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{ "count": 38486, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=19600", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=19400", "results": [ { "pk": 26795, "title": "Executive function and attention predict low-income preschoolers’active category learning", "subtitle": null, "abstract": "Recent studies find that school-age children learn better whenthey have active control during study. Yet little is knownabout how individual differences in strategy or cognitive con-trol skills may affect active learning for preschoolers, nor ifexperimental measures of active learning map onto real-worldlearning outcomes. The current study assesses 101 low-income5-year-olds on an active category learning task, and measuresof executive function, attention, and school readiness. We findthat preschoolers use an informative sampling strategy for cat-egories defined by stimuli features in 1D and when presentedwith a distractor dimension (2D). Children accurately classifyin 1D, but show mixed performance in 2D. Attention predictssampling accuracy, and working memory and inhibitory con-trol predict classification accuracy. Performance in the activelearning task predicts early math and pre-literacy skills. Thesefindings suggest that trial-by-trial learning decisions may re-veal insight into how cognitive control skills support the ac-quisition of knowledge.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "active learning; executive function; attention; cog-nitive development; education" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/43t3d08c", "frozenauthors": [ { "first_name": "Katherine", "middle_name": "A.", "last_name": "Adams", "name_suffix": "", "institution": "New York University,Radboud University,Donders Institute for Brain", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26795/galley/16431/download/" } ] }, { "pk": 27503, "title": "Executive Functions and Academic Achievement in a High-Poverty Sample", "subtitle": null, "abstract": "Research exploring cognitive theories of executive function (EF) report positive associations with academic out-comes, but whether such general cognitive theories generalise to when children are exposed to social or economic povertycontexts require more in-depth investigating. This study explores associations between EF and academic achievement for anethnic minority sample aged 8–10 years, from high poverty, urban backgrounds. EF skills were measured using stop-signal (in-hibition), continuous performance (sustained attention), task-switching (cognitive flexibility), spatial span (working memory)and Tower of Hanoi (planning). In addition, we included a popular standardized test of academic ability commonly used byschools to measure literacy, numeracy and science skills and the Raven’s Progressive Matrices task to measure general cognitiveability. EF is differentiated in this sample and is linked to academic achievement. The role of important mediators like cognitiveability are considered in the context of children with high-poverty urban backgrounds.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/92t3z3nk", "frozenauthors": [ { "first_name": "Gill", "middle_name": "A.", "last_name": "Francis", "name_suffix": "", "institution": "University of Cambridge", "department": "" }, { "first_name": "Zewelanji", "middle_name": "", "last_name": "Serpell", "name_suffix": "", "institution": "Virginia Commonwealth University", "department": "" }, { "first_name": "Teresa", "middle_name": "", "last_name": "Parr", "name_suffix": "", "institution": "Ashley Parr LLC", "department": "" }, { "first_name": "Michelle", "middle_name": "R.", "last_name": "Ellefson", "name_suffix": "", "institution": "University of Cambridge", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27503/galley/17139/download/" } ] }, { "pk": 26827, "title": "Expected Utility in Romantic Relationships: Satisfaction as a Cue for Romantic\nPartnership Dissolution", "subtitle": null, "abstract": "The choice to enter and leave a romantic relationship can be\nframed as a decision-making problem based on expected\nutility of the partnership over time, akin to a forager deciding\nwhether to stay in a particular patch based on the amount of\nresources it provides. We examined the temporal trajectory of\nthree traits that may correspond to resources in romantic\nrelationships—trust, love, and satisfaction—to determine\nwhether they behave like depleting or replenishing patches\nfrom a foraging perspective. All three rise over time in intact\nrelationships—suggesting replenishment—but plateau or fall\nin dissolved relationships—suggesting depletion. Survival\nanalysis demonstrated that higher ratings of all three quality\nvariables decreased the risk of romantic dissolution. The\nresults suggest that these cues are lower in dissolved\nrelationships, indicating individuals could potentially use\nthem as cues for leaving an unsatisfactory relationship patch\nvia aspiration-level cognitive mechanisms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "foraging theory; romantic relationships; survival\nanalysis; relationship dissolution; mate choice" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/734731b7", "frozenauthors": [ { "first_name": "Samantha", "middle_name": "E.", "last_name": "Cohen", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Peter", "middle_name": "M.", "last_name": "Todd", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26827/galley/16463/download/" } ] }, { "pk": 27348, "title": "Experimental and Computational Investigation of the Effect of Caffeine onHuman Time Perception", "subtitle": null, "abstract": "Perception of time is an active process that takes place contin-ually. However, we are yet to learn its exact mechanisms con-clusively. The temporal bisection task is ideal to investigate thecircuitry underlying time perception. Caffeine, a commonlyused stimulant, has been known to play a role in modulation oftime perception. The objective of this article is to explore therole of caffeine, a neuromodulator, in the perception of time inhuman beings by conducting suitable experiments. The exper-iment shows that an expansion of time is perceived by subjectsafter caffeine ingestion and that caffeine has an acceleratingeffect on our time perception system. Additionally, we presenta preliminary 2-step decision model that fits the results of theexperiment and potentially gives insights into the mechanismsof caffeine. We conclude by pointing out future directions to-wards a more biologically realistic computational model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Caffeine; Timing; Perception; Temporal bisection;Computational modeling; Decision making" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6qr9x01f", "frozenauthors": [ { "first_name": "Remya", "middle_name": "", "last_name": "Sankar", "name_suffix": "", "institution": "International Institute of Information Technology", "department": "" }, { "first_name": "Anuj", "middle_name": "K.", "last_name": "Shukla", "name_suffix": "", "institution": "International Institute of Information Technology", "department": "" }, { "first_name": "Raju", "middle_name": "S.", "last_name": "Bapi", "name_suffix": "", "institution": "University of Hyderabad", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27348/galley/16984/download/" } ] }, { "pk": 27151, "title": "Experimental Investigation into the Continuous Pattern of the RelationshipBetween Color Focality and Short-Term Memory Performance for Colors", "subtitle": null, "abstract": "Past studies reported that language-specific color focality hassubstantial influence on the short-term memory (STM) perfor-mance of colors of the speakers of the language, which we callthe ”focality effect.” This study attempts to clarify the contin-uous pattern of this effect, that is, the manner in which correctrecognition possibilities and misrecognition error distances ofcolors, which are two aspects of the STM performance for col-ors, change in a gradual fashion along the continuum of colorfocality. Our experiment, which tests the Japanese language,finds that a U-shaped relationship exists between the focalityand the possibility of correct recognition, and that the mis-recognition error distance increases as the focality decreases.We speculate that the subjects’ frequent and conscious employ-ment of the memorization strategy of coding colors using lin-guistic categories is one important cause of the detected effectpatterns.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "color focality; short-term memory; continuouspattern; color discriminability; basic color terms" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/907801db", "frozenauthors": [ { "first_name": "Siyuan", "middle_name": "", "last_name": "Fang", "name_suffix": "", "institution": "Waseda University", "department": "" }, { "first_name": "Tatsunori", "middle_name": "", "last_name": "Matsui", "name_suffix": "", "institution": "Waseda University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27151/galley/16787/download/" } ] }, { "pk": 27163, "title": "Experimental Investigation on Top-down and Bottom-up Processing\nin Graph Comprehension and Decision", "subtitle": null, "abstract": "Graph comprehension requires both bottom-up processing\nfrom the graph representation and top-down processing guided\nby knowledge and attitude. In the current study, we\ninvestigated which of the bottom-up process phases: extraction,\ninterpretation, and decision: were affected by the top-down\nprocessing derived by the impressions and social attitudes. The\nexperimental results showed that the top-down processing\ndriven by impressions temporarily formed in specific contexts\naffected both the extraction of information and the following\ndecision phase whereas top-down processing driven by attitude\nformed over a long time based on social norms affected only\nthe decision phase. In the latter case, a decision was made\nwithout any need for bottom-up processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "graph representation" }, { "word": "Decision" }, { "word": "bottom-up\nprocessing" }, { "word": "top-down processing" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0s89p77n", "frozenauthors": [ { "first_name": "Misa", "middle_name": "", "last_name": "Fukuoka", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Kazuhisa", "middle_name": "", "last_name": "Miwa", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Akihiro", "middle_name": "", "last_name": "Maehigashi", "name_suffix": "", "institution": "Nagoya University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27163/galley/16799/download/" } ] }, { "pk": 26831, "title": "Experts are better than novices when imagining wines, but not odors in general", "subtitle": null, "abstract": "Olfactory imagery is disputed to exist in novices, but is reported to be easier for smell experts. It plays an importantrole in wine expertise. Previous research shows experts’ superior cognitive abilities do not transfer beyond their domain ofexpertise. This leads to two questions: do wine experts have more vivid imagery for the multisensory experience of wine? Andhow general is wine experts’ olfactory imagery? Wine experts and novices completed a questionnaire measuring the vividnessof imagery for the color, smell, and flavor of wine. In addition, all participants completed a questionnaire on general smellimagery. Wine experts were better than novices at imagining wines in all modalities, but not better at imagining smells ingeneral. Novices reported the strongest imagery for the appearance of wine, but experts showed no difference between thesenses. So mental imagery becomes more vivid with expertise; but only for imagery directly expertise related.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3vb586hc", "frozenauthors": [ { "first_name": "Ilja", "middle_name": "", "last_name": "Croijmans", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Speed", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Artin", "middle_name": "", "last_name": "Arshamian", "name_suffix": "", "institution": "Karolinska Institutet", "department": "" }, { "first_name": "Asifa", "middle_name": "", "last_name": "Majid", "name_suffix": "", "institution": "Radboud University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26831/galley/16467/download/" } ] }, { "pk": 27264, "title": "Explain, Explore, Exploit: Effects of Explanation on Information Search", "subtitle": null, "abstract": "How does actively seeking explanations for one’sobservations affect information search over the course oflearning? Generating explanations could plausibly leadlearners to take advantage of the information they havealready obtained, resulting in less exploration. Alternatively,explaining could lead learners to explore more, especiallyafter encountering evidence that suggests their current beliefsare incorrect. In two experiments using a modified observe orbet task, we investigate these possibilities and find support forthe latter: participants who are prompted to explain theirobservations in the course of learning tend to explore more,especially after encountering evidence that challenges acurrent belief.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "explanation; exploration; learning; decisionmaking" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0dq3c3wf", "frozenauthors": [ { "first_name": "Emily", "middle_name": "G.", "last_name": "Liquin", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Tania", "middle_name": "", "last_name": "Lombrozo", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27264/galley/16900/download/" } ] }, { "pk": 26847, "title": "Explaining Enculturated Cognition", "subtitle": null, "abstract": "Many of our cognitive capacities are shaped by enculturation.\nEnculturation is the temporally extended transformative\nacquisition of cognitive practices such as reading, writing, and\nmathematics. They are embodied and normatively constrained\nways to interact with epistemic resources (e.g., writing systems,\nnumber systems). Enculturation is associated with significant\nchanges of the organization and connectivity of the brain and of\nthe functional profiles of embodied actions and motor programs.\nFurthermore, it has a socio-culturally structured dimension,\nbecause it relies on cumulative cultural evolution and on the\nsocially distributed acquisition of cognitive norms governing the\nengagement with epistemic resources. This paper argues that we\nneed distinct, yet complementary levels of explanation and\ncorresponding temporal scales. This leads to explanatory\npluralism about enculturated cognition, which is the view that we\nneed multiple perspectives and explanatory strategies to account\nfor the complexity of enculturation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "enculturation; neural plasticity; neural reuse;\nembodied cognition; cognitive niche construction; cumulative\ncultural evolution; cultural learning; reading acquisition;\nexplanatory pluralism" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0mh3p1fr", "frozenauthors": [ { "first_name": "Regina", "middle_name": "E.", "last_name": "Fabry", "name_suffix": "", "institution": "Justus Liebig University,", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26847/galley/16483/download/" } ] }, { "pk": 26910, "title": "Explaining Guides Learners Towards Perfect Patterns, Not Perfect Prediction", "subtitle": null, "abstract": "When learners explain to themselves as they encounter new in-formation, they recruit a suite of processes that influence sub-sequent learning. One consequence is that learners are morelikely to discover exceptionless rules that underlie what theyare trying to explain. Here we investigate what it is about ex-ceptionless rules that satisfies the demands of explanation. Areexceptions unwelcome because they lower predictive accuracy,or because they challenge some other explanatory ideal, suchas simplicity and breadth? To compare these alternatives, weintroduce a causally rich property explanation task in whichexceptions to a general rule are either arbitrary or predictable(i.e., exceptions share a common feature that supports a “ruleplus exception” structure). If predictive accuracy is sufficientto satisfy the demands of explanation, the introduction of a ruleplus exception that supports perfect prediction should blockthe discovery of a more subtle but exceptionless rule. Acrosstwo experiments, we find that effects of explanation go beyondattaining perfect prediction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "explanation; learning; causal reasoning" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2x01m4gg", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Kon", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Tania", "middle_name": "", "last_name": "Lombrozo", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26910/galley/16546/download/" } ] }, { "pk": 27543, "title": "Explanatory Completeness: Evidence from Causal Chains", "subtitle": null, "abstract": "Explanations have no bound in principle, but in practice, people prefer explanations that are complete (Zemla etal., 2017), and the explanations that they generate are bounded (Miyake, 1986). We tested reasoners’ ability to assess whethersome explanations are incomplete. Participants in three experiments received explanations, i.e., chains of causal events, e.g., Acauses B causes C. Their task was to choose questions relevant to links in the chain. Some explanations contained ”breaks” inthe chain, whereas others did not. Participants in three studies were able to detect the breaks, and preliminary data suggest thatthey assess explanations with breaks as less complete than those without breaks. Many participants also chose to ask questionsabout the initial event in a causal chain (e.g., A in the chain above), suggesting that such initial events are themselves seen asincomplete. The studies reveal a novel pattern in reasoners’ ability to formulate explanations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1n33c0c8", "frozenauthors": [ { "first_name": "Joanna", "middle_name": "", "last_name": "Korman", "name_suffix": "", "institution": "Naval Research Laboratory", "department": "" }, { "first_name": "Sangeet", "middle_name": "", "last_name": "Khemlani", "name_suffix": "", "institution": "Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27543/galley/17179/download/" } ] }, { "pk": 27338, "title": "Explicit Predictions for Illness Statistics", "subtitle": null, "abstract": "People’s predictions for real-world events have been shown tobe well-calibrated to the true environmental statistics (e.g.Griffiths and Tenenbaum 2006). Previous work, however, hasfocused on predictions for these events by aggregating acrossobservers, making a single estimate for the total durationgiven a current duration. Here, we focus on assessingpredictions for both the mean and form of distributions in thedomain of illness duration prediction at the individual level.We assess understanding for both acute illnesses for whichpeople might have experience, as well as chronic conditionsfor which people are less likely to have knowledge. Our datasuggests that for common acute illnesses people canaccurately estimate both the mean and form of thedistribution. For less common acute illnesses and chronicillnesses, people have a tendency to overestimate the meanduration, but still accurately predict the distribution form.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Prediction; Judgment; Health; Cognition" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2f54w9wm", "frozenauthors": [ { "first_name": "Talia", "middle_name": "", "last_name": "Robbins", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Pernille", "middle_name": "", "last_name": "Hemmer", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27338/galley/16974/download/" } ] }, { "pk": 27427, "title": "Exploitative and Exploratory Attention in a Four-Armed Bandit Task", "subtitle": null, "abstract": "When making decisions, we are often forced to choose\nbetween something safe we have chosen before, and\nsomething unknown to us that is inherently risky, but may\nprovide a better long-term outcome. This problem is known as\nthe Exploitation-Exploration (EE) Trade-Off. Most previous\nstudies on the EE Trade-Off have relied on response data,\nleading to some ambiguity over whether uncertainty leads to\ntrue exploratory behavior, or whether the pattern of\nresponding simply reflects a simpler ratio choice rule (such as\nthe Generalized Matching Law (Baum, 1974; Herrnstein,\n1961)). Here, we argue that the study of this issue can be\nenriched by measuring changes in attention (via eye-gaze),\nwith the potential to disambiguate these two accounts. We\nfind that when moving from certainty into uncertainty, the\noverall level of attention to stimuli in the task increases; a\nfinding we argue is outside of the scope of ratio choice rules.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Reinforcement Learning; Attention; Decision-\nMaking; Exploitation/Exploration Trade-Off; Bandit Task." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8ft623fx", "frozenauthors": [ { "first_name": "Adrian", "middle_name": "R.", "last_name": "Walker", "name_suffix": "", "institution": "UNSW Sydney", "department": "" }, { "first_name": "Mike", "middle_name": "E.", "last_name": "Le Pelley", "name_suffix": "", "institution": "UNSW Sydney", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Beesley", "name_suffix": "", "institution": "UNSW Sydney", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27427/galley/17063/download/" } ] }, { "pk": 27386, "title": "Exploration and Skill Acquisition in a Major Online Game", "subtitle": null, "abstract": "Using data from a major commercial online game, Des-tiny, we track the development of player skill across time.From over 20,000 player record we identify 3475 playerswho have played on 50 or more days. Our focus is onhow variability in elements of play affect subsequent skilldevelopment. After validating the persistent influence ofdifferences in initial performance between players, wetest how practice spacing, social play, play mode vari-ability and a direct measure of game-world explorationaffect learning rate. These latter two factors do not af-fect learning rate. Players who space their practice morelearn faster, in line with our expectations, whereas play-ers who coordinate more with other players learn slower,which contradicts our initial hypothesis. We conclude thatnot all forms of practice variety expedite skill acquisition.Online game telemetry is a rich domain for exploring the-ories of optimal skill acquisition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "learning; games; skill acquisition; expertise;game analytics" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8cr7f5b6", "frozenauthors": [ { "first_name": "Tom", "middle_name": "", "last_name": "Stafford", "name_suffix": "", "institution": "Department of Psychology, University of Sheffield", "department": "" }, { "first_name": "Sam", "middle_name": "", "last_name": "Devlin", "name_suffix": "", "institution": "University of York", "department": "" }, { "first_name": "Rafet", "middle_name": "", "last_name": "Sifa", "name_suffix": "", "institution": "Fraunhofer IAIS", "department": "" }, { "first_name": "Anders", "middle_name": "", "last_name": "Drachen", "name_suffix": "", "institution": "University of York", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27386/galley/17022/download/" } ] }, { "pk": 27083, "title": "Exploring Functions of Working Memory Related to Fluid Intelligence:Coordination and Relational Integration", "subtitle": null, "abstract": "Two hypothesized functions of working memory –coordination (ability to maintain unrelated storage loads duringprocessing) and integration (ability to integrate multipleelements into a relation) – were explored and compared to fluidintelligence. In Experiment 1, 130 participants completed amodified Latin-Square Task (LST) which experimentallyadded or reduced storage load. Results suggested that pureintegration (with no storage load) could predict Gf, but nodifference was found between coordination and integration.Experiment 2 employed the Arithmetic Chain Task (ACT),again with modifications to storage load. Results supportreplication of LST findings, though a distinction was foundbetween coordination and integration when storage materialcould not be easily rehearsed. Findings from both experimentssupport a distinction between coordination and integrationtasks in understanding the WM-Gf association.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "working memory; fluid intelligence; relational integration" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8pf702n9", "frozenauthors": [ { "first_name": "Joel", "middle_name": "E.", "last_name": "Bateman", "name_suffix": "", "institution": "University of Sydney", "department": "" }, { "first_name": "Damian", "middle_name": "P.", "last_name": "Birney", "name_suffix": "", "institution": "University of Sydney", "department": "" }, { "first_name": "Vanessa", "middle_name": "", "last_name": "Loh", "name_suffix": "", "institution": "University of Sydney", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27083/galley/16719/download/" } ] }, { "pk": 27517, "title": "Exploring inductive bias of visual scenes", "subtitle": null, "abstract": "When people encode a representation of a scene, they do not necessarily represent the exact locations and orientationsof the constituent elements. Instead, people rely on preexisting inductive biases to simplify their encoding of new sceneconfigurations. We investigated people’s inductive biases in their memory for configurations of simple 2D shapes (such ascircles, triangles, etc.) using a serial reproduction paradigm (Bartlett, 1932). This paradigm establishes an iterative process inwhich information is transmitted through a chain of people (like the ”telephone” game). In our experiment, we asked peopleto memorize configurations of simple shapes (which were either generated at random or by other participants) and then askedthem to reproduce those configurations. In analyzing the final generation of reproductions, we found that people have strongpreferences for the scale of individual shapes, as well as the alignment, distance, overlap, and relative rotation between pairs ofshapes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8dd5c36c", "frozenauthors": [ { "first_name": "Jessica", "middle_name": "", "last_name": "Hamrick", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Bourgin", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Langlois", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Griffiths", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27517/galley/17153/download/" } ] }, { "pk": 26912, "title": "Exploring the decision dynamics of risky intertemporal choice", "subtitle": null, "abstract": "Previous research on the effects of probability and delay ondecision-making has focused on examining each dimensionseparately, and hence little is known about when these dimen-sions are combined into a single choice option. Importantly,we know little about the psychological processes underlyingchoice behavior with rewards that are both delayed and proba-bilistic. Using a process-tracing experimental design, we mon-itored information acquisition patterns and processing strate-gies. We found that probability and delay are processed se-quentially and evaluations of risky delayed prospects are de-pendent on the sequence of information acquisition. Amongchoice strategies, directly comparing the values of each dimen-sion (i.e., dimension-wise processing) appears to be most fa-vored by participants. Our results provide insights into the psy-chological plausibility of existing computational models andmake suggestions for the development of a process model forrisky intertemporal choice.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Risky Intertemporal Choice; Process Tracing;Path Dependency; Sequential Processing; Decision Strategies" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2h82h1x8", "frozenauthors": [ { "first_name": "Emmanouil", "middle_name": "", "last_name": "Konstantinidis", "name_suffix": "", "institution": "University of New South Wales", "department": "" }, { "first_name": "Don", "middle_name": "", "last_name": "van Ravenzwaai", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Ben", "middle_name": "R.", "last_name": "Newell", "name_suffix": "", "institution": "University of New South Wales", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26912/galley/16548/download/" } ] }, { "pk": 27110, "title": "Exploring the relations between oral language and reading instruction in acomputational model of reading", "subtitle": null, "abstract": "To become a proficient reader, children have to learnmappings between print, sound and meaning. There isdebate over whether reading instruction should focus on therelations between print and sound, as in phonics, or on therelationship between print and meaning, as in sight wordreading. In a study where participants learned a novelartificial orthography, Taylor, Davis and Rastle (2017)compared print to sound focused or print to meaningfocused reading training, demonstrating that sound trainingwas superior for learning to read. However, a benefit fromsound focused training is likely dependent on prioracquisition of effective sound to meaning relations of words.To explore this issue, we developed a connectionist modelof reading. We exposed the model to a sound or a meaningfocused training, but varied the model’s pre-acquired orallanguage skills. The simulation results showed thatproficiency in oral language is a determinant of theadvantage of print to sound focused reading training,suggesting that reading training should address both orallanguage skills and print to sound mappings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "reading instruction; oral language; readingdevelopment; computational modelling; word learning." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5nm256zm", "frozenauthors": [ { "first_name": "Ya-Ning", "middle_name": "", "last_name": "Chang", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Joanne", "middle_name": "S. H.", "last_name": "Taylor", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Kathleen", "middle_name": "", "last_name": "Rastle", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Padraic", "middle_name": "", "last_name": "Monaghan", "name_suffix": "", "institution": "Lancaster University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27110/galley/16746/download/" } ] }, { "pk": 27412, "title": "Extraneous visual noise facilitates word learning", "subtitle": null, "abstract": "Variability is important to learning; however, whether itsupports or hinders language acquisition is unclear. 3D objectstudies suggest that children learn words better when targetobjects vary, however storybook studies indicate thatcontextual variability impairs learning. We tested a dynamicsystems account in which background variability should boostlearning by speeding the emergence of new behaviors. Twogroups of two-year-old children saw arrays of one novel andtwo known objects on a screen, and heard a novel or knownlabel. Stimuli were identical across conditions, with theexception that in the constant condition objects appeared on awhite background, and in the variable condition backgroundswere colored. Only children in the variable condition showedevidence of word learning, suggesting that extraneousvariability supports learning by decontextualizingrepresentations, and indicating that adding low-level entropyto the developmental system can trigger a change in behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word learning; language acquisition;variability; memory decontextualization; dynamic systems" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9cd724dq", "frozenauthors": [ { "first_name": "Katherine", "middle_name": "E.", "last_name": "Twomey", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Lizhi", "middle_name": "", "last_name": "Ma", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Gert", "middle_name": "", "last_name": "Westermann", "name_suffix": "", "institution": "Lancaster University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27412/galley/17048/download/" } ] }, { "pk": 27525, "title": "Eye movement-based probabilistic models for physical scene understanding", "subtitle": null, "abstract": "Humans make prediction about physical environments and future events through inference. Previous research hasproposed that a common sense engine implementing probabilistic programming is used to build an internal model of theenvironment, and simulations of that internal model are used for inferences. Battaglia et al.(2013) have demonstrated anapplication of this formulation in physical scene understanding and stability judgment in the case of block tower. Here weaugment this formulation by including the subjects’ eye movements as a process of sampling the environment, and propose thatthe underlying common sense model guides gaze toward sampling the features of the space with relevant information for thejudgments about stability. We compare a base probabilistic model with one that takes the statistics of the saccades into account,and argue that the additional information improves the model predictions about subjects’ judgment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2x29r875", "frozenauthors": [ { "first_name": "Eghbal", "middle_name": "", "last_name": "Hosseini", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Eli", "middle_name": "", "last_name": "Pollock", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Gerstenberg", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27525/galley/17161/download/" } ] }, { "pk": 27235, "title": "Eye movements during reference production:Testing the effects of perceptual grouping on referential overspecification", "subtitle": null, "abstract": "When referring to a target object in a visual scene, speakers areassumed to consider certain distractor objects that are visible tobe more relevant than others. However, previous research thathas tested this assumption has mainly applied offline measuresof visual attention, such as the occurrence of overspecificationin speakers’ target descriptions. Therefore, in the current study,we take both online (eye-tracking) and offline (overspecifica-tion) measures of attention, to study how perceptual groupingaffects scene perception, and reference production. We manip-ulated three grouping principles: region of space, type similar-ity, and color similarity. For all three factors, we found effects,either on eye movements (region of space), overspecification(color similarity), or both (type similarity). The results for typesimilarity provide direct evidence for the close link betweenscene perception and reference production.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Reference production; Perceptual grouping; Eye-movements; Overspecification; Visual scene perception" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3rf9k20n", "frozenauthors": [ { "first_name": "Ruud", "middle_name": "", "last_name": "Koolen", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Yorick", "middle_name": "", "last_name": "Fliervoet", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27235/galley/16871/download/" } ] }, { "pk": 27420, "title": "Facial Motor Information is Sufficient for Identity Recognition", "subtitle": null, "abstract": "The face is a central communication channel providing infor-mation about the identities of our interaction partners and theirpotential mental states expressed by motor configurations. Al-though it is well known that infants ability to recognise peoplefollows a developmental process, it is still an open questionhow face identity recognition skills can develop and, in par-ticular, how facial expression and identity processing poten-tially interact during this developmental process. We proposethat by acquiring information of the facial motor configurationobserved from face stimuli encountered throughout develop-ment would be sufficient to develop a face-space representa-tion. This representation encodes the observed face stimuli aspoints of a multidimensional psychological space able to as-sist facial identity and expression recognition. We validate ourhypothesis through computational simulations and we suggestpotential implications of this understanding with respect to theavailable findings in face processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "face perception; face processing; face-space; faceidentity processing; face expression processing; mirroring" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/18d8w4jx", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "", "last_name": "Vitale", "name_suffix": "", "institution": "University of Technology Sydney", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Johnston", "name_suffix": "", "institution": "University of Technology Sydney", "department": "" }, { "first_name": "Mary-Anne", "middle_name": "", "last_name": "Williams", "name_suffix": "", "institution": "University of Technology Sydney", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27420/galley/17056/download/" } ] }, { "pk": 27267, "title": "Failure to replicate talker-specific syntactic adaptation", "subtitle": null, "abstract": "Sentence understanding is affected by recent experience. Animportant open question is whether this reflects adaptationto the statistics of the input. Support for this hypothesiscomes from the recent finding that listeners can simultaneouslylearn and maintain the syntactic statistics of multiple talkers(Kamide, 2012). We attempt—and fail—to replicate this find-ing. This calls into questions whether recency effects in sen-tence processing originate in the same adaptive mechanismsoperating during speech perception (for which talker-specificadaptation is well-established).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "sentence processing; attachment ambiguity; prim-ing; adaptation; talker specificity" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8np9m455", "frozenauthors": [ { "first_name": "Linda", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Zachary", "middle_name": "", "last_name": "Burchill", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Michael", "middle_name": "K.", "last_name": "Tanenhaus", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "T. Florian", "middle_name": "", "last_name": "Jaeger", "name_suffix": "", "institution": "University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27267/galley/16903/download/" } ] }, { "pk": 27205, "title": "Failure to use probability of success in deciding whether to pursue onegoal or two.", "subtitle": null, "abstract": "Difficult tasks should be attempted one at a time, while easytasks can be undertaken in parallel. Reinforcing our previ-ous conclusion that people are surprisingly poor at applyingthis logic, we find people fail to select standing positions thatmaximize their probability of success in throwing a beanbaginto one of two possible hoops. We asked participants to ex-plicitly report their odds of successfully throwing a beanbaginto each hoop from the location they had chosen to stand,and estimates were highly accurate. Nonetheless, participantsfailed to use estimates of success appropriately to maximizesuccess, suggesting a failure of insight, rather than limited orinaccurate information, can account for suboptimal decisionsabout standing position.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bounded Rationality; Optimal Behaviour;Awareness; Decision Making." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/20g339ds", "frozenauthors": [ { "first_name": "Warren", "middle_name": "R.G", "last_name": "James", "name_suffix": "", "institution": "The Univerity of Aberdeen", "department": "" }, { "first_name": "Alasdair", "middle_name": "D.F.", "last_name": "Clarke", "name_suffix": "", "institution": "The University of Essex", "department": "" }, { "first_name": "Amelia", "middle_name": "R.", "last_name": "Hunt", "name_suffix": "", "institution": "The Univerity of Aberdeen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27205/galley/16841/download/" } ] }, { "pk": 27381, "title": "Fake News and False Corroboration: Interactivity in Rumor Networks", "subtitle": null, "abstract": "Rumors inundate every social network. Some of them aretrue, but many of them are false. On rare occasions, a falserumor is exposed as the lie that it is. But more commonly,false rumors have a habit of obtaining apparent verification,by corroboration from what seems to be a second independentsource. However, in complex social networks, theconnectivity is such that a putative second source is almostnever actually independent of the original source. In thepresent work, rumor network simulations demonstrate howremarkably easy it is for a node in the network to be fooledinto thinking it has received independent verification of afalse rumor, when in fact that “second source” can be tracedback to the original source. By developing a theoreticalunderstanding of the circumstances under which the spread offalse rumors, “alternative facts,” and fake news can becontrolled, perhaps the field can help prevent them fromruining elections and ruining entire nations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "networks" }, { "word": "social networks" }, { "word": "interaction" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0ph1j7h9", "frozenauthors": [ { "first_name": "Michael", "middle_name": "J.", "last_name": "Michael", "name_suffix": "", "institution": "University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27381/galley/17017/download/" } ] }, { "pk": 27364, "title": "Familiarity-matching in decision making:\nExperimental studies on cognitive processes and analyses of its ecological rationality", "subtitle": null, "abstract": "Previous studies have shown that individuals often make\ninferences based on heuristics using recognition, fluency, or\nfamiliarity. In the present study, we propose a new heuristic\ncalled familiarity-matching, which predicts that when a decision\nmaker is familiar (or unfamiliar) with an object in a question\nsentence, s/he will choose the more (or less) familiar object from\nthe two alternatives. We examined inference processes and\necological rationality regarding familiarity-matching through\nthree studies including behavioral experiments and ecological\nanalyses. Results showed that participants often used familiarity-\nmatching in solving difficult binary choice problems, and that\nfamiliarity-matching could be applied in an ecologically rational\nmanner in real-world situations. A new perspective on human\ncognitive processes is discussed in this study.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "binary choice task; heuristic; familiarity;\nfamiliarity-matching; ecological rationality" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0qf7041n", "frozenauthors": [ { "first_name": "Masaru", "middle_name": "", "last_name": "Shirasuna", "name_suffix": "", "institution": "The University of Tokyo", "department": "" }, { "first_name": "Hidehito", "middle_name": "", "last_name": "Honda", "name_suffix": "", "institution": "The 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": "The University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27364/galley/17000/download/" } ] }, { "pk": 27058, "title": "Far Transfer: Does it Exist?", "subtitle": null, "abstract": "Implementing interventions that are supposed to enhance students’general learning skill and overall cognitive ability is still acommon practice in education. The basic idea on which thisapproach relies is that improving domain-general skills providesbenefits for a broad range of domain-specific areas, such asacademic disciplines. Thus, it is assumed that there is far transfer –i.e., the generalization of a set of skills between domains looselyrelated to each other. In recent years, chess instruction, musicinstruction, and working memory training have been claimed to beable to train domain-general abilities (e.g., fluidreasoning/intelligence) which, in turn, generalize to other cognitiveand academic skills (e.g., mathematics). We tested these claims inthe population of healthy children via meta-analysis. The resultsshowed small to moderate overall far-transfer effects in all theoutcome measures of the three meta-analyses. However, the effectsizes were inversely related to the design quality (e.g., presence ofactive control groups), which casts doubts on the effectiveness ofthe three activities. We discuss the theoretical and practicalimplications of these findings for education and expertise andextend the debate to another type of training, video games training.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "chess; education; learning; mathematics; music;transfer; working memory." } ], "section": "Talks: Publication-Based", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3mf8115f", "frozenauthors": [ { "first_name": "Giovanni", "middle_name": "", "last_name": "Sala", "name_suffix": "", "institution": "The University of Liverpool", "department": "" }, { "first_name": "Fernand", "middle_name": "", "last_name": "Gobet", "name_suffix": "", "institution": "The University of Liverpool", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27058/galley/16694/download/" } ] }, { "pk": 27104, "title": "Fast and Easy: Approximating Uniform Information Density in LanguageProduction", "subtitle": null, "abstract": "A model of sentence production is presented, which imple-ments a strategy that produces sentences with more uniformsurprisal profiles, as compared to other strategies, and in accor-dance to the Uniform Information Density Hypothesis (Jaeger,2006; Levy & Jaeger, 2007). The model operates at the al-gorithmic level combining information concerning word prob-abilities and sentence lengths, representing a first attempt tomodel UID as resulting from underlying factors during lan-guage production. The sentences produced by this modelshowed indeed the expected tendency, having more uniformsurprisal profiles and lower average word surprisal, in compar-ison to other production strategies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "information density; sentence production; rationalanalysis; connectionist; semantics" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5s069317", "frozenauthors": [ { "first_name": "Jes ́us", "middle_name": "", "last_name": "Calvillo", "name_suffix": "", "institution": "Saarland University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27104/galley/16740/download/" } ] }, { "pk": 26857, "title": "Faulty Towers: A hypothetical simulation model of physical support", "subtitle": null, "abstract": "In this paper we introduce the hypothetical simulation model(HSM) of physical support. The HSM predicts that peoplejudge physical support by mentally simulating what wouldhappen if the object of interest were removed. Two experi-ments test the model by asking participants to evaluate the ex-tent to which one brick in a tower is responsible for the restof the bricks staying on a table. The results of both experi-ments show a very close correspondence between hypotheticalsimulations and responsibility judgments. We compare threeversions of the HSM which differ in how they model people’suncertainty about what would happen. Participants’ selectionsof which bricks would fall are best explained by assumingthat hypothetical interventions only lead to local changes whileleaving the rest of the scene unchanged.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causality; counterfactual; hypothetical; mentalsimulation; intuitive physics; physical support." } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0x5469qg", "frozenauthors": [ { "first_name": "Tobias", "middle_name": "", "last_name": "Gerstenberg", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Liang", "middle_name": "", "last_name": "Zhou", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Kevin", "middle_name": "A.", "last_name": "Smith", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26857/galley/16493/download/" } ] }, { "pk": 27116, "title": "Finding Creative New Ideas:Human-Centric Mindset Overshadows Mind-Wandering", "subtitle": null, "abstract": "Finding creative new ideas requires both release from fixationand a productive search mindset. Recent research has shownthat messy desks, walking, and mind-wandering can lead tomore new uses for old objects. Here we show that a human-centric mindset is superior to mind-wandering for generatingmore alternative uses and more creative uses because itprovides both release from fixation and an effective searchstrategy. A human-centric mindset entails perspective-taking,and perspective-taking is likely to be an effective generalstrategy for enhancing creativity, problem-solving andinnovation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "creativity; design; mindset;" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/12r2v05m", "frozenauthors": [ { "first_name": "Yung-Yi", "middle_name": "Juliet", "last_name": "Chou", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Tversky", "name_suffix": "", "institution": "Columbia University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27116/galley/16752/download/" } ] }, { "pk": 27297, "title": "First Step is to Group Them: Task-Dynamic Model Validation for Human\nMultiagent Herding in a Less Constrained Task", "subtitle": null, "abstract": "Biological systems are capable of acting in a shared\nenvironment to produce emergent, self-organized behavior that\nis the result of the constraints imposed by local interactions–\nsuch as bird flocking or ant swarming behavior. These\nexamples present minimal demands for a shared-intention\nbetween co-actors, whereas other instances necessitate the\nformation of a shared goal. In these goal-directed tasks, how\nmuch of the observed complexity can be explained by the\nconstraints imposed by both the environment and adherence to\nthe shared task goal? This paper begins to investigate this\nquestion by presenting results from a two-person cooperative\n“shepherding” task first developed in Nalepka et al. (2017) but\nwith fewer constraints. Results provide further evidence that\nthe emergent behavior is the result of the constraints imposed\nby the task. The included task-dynamic model suggests a\ngeneral model that can be used to understand multiagent\nherding behavior in a variety of contexts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "joint action" }, { "word": "collective herding" }, { "word": "task-dynamic\nmodeling" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2t54s873", "frozenauthors": [ { "first_name": "Patrick", "middle_name": "", "last_name": "Nalepka", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Maurice", "middle_name": "", "last_name": "Lamb", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Rachel", "middle_name": "W.", "last_name": "Kallen", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Elliot", "middle_name": "", "last_name": "Saltzman", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "Anthony", "middle_name": "", "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": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27297/galley/16933/download/" } ] }, { "pk": 27655, "title": "Fitting a Stochastic Model to Eye Movement Time Series in a Categorization Task", "subtitle": null, "abstract": "Our goal is to develop an efficient framework for fitting stochastic continuous-time models to experimental data incognitive psychology. As a simple test problem, we consider data from an eye-tracking study of attention in learning. For eachsubject, the data for each trial consists of the sequence of stimulus features that the subject fixates on, together with the durationof each fixation. We fit a stochastic differential equation model to this data, using the Approximate Bayesian Computationframework. For each subject we infer posterior distributions for the unknown parameters in the model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/100799qq", "frozenauthors": [ { "first_name": "Paul", "middle_name": "", "last_name": "Tupper", "name_suffix": "", "institution": "Simon Fraser University", "department": "" }, { "first_name": "Thuan", "middle_name": "Pham", "last_name": "Nguyen", "name_suffix": "", "institution": "Simon Fraser University", "department": "" }, { "first_name": "Yunlong", "middle_name": "", "last_name": "Nie", "name_suffix": "", "institution": "Simon Fraser University", "department": "" }, { "first_name": "Jiguo", "middle_name": "", "last_name": "Cao", "name_suffix": "", "institution": "Simon Fraser University", "department": "" }, { "first_name": "Liangliang", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "Simon Fraser University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27655/galley/17291/download/" } ] }, { "pk": 27593, "title": "Five-Year-Old Children Transfer a Metacognitive Strategy to a Novel Task", "subtitle": null, "abstract": "Previous work has demonstrated that interventions like 1) giving in-the-moment performance feedback and 2) pro-viding a strategy rule can improve children’s metacognitive learning. However, there is little evidence to suggest that thislearning transfers to a novel task. We trained 5-year-olds’ metacognitive control in a task requiring participants to select theeasier of two games to acquire the highest amount of points. Compared to a control group who received no training, childrenwho were trained to control behavior (by selecting an easier dot discrimination task) showed greater evidence of transfer to anovel task (by selecting an easier line length discrimination task). This suggests that the learned strategy rule (i.e., to select aneasier task) was not stimulus-specific, and was abstract enough to apply to a novel task with new stimuli. In sum, 5-year-oldswere able to learn a strategy rule and spontaneously apply the strategy to a novel task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/27n2k9kp", "frozenauthors": [ { "first_name": "Allison", "middle_name": "", "last_name": "O’Leary", "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": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27593/galley/17229/download/" } ] }, { "pk": 26994, "title": "Flexible integration of a navigable, clustered environment", "subtitle": null, "abstract": "The representation of navigable space, consisting of multiple interconnected spaces, yet is not well understood. Weexamined different levels of integration within memory (local, regional, global). Participants learned two distinctive regions ofa virtual environment that converged at a common transition-point. Subsequently, we tested their memory with a pointing task,varying body alignment during pointing, corridor distance to and regional belonging of the target. Pointing latency increasedwith increasing distance to the target and when pointing into the other region. Further, alignment with local, regional and globalreference frames were found to facilitate pointing latency. These findings suggest that participants memorized local corridors,clustered corridors into regions, and also formed global reference frames, thus, represented the environment on multiple levelsof integration. They are inconsistent with conceptions of spatial memory for navigable environments based either on exclusiverepresentation within a single reference frame or exclusive reliance on local reference frames.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1v35k3pj", "frozenauthors": [ { "first_name": "Marianne", "middle_name": "", "last_name": "Strickrodt", "name_suffix": "", "institution": "Max Planck Institute for Biological Cybernetics", "department": "" }, { "first_name": "Heinrich", "middle_name": "H.", "last_name": "Bulthoff", "name_suffix": "", "institution": "Max Planck Institute for Biological Cybernetics", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Meilinger", "name_suffix": "", "institution": "Max Planck Institute for Biological Cybernetics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26994/galley/16630/download/" } ] }, { "pk": 27127, "title": "Folk Attributions of Control and Intentionality Over Mental States", "subtitle": null, "abstract": "Influential theories in social psychology, philosophy, andlinguistics assume that ordinary people judge many mentalstates as outside voluntary control, yet few studies have directlyinvestigated these claims. We report four studies suggestingthat, contrary to several prominent models, ordinary peopleattribute at least moderate intentional control to others over awide variety of mental states. Furthermore, it appears thatperceived control may vary systematically according to mentalstate type (e.g. emotions vs. desires vs. beliefs). These resultspoint to several important directions for future research inbehavior explanation and moral judgment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mental states; control; intentionality; agency" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/79x3z66z", "frozenauthors": [ { "first_name": "Corey", "middle_name": "", "last_name": "Cusimano", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Geoffrey", "middle_name": "P.", "last_name": "Goodwin", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27127/galley/16763/download/" } ] }, { "pk": 27177, "title": "Folk intuitions about consciousness", "subtitle": null, "abstract": "In science and philosophy, there is still no general agreement on what ‘consciousness’ is. But how do normalpeople (with no education in psychology or philosophy) use the term in their everyday life? What is the folk understandingof the word “conscious”? We conducted an online study on how the general public uses the word “consciousness” in theirdaily life. Participants (n=445) answered the question “What is consciousness?” in four different formats: they (1) generatedfree definitions in their own words, (2) generated many synonyms, (3) generated one synonym, or (4) selected one alternativedescription in a multiple choice task. The most frequent words were: alertness, clarity, I-sensation, knowledge, perception,reflecting, and thinking. The word perception was provided most often across all formats. There was also a high correlationbetween all response formats. We discuss these findings and their implications for the scientific study of consciousness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4gd7t7qk", "frozenauthors": [ { "first_name": "Katharina", "middle_name": "", "last_name": "Graben", "name_suffix": "", "institution": "Justus Liebig University", "department": "" }, { "first_name": "Kai", "middle_name": "", "last_name": "Hamburger", "name_suffix": "", "institution": "Justus Liebig University", "department": "" }, { "first_name": "Markus", "middle_name": "", "last_name": "Knauff", "name_suffix": "", "institution": "Justus Liebig University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27177/galley/16813/download/" } ] }, { "pk": 27421, "title": "Forgetting My Memories by Listening to Yours: The Impact of Perspective-Takingon Socially-Triggered Context-Based Prediction Error", "subtitle": null, "abstract": "The mind is a prediction machine. In most situations in which it finds itself, it has expectations as to what mighthappen. But when people’s expectations are invalidated by experience, the memories that gave rise to these expectations aresuppressed. The present research explores the effect of these prediction errors on listener’s memories during social interaction.We reasoned that listening to a speaker recounting experiences similar to one’s own would trigger prediction errors on the part ofthe listener that would result in the suppression of his/her memories. Study 1 offers evidence for the effect of socially triggeredcontext based prediction errors on listener’s mnemonic representations. Study 2 replicates these findings and shows that thiseffect is sensitive to a perspective-taking manipulation. Taken together, these findings provide evidence for a yet unrecognizedphenomenon by which our conversations shape the memories that we come to hold.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1bc3v2sc", "frozenauthors": [ { "first_name": "Madalina", "middle_name": "", "last_name": "Vlasceanu", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Rae", "middle_name": "", "last_name": "Drach", "name_suffix": "", "institution": "State University of New York Albany", "department": "" }, { "first_name": "Alin", "middle_name": "", "last_name": "Coman", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27421/galley/17057/download/" } ] }, { "pk": 26996, "title": "From Abstract to Concrete - Evidence for designing learning platforms that adapt to user's proficiencies.", "subtitle": null, "abstract": "Digital-tablets distribute cognition through visual, auditoryand haptic interactivity. We designed a tutor-game thatexplored how narratives ((S)trong/(W)eak) and gestures((I)conic/(D)eictic) could be combined to situate embodiedlearning. Students played seven levels of a fractions gamedesigned to teach them how to create and compare fractions.One hundred thirty-one students (N=131, age x̄ =8.78 yrs,52.6% Female) were randomly assigned to one of four groups(SI, SD, WI, WD) in a 2x2 factorial experiment. Studentscompleted pre/post direct and transfer assessments and tutor-game log data was mined to explore characteristics ofstudents learning. Results revealed a significant interactionbetween narrative and gesture moderated by studentproficiency. In effect, students new to fractions performedbetter in an abstract environment using deictic (pointing)gestures. However, as students' proficiencies improved, theylearned better using iconically enactive gestures in strongnarrative with setting, characters and a plot. This hasimportant implications for designing adaptive learningplatforms and curricula for teaching fractions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "embodied" }, { "word": "situated" }, { "word": "grounded cognition;narrative" }, { "word": "gestures; design-based research; DBR; data-mining;adaptive learning." } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9p50w5vs", "frozenauthors": [ { "first_name": "Michael", "middle_name": "I.", "last_name": "Swart", "name_suffix": "", "institution": "College Columbia University", "department": "" }, { "first_name": "Sorachai", "middle_name": "", "last_name": "Kornkasem", "name_suffix": "", "institution": "College Columbia University", "department": "" }, { "first_name": "Nirmaliz", "middle_name": "", "last_name": "Colon-Acosta", "name_suffix": "", "institution": "College Columbia University", "department": "" }, { "first_name": "Amy", "middle_name": "", "last_name": "Hachigan", "name_suffix": "", "institution": "College Columbia University", "department": "" }, { "first_name": "John", "middle_name": "B.", "last_name": "Black", "name_suffix": "", "institution": "College Columbia University", "department": "" }, { "first_name": "Jon", "middle_name": "M.", "last_name": "Vitale", "name_suffix": "", "institution": "University of California Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26996/galley/16632/download/" } ] }, { "pk": 27620, "title": "From Concrete Examples to Abstract Relations: A model-based neuroscienceapproach to how people learn new categories", "subtitle": null, "abstract": "The ability to form relational categories for objects that share few features in common is a hallmark of humancognition. However until recently, neuroimaging research largely focused solely on how people acquire categories defined byfeatures. In the current electroencephalography (EEG) study, we examine how relational and feature-based category learningcompare in well-matched learning tasks. Building on a previous functional magnetic resonance imaging study by our labo-ratory, we capitalise on the rich temporal information offered by EEG. Focusing on the neural dynamics of how people learncategory memberships over individual trials in an experimental task, we investigate how these single trial dynamics modulatecomputational estimates from decision-making modelling frameworks. Specifically, by sorting participants’ individual trialsby their position in the experimental sequence we observe striking relationships between EEG dynamics (e.g., frontal thetaoscillations and P300 component) and feature-based and relational categorisation behaviour.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/72c718nf", "frozenauthors": [ { "first_name": "Gareth", "middle_name": "", "last_name": "Roberts", "name_suffix": "", "institution": "University of Sydney", "department": "" }, { "first_name": "Micah", "middle_name": "", "last_name": "Goldwater", "name_suffix": "", "institution": "University of Sydney", "department": "" }, { "first_name": "Evan", "middle_name": "", "last_name": "Livesey", "name_suffix": "", "institution": "University of Sydney", "department": "" }, { "first_name": "Josue", "middle_name": "", "last_name": "Giron", "name_suffix": "", "institution": "University of Sydney", "department": "" }, { "first_name": "Tyler", "middle_name": "", "last_name": "Davis", "name_suffix": "", "institution": "Texas Tech University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27620/galley/17256/download/" } ] }, { "pk": 27067, "title": "From Words to Sentences & Back:Characterizing Context-dependent Meaning Representations in the Brain", "subtitle": null, "abstract": "Recent Machine Learning systems in vision and languageprocessing have drawn attention to single-word vector spaces,where concepts are represented by a set of basic features orattributes based on textual and perceptual input. However,such representations are still shallow and fall short fromsymbol grounding. In contrast, Grounded Cognition theoriessuch as CAR (Concept Attribute Representation; Binder etal., 2009) provide an intrinsic analysis of word meaning interms of sensory, motor, spatial, temporal, affective andsocial features, as well as a mapping to corresponding brainnetworks. Building on this theory, this research aims tounderstand an intriguing effect of grounding, i.e. how wordmeaning changes depending on context. CAR representationsof words are mapped to fMRI images of subjects readingdifferent sentences, and the contributions of each worddetermined through Multiple Linear Regression and theFGREP nonlinear neural network. As a result, the FGREPmodel in particular identifies significant changes on theCARs for the same word used in different sentences, thussupporting the hypothesis that context adapts the meaning ofwords in the brain. In future work, such context-modifiedword vectors could be used as representations for a naturallanguage processing system, making it more effective androbust.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Neural Networks; FGREP; Concept AttributeRepresentation theory; fMRI; Context; Meaning; Semantics;Embodied Cognition" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/69z6b23p", "frozenauthors": [ { "first_name": "Nora", "middle_name": "", "last_name": "Aguirre-Celis", "name_suffix": "", "institution": "The University of Texas at Austin", "department": "" }, { "first_name": "Manuel", "middle_name": "", "last_name": "Valenzuela-Rendon", "name_suffix": "", "institution": "Monterrey Institute of Technology and Higher Education", "department": "" }, { "first_name": "Risto", "middle_name": "", "last_name": "Miikkulainen", "name_suffix": "", "institution": "The University of Texas at Austin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27067/galley/16703/download/" } ] }, { "pk": 26809, "title": "Functionally localized representations contain distributed information:insight from simulations of deep convolutional neural networks", "subtitle": null, "abstract": "Preferential activation to faces in the brain’s fusiform gyrus hasled to the proposed existence of a face module termed theFusiform Face Area (FFA) (Kanwisher et. al, 1997). However,arguments for distributed, topographical object-formrepresentations in FFA and across visual cortex have beenproposed to explain data showing that FFA activation patternscontain decodable information about non-face categories(Haxby et. al, 2001; Hanson & Schmidt, 2011). Using two deepconvolutional neural network models able to perform human-level object and facial recognition, respectively, wedemonstrate that both localized category representations(LCRs) and high-level face-specific representations allow forsimilar decoding accuracy between non-preferred visualcategories as between a preferred and non-preferred category.Our results suggest that neuroimaging of a cortical “module”optimized for face processing should yield significantdecodable information for non-face categories so long asrepresentations within the module are activated by non-facestimuli.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "module" }, { "word": "localized categorical representation" }, { "word": "distributed object-form topography" }, { "word": "deep convolutional neuralnetwork" }, { "word": "virtual electrophysiology" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7j91z26f", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": " ", "last_name": "Blauch", "name_suffix": "", "institution": "University of Massachusetts", "department": "" }, { "first_name": "Elissa", "middle_name": "", "last_name": "Aminoff", "name_suffix": "", "institution": "Fordham University", "department": "" }, { "first_name": "Michael", "middle_name": "J.", "last_name": "Tarr", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26809/galley/16445/download/" } ] }, { "pk": 26785, "title": "Game-XP: Action Games as Cognitive Science Paradigms", "subtitle": null, "abstract": "Why games? How could anyone consider action gamesas experimental paradigms for Cognitive Science? In 1973,as one of three strategies he proposed for advancing Cogni-tive Science, Allen Newell exhorted us to “accept a singlecomplex task and do all of it.” More specifically, he told usthat rather than taking an “experimental psychology as usualapproach” that, we should “focus on a series of experimentaland theoretical studies around a single complex task” so as todemonstrate that our theories of human cognition were pow-erful enough to explain, “a genuine slab of human behavior”with the studies fitting into a detailed theoretical picture. Ac-tion games represent the type of experimental paradigms thatNewell was advocating and the current state of programmingexpertise and laboratory equipment, along with the emer-gence of Big Data (Griffiths, 2015) and Naturally OccurringData Sets (NODS, Goldstone & Lupyan, 2016), provide thetechnologies and data needed to realize his vision. ActionGames enable us to escape from our field’s regrettable fo-cus on novice performance to develop theories that accountfor the full range of expertise through a twin focus on ex-pertise sampling (across individuals) and longitudinal studies(within individuals) of simple and complex tasks.This Symposium is inspired by the recent Action Gamesas Experimental Paradigms for Cognitive Science (Game-XP), issue of Topics in Cognitive Science (topiCS), April2017. It includes late-breaking work from some of the re-searchers represented in that topic as well as new work bynew researchers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": " " } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/37x479m5", "frozenauthors": [ { "first_name": "Wayne", "middle_name": "D.", "last_name": "Gray", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" }, { "first_name": "Ray", "middle_name": "", "last_name": "Perez", "name_suffix": "", "institution": "Office of Naval Research", "department": "" }, { "first_name": "Martin", "middle_name": "V.", "last_name": "Butz", "name_suffix": "", "institution": "Universität Tübingen", "department": "" }, { "first_name": "Stuart", "middle_name": "", "last_name": "Reeves", "name_suffix": "", "institution": "University of Nottingham", "department": "" }, { "first_name": "Matthew", "middle_name": "D.", "last_name": "Sangster", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Stafford", "name_suffix": "", "institution": "University of Sheffield", "department": "" }, { "first_name": "Fernand", "middle_name": "", "last_name": "Gobet", "name_suffix": "", "institution": "University of Liverpool", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26785/galley/16421/download/" } ] }, { "pk": 27656, "title": "Gaze during utterances and silence in L1 and L2 Conversations", "subtitle": null, "abstract": "Gazing activities during utterances and silence were analyzed in a face-to-face three party conversation setting in anative language (L1) and in a second language (L2). The function of each utterance was categorized according to the GroundingActs defined by Traum (Traum, 1994) so that gazes during utterances could be analyzed from the viewpoint of grounding incommunication (Clark, 1996). Factor analyses of gaze activities showed similar factor structures in L1 and L2 conversations:the first factor was characterized by speakers’ gazes and gazes during silence, and another factor was characterized by listeners’gazes in each condition. Analyses of the participants based on the factor scores, however, showed different tendencies betweenthe two conditions, suggesting that language proficiency affects gaze activities during utterances.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/95s666v2", "frozenauthors": [ { "first_name": "Ichiro", "middle_name": "", "last_name": "Umata", "name_suffix": "", "institution": "KDDI Research, Inc.", "department": "" }, { "first_name": "Koki", "middle_name": "", "last_name": "Ijuin", "name_suffix": "", "institution": "Doshisha University", "department": "" }, { "first_name": "Tsuneo", "middle_name": "", "last_name": "Kato", "name_suffix": "", "institution": "Doshisha University", "department": "" }, { "first_name": "Seiichi", "middle_name": "", "last_name": "Yamamoto", "name_suffix": "", "institution": "Doshisha University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27656/galley/17292/download/" } ] }, { "pk": 26858, "title": "Gaze Shifts between Text and Illustrations are Negatively Related to ReadingFluency in Beginning Readers", "subtitle": null, "abstract": "Learning to read is often considered the most important skill taughtin school because reading is a gateway to other learning. Manychildren struggle to acquire this fundamental skill. Suboptimaldesign of books for beginning readers may contribute to thedifficulties children experience as close proximity between textand illustrations could promote attentional competition hamperingliteracy skills. The present work utilized eye-tracking technologyto examine how beginning readers allocate attention and whetherthese patterns are related to fluency (Experiment 1) andcomprehension (Experiment 2). Results suggest when readingbooks in which text and illustrations are in close proximity,children frequently shift attention away from the text. This patternof attention was negatively associated with fluency, but notassociated with comprehension. This line of research aims toprovide theoretical insights about design principles for readingmaterials that can be employed to optimize instructional materialsand promote literacy development in young children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attention; reading; reading fluency; readingcomprehension; illustrations; eye tracking" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0sd068kq", "frozenauthors": [ { "first_name": "Karrie", "middle_name": "E.", "last_name": "Godwin", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "Cassondra", "middle_name": "M.", "last_name": "Eng", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Anna", "middle_name": "V.", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26858/galley/16494/download/" } ] }, { "pk": 27374, "title": "Gender or Community: What Drives STEM Interest Among Middle SchoolStudents?", "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/98j034d2", "frozenauthors": [ { "first_name": "Evans", "middle_name": "", "last_name": "Smalley", "name_suffix": "", "institution": "Wright State University", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Kaminski", "name_suffix": "", "institution": "Wright State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27374/galley/17010/download/" } ] }, { "pk": 27093, "title": "Generalized Representation of Syntactic Structures", "subtitle": null, "abstract": "Analysis of language provides important insights into the un-derlying psychological properties of individuals and groups.While the majority of language analysis work in psychologyhas focused on semantics, psychological information is en-coded not just in what people say, but how they say it. Inthe current work, we propose Conversation Level Syntax Simi-larity Metric-Group Representations (CASSIM-GR). This toolbuilds generalized representations of syntactic structures ofdocuments, thus allowing researchers to distinguish betweenpeople and groups based on syntactic differences. CASSIM-GR builds off of Conversation Level Syntax Similarity Metricby applying spectral clustering to syntactic similarity matricesand calculating the center of each cluster of documents. Thisresulting cluster centroid then represents the syntactical struc-ture of the group of documents. To examine the effectivenessof CASSIM-GR, we conduct three experiments across threeunique corpora. In each experiment, we calculate the cluster-ing accuracy and compare our proposed technique to a bag-of-words approach. Our results provide evidence for the ef-fectiveness of CASSIM-GR and demonstrate that combiningsyntactic similarity and tf-idf semantic information improvesthe total accuracy of group classification.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Syntax; Text Clustering; Syntactic Similarity;Text Classification; CASSIM." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8k73c6p4", "frozenauthors": [ { "first_name": "Reihane", "middle_name": "", "last_name": "Boghrati", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Kate", "middle_name": "M.", "last_name": "Johnson", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Morteza", "middle_name": "", "last_name": "Dehghani", "name_suffix": "", "institution": "University of Southern California", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27093/galley/16729/download/" } ] }, { "pk": 27397, "title": "Generalizing novel names in comparison settings:\nRole of conceptual distance during learning and at test", "subtitle": null, "abstract": "In a comparison setting (two stimuli), we tested 4- and 6-year-\nold children’s generalization of novel names for objects. We\nmanipulated the semantic distance between the two learning\nitems (e.g., two bracelets versus a bracelet and a watch), and\nthe semantic distance between the learning items and the test\nitems (e.g., a pendant versus a bow tie). We tested whether\nsmaller semantic distance between learning items would lead\nto more taxonomic (vs. perceptual) choices at test, than\nbroader semantic distance during learning, especially in the\ncase of distant test stimuli. Results revealed main effects of\nlearning distance, of generalization distance and that only\nchildren aged 6 years benefited from broader semantic during\nlearning at test. Four year-old children failed to generalize to\nfar test stimuli even with semantically distant learning items.\nWe discuss how conceptual distance during learning\ndifferentially affects generalization performance across age\ngroups.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Comparison" }, { "word": "Distinctiveness" }, { "word": "Conceptual\ndevelopment" }, { "word": "Executive Functions." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0cj1r0sw", "frozenauthors": [ { "first_name": "Jean-Pierre", "middle_name": "", "last_name": "Thibaut", "name_suffix": "", "institution": "University Bourgogne Franche-Comté", "department": "" }, { "first_name": "Arnaud", "middle_name": "", "last_name": "Witt", "name_suffix": "", "institution": "University Bourgogne Franche-Comté", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27397/galley/17033/download/" } ] }, { "pk": 27396, "title": "Generalizing relations during analogical problem solving in preschool children: does\nblocked or interleaved training improve performance?", "subtitle": null, "abstract": "Analogical reasoning, the mapping of structured relations across\nconceptual domains, is commonly recognized as essential to\nhuman cognition, but young children often perform poorly in the\nclassical A:B::C:? analogical reasoning task. Particularly, young\nchildren have trouble when the objects in the task are not\nstrongly associated with each other, and/or when there are strong\nassociative lures among the potential answers. Here, we examine\nwhether successive trials that repeat the same relation needed to\nsolve the analogy can help overcome some of the challenges\nwith weakly associated items. In the first of two experiments,\nour results were mixed. In the second, we simplified the design,\nand were able to more clearly show a benefit of repeating\nrelations across consecutively solved problems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Analogical reasoning; development." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9gj544vt", "frozenauthors": [ { "first_name": "Jean-Pierre", "middle_name": "", "last_name": "Thibaut", "name_suffix": "", "institution": "University Bourgogne Franche-Comté", "department": "" }, { "first_name": "Micah", "middle_name": "B.", "last_name": "Goldwater", "name_suffix": "", "institution": "The University of Sydney", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27396/galley/17032/download/" } ] }, { "pk": 26918, "title": "Generic and Universal Generalisations:Contextualising the ‘Generic Overgeneralisation’ Effect", "subtitle": null, "abstract": "In this study, we focused on the Generic Overgeneralisation(GOG) effect (Leslie, Khemlani, and Glucksberg 2011) andtested the relevance of context and an explanation based onquantifier domain restriction for the pattern of judgement dataobserved. Participants judged generic majority characteristicstatements like tigers have stripes or statements withuniversal quantifiers that have different sensitivity to context(‘all’, ‘all the’, ‘each’) preceded by one of three levels ofcontext: a) neutral, where the information in the context doesnot interact with the truth value of the critical statement, b)contradictory, where it presents an exception which shouldrule out a universally quantified statement, and c) supportive.Our results suggest that proponents of the generics-as-defaultview ruled out context prematurely and that in fact context isa viable alternative explanation for much of the so-calledGOG effect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "context; generalisation; genericity; quantification;quantifier domain restriction" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7sw557j0", "frozenauthors": [ { "first_name": "Dimitra", "middle_name": "", "last_name": "Lazaridou-Chatzigoga", "name_suffix": "", "institution": "Humboldt-Universität zu Berlin/University of Cambridge", "department": "" }, { "first_name": "Napoleon", "middle_name": "", "last_name": "Katsos", "name_suffix": "", "institution": "University of Cambridge", "department": "" }, { "first_name": "Linnaea", "middle_name": "", "last_name": "Stockall", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26918/galley/16554/download/" } ] }, { "pk": 27244, "title": "Geometric Concept Acquisition in a Dueling Deep Q-Network", "subtitle": null, "abstract": "Explaining how intelligent systems come to embody knowl-edge of deductive concepts through inductive learning is afundamental challenge of both cognitive science and artificialintelligence. We address this challenge by exploring how adeep reinforcement learning agent, occupying a setting simi-lar to those encountered by early-stage mathematical conceptlearners, comes to represent ideas such as rotation and trans-lation. We first train a Dueling Deep Q-Network on a shapesorting task requiring implicit knowledge of geometric proper-ties, then we query this network with classification and prefer-ence selection tasks. We demonstrate that scalar reinforcementprovides sufficient signal to learn representations of shape cat-egories. After training, the model shows a preference for moresymmetric shapes, which it can sort more quickly than lesssymmetric shapes, supporting the view symmetry preferencesmay be acquired from goal-directed experience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3v11228x", "frozenauthors": [ { "first_name": "Alex", "middle_name": "", "last_name": "Kuefler", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Mykel", "middle_name": "J.", "last_name": "Kochenderfer", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "James", "middle_name": "L.", "last_name": "McClelland", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27244/galley/16880/download/" } ] }, { "pk": 27378, "title": "Geometry-based Affordances", "subtitle": null, "abstract": "A representational approach to ecological psychology is\npresented. This paper identifies a computational-level\ncommonality in ecological psychology research related to\npassability of apertures. It is argued that a cognitive\nmechanism capable of comparing the geometric properties of\nan environment and the geometric properties of the agent can\nbe used to support judgments for action in space.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "affordances; ecological psychology; spatial\nrepresentation." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5058t417", "frozenauthors": [ { "first_name": "Sterling", "middle_name": "", "last_name": "Somers", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27378/galley/17014/download/" } ] }, { "pk": 27359, "title": "Gestural Hesitation Reveals Children’s Competence on MultimodalCommunication: Emergence of Disguised Adaptor", "subtitle": null, "abstract": "Speakers sometimes modify their gestures during the processof production into adaptors such as hair touching or eyescratching. Such disguised adaptors are evidence that thespeaker can monitor their gestures. In this study, weinvestigated when and how disguised adaptors are firstproduced by children. Sixty elementary school childrenparticipated in this study. There were ten from each schoolyear (from 7 to 12 years of age). They were instructed toremember a cartoon and retell its story to their parents. Theresults showed that children did not produce disguisedadaptors until the age of 8. The disguised adaptorsaccompany fluent speech until the children are 10 years oldand accompany dysfluent speech until they reach 11 or 12years of age. These results suggest that children start tomonitor their gestures when they are 9 or 10 years old.Cultural influences and cognitive changes were considered asfactors to influence emergence of disguised adaptors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "co-speech gestures; disguised adaptors;elementary school children; speech dysfluency" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4r46m269", "frozenauthors": [ { "first_name": "Kazuki", "middle_name": "", "last_name": "Sekine", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27359/galley/16995/download/" } ] }, { "pk": 35991, "title": "Getting ER Into the Curriculum: No More Excuses!", "subtitle": null, "abstract": "Extensive reading (ER) is a research and theory–supported approach for language and reading development in an\nadditional language, yet its implementation is limited,\nparticularly in English-dominant contexts. This article addresses many of the uncertainties and perceived obstacles\nto adding ER to a language curriculum. After reviewing\nrelevant aspects of L2 learning in general, L2 reading more\nspecifically, and the compelling results of recent research\non ER itself, the author provides suggestions regarding\nthe implementation of ER. These include addressing issues of the teacher’s role, ER materials, and assessment.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Extensive Reading", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4d9360gc", "frozenauthors": [ { "first_name": "Doreen", "middle_name": "", "last_name": "Ewert", "name_suffix": "", "institution": "University of San Francisco", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35991/galley/26843/download/" } ] }, { "pk": 27675, "title": "Global consequences of local complexity: evidence from recall of visuallypresented nonwords", "subtitle": null, "abstract": "There is extensive evidence that structural regularities affect the processing of visually-presented words. However,it is not known whether the processing consequences of an orthographic violation are limited to the offending subpart (e.g.,an unattested onset cluster) or apply more globally (e.g., to the entire word). We provide evidence of global disruption fromthe recall of briefly-presented nonwords that were manipulated for degree of orthographic markedness and length. Error rateswere higher for both the initial and final portions of nonwords beginning with more marked onsets; symmetrically, report ofmarked onsets was degraded in words with longer endings. These effects suggest that, as in other visual tasks, the fidelity withwhich one element can be represented depends on the overall stimulus complexity. We present a modified version of rationalmodels of visual word perception in which global effects result from the distribution of a limited processing resource over letterpositions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2z20f3cx", "frozenauthors": [ { "first_name": "Mackenzie", "middle_name": "", "last_name": "Young", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Colin", "middle_name": "", "last_name": "Wilson", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27675/galley/17311/download/" } ] }, { "pk": 27271, "title": "Goal-Directed Deployment of Attention in a Computational Model:A Study in Multiple-Object Tracking", "subtitle": null, "abstract": "We present a computational model exploring goal-directeddeployment of attention during object tracking. Once selected,objects are tracked in parallel, but serial attention can bedirected to an object that is visually crowded and in danger ofbeing lost. An attended object’s future position can beextrapolated from its past motion trajectory, allowing theobject to be tracked even when it is briefly occluded. Usingthe model, we demonstrate that the difficulty of trackingthrough occlusions increases with the number of objectsbecause they compete for serial attention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attention; perception; cognitive model; multiple-object tracking; visual cognition" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7rt1m8vd", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "", "last_name": "Lovett", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" }, { "first_name": "Will", "middle_name": "", "last_name": "Bridewell", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Bello", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27271/galley/16907/download/" } ] }, { "pk": 27652, "title": "Gradually ascending sound with accelerating automatic driving vehicle mightchange passengers’ tension or anxiety: analysis of biometrical index.", "subtitle": null, "abstract": "When people ride an autonomous car, they might feel anxiety because they cannot know how it may move. Addingartificially augmented signals, which represent coming changes of the vehicle, it may be useful to reduce anxiety by changeexpectation. Thus we executed an experiment examining whether ascending sound could decrease passenger’s anxiety, whileriding on virtual autonomous car. In the experiment, participants saw 360-degree computer-graphics world through a head-mounted-display. The stimuli were views from a moving car with 2 speed (19 and 320 km/h), half of which was addedascending and descending sound at first / last 6 secs. Results of the heart-wave analysis as biometric index, i.e., index ofsympathetic nervous (LF/HL), showed a marginal interaction between existence of sounds and the vehicle speed; while soundsreduced participants’ anxiety with high-speed condition, they showed higher tension with sound at slow-speed conditions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9wv8981m", "frozenauthors": [ { "first_name": "Akitoshi", "middle_name": "", "last_name": "Tomita", "name_suffix": "", "institution": "University of Tsukuba", "department": "" }, { "first_name": "Etsuko", "middle_name": "", "last_name": "Harada", "name_suffix": "", "institution": "University of Tsukuba", "department": "" }, { "first_name": "Kozue", "middle_name": "", "last_name": "Miyashiro", "name_suffix": "", "institution": "University of Tsukuba", "department": "" }, { "first_name": "Satoshi", "middle_name": "", "last_name": "Ando", "name_suffix": "", "institution": "University of Tsukuba", "department": "" }, { "first_name": "Maito", "middle_name": "", "last_name": "Ohmori", "name_suffix": "", "institution": "University of Tsukuba", "department": "" }, { "first_name": "Hiroaki", "middle_name": "", "last_name": "Yano", "name_suffix": "", "institution": "University of Tsukuba", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27652/galley/17288/download/" } ] }, { "pk": 27107, "title": "Grammar-Based and Lexicon-Based Techniques to Extract Personality Traitsfrom Text", "subtitle": null, "abstract": "Language provides an important source of information to pre-dict human personality. However, most studies that have pre-dicted personality traits using computational linguistic meth-ods have focused on lexicon-based information. We investigateto what extent the performance of lexicon-based and grammar-based methods compare when predicting personality traits. Weanalyzed a corpus of student essays and their personality traitsusing two lexicon-based approaches, one top-down (Linguis-tic Inquiry and Word Count (LIWC)), one bottom-up (topicmodels) and one grammar-driven approach (Biber model), aswell as combinations of these models. Results showed thatthe performance of the models and their combinations demon-strated similar performance, showing that lexicon-based top-down models and bottom-up models do not differ, and neitherdo lexicon-based models and grammar-based models. More-over, combination of models did not improve performance.These findings suggest that predicting personality traits fromtext remains difficult, but that the performance from lexicon-based and grammar-based models are on par.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language; personality; traits; machine learning;computational linguistics; lexicon-based; grammar-based" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/40k0g5j5", "frozenauthors": [ { "first_name": "Maira", "middle_name": "B.", "last_name": "Carvalho", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Max", "middle_name": "M.", "last_name": "Louwerse", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27107/galley/16743/download/" } ] }, { "pk": 36018, "title": "Grammar in Context 3 (6th ed.) - Sandra Elbaum", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8qb2p5qc", "frozenauthors": [ { "first_name": "Krystal", "middle_name": "", "last_name": "Suh", "name_suffix": "", "institution": "California State University, Fullerton", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36018/galley/26870/download/" } ] }, { "pk": 27270, "title": "Grasping Multisensory Integration: Proprioceptive Capture after Virtual ObjectInteractions", "subtitle": null, "abstract": "According to most recent theories of multisensory integration,weighting of different modalities depends on the reliability ofthe involved sensory estimates. Top-down modulations havebeen studied to a lesser degree. Furthermore, it is still debatedwhether working memory maintains multisensory informationin a distributed modal fashion, or in terms of an integrated rep-resentation. To investigate whether multisensory integrationis modulated by task relevance and to probe the nature of theworking memory encodings, we combined an object interac-tion task with a size estimation task in an immersive virtualreality. During the object interaction, we induced multisen-sory conflict between seen and felt grip aperture. Both, visualand proprioceptive size estimation showed a clear modulationby the experimental manipulation. Thus, the results suggestthat multisensory integration is not only driven by reliability,but is also biased by task demands. Furthermore, multisensoryinformation seems to be represented by means of interactivemodal representations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Multisensory Integration; Multisensory Conflict;Object Interaction; Virtual Reality" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2901j5zd", "frozenauthors": [ { "first_name": "Johannes", "middle_name": "", "last_name": "Lohmann", "name_suffix": "", "institution": "University of Tubingen", "department": "" }, { "first_name": "Jakob", "middle_name": "", "last_name": "Gutschow", "name_suffix": "", "institution": "University of Tubingen", "department": "" }, { "first_name": "Martin", "middle_name": "V.", "last_name": "Butz", "name_suffix": "", "institution": "University of Tubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27270/galley/16906/download/" } ] }, { "pk": 27220, "title": "Gricean epistemic reasoning in 4-year-olds", "subtitle": null, "abstract": "Recent experimental evidence suggests that adults incorporatespeaker knowledge into the derivation of pragmaticimplicatures. Developmental studies report that 5-year-oldchildren also succeed in taking speaker knowledge intoaccount in implicature computation, but 4-year-olds fail. Thepresent study investigated the pragmatic competence of 4-year-olds, specifically the ability to incorporate speakerknowledge into the derivation of ad hoc scalar implicatures.Using a simple paradigm inspired by referentialcommunication, we found that 4- year-olds are able toincorporate speaker knowledge into implicature derivation.These results have implications for our understanding of thelinguistic, pragmatic, and epistemic abilities of youngchildren.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "implicatures; pragmatics; speaker knowledge" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/704039vq", "frozenauthors": [ { "first_name": "Alyssa", "middle_name": "", "last_name": "Kampa", "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": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27220/galley/16856/download/" } ] }, { "pk": 27274, "title": "Growing a Bayesian Conspiracy Theorist: An Agent-Based Model", "subtitle": null, "abstract": "Conspiracy theories cover topics from politicians to worldevents. Frequently, proponents of conspiracies hold thesebeliefs strongly despite available evidence that may challengeor disprove them. Therefore, conspiratorial reasoning hasoften been described as illegitimate or flawed. In the paper,we explore the possibility of growing a rational (Bayesian)conspiracy theorist through an Agent-Based Model. The agenthas reasonable constraints on access to the total informationas well its access to the global population.The model shows that network structures are central tomaintain objectively mistaken beliefs. Increasing the size ofthe available network yielded increased confidence inmistaken beliefs and subsequent network pruning, allowingfor belief purism. Rather than ameliorating and correctingmistaken beliefs (where agents move toward the correctmean), large networks appear to maintain and strengthenthem. As such, large networks may increase the potential forbelief polarization, extreme beliefs, and conspiratorialthinking – even amongst Bayesian agents.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Conspiratorial thinking; Extreme beliefs; Agent-Based Models; Bayesian updating" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/54s033x5", "frozenauthors": [ { "first_name": "Jens", "middle_name": "Koed", "last_name": "Madsen", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Bailey", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Toby", "middle_name": "D.", "last_name": "Pilditch", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27274/galley/16910/download/" } ] }, { "pk": 27563, "title": "Guardian and Daily Mail Readers’ Implicit Attitudes to Immigration", "subtitle": null, "abstract": "The implicit association test (IAT) measures bias towards often controversial topics (race/religion), while newspaperstypically take strong positive/negative stances on such issues. In a pre-registered study, we developed and administered an im-migration IAT to readers of the Daily Mail (typically anti-immigration) and Guardian (typically pro-immigration) newspapers.IAT Materials were constructed based on co-occurrence frequencies from each newspapers’ website for immigration-relatedterms (migrant) and positive/negative attributes (skilled/unskilled). Target stimuli showed stronger negative associations withimmigration concepts in the Daily Mail corpus compared to the Guardian corpus, and stronger positive associations in theGuardian corpus compared to the Daily Mail. Consistent with these linguistic distributional differences, Daily Mail readersexhibited a larger IAT bias, revealing stronger negative associations to immigration concepts compared to Guardian readers.This difference in overall bias was not explained by other variables, and raises the possibility that exposure to biased languagecontributes to biased implicit attitudes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/06g409tf", "frozenauthors": [ { "first_name": "Dermot", "middle_name": "", "last_name": "Lynott", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Walsh", "name_suffix": "", "institution": "University of Stuttgart", "department": "" }, { "first_name": "Tony", "middle_name": "", "last_name": "McEnery", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Louise", "middle_name": "", "last_name": "Connell", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Liam", "middle_name": "", "last_name": "Cross", "name_suffix": "", "institution": "University of Buckingham", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27563/galley/17199/download/" } ] }, { "pk": 36006, "title": "Guest Editor’s Note", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Editors’ Note", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/96w0449w", "frozenauthors": [ { "first_name": "Mark", "middle_name": "", "last_name": "Roberge", "name_suffix": "", "institution": "San Francisco State University", "department": "" }, { "first_name": "Margi", "middle_name": "", "last_name": "Wald", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36006/galley/26858/download/" } ] }, { "pk": 35989, "title": "Guest Editor’s Note", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Editors’ Note", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8rp1x74p", "frozenauthors": [ { "first_name": "Mark", "middle_name": "", "last_name": "Roberge", "name_suffix": "", "institution": "San Francisco State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35989/galley/26841/download/" } ] }, { "pk": 27607, "title": "Hand, spoon or toothbrush? Towards the understanding of the neuralunderpinnings of affective touch in 5 months-old infants.", "subtitle": null, "abstract": "It is known that affective touch leads to broad cortical activations including posterior STS, key region of the so-cial brain. Our goal is to discover if a similar pattern of activation can be observed in 5-months-old infants, or whether thedevelopment of this cortical specialization results from extensive postnatal experience.Over two studies we used functional-Near-InfraRed-Spectroscopy (fNIRS) to compare social touch (a human caress) tonon-social touch (a caress performed with a spoon in study1 -n=22- or with an electric toothbrush in study2 -n=17-).In study1 we found similar patterns of activation to the social and non-social stimulus. In study2 we report broad responsesto the non-social stimulus, but, to our surprise, we found no activations to the human caress.In light of these results we conclude that it is possible that at this age discrimination between social and non-social touch inthe posterior temporal lobe is still undergoing specialization.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8008h15g", "frozenauthors": [ { "first_name": "Laura", "middle_name": "", "last_name": "Pirazzoli", "name_suffix": "", "institution": "Birkbeck College", "department": "" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Lloyd-Fox", "name_suffix": "", "institution": "Birkbeck College", "department": "" }, { "first_name": "Mark", "middle_name": "H.", "last_name": "Johnson", "name_suffix": "", "institution": "Birkbeck College", "department": "" }, { "first_name": "Teodora", "middle_name": "", "last_name": "Gliga", "name_suffix": "", "institution": "Birkbeck College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27607/galley/17243/download/" } ] }, { "pk": 26814, "title": "Harmony in a non-harmonic language: word order learning in French children", "subtitle": null, "abstract": "Recent studies using artificial language learning have arguedthat the cross-linguistic frequency of harmonic word orderpatterns–in which heads are ordered consistently before or af-ter dependents across syntactic categories–reflects a cognitivebias (Culbertson, Smolensky, & Legendre, 2012; Culbertson& Newport, 2015a). These studies suggest that English speak-ing adults and children favor harmonic orders of nouns anddifferent nominal modifiers (adjectives, numerals). However,because they target English learners, whose native languageis harmonic in the nominal domain (Num-Adj-N), this pref-erence may be based on transfer rather than a universal biasfor harmony. We present new evidence from French-speakingchildren, whose native language is non-harmonic in this do-main (Num-N-Adj). Our results reveal clear effects of nativelanguage transfer, but also evidence that a harmonic pattern isfavored even in this population of learners.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive biases; artificial language learning; ty-pology; syntax; word order; French" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/14p705nx", "frozenauthors": [ { "first_name": "Guillaume", "middle_name": " ", "last_name": "Braquet", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Culbertson", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26814/galley/16450/download/" } ] }, { "pk": 27188, "title": "Head and Heart Metaphors for Moral Decision Making:Conceptual or Communicative?", "subtitle": null, "abstract": "When faced with a moral dilemma, following your headversus your heart can result in very different decisions. Earlierwork has argued that people who “self-locate” in the headtend to make more rational and less emotional decisions tomoral dilemmas than those who “self-locate” in the heart. Wereplicate this finding, suggest an alternative interpretation ofthe result, and then extend it with a novel experiment. In ametaphor framing task, we manipulated the salience of thehead/heart metaphors—by using them (a) in a single sentence,(b) a more elaborate paragraph, or (c) by emphasizing one incontrast to the other. We found that people who received thehead metaphor made more rational decisions than those whoreceived the heart metaphor, but only in the high saliencecondition that contrasted the two metaphors. This findingillustrates the communicative value of metaphor, which canbe enhanced through comparison.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "metaphor; decision making; rationality; emotion" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7ps9d9k6", "frozenauthors": [ { "first_name": "Rose", "middle_name": "K.", "last_name": "Hendricks", "name_suffix": "", "institution": "University of San Diego", "department": "" }, { "first_name": "Paul", "middle_name": "H.", "last_name": "Thibodeau", "name_suffix": "", "institution": "Oberlin College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27188/galley/16824/download/" } ] }, { "pk": 27410, "title": "He’s pregnant\": simulating the confusing case of gender pronoun errors in L2English", "subtitle": null, "abstract": "Even advanced Spanish speakers of second language Englishtend to confuse the pronouns ‘he’ and ‘she’, often withouteven noticing their mistake (Lahoz, 1991). A study by Antón-Méndez (2010) has indicated that a possible reason for this er-ror is the fact that Spanish is a pro-drop language. In order totest this hypothesis, we used an extension of Dual-path (Chang,2002), a computational cognitive model of sentence produc-tion, to simulate two models of bilingual speech production ofsecond language English. One model had Spanish (ES) as anative language, whereas the other learned a Spanish-like lan-guage that used the pronoun at all times (non-pro-drop Span-ish, NPD_ES). When tested on L2 English sentences, the bilin-gual pro-drop Spanish model produced significantly more gen-der pronoun errors, confirming that pronoun dropping couldindeed be responsible for the gender confusion in natural lan-guage use as well.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "L2 pronoun errors" }, { "word": "Language Transfer" }, { "word": "Dual-pathmodel" }, { "word": "bilingual sentence production" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sf3q33f", "frozenauthors": [ { "first_name": "Chara", "middle_name": "", "last_name": "Tsoukala", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Stefan", "middle_name": "L.", "last_name": "Frank", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Mirjam", "middle_name": "", "last_name": "Broersma", "name_suffix": "", "institution": "Radboud University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27410/galley/17046/download/" } ] }, { "pk": 27521, "title": "Hierarchical Processing of Response Production and Categorisation", "subtitle": null, "abstract": "Early research on categorisation suggested that verbalizable and nonverbalizable category-learning are qualitativelydifferent. Toward this end, the implementational-level model (COVIS–COmpetition between Verbal and Implicit Systems) ofcategorisation assumes that category-learning involves separate but parallel sub-systems. Specifically, for verbalizable tasksabstract category-labels are learned by a hypothesis-testing sub-system, while for nonvertbalizable tasks response position islearned by a procedural-learning sub-system. However, recent research has revealed that: 1) regardless of category structure,reversal learning is easier than learning novel categories; 2) qualitative difference between verbalizable and nonverbalizabletasks disappears when automaticity has developed; and 3) control of automatic categorisation is different from both proposedsub-systems. These challenges suggest a fundamental revision of the mechanisms of categorisation. Contrary to the separate,parallel-processing sub-systems theory, we argue that categorisation involves hierarchical-processing sub-systems of response-production and category-label association. This framework, when combined with Supervisory Attentional System theory, mayfacilitate the unification of human categorisation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9km9s8gx", "frozenauthors": [ { "first_name": "Liusha", "middle_name": "", "last_name": "He", "name_suffix": "", "institution": "University of London, London", "department": "" }, { "first_name": "Rick", "middle_name": "", "last_name": "Cooper", "name_suffix": "", "institution": "University of London, London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27521/galley/17157/download/" } ] }, { "pk": 26799, "title": "Highly Proficient Bilinguals Maintain Language-Specific Pragmatic Constraints on\nPronouns: Evidence from Speech and Gesture", "subtitle": null, "abstract": "The use of subject pronouns by bilingual speakers using both a\npro-drop and a non-pro-drop language (e.g. Spanish heritage\nspeakers in the USA) is a well-studied topic in research on\ncross-linguistic influence in language contact situations.\nPrevious studies looking at bilinguals with different proficiency\nlevels have yielded conflicting results on whether there is\ntransfer from the non-pro-drop patterns to the pro-drop\nlanguage. Additionally, previous research has focused on\nspeech patterns only. In this paper, we study the two modalities\nof language, speech and gesture, and ask whether and how they\nreveal cross-linguistic influence on the use of subject pronouns\nin discourse. We focus on elicited narratives from heritage\nspeakers of Turkish in the Netherlands, in both Turkish (pro-\ndrop) and Dutch (non-pro-drop), as well as from monolingual\ncontrol groups. The use of pronouns was not very common in\nmonolingual Turkish narratives and was constrained by the\npragmatic contexts, unlike in Dutch. Furthermore, Turkish\npronouns were more likely to be accompanied by localized\ngestures than Dutch pronouns, presumably because pronouns in\nTurkish are pragmatically marked forms. We did not find any\ncross-linguistic influence in bilingual speech or gesture\npatterns, in line with studies (speech only) of highly proficient\nbilinguals. We therefore suggest that speech and gesture\nparallel each other not only in monolingual but also in bilingual\nproduction. Highly proficient heritage speakers who have been\nexposed to diverse linguistic and gestural patterns of each\nlanguage from early on maintain monolingual patterns of\npragmatic constraints on the use of pronouns multimodally.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "bilingualism; heritage speakers; gesture; cross-\nlinguistic influence; pronoun; pragmatics; discourse" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9vn6m489", "frozenauthors": [ { "first_name": "Zeynep", "middle_name": " ", "last_name": "Azar", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Ad", "middle_name": "", "last_name": "Backus", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Aslı", "middle_name": "", "last_name": "Özyürek", "name_suffix": "", "institution": "Radboud University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26799/galley/16435/download/" } ] }, { "pk": 27173, "title": "High-Performing Readers Underestimate Their Text Comprehension:\nArtifact or Psychological Reality?", "subtitle": null, "abstract": "We focused on the controversy whether high-performing\nreaders consistently underestimate their comprehension or are\nprone to detrimental overestimations as much as less skilled\nreaders are. Therefore, we conducted an experiment (N = 105\nuniversity students) to investigate judgment bias as a function\nof reading skill and text difficulty in terms of text cohesion.\nResults showed that the easy text produced underestimation of\ncomprehension, whereas the hard text led to overestimation.\nFurthermore, readers with higher reading skills were less prone\nto overestimate their comprehension of a hard text than less\nskilled readers. However, we also found that more skilled\nreaders showed lower sensitivity in discriminating between\ncorrect and incorrect answers than less skilled readers. Overall,\nour results do not support the idea that high-performing readers\nconsistently underestimate their text comprehension. Findings\nare discussed with respect to readers’ awareness of different\ntext-based judgment cues and their (beliefs about their) reading\nskill.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "judgment bias; metacognitive sensitivity; text\ndifficulty; reading skill; high-performing readers" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1p68z8z4", "frozenauthors": [ { "first_name": "Stefanie", "middle_name": "", "last_name": "Golke", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Jörg", "middle_name": "", "last_name": "Wittwer", "name_suffix": "", "institution": "University of Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27173/galley/16809/download/" } ] }, { "pk": 27564, "title": "How and when does the syllable become a reading unit? Developmental evidencein French children", "subtitle": null, "abstract": "French beginning readers might rely on syllables during reading acquisition. However, no in-depth developmentalstudy has been carried out to determine how and when the syllable becomes this prelexical and segmental unit used in the timecourse of reading acquisition. We recruited 800 French-speaking children distributed in grade 1-5. We used a lexical decisiontask in a visual masked priming paradigm and a visual identification task. We manipulated the initial syllable frequency, theinitial bi/trigram frequency, and the initial syllable structure (CV; CVC). Our main results describe a clear developmental course.The syllable-based effects are early (G1) and sustainably observed (G5), and primarily depend on the syllable frequency. FromG2, we found the systematic, automatic use of the syllable as prelexical and segmental unit but the syllable frequency hasfacilitatory syllable-based effects in the task with lexical access, while it has inhibitory effects in the task without lexical access.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2589p99d", "frozenauthors": [ { "first_name": "Norbert", "middle_name": "", "last_name": "Ma ̈ıonchi-Pino", "name_suffix": "", "institution": "Universit ́e Clermont Auvergne", "department": "" }, { "first_name": "Virginie", "middle_name": "", "last_name": "Loiseau", "name_suffix": "", "institution": "Universit ́e Clermont Auvergne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27564/galley/17200/download/" } ] }, { "pk": 26815, "title": "How can I help? 24- to 48-month-olds provide helpspecific to the cause of others’ failed actions", "subtitle": null, "abstract": "When young children see others fail to achieve a goal, theyspontaneously help. But there are many reasons why someonemight fail, and consequently, many ways to help. In order tohelp effectively, we need to understand why someone is fail-ing, so we can address the cause. One important distinction iswhether the failure is due to the agent’s own actions or some-thing external to her in the world. Here we show that 24- to48-month-olds can use their past experience to reason aboutthe probable cause of another person’s failure and provide helpappropriate for that cause. Children’s help targeted the worldwhen their prior knowledge suggested that the source of fail-ure was external to the agent, and targeted the person’s actionswhen this source appeared to be internal to the agent.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social cognitive development; prosocial behavior;causal reasoning; theory of mind; helping" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3kh012hr", "frozenauthors": [ { "first_name": "Sophie", "middle_name": " ", "last_name": "Bridgers", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Sara", "middle_name": "", "last_name": "Altman", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Hyowon", "middle_name": "", "last_name": "Gweon", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26815/galley/16451/download/" } ] }, { "pk": 26860, "title": "How Can Memory-Augmented Neural Networks Pass a False-Belief Task?", "subtitle": null, "abstract": "A question-answering system needs to be able to reason aboutunobserved causes in order to answer questions of the sort thatpeople face in everyday conversations. Recent neural networkmodels that incorporate explicit memory and attention mecha-nisms have taken steps towards this capability. However, thesemodels have not been tested in scenarios for which reasoningabout the unobservable mental states of other agents is nec-essary to answer a question. We propose a new set of tasksinspired by the well-known false-belief test to examine howa recent question-answering model performs in situations thatrequire reasoning about latent mental states. We find that themodel is only successful when the training and test data bearsubstantial similarity, as it memorizes how to answer specificquestions and cannot reason about the causal relationship be-tween actions and latent mental states. We introduce an ex-tension to the model that explicitly simulates the mental rep-resentations of different participants in a reasoning task, andshow that this capacity increases the model’s performance onour theory of mind test.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "anguage understanding" }, { "word": "question answering" }, { "word": "the-ory of mind" }, { "word": "false-belief test" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7zd0410m", "frozenauthors": [ { "first_name": "Erin", "middle_name": "", "last_name": "Grant", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Aida", "middle_name": "", "last_name": "Nematzadeh", "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": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26860/galley/16496/download/" } ] }, { "pk": 27334, "title": "How could a rational analysis model explain?", "subtitle": null, "abstract": "Rational analysis is an influential but contested account of howprobabilistic modeling can be used to construct non-mechanistic but self-standing explanatory models of the mind.In this paper, I disentangle and assess several possibleexplanatory contributions which could be attributed to rationalanalysis. Although existing models suffer from evidentialproblems that question their explanatory power, I argue thatrational analysis modeling can complement mechanistictheorizing by providing models of environmental affordances.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "probabilistic modeling; rational analysis;scientific explanation; mechanism; affordance" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0p91r9w5", "frozenauthors": [ { "first_name": "Samuli", "middle_name": "", "last_name": "Reijula", "name_suffix": "", "institution": "University of Helsinki", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27334/galley/16970/download/" } ] }, { "pk": 26976, "title": "How Does Instance-Based Inference About Event Frequencies Develop?An Analysis with a Computational Process Model", "subtitle": null, "abstract": "To make inferences about the frequency of events in theworld (e.g., the prevalence of diseases or the popularity ofconsumer products), people often exploit observations ofrelevant instances sampled from their personal social network.How does this ability to infer event frequencies by searchingand relying on personal instance knowledge develop fromchildhood to adulthood? To address this question, weconducted a study in which children (age 8–11 years) andadults (age 19–34 years) judged the relative frequencies offirst names in Germany. Based on the recalled instances of thenames in participants’ social networks, we modeled theirfrequency judgments and the underlying search process with aBayesian hierarchical latent-mixture approach encompassingdifferent computational models. We found developmentaldifferences in the inference strategies that children and adultsused. Whereas the judgments of most adults were bestdescribed by a noncompensatory strategy that assumes limitedand sequentially ordered search (social-circle model), thejudgments of most children were best described by acompensatory strategy that assumes exhaustive search andinformation aggregation (availability-by-recall). Our resultshighlight that already children use instance knowledge to inferevent frequencies but they appear to search more exhaustivelyfor instances than adults. One interpretation of these results isthat the ability to conduct ordered and focused search is acentral aspect in the development of noncompensatoryinstance-based inference.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "child development; sampling; probabilisticinference; heuristics; availability" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7v61g1nx", "frozenauthors": [ { "first_name": "Christin", "middle_name": "", "last_name": "Schulze", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Thorsten", "middle_name": "", "last_name": "Pachur", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Ralph", "middle_name": "", "last_name": "Hertwig", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26976/galley/16612/download/" } ] }, { "pk": 27257, "title": "How does Music Reading Expertise Modulate Visual Processing of English Words?An ERP study", "subtitle": null, "abstract": "Music notation and English word reading have similar visualprocessing requirements. It remains unclear how the twoskills influence each other. Here we investigated the modula-tion of music reading expertise on visual processing of Eng-lish words through an ERP study. Participants matched Eng-lish real, pseudo, and non-words preceded by musical seg-ments or novel symbol strings in a sequential matching task.Musicians showed smaller N170 amplitude in response toEnglish non-words preceded by musical segments than bynovel symbol strings in the right hemisphere. This effect wasnot observed in real or pseudo-words, or in any of non-musicians’ responses. Similar to English non-words, musicalsegments do not have morphological rules or semantic infor-mation, giving rise to this modulation effect. This findingsuggested a shared visual processing mechanism in the righthemisphere between music notation and English non-wordreading, which may be related to serial symbol processing assuggested by previous studies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Music reading expertise; EEG; event-related po-tential (ERP); English word reading" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5w62k12p", "frozenauthors": [ { "first_name": "Li", "middle_name": "", "last_name": "Tze Kwan", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Chan", "middle_name": "", "last_name": "Hei Yan Veronica", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Luhe", "middle_name": "", "last_name": "v", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Janet", "middle_name": "H.", "last_name": "Hsiao", "name_suffix": "", "institution": "University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27257/galley/16893/download/" } ] }, { "pk": 27515, "title": "How does of initial inaccuracy benefit cross-situational word learning?", "subtitle": null, "abstract": "Both children and adults are able to extract several intended word-referent mappings from a series of scenes con-taining multiple words and objects. Known as cross-situational learning, this ability is thought to be an important means ofacquiring language. Proposed models of this ability range from hypothesis-testing accounts to associative accounts, but mostformal models assume learners store one or more feasible word-referent mappings per experience, and that the correct map-pings emerge through consistent co-occurrence. These theories would all predict that presenting unambiguous evidence for acorrect pair would benefit learning, but recent evidence indicates the reverse is true: giving unambiguous evidence for incorrectpairs improves subsequent cross-situational learning (Fitneva and Christiansen, 2015). With some nuances, we replicate theseresults, and show why future models may need to include an error-driven learning mechanism to explain word learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/85x0h56k", "frozenauthors": [ { "first_name": "Chris", "middle_name": "", "last_name": "Grimmick", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "George", "middle_name": "", "last_name": "Kachergis", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Todd", "middle_name": "", "last_name": "Gureckis", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27515/galley/17151/download/" } ] }, { "pk": 27606, "title": "How does social touch modulate arousal states? An investigation in earlydevelopment.", "subtitle": null, "abstract": "Caregiver-infant interaction through touch was shown to have long-term effects on child’s cognitive development,but the mechanisms are poorly understood. Our aim is to investigate how affective touch (slow gentle caressing) affects arousalstates in young infants. Previous work showed that slow-touch decreases heart rate in 9-month-old infants.We tested two groups of 6-months-old (n=26) and 9-months-old infants (n=23). We measured heart rate and saccadic reactiontime while infants performed a visual orienting task, where speed of re-orienting from a central fixation to a peripheral targetwas measured. During the experiment, infants received either slow or fast-touch on their back in blocked trials. We found noeffects of touch on heart rate in either age-group, and only marginal effects of slow-touch on reaction times in 9-month-oldinfants. We are currently testing 2 months-old infants to investigate if these effects are observed earlier in life; these new resultswill be 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/2wd7z8b7", "frozenauthors": [ { "first_name": "Laura", "middle_name": "", "last_name": "Pirazzoli", "name_suffix": "", "institution": "Birkbeck College", "department": "" }, { "first_name": "Emily", "middle_name": "", "last_name": "Jones", "name_suffix": "", "institution": "Birkbeck College", "department": "" }, { "first_name": "Teodora", "middle_name": "", "last_name": "Gliga", "name_suffix": "", "institution": "Birkbeck College", "department": "" }, { "first_name": "Mark", "middle_name": "H.", "last_name": "Johnson", "name_suffix": "", "institution": "Birkbeck College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27606/galley/17242/download/" } ] }, { "pk": 27165, "title": "How do Speakers Coordinate Planning and Articulation? Evidence from Gaze-\nSpeech Lags", "subtitle": null, "abstract": "How do speakers coordinate planning and articulation of\nmore than one word at the same time? Here, we test whether\nthey dynamically estimate how long it takes to (i) plan and\n(ii) articulate the words they intend to produce as a means of\nachieving such coordination. German speakers named two\npictures without pausing, while their eye-movements were\nrecorded. In line with previous reports, after their gaze left the\nfirst picture, speakers took longer to start speaking (i.e., the\ngaze-speech lag was longer) when the name of the first\npicture was shorter. But while gaze-speech lags were also\nlonger when the second picture was harder to name, the two\neffects did not interact. We argue that speakers’ flexible\nplanning abilities might be accounted for by reactive, rather\nthan proactive planning mechanisms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "planning; estimation; duration; coordination;\ngaze-speech lag." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7461w229", "frozenauthors": [ { "first_name": "Chiara", "middle_name": "", "last_name": "Gambi", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Matthew", "middle_name": "", "last_name": "Crocker", "name_suffix": "", "institution": "Saarland University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27165/galley/16801/download/" } ] }, { "pk": 27474, "title": "How infants map nonce phrases to scenes with objects and predicates.", "subtitle": null, "abstract": "When infants hear sentences containing unfamiliar words, are some language-world links (such as noun-object)more readily formed than others (verb-predicate)? What if the context renders verb-predicate and noun-object interpretationsequally plausible? We examined 14-15-month-olds’ capacity for linking semantic elements of scenes with simple bisyllabicnonce utterances. Each syllable either referred to the object, or the object’s motion. Infants heard the syllables in either a VS-or SV-consistent order. Learning was tested using 2AFC language-guided looking. Infants learned the nouns and verbs equallywell, showing no bias favoring nouns. In all conditions, infants learned the meaning of the utterance-final syllable, but not theinitial one, suggesting that noun or verb biases played a smaller role than utterance position when noun- and verb-learning wereequally supported by context.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/98s1w1c6", "frozenauthors": [ { "first_name": "Angelica", "middle_name": "", "last_name": "Buerkin-Pontrelli", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Swingley", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27474/galley/17110/download/" } ] }, { "pk": 27154, "title": "How Many People Know? Representing the Distribution of Knowledge", "subtitle": null, "abstract": "The representation of the distribution of knowledge guidesinformation gathering, help seeking, and communication. Theresearch aimed to explore adults’ and 4-year-olds’representation of the distribution of common (conventionaland procedural) knowledge and expert knowledge associatedwith five occupations in their community. In addition, weexamined estimates of occupation-related everyday (non-expert) knowledge. Both groups estimated that commonknowledge is more widely held than expert knowledge, witheveryday knowledge in between. For adults, but not children,the distribution of expert knowledge was correlated withestimates of the proportion of people in each occupation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "knowledge distribution; expertise; children;development" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7z2480q4", "frozenauthors": [ { "first_name": "Stanka", "middle_name": "A.", "last_name": "Fitneva", "name_suffix": "", "institution": "Queen’s University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27154/galley/16790/download/" } ] }, { "pk": 27084, "title": "How Order of Label Presentation Impacts Semantic Processing: an ERP Study", "subtitle": null, "abstract": "In this study, we wanted to investigate whether the processing\nof semantic information is easier when mapping names to\npictures or is it the other way around. In order to test this\nhypothesis, we ran a behavioural and an ERP (Event Related\nPotential) study, with specific interest in the N400 component\nas an indicator of semantic processing. We compared three\ngroups of participants who did a match/mismatch task with\nthe only difference being that the labels would appear before,\nafter or simultaneously with the pictures. Not surprisingly, the\nhardest condition was the one where the two information were\npresented simultaneously. The amplitude of the N400 was\nmore prominent in the condition where labels were presented\nafter the pictures in comparison to the condition where labels\npreceded picture presentation, suggesting that this second\nexperimental situation led to smaller violation of expectation\nfor our participants (word to picture condition) in comparison\nto mapping pictures to words.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantic processing; Event Related Potentials;\nN400; mental representations; word processing; picture\nprocessing" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7s888658", "frozenauthors": [ { "first_name": "Jelena", "middle_name": "", "last_name": "Batinić", "name_suffix": "", "institution": "University of Belgrade", "department": "" }, { "first_name": "Andrej", "middle_name": "", "last_name": "Savić", "name_suffix": "", "institution": "University of Belgrade", "department": "" }, { "first_name": "Vanja", "middle_name": "", "last_name": "Ković", "name_suffix": "", "institution": "University of Belgrade", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27084/galley/16720/download/" } ] }, { "pk": 27531, "title": "How reactivation strength affects memory updating", "subtitle": null, "abstract": "Memory reactivation induces plasticity, rendering reactivated memories susceptible to interference. The currentstudy examined whether the method and strength of reactivation modulates retroactive interference effects. Two days afterlearning AB word pairs, memory for these pairs was either not reactivated, moderately reactivated (presentation of A cues in anunrelated task), or strongly reactivated (restudy of AB pairs or cued recall of B targets). Immediately afterwards, participantseither learned AC word pairs, DE word pairs, or performed an unrelated distractor task. Cued recall of target words wastested two days later. Strong reactivation before learning new material protected memory from retroactive interference andintrusions, whereas moderate reactivation resulted in both. This finding suggests that strong reactivation enhances event-baseddistinctiveness, counteracting memory modification. Results are discussed in reference to the testing effect literature and thereconsolidation account, and implications for educational practice are outlined.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0xb483tg", "frozenauthors": [ { "first_name": "Scully", "middle_name": "", "last_name": "Iiona", "name_suffix": "", "institution": "Lehigh University", "department": "" }, { "first_name": "Hupbach", "middle_name": "", "last_name": "Almut", "name_suffix": "", "institution": "Lehigh University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27531/galley/17167/download/" } ] }, { "pk": 26806, "title": "How Relative is the Relative Frame of Reference?Front and back in Norwegian, Farsi, German, and Japanese", "subtitle": null, "abstract": "Across languages, people differ in which of the three basicframes of reference (FoRs) they prefer when describingspatial relations: absolute, intrinsic, or relative. But how muchvariation is there with regard to the relative FoR, which isanchored in the observer and occurs as one of three variants?Is the reflection variant canonical, as assumed by manyscholars? And how are objects in a person’s back referred to:by turning towards the objects? Results from two studies, onewith speakers of Norwegian and Farsi, the other with speakersof German and Japanese, reveal that reflection is notcanonical, but that translation and even rotation are used aswell. In addition, turning towards objects arranged in aperson’s back is very rare; what people use instead is abackward projection strategy that goes without rotation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Spatial Cognition" }, { "word": "frames of reference (FoR)" }, { "word": "relative FoR" }, { "word": "cross-linguistic study." } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/92b1f0s6", "frozenauthors": [ { "first_name": "Sieghard", "middle_name": " ", "last_name": "Beller", "name_suffix": "", "institution": "University of Bergen", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Bender", "name_suffix": "", "institution": "University of Bergen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26806/galley/16442/download/" } ] }, { "pk": 27254, "title": "How the Mind Exploits Risk-Reward Structures in Decisions under Risk", "subtitle": null, "abstract": "In many natural domains, risks and rewards are inversely re-lated (Pleskac & Hertwig, 2014). We sought to understandhow people might use this relationship in choosing amongrisky gambles. To do so we, manipulated risk-reward struc-tures of monetary gambles to be either negatively or positivelycorrelated, or uncorrelated. After substantial exposure to theseenvironments, participants completed a speeded choice taskamong non-dominated gambles. Eye-tracking data from thistask suggests that participants often shifted their attention tomainly one attribute in the correlated conditions, in which therisk-reward relationship was present. This was an adaptivestrategy that resulted in a similar proportion of expected-valuemaximizing choices, compared to a more compensatory pro-cessing strategy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "risk-reward relationship; decisions under risk; at-tention; noncompensatory processing; adaptive cognition" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9p57k8z6", "frozenauthors": [ { "first_name": "Christina", "middle_name": "", "last_name": "Leuker", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Timothy", "middle_name": "J.", "last_name": "Pleskac", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Thorsten", "middle_name": "", "last_name": "Pachur", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Ralph", "middle_name": "", "last_name": "Hertwig", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27254/galley/16890/download/" } ] }, { "pk": 27434, "title": "How the truth can make a great lie:\nAn empirical investigation of the folk concept of lying by falsely implicating", "subtitle": null, "abstract": "Is it possible to lie despite not saying anyhing false? While the\nspontaneous answer seems to be ‘no’, there is some evidence\nfrom ordinary language that a lie does not require what is said\nto be believed-false. In this paper, we will argue for a pragmatic\nextension of the standard definition of lying. More specifically,\nwe will present three experiments which show that people’s\nconcept of lying is not about what is said, but about what is\nimplied by saying it that way. We test three Gricean\nconversational maxims. For each one of them we demonstrate\nthat if a speaker implies something misleading, even by saying\nsomething semantically true, it is still considered lying.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "lying; concept of lying" }, { "word": "deceiving; Grice;\nconversational implicature" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5868f9kr", "frozenauthors": [ { "first_name": "Alex", "middle_name": "", "last_name": "Wiegmann", "name_suffix": "", "institution": "University of Göttingen", "department": "" }, { "first_name": "Pascale", "middle_name": "", "last_name": "Willemsen", "name_suffix": "", "institution": "Ruhr-University Bochum", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27434/galley/17070/download/" } ] }, { "pk": 27501, "title": "How to communicate uncertainty in severe weather forecasts?", "subtitle": null, "abstract": "Communicating uncertainty to lay audiences is as challenging as indispensible if people are to understand medicaltest results, gains from financial investments, or weather warnings.Compared to risk communication in the medical domain, there is so far only limited evidence on how to best communicateuncertainty for continuous quantities, such as financial returns or wind speeds (Spiegelhalter et al., 2011).The poster presents results from a longitudinal study investigating this question within a real-life setting. We implementeddifferent representations communicating probabilistic weather forecasts within an online information system operated by theGerman National Weather Service. The system is used by fire brigade coordination centers throughout Germany to prepare forsevere weather conditions.By analyzing web usage and search behavior, we investigate which representations users rely upon under real operationalconstraints. We link the analysis to tests which representations are best understood and could thus aid emergency managers intheir decisions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3q13x3mx", "frozenauthors": [ { "first_name": "Nadine", "middle_name": "", "last_name": "Fleischhut", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Stefan", "middle_name": "", "last_name": "Herzog", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Ralph", "middle_name": "", "last_name": "Hertwig", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27501/galley/17137/download/" } ] }, { "pk": 26794, "title": "Human Visual Search as a Deep Reinforcement Learning Solution to a POMDP", "subtitle": null, "abstract": "When people search for a target in a novel image they oftenmake use of eye movements to bring the relatively high acuityfovea to bear on areas of interest. The strategies that controlthese eye movements for visual search have been of substantialscientific interest. In the current article we report a new com-putational model that shows how strategies for visual searchare an emergent consequence of perceptual/motor constraintsand approximately optimal strategies. The model solves a Par-tially Observable Markov Decision Process (POMDP) usingdeep Q-learning to acquire strategies that optimise the trade-off between speed and accuracy. Results are reported for theDistractor-ratio task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Computational Rationality; Deep ReinforcementLearning; Deep Q-Learning; Visual Attention." } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4j96v2nm", "frozenauthors": [ { "first_name": "Aditya", "middle_name": " ", "last_name": "Acharya", "name_suffix": "", "institution": "University of Birmingham", "department": "" }, { "first_name": "Xiuli", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "University of Birmingham", "department": "" }, { "first_name": "Christopher", "middle_name": "W.", "last_name": "Myers", "name_suffix": "", "institution": "Air Force Research Laboratory", "department": "" }, { "first_name": "Richard", "middle_name": "L.", "last_name": "Lewis", "name_suffix": "", "institution": "University of Michigan", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Howes", "name_suffix": "", "institution": "University of Birmingham", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26794/galley/16430/download/" } ] }, { "pk": 27213, "title": "Iconicity in Word Learning: What Can We Learn from Cross-SituationalLearning Experiments?", "subtitle": null, "abstract": "Iconicity, i.e. resemblance between form and meaning, is awidespread feature of natural language vocabulary (Perniss,Thompson, & Vigliocco, 2010), and has been shown tofacilitate vocabulary acquisition (Imai, Kita, Nagumo, &Okada). But what kind of advantage does iconicity actuallygive? Here we use cross-situational learning (Yu & Smith,2007), to address the question for sound-shape iconicity (theso-called kiki-bouba effect, Ramachandran & Hubbard,2001). In contrast to Monaghan, Mattock, and Walker (2012),Experiment 1 suggests that the iconicity advantage comesfrom referential disambiguation rather than more efficientmemory encoding. Experiments 2 and 3 replicate this result,and moreover show that the kiki-bouba effect is roughlyequally strong for sharp and rounded shapes, a property thatclassic experiments were unable to confirm, and which hasimplication for the effect’s mechanism", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "iconicity; cross-situational learning; kiki-bouba" }, { "word": "vocabulary acquisition; artificial language learning; sound-symbolism" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/85x6b33r", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "", "last_name": "Jones", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Gabriella", "middle_name": "", "last_name": "Vigliocco", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27213/galley/16849/download/" } ] }, { "pk": 27589, "title": "Iconicity vs. Systematicity in Artificial Language Learning", "subtitle": null, "abstract": "A foundational assumption in linguistics has been that words and their meanings are arbitrarily related; however, thisposition has been challenged recently. Experiments have shown that both systematic (where similar objects have similar labels)and iconic (words ‘resemble’ the objects they label) associations between words and objects facilitate learning. However, thesetwo literatures remain confounded: the degree to which increased learnability is driven by iconicity rather than systematicityhas not been disentangled. Here we present the results of two studies testing the differences in learnability between artificiallexica that are either conventionally systematic, or both systematic and cross-modally iconic. In the first study we find that bothconventional and iconic systematic lexicons are equally learnable, but iconic mappings provide an early learnability advantage.In the second study we find that the presence of sound-symbolic associations for one dimension can interfere with the learningof conventional associations on another dimension.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/97z7v3vf", "frozenauthors": [ { "first_name": "Alan", "middle_name": "Ks", "last_name": "Nielsen", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Julia", "middle_name": "", "last_name": "Simner", "name_suffix": "", "institution": "University of Sussex", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Kirby", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27589/galley/17225/download/" } ] }, { "pk": 27552, "title": "Identifying Causal Direction in the Two-Variable Case", "subtitle": null, "abstract": "One of the key characteristics of human cognition is the ability to learn causal structure from data. An influentialthread of research into causal learning relies on causal graphical models as a theoretical foundation, and emphasizes the roleof prior knowledge, interventions, and statistical independence as tools with which people learn causal structure. What if thesesources of information are all absent, as in the problem of identifying causal direction from observations of just two variables?Most work has either ignored this problem or asserted that it is inherently unsolvable. However, recent machine learningalgorithms can sometimes infer causal directionality in this setting, by exploiting simple assumptions about the relationshipbetween causes and the noise observed in their effects (Mooij, et al 2016). We investigate whether humans are able to exploitthese assumptions or others in order to infer the causal connection between two statistically dependent variables.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0w97p9jn", "frozenauthors": [ { "first_name": "Pablo", "middle_name": "", "last_name": "Le ́on-Villagr ́a", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Lucas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27552/galley/17188/download/" } ] }, { "pk": 27167, "title": "“If It Matters, I Can Explain It”: Social Desirability of Knowledge Increasesthe Illusion of Explanatory Depth", "subtitle": null, "abstract": "This paper explores whether social desirability affects theillusion of explanatory depth (IEOD) by comparing themagnitude of this illusion in topics with different levels ofsocial desirability within several domains. This question waschosen because prior literature shows that social expectationsabout how much a person should know about a certain topicaffect the magnitude of the IOED. Previous research showsalso that social desirability has an effect on a similar illusionrelated to argumentation, and that the IOED is affected by theway a person thinks knowledge is distributed in his or hersocial group. In order to do so, 184 participants were assignedrandomly to three knowledge domains (history, economics,and devices) and in each domain they rated theirunderstanding of a high-desirability and a low-desirabilitytopic following a standard IOED procedure. Results show thatsocial desirability has an effect on the IOED magnitude andthat overestimation of understanding varies among domains.Particularly, participants tend to overestimate theirunderstanding of high desirability topics only. This effect wasstronger in the historical domain.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Illusion of explanatory depth; social desirabilityof knowledge; feeling of knowing; metacognition; motivatedcognition." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9p05x0w3", "frozenauthors": [ { "first_name": "Christian", "middle_name": "", "last_name": "Gaviria", "name_suffix": "", "institution": "Universidad Nacional de Colombia", "department": "" }, { "first_name": "Javier", "middle_name": "", "last_name": "Corredor", "name_suffix": "", "institution": "Universidad Nacional de Colombia", "department": "" }, { "first_name": "Zadkiel", "middle_name": "", "last_name": "Zuluaga-Rendón", "name_suffix": "", "institution": "Universidad Nacional de Colombia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27167/galley/16803/download/" } ] }, { "pk": 26802, "title": "I know what you need to know: Children’s developing theory of mind andpedagogical evidence selection", "subtitle": null, "abstract": "Natural pedagogy emerges early in development (Knudsen &Liszkowski, 2012), but good teaching requires presenting ev-idence specific to learners’ knowledge (Shafto, Goodman, &Griffiths, 2014). How might the development of Theory ofMind (ToM) relate to the ability to select pedagogical evi-dence? We present a training study in which we investigatedthe link between preschool-aged children’s false-belief under-standing and their ability to select evidence for teaching. Ourresults suggest that children with more advanced ToM abili-ties were better evidence selectors, even when controlling foreffects of age and numerical conservation abilities. We alsofound that children who improved more in false-belief under-standing from pre- to post-test performed better on the peda-gogical tasks over the course of the training. Finally, we reporttentative evidence for a link between the pedagogical train-ing and improvements in ToM. Our findings suggest importantconnections between ToM and evidential reasoning in naturalpedagogy in early childhood.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "pedagogy" }, { "word": "Theory of mind" }, { "word": "evidence selection" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8pp849wr", "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": "Patrick", "middle_name": "", "last_name": "Shafto", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Dhaya", "middle_name": "", "last_name": "Ramarajan", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Alison", "middle_name": "", "last_name": "Gopnik", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Henry", "middle_name": "", "last_name": "Wellman", "name_suffix": "", "institution": "University of Michigan", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26802/galley/16438/download/" } ] }, { "pk": 27256, "title": "“I’m Better than You at Labeling!”: Preschoolers Use Past Reliability whenAccepting Unexpected Labels", "subtitle": null, "abstract": "How do young children decide to trust testimony thatcontradicts their initial beliefs? The current study examinedwhether children rely on cues to informant credibility (i.e.,history of accuracy) to determine if they would endorse anunexpected label from an informant. Three- and 4-year-olds(N = 60) saw a picture of a hybrid artifact that consisted offeatures of two typical familiar artifacts. Children made initialjudgments about the name of the hybrid object andsubsequently received a different name offered by aninformant who had earlier either accurately or inaccuratelynamed familiar objects. Children were more willing to revisetheir own judgment and accept the unexpected label if it wasfrom a previously accurate informant than if it was fromsomeone who had made obvious naming errors. This suggeststhat preschool-aged children selectively revise their ownknowledge; they are more trusting toward sources provenaccurate than inaccurate.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "selective trust; accuracy; reliability; unexpectedtestimony; preschoolers" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/044405dz", "frozenauthors": [ { "first_name": "Xiaoqian", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "Singapore University of Technology and Design", "department": "" }, { "first_name": "W. Quin", "middle_name": "", "last_name": "Yow", "name_suffix": "", "institution": "Singapore University of Technology and Design", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27256/galley/16892/download/" } ] }, { "pk": 27674, "title": "Impact of Polarity, Rationality, and Math Ability on Numerical MagnitudeKnowledge", "subtitle": null, "abstract": "Previous research has shown that numerical magnitude knowledge is related to current mathematic abilities andpredictive of future mathematics performance. Much of this early research examined magnitude knowledge of positive wholenumbers, more recently this has been extended to positive rational numbers. However, research about negative number mag-nitude knowledge is less abundant. The present study aims to understand how different types of magnitude knowledge relateto one another and whether performance differs according to the type of number line scale. Thirteen number line scales wereused to assess 7th grade students’ (N=180) magnitude knowledge of positive and negative, whole and rational numbers. Cor-relational analyses illustrate that performance on most scales are significantly related. Further analyses reveal that students’performance differed depending on the scale’s polarity and the number type of the scale. Moreover, performance differenceswere found to vary according to students’ mathematics classroom ability level. Educational implications are 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/7h25w3bm", "frozenauthors": [ { "first_name": "Laura", "middle_name": "", "last_name": "Young", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Julie", "middle_name": "", "last_name": "Booth", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Kelly", "middle_name": "", "last_name": "McGinn", "name_suffix": "", "institution": "Temple University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27674/galley/17310/download/" } ] }, { "pk": 27584, "title": "Impact of testimony and prior knowledge on children’s beliefs about categoryhomogeneity", "subtitle": null, "abstract": "Previous work has shown that preschoolers—in comparison to older children and adults—tend to view categoriesas homogeneous, generalizing properties of individuals broadly to all category members (e.g., this dax has wings, so all daxesdo). Here, we explore whether the testimony used to describe category individuals as well as children’s prior knowledge ofcategories attenuates their homogeneity expectations. Using a novel induction task, 4 to 7-year-olds were asked to predict thedistribution of properties among members of familiar/unfamiliar animal categories based on a single exemplar. Exemplars wereintroduced as “special” to half of participants. Preliminary findings (N = 71) suggest that prior knowledge may contribute tobeliefs about category homogeneity: responses for familiar animals varied appropriately given the real-world prevalence of eachproperty whereas children overestimated the property’s prevalence for unfamiliar animals. The complete dataset will speak tohow language choice in testimony shifts children’s beliefs about homogeneity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1sk2p382", "frozenauthors": [ { "first_name": "Kelsey", "middle_name": "", "last_name": "Moty", "name_suffix": "", "institution": "Lehigh University", "department": "" }, { "first_name": "Amanda", "middle_name": "", "last_name": "Brandone", "name_suffix": "", "institution": "University of San Francisco", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27584/galley/17220/download/" } ] }, { "pk": 27631, "title": "Impaired phonological processing of lexical tones in Cantonese speakers withcongenital amusia", "subtitle": null, "abstract": "Congenital amusia is a lifelong musical disorder. It has been found that tonal-language speakers with amusia areimpaired in lexical tone perception. But it has also been found that tonal-language experience compensates the deficit in certainscenario, reducing prevalence rate of amusia in speakers of a highly complex tonal-language – Cantonese. Thus it remainsunclear whether lexical tone perception, especially its phonological processing, is impaired in Cantonese-speaking amusics.This study investigated the categorical perception of a continuum of lexical tone stimuli and pure tone analogues in Cantonese-speaking amusics and controls. The amusics showed reduced discrimination peak across the categorical boundary comparedto controls in lexical tone condition, suggesting impaired categorical perception; in pure tone condition, the amusics showedinferior performance on both between- and within-category discriminations, suggesting a deficit in auditory pitch processing.These findings indicate that phonological processing of tone is impaired in Cantonese-speaking amusics, despite possiblecompensation 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/6pn9v35q", "frozenauthors": [ { "first_name": "Jing", "middle_name": "", "last_name": "Shao", "name_suffix": "", "institution": "The Hong Kong Polytechnic University", "department": "" }, { "first_name": "Xunan", "middle_name": "", "last_name": "Huang", "name_suffix": "", "institution": "The Hong Kong Polytechnic University", "department": "" }, { "first_name": "Caicai", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "The Hong Kong Polytechnic University", "department": "" }, { "first_name": "Jason", "middle_name": "", "last_name": "Shepard", "name_suffix": "", "institution": "Agnes Scott College", "department": "" }, { "first_name": "Aiming", "middle_name": "", "last_name": "Nie", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Bridget", "middle_name": "", "last_name": "Copley", "name_suffix": "", "institution": "CNRS/Universite Paris 8", "department": "" }, { "first_name": "Phillip", "middle_name": "", "last_name": "Wolff", "name_suffix": "", "institution": "Emory University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27631/galley/17267/download/" } ] }, { "pk": 36011, "title": "Imperialist Desires in English-Only Language Policy", "subtitle": null, "abstract": "This article tackles the questions around the efficacy of the English language in educational contexts.The author argues that the\nanswer to these questions has nothing to do with whether English\nis a more viable language of instruction or whether it promises\nnon-English–speaking students full participation both in school\nand the society at large. This position, in the author’s view, would\npoint to an assumption that English is, in fact, a superior language and that we live in a classless, race-blind society. He proposes, instead, that the attempt to institute proper and effective\nmethods of educating non-English–speaking students rests on a\nfull understanding of the ideological elements that generate and\nsustain linguistic, cultural, and racial discrimination, which represent vestiges of a colonial legacy in our democracy", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Language, Identity, and the Legacy of Colonialism", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8339k8pc", "frozenauthors": [ { "first_name": "Donaldo", "middle_name": "", "last_name": "Macedo", "name_suffix": "", "institution": "University of Massachusetts, Boston", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36011/galley/26863/download/" } ] }, { "pk": 27332, "title": "Improving a Fundamental Measure of Lexical Association", "subtitle": null, "abstract": "Pointwise mutual information (PMI), a simple measure of\nlexical association, is part of several algorithms used as\nmodels of lexical semantic memory. Typically, it is used as a\ncomponent of more complex distributional models rather than\nin isolation. We show that when two simple techniques are\napplied—(1) down-weighting co-occurrences involving low-\nfrequency words in order to address PMI’s so-called\n“frequency bias,” and (2) defining co-occurrences as counts\nof “events in which instances of word1 and word2 co-occur in\na context” rather than “contexts in which word1 and word2 co-\noccur”—then PMI outperforms default parameterizations of\nword embedding models in terms of how closely it matches\nhuman relatedness judgments. We also identify which down-\nweighting techniques are most helpful. The results suggest\nthat simple measures may be capable of modeling certain\nphenomena in semantic memory, and that complex models\nwhich incorporate PMI might be improved with these\nmodifications.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantic spaces; word space models; semantic\nmemory; semantic networks; computational models" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4063q17v", "frozenauthors": [ { "first_name": "Gabriel", "middle_name": "", "last_name": "Recchia", "name_suffix": "", "institution": "University of Cambridge", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Nulty", "name_suffix": "", "institution": "University of Cambridge", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27332/galley/16968/download/" } ] } ] }