, { "word": "probabilistic reasoning" }, { "word": "cognitive illusions" }, { "word": "cognitive reflection" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/16c8r91c", "frozenauthors": [ { "first_name": "Bruce", "middle_name": "D.", "last_name": "Burns", "name_suffix": "", "institution": "University of Sydney", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27102/galley/16738/download/" } ] }, { "pk": 26923, "title": "Error-Based Learning: A Mechanism for Linking Verbs to Syntax", "subtitle": null, "abstract": "Children and adults are guided by verb-specific syntactic like-lihoods, or verb bias, in language comprehension and produc-tion. Recent reports showed that verb bias can be altered bynew linguistic experience. We investigated the mechanismsunderlying this verb bias learning or adaptation. Specifically,we asked whether verb bias learning, like abstract syntacticpriming, is driven by error-based implicit learning. We reportthree experiments in which we altered the biases of familiardative verbs in children’s and adults’ sentence production, viatraining trials that induced participants to produce each verbconsistently in either double-object or prepositional-object da-tive structures. Participants’ syntactic choices in later test trialsreflected the expected adaptation of verb bias to the trainingexperience. In addition, the magnitude of the training effectvaried with the likelihood of each sentence structure and withpre-existing verb bias: Unexpected verb-structure combina-tions resulted in larger training effects, suggesting the opera-tion of error-based implicit learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language acquisition; verb bias; implicit learning;error-based learning; surprisal" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9hr8k9m6", "frozenauthors": [ { "first_name": "Yi", "middle_name": "", "last_name": "Lin", "name_suffix": "", "institution": "University of Illinois", "department": "" }, { "first_name": "Cynthia", "middle_name": "", "last_name": "Fisher", "name_suffix": "", "institution": "University of Illinois", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26923/galley/16559/download/" } ] }, { "pk": 27344, "title": "Estimating Causal Power between Binary Cause and Continuous Outcome", "subtitle": null, "abstract": "Previous studies of causal learning heavily focused on binary\noutcomes; little is known about causal learning with\ncontinuous outcomes. The present paper proposes a\nqualitative extension of the causal power theory to the\nsituation where a binary cause influences a continuous effect,\nand induces causal power under various ceiling situations\nwith the continuous outcomes. To test the predictions, we\nsystematically manipulated the type of outcome (continuous\nvs. percentage vs. binary) and the contingency information.\nThe experiment shows that people estimate causal strength\nbased on the linear-sum rule for continuous outcomes and the\nnoisy-OR rule for binary outcomes. In the partial ceiling\nsituation where causal power is partially inferred but not\nprecisely estimated, the distribution of participants’\njudgments was bimodal with one mode at the minimum value\nand the other at the maximum value, suggesting some\nparticipants made conservative estimates while others made\noptimistic estimates. These results are generally consistent\nwith the predictions of the causal power theory. Theoretical\nimplications and future directions are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal reasoning; causal inference; causal power;\ncontinuous variable; integration rules." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2kj8k4xq", "frozenauthors": [ { "first_name": "Motoyuki", "middle_name": "", "last_name": "Saito", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Patricia", "middle_name": "W.", "last_name": "Cheng", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27344/galley/16980/download/" } ] }, { "pk": 27111, "title": "Evaluating vector-space models of analogy", "subtitle": null, "abstract": "Vector-space representations provide geometric tools for rea-soning about the similarity of a set of objects and their relation-ships. Recent machine learning methods for deriving vector-space embeddings of words (e.g., word2vec) have achievedconsiderable success in natural language processing. Thesevector spaces have also been shown to exhibit a surprising ca-pacity to capture verbal analogies, with similar results for nat-ural images, giving new life to a classic model of analogies asparallelograms that was first proposed by cognitive scientists.We evaluate the parallelogram model of analogy as applied tomodern word embeddings, providing a detailed analysis of theextent to which this approach captures human relational sim-ilarity judgments in a large benchmark dataset. We find thatthat some semantic relationships are better captured than oth-ers. We then provide evidence for deeper limitations of the par-allelogram model based on the intrinsic geometric constraintsof vector spaces, paralleling classic results for first-order simi-larity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogy; word2vec; GloVe; vector space models" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7pq7695p", "frozenauthors": [ { "first_name": "Dawn", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Joshua", "middle_name": "C.", "last_name": "Peterson", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27111/galley/16747/download/" } ] }, { "pk": 26943, "title": "Evaluating Vector-Space Models of Word Representation, or,The Unreasonable Effectiveness of Counting Words Near Other Words", "subtitle": null, "abstract": "Vector-space models of semantics represent words ascontinuously-valued vectors and measure similarity based onthe distance or angle between those vectors. Such representa-tions have become increasingly popular due to the recent de-velopment of methods that allow them to be efficiently esti-mated from very large amounts of data. However, the ideaof relating similarity to distance in a spatial representationhas been criticized by cognitive scientists, as human similar-ity judgments have many properties that are inconsistent withthe geometric constraints that a distance metric must obey. Weshow that two popular vector-space models, Word2Vec andGloVe, are unable to capture certain critical aspects of humanword association data as a consequence of these constraints.However, a probabilistic topic model estimated from a rela-tively small curated corpus qualitatively reproduces the asym-metric patterns seen in the human data. We also demonstratethat a simple co-occurrence frequency performs similarly toreduced-dimensionality vector-space models on medium-sizecorpora, at least for relatively frequent words.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word representations; vector-space models; wordassociations" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1kh9p4gj", "frozenauthors": [ { "first_name": "Aida", "middle_name": "", "last_name": "Nematzadeh", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Stephan", "middle_name": "C.", "last_name": "Meylan", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26943/galley/16579/download/" } ] }, { "pk": 27277, "title": "Even when people are manipulating algebraic equations,they still associate numerical magnitude with space", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "algebra; number and space; notations; mousetracking." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3955g2xz", "frozenauthors": [ { "first_name": "Tyler", "middle_name": "", "last_name": "Marghetis", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Robert", "middle_name": "L.", "last_name": "Goldstone", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Landy", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27277/galley/16913/download/" } ] }, { "pk": 27618, "title": "Everyday object affordance enhances automatic inhibitory control: an ERP study", "subtitle": null, "abstract": "High affordance stimuli are associated with an enhancement in the activation of the corresponding motor programs.Such over-activation of motor programs may imply a decrease in performances based on inhibitory control. However, recentdata suggest that high affordance stimuli are associated with a widespread privileged neural activation that goes beyond motorrepresentations. In this case, we can expect that high affordance objects will be associated to a higher level of flexibility inan oddball task with Go-NoGo procedure. By measuring ERPs, we observed that, in the case of high affordance objects,the amplitude of the N200 is decreased when the inhibition of the motor response is more difficult. Data suggests that highaffordance objects facilitate inhibitory control, probably due to a higher activation of automatic attentional resources.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5z63m24q", "frozenauthors": [ { "first_name": "Stefania", "middle_name": "", "last_name": "Righi", "name_suffix": "", "institution": "University of Florence", "department": "" }, { "first_name": "Giorgio", "middle_name": "", "last_name": "Gronchi", "name_suffix": "", "institution": "University of Florence", "department": "" }, { "first_name": "Lapo", "middle_name": "", "last_name": "Pierguidi", "name_suffix": "", "institution": "University of Florence", "department": "" }, { "first_name": "Maria", "middle_name": "Pia", "last_name": "Viggiano", "name_suffix": "", "institution": "University of Florence", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27618/galley/17254/download/" } ] }, { "pk": 26861, "title": "Evidence for a facilitatory effect of multi-word units on child word learning", "subtitle": null, "abstract": "Previous studies have suggested that children possess cognitiverepresentations of multi-word units (MWUs) and that MWUscan facilitate the acquisition of smaller units contained withinthem. We propose that the formation of MWU representationsprecedes and facilitates the formation of single-word represen-tations in children. Using different computational methods,we extract MWUs from two large corpora of English child-directed speech. In subsequent regression analyses, we use ageof first production of individual words as the dependent and thenumber of MWUs within which each word appears as an in-dependent variable. We find that early-learned words appearwithin many MWUs – an effect which is neither reducible tofrequency or other common co-variates, nor to the number ofcontext words contained in the MWUs. Our findings supportaccounts wherein children acquire linguistic patterns of vary-ing sizes, moving gradually from the discovery of MWUs tothe acquisition of small-grained linguistic representations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "multi-word units; age of first production; wordlearning; language acquisition; computational modeling" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/14b8n45n", "frozenauthors": [ { "first_name": "Robert", "middle_name": "", "last_name": "Grimm", "name_suffix": "", "institution": "University of Antwerp", "department": "" }, { "first_name": "Giovanni", "middle_name": "", "last_name": "Cassani", "name_suffix": "", "institution": "University of Antwerp", "department": "" }, { "first_name": "Walter", "middle_name": "", "last_name": "Daelemans", "name_suffix": "", "institution": "University of Antwerp", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Gillis", "name_suffix": "", "institution": "University of Antwerp", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26861/galley/16497/download/" } ] }, { "pk": 27446, "title": "Evidence for overt visual attention to hand gestures as a function of redundancyand speech disfluency", "subtitle": null, "abstract": "We investigated the effect of gesture redundancy and speechdisfluency on listeners’ fixations to gestures. Participantswatched a speaker producing a redundant or non-redundantgesture, while producing fluent or disfluent speech. Eyemovements were recorded. Participants spent little time on aspeaker’s gestures regardless of condition. Gestureredundancy and speech disfluency did not affect listeners’percentage dwell time to a speaker’s gestures. However,listeners were more likely to fixate to a speaker’s gestureswhen they expected the gesture to be non-redundant.Listeners were also more likely to fixate to a speaker’sgestures when the speaker was disfluent. Thus, listenersallocate overt visual attention based on the expectedusefulness of a speaker’s gestures, although evidence does notsuggest that they spend more time fixating on these gestures.Furthermore, listeners are sensitive to disfluency in aspeaker’s utterance and change how they attend to gesturesbased on qualities of the speech.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "gesture; eye tracking; communication;multimodal information processing; spatial features" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0v9502b2", "frozenauthors": [ { "first_name": "Amelia", "middle_name": "", "last_name": "Yeo", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Martha", "middle_name": "W.", "last_name": "Alibali", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27446/galley/17082/download/" } ] }, { "pk": 26953, "title": "Evidence for the size principle in semantic and perceptual domains", "subtitle": null, "abstract": "Shepard’s Universal Law of Generalization offered a com-pelling case for the first physics-like law in cognitive sciencethat should hold for all intelligent agents in the universe. Shep-ard’s account is based on a rational Bayesian model of general-ization, providing an answer to the question of why such a lawshould emerge. Extending this account to explain how humansuse multiple examples to make better generalizations requiresan additional assumption, called the size principle: hypothesesthat pick out fewer objects should make a larger contributionto generalization. The degree to which this principle warrantssimilarly law-like status is far from conclusive. Typically, eval-uating this principle has not been straightforward, requiringadditional assumptions. We present a new method for evaluat-ing the size principle that is more direct, and apply this methodto a diverse array of datasets. Our results provide support forthe broad applicability of the size principle.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "size principle; generalization; similarity; percep-tion" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1zp2h7cj", "frozenauthors": [ { "first_name": "Joshua", "middle_name": "C.", "last_name": "Peterson", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26953/galley/16589/download/" } ] }, { "pk": 35994, "title": "Examining International Students’ Motivation to Read in English From a Self-Determination Theory Perspective", "subtitle": null, "abstract": "Motivation is thought to contribute to better text comprehension (Grabe, 2009), but L2 reading motivation of\nadult ESL students in the US is an underexplored area of\nresearch. The current study adopted self-determination\ntheory—the concepts of intrinsic motivation, identified\nregulation, and controlled motivation, in particular—to\nexamine IEP students’ motivation to read in English. The\nstudy also explored the relationship between the students’\nL2 reading motivation and classroom instruction. The\nsurvey results of the study indicate that these students’\nmotivation to read was characterized more strongly by\ntwo relatively autonomous forms of motivation (i.e., intrinsic motivation and identified regulation). The content\nof the reading and engaging in peer discussions stood out\nas the classroom experiences that affected the students’\nmotivation to read in English. Pedagogical implications\nbased on the study outcomes include providing the students with opportunities to compare their L1 and L2 reading experiences.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Extensive Reading", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/37734180", "frozenauthors": [ { "first_name": "Reiko", "middle_name": "", "last_name": "Komiyama", "name_suffix": "", "institution": "California State University, Sacramento", "department": "" }, { "first_name": "Alessandra", "middle_name": "", "last_name": "McMorris", "name_suffix": "", "institution": "California State University, Sacramento", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35994/galley/26846/download/" } ] }, { "pk": 27029, "title": "Examining Multiscale Movement Coordination in Collaborative Problem Solving", "subtitle": null, "abstract": "During collaborative problem solving (CPS), coordination\noccurs at different spatial and temporal scales. This multiscale\ncoordination should, at least on some scales, play a functional\nrole in facilitating effective collaboration outcomes. To\nevaluate this, we conducted a study of computer-based CPS\nwith 42 dyads. We used cross-wavelet coherence as a way to\nexamine the degree to which movement coordination is\nevident at a variety of scales and tested whether the observed\ncoordination was greater than both the amount expected due\nto chance and due to task demands. We found that\ncoordination at scales less than 2s was greater than expected\ndue to chance and at most scales (except 16s, 1m, and 2m)\nwas greater than expected due to task demands. Lastly, we\nevaluated whether the degree of coherence at scales less than\n2s, and the form of coordination (in terms of relative phase),\nwere predictive of CPS performance. We found that .25s and\n1s scales were predictive of performance. When including\nrelative phase, our results suggest that higher in-phase\nmovement coordination at the 1s scale was the strongest\npredictor of CPS performance. We discuss these findings and\ndetail their relevance for expanding our knowledge on how\ncoordination facilitates CPS.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "coordination; collaboration; problem solving;\nteam performance; dynamical systems; synchrony." } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/97x478d9", "frozenauthors": [ { "first_name": "Travis", "middle_name": "J.", "last_name": "Wiltshire", "name_suffix": "", "institution": "University of Southern Denmark", "department": "" }, { "first_name": "Sune", "middle_name": "Vork", "last_name": "Steffensen", "name_suffix": "", "institution": "University of Southern Denmark", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T21:00:00+03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27029/galley/16665/download/" } ] } ] }