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{ "count": 38486, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=19700", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=19500", "results": [ { "pk": 27658, "title": "Improving Number Foundations in Preschoolers: ANS versus SymbolicKnowledge", "subtitle": null, "abstract": "The current study examined whether preschoolers who are low achievers (LA) on mathematical tasks benefit morefrom a training programme that focuses on magnitude comparisons or ANS abilities (PLUS games) compared to games thattarget symbolic knowledge (DIGIT games).Twenty-four preschoolers played PLUS games and 21 children played DIGIT games 3 times per week for 5 weeks. Perfor-mance scores were compared to 25 typical control children who did not play any games. All children were assessed pre andpost-intervention on Test of Early Mathematics (TEMA), a computerized ANS task, the Give a Number task (Wynn, 1990) toassess cardinality and a counting and Digit Recognition task.The results showed that, although the DIGIT and PLUS groups performed lower than the Control group, both PLUS andDIGIT games improved mathematical abilities in LA children. These results suggest that there is a complex interaction betweenANS, symbolic, and formal mathematical abilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2ch1s851", "frozenauthors": [ { "first_name": "Jo", "middle_name": "", "last_name": "Van Herwegen", "name_suffix": "", "institution": "Kingston University London", "department": "" }, { "first_name": "Hiwet", "middle_name": "", "last_name": "Costa", "name_suffix": "", "institution": "Kingston University London", "department": "" }, { "first_name": "Bethany", "middle_name": "", "last_name": "Nicholson", "name_suffix": "", "institution": "Kingston University London", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Donlan", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27658/galley/17294/download/" } ] }, { "pk": 27536, "title": "Improving Perceptual Reasoning in School Children through Chess Training", "subtitle": null, "abstract": "Perceptual reasoning is the ability that incorporates fluid reasoning, spatial processing, and visual motor integration.Several theories of cognitive functioning emphasize the importance of fluid reasoning. Tasks that require fluid reasoning involvethe process of manipulating abstractions, rules, generalizations, and logical relationships. A pretest–posttest with control groupdesign was used, with 43 (28 boys, 15 girls) children in the experimental group and 42 (26 boys, 16 girls) children in thecontrol group. The sample was selected from children studying in two private schools from South India, which includedboth the genders. The experimental group underwent weekly one-hour chess training for one year. Perceptual reasoning wasmeasured by three subtests of WISC-IV INDIA. Pre-equivalence of means was established. Statistical analyses revealed thatthe experimental group shows statistically significant improvement in perceptual reasoning compared to the control group. Thepresent study establishes a correlation between chess learning and perceptual reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6qr3751h", "frozenauthors": [ { "first_name": "Ebenezer", "middle_name": "", "last_name": "Joseph", "name_suffix": "", "institution": "Madras University", "department": "" }, { "first_name": "Sumathi", "middle_name": "", "last_name": "Chandrasekaran", "name_suffix": "", "institution": "Emmanuel Chess Centre", "department": "" }, { "first_name": "Uma", "middle_name": "", "last_name": "T.r.", "name_suffix": "", "institution": "Emmanuel Chess Centre", "department": "" }, { "first_name": "Veena", "middle_name": "", "last_name": "Easvaradoss", "name_suffix": "", "institution": "Women’s Christian College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27536/galley/17172/download/" } ] }, { "pk": 27040, "title": "Inconvenient samples: Modeling the effects of non-consent\nby coupling observational and experimental results", "subtitle": null, "abstract": "Biased sampling of participants presents a major limiting factor for\nthe generalizability of findings from behavioral studies. This effect\nmay be especially pronounced in developmental studies, where\nparents serve as both the primary environmental input and decide\nwhether their child participates in a study. To estimate the effects\nof parental non-consent, we coupled naturalistic observations of\nparent-child interactions with a behavioral test. Results showed\nthat one particular parenting practice, the tendency to use questions\nto teach, associated with both children’s behavior in the test and\nparents’ tendencies to participate. Exploiting these associations\nwith a model-based multiple imputation, we estimated that the\nmeans of the consented and not-consented groups could differ as\nmuch as 0.2 standard deviations for five of the seven test\nmeasurements we used, and standard deviations are likely\nunderestimated. These results suggest that ignoring the role of\nconsent may lead to systematic biases when generalizing beyond\nlab samples.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "sampling; generalization; parent-child interaction;\nlearning; exploration; multiple imputation." } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/82w6b21v", "frozenauthors": [ { "first_name": "Yue", "middle_name": "", "last_name": "Yu", "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": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27040/galley/16676/download/" } ] }, { "pk": 27481, "title": "Incorrect responses salience affects strategy use in a figural analogy task", "subtitle": null, "abstract": "Previous studies of multiple-choice analogy problems suggested that some people use a more efficient but also harderconstructive strategy (they build the complete representation of analogy), whereas others tend to use a less effective but simplerresponse elimination. We tested whether salience of incorrect options (five per figural analogy problem) affected strategy use.Salient options in 18 problems missed many features from the (sixth) correct option; options in 18 non-salient problems missedonly few features. When controlling for working memory capacity, eye tracking yielded strongly correlating patterns of datathat suggested, in line with previous reports, large individual variance in strategy use. However, participants overall spent50% less time analyzing salient than non-salient options, suggesting that salience promoted the constructive strategy. Thisconclusion was supported by pupil size significantly predicting accuracy on problems with salient options, but not on thosewith non-salient options (which additionally yielded lower accuracy).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/33x4q58d", "frozenauthors": [ { "first_name": "Iwona", "middle_name": "", "last_name": "Ciechanowska", "name_suffix": "", "institution": "Jagiellonian University", "department": "" }, { "first_name": "Bartlomiej", "middle_name": "", "last_name": "Kroczek", "name_suffix": "", "institution": "Jagiellonian University", "department": "" }, { "first_name": "Adam", "middle_name": "", "last_name": "Chuderski", "name_suffix": "", "institution": "Jagiellonian University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27481/galley/17117/download/" } ] }, { "pk": 27592, "title": "Indirection Explains Flexible Tuning of Neurons in Prefrontal Cortex", "subtitle": null, "abstract": "The prefrontal cortex (PFC) is broadly seen as supporting cognitive flexibility - quickly adapting behavior in responseto changing circumstances. Some PFC neurons appear to actively maintain rule-like information associated with the currenttask, with firing changing with task context. Some PFC neurons, however, have been found to exhibit activity related to specificstimulus features or action options, but the tuning of these neurons appears to dynamically change with task shifts (Duncan,2001). Short-term synaptic plasticity has been proposed as the primary mechanism for rapidly adapting the response profilesof these cells. Using a computational cognitive neuroscience model of hierarchical structure in PFC (Kriete, Noelle, Cohen, &O’Reilly, 2013), an alternative account is offered in which flexible neural tuning arises not from fast synaptic change but from afrontal representational scheme involving neurons that encode references to other PFC areas rather than directly encoding taskrelevant sensory/motor information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8bn41674", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Noelle", "name_suffix": "", "institution": "University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27592/galley/17228/download/" } ] }, { "pk": 27038, "title": "Individual Differences in Gaze Dynamics in Risky Decision-making", "subtitle": null, "abstract": "In risky decision-making, expected utility (EU) theory is\nwidely used to examine people's risk attitude and choice\nbehavior. However, it is unknown how risk attitude relates to\nattention and information search. In this paper, we explore the\nrelationship between risk attitude (as measured by a variant of\nEU) and eye movement patterns (which serve as a proxy for\nattention and information search). Participants made choices\nbetween gambles presented perceptually as flickering grids in\nwhich monetary values were indicated by colors and\nprobabilities by color proportions. To explore attention and\ninformation search patterns, we investigated eye movement\npatterns when faced with different gambles and correlated\nthese patterns with the parameters of EU. We observed that\npeople who are more risk-seeking (as determined by\nmodeling) tend to look at risky options more often. These\nresults bridge choice behaviors conceptualized by EU and\ninformation search strategies under risky decision-making\nrevealed by eye movements.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "risky decision-making; eye movements;\ncumulative prospect theory; hierarchical Bayesian parameter\nestimation; individual differences" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2wf806rh", "frozenauthors": [ { "first_name": "Siyuan", "middle_name": "", "last_name": "Yin", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Jennifer", "middle_name": "S.", "last_name": "Trueblood", "name_suffix": "", "institution": "Vanderbilt University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27038/galley/16674/download/" } ] }, { "pk": 27373, "title": "Individual Differences in Spontaneous Analogical Problem-Solving: The Reflective\nMind Account", "subtitle": null, "abstract": "Analogical problem-solving involves transfer of knowledge\nthat has been obtained from a source analog and successfully\napplying it in the solution of a structurally similar target\nproblem. What is usually found in the so-called hint/no-hint\nparadigm is that spontaneous solution to a problem is hard to\nachieve. This leaves the possibility for individual differences.\nThis study searched for and found a positive correlation to\nexist between scores on the Cognitive Reflection Test and\nspontaneously solved analogical problems which, although a\nweak one, possibly accounts for the differences that exist\nbetween people who need a hint to solve an analogical\nproblem, and people that do not need a hint.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Analogy; Analogical problem-solving; Reflective\nMind thinking; Cognitive Reflection Test" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9r7272f1", "frozenauthors": [ { "first_name": "Slavi", "middle_name": "Todorov", "last_name": "Slavov", "name_suffix": "", "institution": "New Bulgarian University", "department": "" }, { "first_name": "Penka", "middle_name": "", "last_name": "Hristova", "name_suffix": "", "institution": "New Bulgarian University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27373/galley/17009/download/" } ] }, { "pk": 26940, "title": "Individual Differences in Transfer Mediated by Conceptual Priming", "subtitle": null, "abstract": "Research in analogical transfer suggests a simple type of\ntransfer that occurs due to the activation of key relational\nconcepts. Analysis on mental structured representations\nindicates that this transfer may act differently depending upon\nstructural and perceptual features of the priming task. Two\nhundred eight participants were assigned to three\nexperimental groups where they received a structure-priming,\ntested once and afterwards they received a perceptual-priming\nand tested again. As predicted, the effect of structure-priming\nwas found across conditions whereas the effect of perceptual-\npriming (a six-second animation) was detected only in\nsubjects with high levels of cognitive reflectiveness. These\nindividual differences are interpreted as evidence that only\nhighly reflective subjects were able to process visuospatial\ncues in the animation and to extract their structural features,\nhence activating relational concepts that influenced their\ninterpretations of subsequent tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogy" }, { "word": "transfer" }, { "word": "priming" }, { "word": "cognitive reflection." } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4f95s5mn", "frozenauthors": [ { "first_name": "Jairo", "middle_name": "", "last_name": "Navarrete", "name_suffix": "", "institution": "Universidad del Bío-Bío", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26940/galley/16576/download/" } ] }, { "pk": 27172, "title": "Inductive reasoning influences perception of interspecies disease transmission risk", "subtitle": null, "abstract": "Zoonoses (diseases that enter the human population via animalcontact) are a major global health concern. Because of howzoonoses emerge, understanding human reasoning about therisk factors associated with animal contact is central to com-bating their spread. However, little is known about the factorsthat influence perception of these risks. We present an induc-tive account of zoonosis risk perception, suggesting that it isinfluenced by beliefs about the range of animals that are able totransmit diseases to each other. In Study 1, we find that partic-ipants who endorse higher likelihoods of cross-species diseasetransmission have stronger intention to report animal bites. InStudy 2, adapting real world descriptions of Ebola virus fromthe WHO and CDC, we find that communications conveyinga broader range of animals as susceptible to a disease increaseintentions to report animal bites and decrease perceived safetyof wild game meat. These findings suggest that cognitive fac-tors may be harnessed to modulate zoonosis risk perceptionand combat emerging infectious diseases.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Induction; categorization; risk perception; publichealth; premise number; premise diversity" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0gr5b9nk", "frozenauthors": [ { "first_name": "Micah", "middle_name": "B.", "last_name": "Goldwater", "name_suffix": "", "institution": "University of Sydney", "department": "" }, { "first_name": "Molly", "middle_name": "E.", "last_name": "Ireland", "name_suffix": "", "institution": "Texas Tech University", "department": "" }, { "first_name": "Nick", "middle_name": "", "last_name": "Gaylord", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Jason", "middle_name": "", "last_name": "Van Allen", "name_suffix": "", "institution": "Texas Tech University", "department": "" }, { "first_name": "Tyler", "middle_name": "", "last_name": "Davis", "name_suffix": "", "institution": "Texas Tech University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27172/galley/16808/download/" } ] }, { "pk": 26959, "title": "Inferential Pitfalls in Decoding Neural Representations", "subtitle": null, "abstract": "A key challenge for cognitive neuroscience is to decipher therepresentational schemes of the brain. A recent class of decodingalgorithms for fMRI data, stimulus-feature-based encodingmodels, is becoming increasingly popular for inferring thedimensions of neural representational spaces from stimulus-feature spaces. We argue that such inferences are not always valid,because decoding can occur even if the neural representationalspace and the stimulus-feature space use different representationalschemes. This can happen when there is a systematic mappingbetween them. In a simulation, we successfully decoded the binaryrepresentation of numbers from their decimal features. Sincebinary and decimal number systems use different representations,we cannot conclude that the binary representation encodes decimalfeatures. The same argument applies to the decoding of neuralpatterns from stimulus-feature spaces and we urge caution ininferring the nature of the neural code from such methods. Wediscuss ways to overcome these inferential limitations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/80t1d3np", "frozenauthors": [ { "first_name": "Vencislav", "middle_name": "", "last_name": "Popov", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Markus", "middle_name": "", "last_name": "Ostarek", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Caitlin", "middle_name": "", "last_name": "Tenison", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26959/galley/16595/download/" } ] }, { "pk": 26810, "title": "Inferential Role Semantics for Natural Language", "subtitle": null, "abstract": "Cognitive models have long been used to study linguistic phe-nomena spanning the domains of phonology, syntax, and se-mantics. Of these domains, semantics is somewhat unique inthat there is little clarity concerning what a model needs to beable to do in order to provide an account of how the mean-ings of complex linguistic expressions, such as sentences, areunderstood. To help address this problem, we introduce a tree-structured neural model that is trained to generate further sen-tences that follow from an input sentence. These further sen-tences chart out the “inferential role” of the input sentence,which we argue constitutes an important part of its meaning.The model is trained using the Stanford Natural Language In-ference (SNLI) dataset, and to evaluate its performance, we re-port entailment prediction accuracies on a set of test sentencesnot present in the training data. We also report the results of asimple study that compares human plausibility ratings for bothground-truth and model-generated entailments for a randomselection of sentences in this test set. Finally, we examine anumber of qualitative features of the model’s ability to gener-alize. Taken together, these analyses indicate that our modelis able to accurately account for important inferential relation-ships amongst linguistic expressions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "natural language inference; recursive neural net-works; language comprehension; semantics" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8sd7r6w6", "frozenauthors": [ { "first_name": "Peter", "middle_name": " ", "last_name": "Blouw", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Eliasmith", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26810/galley/16446/download/" } ] }, { "pk": 26979, "title": "Inferring Human Interaction from Motion Trajectories in Aerial Videos", "subtitle": null, "abstract": "People are adept at perceiving interactions from movementsof simple shapes but the underlying mechanism remains un-known. Previous studies have often used object movementsdefined by experimenters. The present study used aerial videosrecorded by drones in a real-life environment to generate de-contextualized motion stimuli. Motion trajectories of dis-played elements were the only visual input. We measuredhuman judgments of interactiveness between two moving el-ements, and the dynamic change of such judgments over time.A hierarchical model was developed to account for human per-formance in this task, which represents interactivity using la-tent variables, and learns the distribution of critical movementfeatures that signal potential interactivity. The model providesa good fit to human judgments and can also be generalized tothe original Heider-Simmel animations (1944). The model canalso synthesize decontextualized animations with controlleddegree of interactiveness, providing a viable tool for studyinganimacy and social perception.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social interaction; motion; decontextualized ani-mation; hierarchical model; action understanding" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/42f98263", "frozenauthors": [ { "first_name": "Tianmin", "middle_name": "", "last_name": "Shu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Yujia", "middle_name": "", "last_name": "Peng", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Lifeng", "middle_name": "", "last_name": "Fan", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Hongjing", "middle_name": "", "last_name": "Lu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Song-Chun", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26979/galley/16615/download/" } ] }, { "pk": 27281, "title": "Inferring Intentional Agents From Violation of Randomness", "subtitle": null, "abstract": "Humans have a strong “cognitive compulsion” to infer in-tentional agents from violation of randomness and such anagency–nonrandomness link emerges early in development.In two studies, we directly quantified, formalized, and com-pared both ends of this link for the first time. In Experiment1, two groups of participants viewed the same 256 binary se-quences (e.g., AABAAABA) and classified each as generatedby agents/non-agents or by nonrandom/random processes. Wefound a strong correlation between two judgments: sequencesviewed as more agentive also tended to be judged as less ran-dom. In Experiment 2, another two groups were asked toproduce sequences that others might appreciate as agentive ornonrandom. Participant-generated sequences in the two con-ditions had a substantial overlap, indicating common guidingprinciples of agency and nonrandomness generation. Taken to-gether, the present studies provide evidence for a shared cog-nitive basis of agency detection and subjective randomness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "agency; subjective randomness; agency–nonrandomness link; animate-inanimate distinction" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4pb9s57j", "frozenauthors": [ { "first_name": "Yuan", "middle_name": "", "last_name": "Meng", "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": "" }, { "first_name": "Fei", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27281/galley/16917/download/" } ] }, { "pk": 27276, "title": "Influence of using 3D images and 3D-printed objects on spatial reasoning ofexperts and novices", "subtitle": null, "abstract": "This study focuses on the infuence of a three-dimensional (3D)graphic image and a 3D-printed object on the spatial reasoningof experts and novices in the medical field. The spatial rea-soning task of this study required doctors specializing in di-gestive surgery to infer cross sections of a liver with a 3D im-age and a 3D-printed object in a situation where liver resectionsurgery was simulated. The task performance was comparedwith that of university students who conducted the same task inMaehigashi et al. (2016). The results of the analysis indicatedthat the doctors showed the same task performance when usingthe 3D image and the 3D-printed object. However, the univer-sity students learned faster and inferred the inside of a liverstructure more accurately with the 3D-printed object than withthe 3D image, and they performed equally to the professionaldoctors. Our results are then discussed in relation to previousstudies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Spatial reasoning; Spatial mental model; Exper-tise; External representation; 3D printer" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1m7145pn", "frozenauthors": [ { "first_name": "Akihiro", "middle_name": "", "last_name": "Maehigashi", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Kazuhisa", "middle_name": "", "last_name": "Miwa", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Masahiro", "middle_name": "", "last_name": "Oda", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Yoshihiko", "middle_name": "", "last_name": "Nakamura", "name_suffix": "", "institution": "Tomakomai College", "department": "" }, { "first_name": "Kensaku", "middle_name": "", "last_name": "Mori", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Tsuyoshi", "middle_name": "", "last_name": "Igami", "name_suffix": "", "institution": "Nagoya University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27276/galley/16912/download/" } ] }, { "pk": 27669, "title": "Influences of the Matching Effects of Cognitive and Emotional Factors on AttitudeChange", "subtitle": null, "abstract": "This research is aimed to study whether we will have the same attitude change when we have the same intensityof cognitive or emotional level for attitude. People who have higher involvement will be persuaded by central route and lowinvolvement will be persuaded by peripheral route: the matching effect in attitude change. The present study controlled theintensity of both cognitive and emotional factor and instructed participants to express their initial attitude as well as attitudechange under four experimental manipulations. Results showed that only matching effect of emotional factor was found butnot cognitive factor. A connectionist model was therefore built to simulate the processes and found that there would havedifferent thresholds for cognitive and emotional routes and the threshold of cognitive route should be higher than emotionalroute. Implications are proposed based on the behavioral and simulation investigations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3jz0d3np", "frozenauthors": [ { "first_name": "Tung-Cheng", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "National Cheng Kung Univeristy", "department": "" }, { "first_name": "Jon-Fan", "middle_name": "", "last_name": "Hu", "name_suffix": "", "institution": "National Cheng Kung Univeristy", "department": "" }, { "first_name": "Shu-Ling", "middle_name": "", "last_name": "Peng", "name_suffix": "", "institution": "National Cheng Kung Univeristy", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27669/galley/17305/download/" } ] }, { "pk": 27337, "title": "Influencing Network Graph Perception and Judgment: Effects of DirectConnections, Base Rates, and Visual Layout Proximity on Social Network Analysis", "subtitle": null, "abstract": "Social network graphs are often used to help informjudgments in a variety of domains, such as public health, lawenforcement, and political science. Across two studies, weexamined how graph features influenced probabilisticjudgments in graph-based social network analysis andidentified multiple heuristics that participants used to informthese judgments. Study 1 demonstrated that participants’judgments were influenced by information about directconnections, base rates, and layout proximity, andparticipants’ self-reported strategies also reflected use of thisinformation. Study 2 replicated findings from Study 1 andprovided additional insight into the hierarchical ordering ofthese strategies and the decision process underlyingjudgments from social network graphs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social network analysis; graph comprehension;data visualization; judgment and decision making" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4c0285mk", "frozenauthors": [ { "first_name": "Rebecca", "middle_name": "E.", "last_name": "Rhodes", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Isaiah", "middle_name": "", "last_name": "Harbison", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Nathan", "middle_name": "", "last_name": "Bos", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Celeste", "middle_name": "Lyn", "last_name": "Paul", "name_suffix": "", "institution": "U.S. Department of Defense", "department": "" }, { "first_name": "Clay", "middle_name": "", "last_name": "Fink", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Anthony", "middle_name": "", "last_name": "Johnson", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27337/galley/16973/download/" } ] }, { "pk": 27369, "title": "Information density of encodings: The role of syntactic variation in comprehension", "subtitle": null, "abstract": "The Uniform Information Density (UID) hypothesis linksproduction strategies with comprehension processes,predicting that speakers will utilize flexibility in encoding inorder to increase uniformity in the rate of informationtransmission, as measured by surprisal (Jaeger, 2010).Evidence in support of UID comes primarily from studiesfocusing on word-level effects, e.g. demonstrating thatsurprisal predicts the omission/inclusion of optional words.Here we investigate whether comprehenders are sensitive tothe information density of alternative encodings that are moresyntactically complex. We manipulated the syntacticencoding of complex noun phrases in German via meaning-preserving pre-nominal and post-nominal modification incontexts that were either predictive or non-predictive. Wethen used the G-maze reading task to measure onlinecomprehension during self-paced reading. Results wereconsistent with the UID hypothesis. In predictive contexts,post-nominal encodings elicited a more uniform distributionof processing effort. Conversely, in non-predictive contexts,more uniform effort was found for pre-nominal encodings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language comprehension; surprisal; uniforminformation density hypothesis; G-maze; self-paced reading." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3z24j9sx", "frozenauthors": [ { "first_name": "Les", "middle_name": "", "last_name": "Sikos", "name_suffix": "", "institution": "Saarland University", "department": "" }, { "first_name": "Clayton", "middle_name": "", "last_name": "Greenberg", "name_suffix": "", "institution": "Saarland University", "department": "" }, { "first_name": "Heiner", "middle_name": "", "last_name": "Drenhaus", "name_suffix": "", "institution": "Saarland University", "department": "" }, { "first_name": "Matthew", "middle_name": "W.", "last_name": "Crocker", "name_suffix": "", "institution": "Saarland University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27369/galley/17005/download/" } ] }, { "pk": 27461, "title": "Information Seeking as Chasing Anticipated Prediction Errors", "subtitle": null, "abstract": "When faced with delayed, uncertain rewards, humans andother animals usually prefer to know the eventual outcomesin advance. This preference for cues providing advance infor-mation can lead to seemingly suboptimal choices, where lessreward is preferred over more reward. Here, we introduce areinforcement-learning model of this behavior, the anticipatedprediction error (APE) model, based on the idea that predic-tion errors themselves can be rewarding. As a result, animalswill sometimes pick options that yield large prediction errors,even when the expected rewards are smaller. We compare theAPE model against an alternative information-bonus model,where information itself is viewed as rewarding. These mod-els are evaluated against a newly collected dataset with humanparticipants. The APE model fits the data as well or betterthan the other models, with fewer free parameters, thus provid-ing a more robust and parsimonious account of the suboptimalchoices. These results suggest that anticipated prediction er-rors can be an important signal underpinning decision making.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "information seeking; early resolution of uncer-tainty; anticipated prediction errors; forward sampling." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/11k5w5dg", "frozenauthors": [ { "first_name": "Jian-Qiao", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Wendi", "middle_name": "", "last_name": "Xiang", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Elliot", "middle_name": "A.", "last_name": "Ludvig", "name_suffix": "", "institution": "University of Warwick", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27461/galley/17097/download/" } ] }, { "pk": 27491, "title": "Information Signatures in Children’s Language Environment", "subtitle": null, "abstract": "In auditory statistical learning, children are sensitive to the transitional structure of their language environment. Vari-ability and stability of utterances in the language environment are important properties of statistical learning but are currentlyunderstudied across laboratory and naturalistic research contexts. In this study, we quantify variability and stability in the lan-guage environment of children as measured by amount of information within the temporal structure of caregivers’ utterances. Inthis work we present a new method for understanding information signatures in the temporal structure of parent-child free playcontexts and document information signatures of caregiver utterances at multiple timescales. Our results suggest informationsignatures of parental utterances increase across development (9-24 months), but decrease within individual play sessions (5-6minutes). We speculate that the dynamics of information signatures varies across multiple timescales. Possible implications ofthe observed information signatures inherent in caregivers’ naming of objects to their young children are explored.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1tv5145v", "frozenauthors": [ { "first_name": "Steven", "middle_name": "L.", "last_name": "Elmlinger", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Drew", "middle_name": "H.", "last_name": "Abney", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "David", "middle_name": "W.", "last_name": "Vinson", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Linda", "middle_name": "B.", "last_name": "Smith", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27491/galley/17127/download/" } ] }, { "pk": 27339, "title": "Information theoretic factors in marking linguistic focus:A laboratory-language approach", "subtitle": null, "abstract": "We present an experimental study investigating the role ofinformation-theoretic factors in determining patterns of redun-dancy and focus in language and other communication sys-tems. Pairs of participants played a simple communicationgame using a non-linguistic visual medium to send messagesto each other. We manipulated noise, effort, and time pres-sures and measured message length, redundancy, and accuracy.Participants behaved as predicted based on an information-theoretic model, with message length and redundancy varyingaccording to circumstance, but accuracy remaining constant.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "communication; focus; information theory; lan-guage; redundancy; signaling game" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6fg6s0gz", "frozenauthors": [ { "first_name": "Gareth", "middle_name": "", "last_name": "Roberts", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Jon", "middle_name": "Scott", "last_name": "Stevens", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27339/galley/16975/download/" } ] }, { "pk": 27472, "title": "Infusing Cognitive Science Content in Teacher Preparation", "subtitle": null, "abstract": "Surprisingly, foundational knowledge about cognitive science (CS) is not included in all teacher preparationprograms or required for certification in all states. Here, I examine the impact of infusing CS content into teacher-candidates’ coursework by providing half of the pedagogy instructors with professional development on big ideas in CS (mem-ory/attention/transfer/problem solving/practice/expertise) and encouraging them to use the materials to deliver mini-lectures onthese topics and discuss their relevance to instructional practice. Control instructors did not receive PD or CS materials. Inboth experimental and control classes, CS knowledge was measured at the beginning and end of the semester; we also collectedlesson plans where teacher-candidates explained their reasoning for each instructional decision. We saw no CS knowledgeimprovement, but teacher-candidates exposed to CS reduced their use of folk reasons (e.g., buzz words such as learning styles,concrete thinking, active learning, etc.) when planning lessons compared with peers in control classes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4m06116q", "frozenauthors": [ { "first_name": "Julie", "middle_name": "", "last_name": "Booth", "name_suffix": "", "institution": "Temple University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27472/galley/17108/download/" } ] }, { "pk": 27006, "title": "Inhibitory Control Supports Referential Context Use in Language Production and\nComprehension", "subtitle": null, "abstract": "Using referential context in language (e.g., saying “blue pen”\nwhen two different-colored pens are visible) makes\ncommunication efficient. But it is still unclear which general\ncognitive processes support the use of context in\nconversation. Research on pragmatic use in language\nimplicates working memory and inhibitory control; however,\nno studies have shown evidence of a shared cognitive\nmechanism in both production and comprehension within an\nindividual. The current study asked a) whether referential\ncontext use is supported by the same cognitive mechanisms in\nproduction and comprehension, b) which processes are\nimplicated, and c) whether the nature of the context itself\naffects processing. Participants completed a referential\ncommunication eye-tracking task in which a disambiguating\nadjective was either necessary or over-informative, as well as\na cognitive test battery. The results implicated inhibitory\ncontrol in both production and comprehension (although the\ncomprehension results were more variable), suggesting a\nshared underlying cognitive mechanism across domains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language production; language comprehension;\ndiscourse; pragmatics; inhibitory control; working memory" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5221d3m8", "frozenauthors": [ { "first_name": "Alison", "middle_name": "M.", "last_name": "Trude", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Nazbanou", "middle_name": "", "last_name": "Nozari", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27006/galley/16642/download/" } ] }, { "pk": 27233, "title": "Inner speech in post-stroke motor aphasia", "subtitle": null, "abstract": "The goal of the present study was to determine whether\nchronic post-stroke patients with motor aphasia have impaired\ninner speech abilities and whether they use inner speech in\neveryday life. To answer these questions, we recruited eight\nchronic post-stroke aphasic patients and 13 cognitively\nhealthy adults, who underwent testing on a range of\nevaluative tests and four experiments specifically designed for\nthe purposes of this study. The experimental results suggest\nthat post-stroke patients with motor aphasia have impaired\ninner speech. However, patients’ subjective reports indicate\nthat they use various types of inner speech, despite the\nobserved deficit. Taken together, our data suggest that\nimpairment of certain aspects of inner speech may still allow\na degree of use of other aspects of inner speech, emphasizing\na need to extend research on inner speech in aphasia to the\nvariety of its forms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "aphasia; inner speech; anomia; working memory." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0wv8d4br", "frozenauthors": [ { "first_name": "Vanja", "middle_name": "", "last_name": "Kljajevic", "name_suffix": "", "institution": "University of the Basque Country", "department": "" }, { "first_name": "Estibaliz", "middle_name": "Ugarte", "last_name": "Gómez", "name_suffix": "", "institution": "ATeCe", "department": "" }, { "first_name": "Cristina", "middle_name": "", "last_name": "López", "name_suffix": "", "institution": "ATeCe", "department": "" }, { "first_name": "Yolanda", "middle_name": "Balboa", "last_name": "Bandeira", "name_suffix": "", "institution": "ATeCe", "department": "" }, { "first_name": "Agustin", "middle_name": "", "last_name": "Vicente", "name_suffix": "", "institution": "University of the Basque Country", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27233/galley/16869/download/" } ] }, { "pk": 27203, "title": "In search for the relevant space of implicit memory deficit in dyslexia", "subtitle": null, "abstract": "Studies of dyslexics, whose implicit memory is impaired,suggest that their implicit inference of sound statistics and itsintegration into perception is inefficient. Specifically,dyslexics' implicit memory decays faster and consequentlyonly accumulates information over shorter temporal windows.We now ask whether this abnormal dynamic is domain generalby measuring its cortical distribution. We measure thedynamics of behavioral context effects and the concurrentneural adaptation during fast acquisition fMRI. We find asimilar pattern of fast decay of adaptation across a broad rangeof cortical areas, though most significant effects are found inauditory cortex. This broad neural distribution suggests that therelevant aspect of implicit statistical inferences is not the natureof stimuli, but their temporal distribution.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "implicit memory; adaptation; fMRI; dyslexia" }, { "word": "anchoring hypothesis of dyslexia; Bayesian inference;statistical learning." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9jm1t15c", "frozenauthors": [ { "first_name": "Sagi", "middle_name": "", "last_name": "Jaffe-Dax", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Merav", "middle_name": "", "last_name": "Ahissar", "name_suffix": "", "institution": "The Hebrew University of Jerusalem", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27203/galley/16839/download/" } ] }, { "pk": 35995, "title": "Insights Into Student Listening From Paused Transcription", "subtitle": null, "abstract": "Listening comprehension is an essential and challenging\nskill for language learners, and listening instruction can\nalso be a challenge for language instructors, since they\nhave little access to the listening process inside students’\nminds. Greater knowledge about what learners perceive\nwhen they listen could help language teachers better tailor\ntheir instruction to student needs. In this mixed-methods\nstudy, students at 2 proficiency levels participated in a listening test based on Field’s paused transcription method\n(2008a, 2008c, 2011). Results were analyzed quantitatively\non the basis of student and text level, word class, and articulation rate. Transcription errors were analyzed qualitatively to identify patterns of mishearing. Paused transcription is recommended as a classroom activity to identify\nand raise awareness of student listening challenges.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Feature Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/91c921b9", "frozenauthors": [ { "first_name": "Beth", "middle_name": "", "last_name": "Sheppard", "name_suffix": "", "institution": "University of Oregon", "department": "" }, { "first_name": "Brian", "middle_name": "", "last_name": "Butler", "name_suffix": "", "institution": "University of Oregon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35995/galley/26847/download/" } ] }, { "pk": 27044, "title": "Insomniacs Misidentify Angry Faces as Fearful Faces Because of Missing the Eyes:\nAn Eye-Tracking Study", "subtitle": null, "abstract": "Insomniacs were found to have compromised perception of\nfacial expressions. Through eye movement examinations,\nhere we test the hypothesis that this effect is due to impaired\nvisual attention functions for retrieving diagnostic features in\nfacial expression judgments. 23 individuals with insomnia\nsymptoms and 23 non-insomniac controls completed a task to\ncategorize happy, sad, fearful, and angry faces. The\ninsomniacs were less accurate to recognize angry faces and\nmade more “fearful” mistakes than controls. A hidden\nMarkov modeling approach for eye movement data analysis\nrevealed that when recognizing angry faces, more insomniacs\nadopted an eye movement pattern focusing on the mouth\nwhile more controls adopted a pattern attending to both the\neyes and the mouth. This result is consistent with previous\nfindings that the primary diagnostic feature for recognizing\nangry faces is the eyes suggesting that impaired information\nselection through visual attention control may account for the\ncompromised emotion perception in insomniac individuals.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "insomnia; eye-tracking; hidden Markov model;\nfacial expression" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/45p994fk", "frozenauthors": [ { "first_name": "Jinxiao", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "The University of Hong Kong", "department": "" }, { "first_name": "Antoni", "middle_name": "B.", "last_name": "Chan", "name_suffix": "", "institution": "The City University of Hong Kong", "department": "" }, { "first_name": "Esther", "middle_name": "Y.Y.", "last_name": "Lau", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" }, { "first_name": "Janet", "middle_name": "H.", "last_name": "Hsiao", "name_suffix": "", "institution": "The University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27044/galley/16680/download/" } ] }, { "pk": 27417, "title": "Instruction type and believability influence on metareasoning in a base rate task", "subtitle": null, "abstract": "Task dependent conflict has been shown to reduce\nmetacognitive judgements of confidence and prolong\nresponse times in various reasoning tasks. For this study a\nmodified version of the base rate task was used to induce\nconflict while measuring response times and judgements of\nconfidence. The aim of this experiment was to determine the\ninfluence of different instruction conditions (reasoning\naccording to belief or according to mathematical probability)\non fluency and metacognitive judgements. As expected,\nparticipants experienced higher levels of conflict when\nreasoning according to mathematical probability even though\nconflict effects were present in both conditions. Additionally,\nhigher believability items mitigated conflict influence while\nreasoning in accordance with belief and increased it when\nreasoning in accordance with mathematical probability. These\nresults enrich the growing field of metareasoning research and\nare discussed as such.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "metacognition; metareasoning; base rate neglect;\nconflict monitoring; judgement of confidence" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2tv5j8js", "frozenauthors": [ { "first_name": "Pavle", "middle_name": "", "last_name": "Valerjev", "name_suffix": "", "institution": "University of Zadar", "department": "" }, { "first_name": "Marin", "middle_name": "", "last_name": "Dujmović", "name_suffix": "", "institution": "University of Zadar", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27417/galley/17053/download/" } ] }, { "pk": 27268, "title": "Instrumental Representations of Sensorimotor Control: Representations at\nIntermediate Level", "subtitle": null, "abstract": "In cognitive science, computation is largely accompanied\nwith representational theory of mind. Yet, it remains unclear\nwhether this companionship also appears in the realm of\nsensorimotor control. Grush’s (2004) and Pezzulo’s (2008,\n2011) account of anticipatory representations provide a\nlimited answer, as they are only suitable for forward models,\nbut not the entire sensorimotor control. Rescorla’s (2016)\nrepresentational explanation for sensorimotor psychology\naddresses several intentional states considered in Bayesian\ninference and optimal modeling. However, the above\naccounts does not explain how motor commands are produced\nand chosen in the course of sensorimotor control for\nmaintaining accuracy of goal-achievement. The present paper\naims to explain it with a representational account by\nconsidering instrumental representations of sensorimotor\ncontrol, which appear at the intermediate level and are\nexemplified by motor commands and costs. Such\nrepresentations do not presume decouplability, as they need to\nrun on-line in the maintenance of accuracy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Sensorimotor control; representation; optimal\nfeedback control; Bayesian decision theory." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3jv7f47b", "frozenauthors": [ { "first_name": "Hsi-wen", "middle_name": "Daniel", "last_name": "Liu", "name_suffix": "", "institution": "Providence University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27268/galley/16904/download/" } ] }, { "pk": 27495, "title": "Interaction with a robot changes human motor behavior", "subtitle": null, "abstract": "Social judgments about other people are often made based on visual appearance. In this study, we investigatedwhether visual appearance of an interaction partner influences action coordination in social interactions. In a novel interactiveaugmented reality setup participants interacted (i.e. carried out a high-five) with a life-sized 3D avatar that was either human-looking or robot-looking. Importantly, the kinematics of the avatars were identical for both appearances. We examined whethermotion trajectories of a high-five action and other motion trajectory parameters such as velocity, radial error, synchrony, andvariability were modulated by the visual appearance of the avatar. Results showed that participants carried out the high-fivefaster and applied different motion trajectories for the human-looking than for the robot-looking avatar. These findings suggestthat visual appearance does not only influence social judgments but also the immediate behavior towards the interaction partner.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2kw028m8", "frozenauthors": [ { "first_name": "Laura", "middle_name": "", "last_name": "Fademrecht", "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": "" }, { "first_name": "Stephan", "middle_name": "", "last_name": "Streuber", "name_suffix": "", "institution": "Ecole Polytechnique F ́ed ́erale de Lausanne", "department": "" }, { "first_name": "Aurelie", "middle_name": "", "last_name": "Saulton", "name_suffix": "", "institution": "Max Planck Institute for Biological Cybernetics", "department": "" }, { "first_name": "Heinrich", "middle_name": "", "last_name": "B ̈ulthoff", "name_suffix": "", "institution": "Max Planck Institute for Biological Cybernetics", "department": "" }, { "first_name": "Rouwen", "middle_name": "", "last_name": "Ca ̃nal-Bruland", "name_suffix": "", "institution": "Friedrich-Schiller-University Jena,", "department": "" }, { "first_name": "Stephan", "middle_name": "", "last_name": "de La Rosa", "name_suffix": "", "institution": "Max Planck Institute for Biological Cybernetics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27495/galley/17131/download/" } ] }, { "pk": 27575, "title": "Interactive and embodied repair: Displaying, recognizing, and negotiatingmisalignment in an emerging language context", "subtitle": null, "abstract": "As problems of understanding arise in conversational interaction, we must find a means to indicate to our interlocutorthe reason for our misunderstanding. However, we are simultaneously constrained by social interactive practices that limit facethreat and adhere to epistemic rights. Thus, the challenge is to communicate our own misunderstanding - as specifically aspossible - while avoiding explicitness. This challenge may be increased in contexts of language emergence in which alignmentis necessary to promote communicative efficiency and conventionalization. Participants in novel communication tasks reliedon certain gesture-driven other-initiated repair strategies to gain interactive alignment. The embodied display of cognitive andinteractive misalignment cues the interlocutor to repair in a way that reflects their own understanding of the repair initiation andtrouble source. The breakdown of intersubjectivity - and its subsequent re-building - is observed in the negotiation of evolvingsignal-meaning matches through interactive repair sequences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7hj2d8kp", "frozenauthors": [ { "first_name": "Ashley", "middle_name": "", "last_name": "Micklos", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27575/galley/17211/download/" } ] }, { "pk": 27295, "title": "Interactive Communicative Inference", "subtitle": null, "abstract": "In the search for an understanding of human communication,researchers often try to isolate listener and speaker roles andstudy them separately. Others claim that it is the intertwined-ness of these roles that makes human communication special.This close relationship between listener and speaker has beencharacterized by concepts such as common ground, backchan-neling, and alignment, but they are only part of the picture. Un-derlying these processes, there must be a mechanism for mak-ing inferences about our interlocutors’ understanding of wordsand gestures that allows us to communicate robustly and effi-ciently without assuming that we take the same words to havethe same meaning. In this paper, I explore this relationship be-tween language and concepts and propose an interactive mech-anism that can facilitate these latent conceptual inferences. Fi-nally, I show how this proposal paves the way for a more pre-cise account of the role of interaction in communication.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Communication; Coordination; Interaction; Prag-matics; Bayes; Cognitive Linguistics; Inference; Discourse" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/38f3w54b", "frozenauthors": [ { "first_name": "Larry", "middle_name": "", "last_name": "Muhlstein", "name_suffix": "", "institution": "University of California San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27295/galley/16931/download/" } ] }, { "pk": 27011, "title": "Interactivity and Ego Depletion in Insight Problem Solving", "subtitle": null, "abstract": "In the triangle of coins problem coins are arranged tocreate a triangle pointing down and the solution involvesmoving a few coins to change its orientation. The taskecology can be designed such that participants can workon it in a low interactivity environment, maintaining amental representation of simulated moves, or in a highinteractivity environment, thinking with and through aphysical model of the problem. These task ecologiesinvolve working memory to a different degree: Problemsolving draws more on working memory the lower thedegree of physical interaction. Participants first engagedin a writing task that required vigilance to inhibitcommon word choices, a degree of self regulationdesigned to induce a so-called ego depletion;participants then worked on the ToC problem in either alow or high interactivity environment. Solution rateswere determined by level of interactivity; the precedingdepletion experience did not impact performance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Interactivity" }, { "word": "ego depletion" }, { "word": "insight problemsolving" }, { "word": "working memory" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6g6888zr", "frozenauthors": [ { "first_name": "Frédéric", "middle_name": "", "last_name": "Vallée-Tourangeau", "name_suffix": "", "institution": "Kingston University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27011/galley/16647/download/" } ] }, { "pk": 27661, "title": "Interactivity, Stereotype threat, and Working memory", "subtitle": null, "abstract": "The purpose of the current study was to investigate the role of interactivity (the use of pen and paper) in defusingthe impact of stereotype threat on difficult mental arithmetic tasks, covering all four operations of mathematics. Eighty-four16-year-old girls from secondary schools in South East England (UK) participated in this study. Participants carried out (in aneducational setting) difficult, multi-digit mental arithmetic tasks in a stereotype threat or control condition, crossed with interac-tivity or no interactivity. The primary dependent variables were the overall performance of the participants in accuracy, latencyto solution, working memory, and mathematics anxiety. Increased interactivity enhanced mental arithmetic performance. Girlsin the stereotype condition performed worse in the working memory test than the participants in the control condition. However,there was no causal role of working memory in reduced mathematics performance under stereotype threat. Reasons for thisfinding and recommendations for future studies 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/7zh26349", "frozenauthors": [ { "first_name": "Anna-Stiina", "middle_name": "", "last_name": "Wallinheimo", "name_suffix": "", "institution": "University of Surrey", "department": "" }, { "first_name": "Harriet", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "University of Surrey", "department": "" }, { "first_name": "Adrian", "middle_name": "", "last_name": "Banks", "name_suffix": "", "institution": "University of Surrey", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27661/galley/17297/download/" } ] }, { "pk": 27402, "title": "Interleaving area problems in the 4 th grade classroom:What is the role of context and practice?", "subtitle": null, "abstract": "Typical mathematics instruction involves blocked practiceacross a set of conceptually similar problems. Interleaving, orpractice across a set of conceptually dissimilar problems,improves learning and transfer by repeatedly reloadinginformation and increasing discrimination of problemfeatures. Similarly, comparing problems across differentcontexts highlights relevant and irrelevant knowledge. Ourexperiment is the first to investigate the relative effects ofinterleaving geometry problems and interleaving contexts.Thirty-three fourth-grade students received the same practiceproblems but were randomly assigned to one of threeconditions: interleaved by math skill, interleaved by context,and interleaved by math skill and by context (i.e., hyper-interleaved). Afterward, each participant was exposed to testsassessing declarative and procedural knowledge. The resultssuggest that interleaving math skill within varying contextsenhances the acquisition of mathematical procedures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "interleaving" }, { "word": "Cognitive Development" }, { "word": "mathematicsinstruction" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4rj2v9dp", "frozenauthors": [ { "first_name": "Rachael", "middle_name": "", "last_name": "Todaro", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "Bradley", "middle_name": "J.", "last_name": "Morris", "name_suffix": "", "institution": "Kent State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27402/galley/17038/download/" } ] }, { "pk": 27047, "title": "Interoception: The Forgotten Modality in Perceptual Grounding of Concepts", "subtitle": null, "abstract": "Concepts are the basis of the human cognitive system, andthe question of what constitutes the content of these mentalrepresentations has long occupied the cognitive sciences.Work in psychology, linguistics and cognitive neurosciencehas converged on the idea that we develop our conceptualrepresentations through our perception of and interactionwith our environment. To date, such research has typicallyrestricted consideration to the perceptual modalities ofvision, touch, sound, taste, and smell. However, there isanother major modality of perceptual information that isdistinct from these traditional five senses; that is,interoception, or sensations within the body. In this paper,we explore the role of interoception in the perceptualgrounding of concepts.Recently, modality-specific measures of the strength ofperceptual experience (Lynott & Connell 2009, 2013) haveproven themselves important predictors of human behaviourin a range of conceptual tasks including word recognitionand reading (Connell & Lynott, 2010, 2012, 2014a, 2014b,2015, 2016). In a megastudy of over 32,000 words fromacross the abstract-concrete spectrum, we asked people toprovide modality-specific ratings of perceptual strength forsix modalities: the usual five (auditory, haptic, gustatory,olfactory, visual) plus the new category of interoceptivestrength. We found that interoceptive information dominatesthe perceptual profile of a sizeable number of concepts (9%;e.g., hangover, eternal, remorse), less than the proportion ofconcepts dominated by vision (74%; e.g., book) or sound(12%; e.g., melody), but more than are dominated by touch(3%; e.g., silky), gustation (2%; e.g., candy), or olfaction(<1%; e.g., bleach). Using principal components analysis toexamine how interoception relates to the other perceptualmodalities, we found that it tends to be strongly loadedagainst visual and haptic strength (i.e., that which is sensedwithin the body can be neither seen nor touched) but isrelatively distinct from sound, taste, and smell.Finally, we tested whether interoceptive strength offersvaluable information to conceptual content by examining itsrole in semantic facilitation of word recognition. Maximumperceptual strength (i.e., strength in the dominant modality)has previously been shown to predict word recognitionperformance better than concreteness or imageability(Connell & Lynott, 2012). We therefore compared thepredictive ability of two different versions of maximumperceptual strength: the original measure based on fivetraditional modalities, and a new version based on sixmodalities including interoceptive strength. In a regressionanalysis of lexical decision and word naming performance,interoceptive information considerably improved theefficacy of maximum perceptual strength in predicting bothresponse time and accuracy (Bayes Factors ranged fromBF 10 = 3.303×10 7 to BF 10 = 3.059×10 16 ). That is,perceptually strong words were recognized more quicklyand accurately than perceptually weak words, andinteroceptive strength was a valuable component in thisperceptual facilitation. Overall, these findings suggest thatinteroception has comparable status to other modalities incontributing to the perceptual grounding of concepts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "concepts; perceptual strength; groundedcognition; embodied cognition; word recognition" } ], "section": "Talks: Publication-Based", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9km3c08p", "frozenauthors": [ { "first_name": "Louise", "middle_name": "", "last_name": "Connell", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Dermot", "middle_name": "", "last_name": "Lynott", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Carney", "name_suffix": "", "institution": "Lancaster University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27047/galley/16683/download/" } ] }, { "pk": 27554, "title": "Interplay between semantic and emotional information in visual scene processing", "subtitle": null, "abstract": "We examined whether and how image’s semantics and emotion content interact during visual processing. In eachtrial, we briefly presented two emotional or neutral images (a scene context and an object), manipulating the semantic con-sistency and the emotional consistency of the pair. Participants categorised one image semantically or emotionally. Semanticcategorisation was overall better than emotional categorisation, but reduced in emotional compared to neutral images, and es-pecially in negative images. Emotional categorisation was better for positive than neutral or negative images; moreover, it wasfacilitated by emotional consistency and, for accuracy in context images, by semantic consistency. Our results show easinessof semantic compared to emotional categorisation. They suggest that semantic and emotion processes are interdependent, al-though emotional influence on semantic processing seems stronger than the counterpart, with in particular an interfering effectof aversive images. Conversely, image’s attractiveness seems beneficial when evaluating the quality of the emotional content.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4pw090k3", "frozenauthors": [ { "first_name": "Ana ̈ıs", "middle_name": "", "last_name": "Leroy", "name_suffix": "", "institution": "Universit ́e Cˆote d’Azur", "department": "" }, { "first_name": "Sylvane", "middle_name": "", "last_name": "Faure", "name_suffix": "", "institution": "Universit ́e Cˆote d’Azur", "department": "" }, { "first_name": "Sara", "middle_name": "", "last_name": "Spotorno", "name_suffix": "", "institution": "University of Glasgow", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27554/galley/17190/download/" } ] }, { "pk": 27408, "title": "Interpretation and Processing Time of Generalized Quantifiers:\nWhy your Mental Space Matters", "subtitle": null, "abstract": "Classical quantifiers (e.g., “all”, “some” and “none”) have\nbeen extensively studied in logic and psychology. In contrast,\ngeneralized quantifiers (e.g., “most”) allow for fine-grained\nstatements about quantities. The discrepancy in the underlying\nmental representation and its interpretation among interpreters\ncan affect language use and reasoning. We investigated the\neffect of quantifier type, quantification space (set size) and\nmonotonicity on processing difficulty (in response time, RT)\nand response diversity of 77 generalized quantifiers. Shannon\nentropy was employed to measure response diversity. Our\nfindings indicate: (i) Set size is a significant factor of response\ndiversity, which implies that the underlying space is relevant\nfor the interpretation. (ii) Quantifiers possess a rather static\nunderlying representation within and across tasks within a\nparticipant. (iii) Quantifier type and monotonicity can affect\nresponse diversity; while the response diversity can predict\nRT. (iv) In reasoning, the number of generalized quantifiers\nversus classical quantifiers in a syllogism is a factor of re-\nsponse diversity. Diversity in the interpretation of generalized\nquantifiers may be a cause of human’s deviation from logical\nresponses.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "generalized quantifiers; syllogism; total set size;\nmonotonicity" }, { "word": "individual differences" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0cf933ph", "frozenauthors": [ { "first_name": "Alice", "middle_name": "Ping Ping", "last_name": "Tse", "name_suffix": "", "institution": "Albert-Ludwigs-Universität Freiburg", "department": "" }, { "first_name": "Marco", "middle_name": "", "last_name": "Ragni", "name_suffix": "", "institution": "Albert-Ludwigs-Universität Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27408/galley/17044/download/" } ] }, { "pk": 27017, "title": "Interpreting actions by attributing compositional desires", "subtitle": null, "abstract": "We cannot see others’ mental states, so we infer them by\nwatching how people behave. Bayesian inference in a model of\nrational action – called inverse planning – captures how\nhumans infer desires from observable actions. These models\nrepresent desires as simple associations between agents and\nworld states. In this paper we show that by representing desires\nas probabilistic programs, an inverse planning model can infer\ncomplex desires underlying complex behaviors—desires with\ntemporal and logical structure, which can be fulfilled in\ndifferent ways. Our model, which combines basic desires via\nlogical primitives, is inspired by recent probabilistic grammar-\nbased models of concept learning. Through an experiment\nwhere we vary behaviors parametrically, we show that our\nmodel predicts with high accuracy how people infer complex\ndesires. Our work sheds light on the representations underlying\nmental states, and paves the way towards algorithms that can\nreason about others’ minds as we do.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social cognition; theory of mind; computational\nmodeling; Bayesian inference." } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3qw110xj", "frozenauthors": [ { "first_name": "Joey", "middle_name": "", "last_name": "Velez-Ginorio", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Max", "middle_name": "", "last_name": "Siegel", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Jara-Ettinger", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27017/galley/16653/download/" } ] }, { "pk": 26968, "title": "Interpreting Asymmetries in Speech Perception with Bayesian Inference", "subtitle": null, "abstract": "This paper proposes a Bayesian account of asymmetriesfound in speech perception: In many languages, listenersshow greater sensitivity if a non-coronal sound (/b/, /p/, /g/,/k/) is changed to coronal sounds (/d/, /t/) than vice versa. Thecurrently predominant explanation for these asymmetries isthat they reflect innate constraints from Universal Grammar.Alternatively, we propose that the asymmetries could simplyarise from optimal inference given the statistical properties ofdifferent speech categories of the listener’s native language.In the framework of Bayesian inference, we examined twostatistical parameters of coronal and non-coronal sounds:frequencies of occurrence and variance in articulation. In thelanguages in which perceptual asymmetries have been found,coronal sounds are either more frequent or more variable thannon-coronal sounds. Given such differences, an ideal observeris more likely to perceive a non-coronal speech signal as acoronal segment than vice versa. Thus, the perceptualasymmetries can be explained as a natural consequence ofprobabilistic inference. The coronal/non-coronal asymmetryis similar to asymmetries observed in many other cognitivedomains. Thus, we argue that it is more parsimonious toexplain this asymmetry as one of many similar asymmetriesfound in cognitive processing, rather than a linguistic-specific, innate constraint.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "speech perceptual asymmetry; Bayesianinference; natural statistics; category variability; nature vs.nurture; domain-general vs. domain-specific" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8cd0r7zg", "frozenauthors": [ { "first_name": "Jie", "middle_name": "", "last_name": "Ren", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Joseph", "middle_name": "L.", "last_name": "Austerweil", "name_suffix": "", "institution": "University of Wisconsin – Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26968/galley/16604/download/" } ] }, { "pk": 27599, "title": "Interpreting nonsignificant findings in psychological research", "subtitle": null, "abstract": "In this study, we examined the current practice and alternative methods for interpreting nonsignificant findings inpsychological research. The traditional null-hypothesis testing presents a challenge for researchers to interpret nonsignificantfindings. We reviewed the abstracts of all empirical articles published in three high-esteem psychological journals in 2015and selected those which referred to a nonsignificant result (N=134).We found that the majority of the statements interpretedthe results only within the sample, yet in 23% the authors inferred from the results to the absence of an effect. Bayes factoranalyses on these statistics indicated that the support of these results for the null-hypothesis is strong only in 4%, moderate in70% and anecdotal in 26%. The results revealed that Bayes factor analysis can help researchers in interpreting nonsignificantresults and also highlight that psychological studies with traditional sample sizes are unlikely to present strong evidence for thenull-hypothesis.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8d8620sv", "frozenauthors": [ { "first_name": "Bence", "middle_name": "", "last_name": "Palfi", "name_suffix": "", "institution": "University of Susse", "department": "" }, { "first_name": "Aba", "middle_name": "", "last_name": "Szollosi", "name_suffix": "", "institution": "University of New South Wales", "department": "" }, { "first_name": "Barnabas", "middle_name": "", "last_name": "Szaszi", "name_suffix": "", "institution": "Eotvos Lorand University", "department": "" }, { "first_name": "Marton", "middle_name": "", "last_name": "Kovacs", "name_suffix": "", "institution": "Eotvos Lorand University", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Zrubka", "name_suffix": "", "institution": "Eotvos Lorand University", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Szecsi", "name_suffix": "", "institution": "Eotvos Lorand University", "department": "" }, { "first_name": "Balazs", "middle_name": "", "last_name": "Aczel", "name_suffix": "", "institution": "Eotvos Lorand University", "department": "" }, { "first_name": "Eric-Jan", "middle_name": "", "last_name": "Wagenmakers", "name_suffix": "", "institution": "University of Amsterdam", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27599/galley/17235/download/" } ] }, { "pk": 27462, "title": "Interruptions Reduce Confidence Judgments: Predictions of Three Sequential\nSampling Models", "subtitle": null, "abstract": "The relationship between confidence and accuracy has been\nmodeled many times. This paper compares and contrasts three\ndecision-making mathematical models (2DSD, Poisson,\nRTCON2) of confidence and investigates how each model\npredicts the effects of interruptions on accuracy, decision\nresponse time, confidence, and confidence response time.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "2DSD; Poisson model; RTCON2; confidence;\naccuracy; interruptions; response time; decision-making" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/14t199tq", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "", "last_name": "Zish", "name_suffix": "", "institution": "George Mason University", "department": "" }, { "first_name": "Malcolm", "middle_name": "", "last_name": "McCurry", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" }, { "first_name": "Nathan", "middle_name": "", "last_name": "Aguiar", "name_suffix": "", "institution": "George Mason University", "department": "" }, { "first_name": "J. Gregory", "middle_name": "", "last_name": "Trafton", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27462/galley/17098/download/" } ] }, { "pk": 27553, "title": "Intolerance to uncertainty is associated with diminished exploration", "subtitle": null, "abstract": "Across diverse cognitive and behavioral domains, humans confront a fundamental tension between exploiting currentknowledge about the environment and exploring the environment in order to acquire new knowledge. Individuals differ idiosyn-cratically in how they balance this explore/exploit tradeoff, although the sources of these individual differences have not beensystematically studied. In the current study, we sought to do so, in terms of trait-level affective phenotypes. Specifically, weinvestigated whether intolerance to uncertainty (IU), characterized by a negative disposition toward uncertainty, predicted bothrandom and directed exploration in a two-armed bandit task which manipulated decision horizon. We found that greater IU wasassociated with diminished exploration, both random (p<0.001) and directed (p<0.05). These results suggest the importanceof explicitly considering affective states and dispositions in human decision-making and also have psychiatric implications, tothe extent that IU is a transdiagnostic dimension central to a range of anxiety-related disorders.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4tq5h4c8", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "", "last_name": "Lenow", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Nathaniel", "middle_name": "", "last_name": "Daw", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Phelps", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27553/galley/17189/download/" } ] }, { "pk": 27500, "title": "Introducing a New JavaScript Framework for Professional Online Studies.", "subtitle": null, "abstract": "New possibilities such as online crowdsourcing (Amazon Mechanical Turk), open data repositories (Open ScienceFramework), and online analysis (Ipython notebook) offer rich possibilities to improve, validate, and speed up research. How-ever, until today there is no cross-platform integration of these subsystems. Furthermore, implementation of online studies stillsuffers from the complex implementation (server infrastructure, database programming, security considerations etc.). Here wepresent LabVanced, a JavaScript framework that constitutes methodological innovation by combining three essential aspects foronline research. With our framework studies can be implemented in an intuitive graphical user interface without programming.Second, the framework takes care about participant recruitment and third, it outlines options for data visualizations and statisti-cal analysis. Additionally, the framework can be used for sharing not only the recorded data, but also the study design and theanalysis. In summary, we introduce a new powerful JavaScript framework for improving and accelerating online research.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/07k4941k", "frozenauthors": [ { "first_name": "Holger", "middle_name": "", "last_name": "Finger", "name_suffix": "", "institution": "University of Osnabrueck", "department": "" }, { "first_name": "Dorena", "middle_name": "", "last_name": "Diekamp", "name_suffix": "", "institution": "University of Osnabrueck", "department": "" }, { "first_name": "Caspar", "middle_name": "", "last_name": "Goeke", "name_suffix": "", "institution": "University of Osnabrueck", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27500/galley/17136/download/" } ] }, { "pk": 35990, "title": "Introduction to the Theme Section", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Extensive Reading", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1sv7p4jt", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Wiese", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35990/galley/26842/download/" } ] }, { "pk": 36010, "title": "Introduction to the Theme Section", "subtitle": null, "abstract": "", "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/8zb9b618", "frozenauthors": [ { "first_name": "Maliheh", "middle_name": "Mansuripur", "last_name": "Vafai", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36010/galley/26862/download/" } ] }, { "pk": 26789, "title": "Intuitive Biology and Global Challenges: Applying Theoretical Insightsfor Public Good", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "intuitive biology; climate change; biotechnology;evolution; science literacy; applied cognitive science" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8cn825w7", "frozenauthors": [ { "first_name": "Lauren", "middle_name": " ", "last_name": "Swiney", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Deborah", "middle_name": "", "last_name": "Kelemen", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Shtulman", "name_suffix": "", "institution": "Occidental College", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Coley", "name_suffix": "", "institution": "Northeastern University", "department": "" }, { "first_name": "Nicole", "middle_name": "", "last_name": "Betz", "name_suffix": "", "institution": "Northeastern University", "department": "" }, { "first_name": "Stefaan", "middle_name": "", "last_name": "Blancke", "name_suffix": "", "institution": "Ghent University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26789/galley/16425/download/" } ] }, { "pk": 26931, "title": "Intuitive psychophysics: Children’s exploratory play quantitatively tracks thediscriminability of alternative hypotheses", "subtitle": null, "abstract": "Studies suggest that children’s exploratory behavior is sensitive to uncertainty; however, few have approached thiswith sufficient precision to model quantitatively. Across three experiments, children (mean age=70 months) were asked to shakea box to identify which of two sets of marbles, differing in numerosity, were hidden inside. The sets’ numerosities varied in theirdiscriminability indices – the degree to which listeners can distinguish the sets based on the acoustic information generated.The time children spent shaking the box varied systematically with the discriminability of the alternative hypotheses they wereasked to distinguish, even though they heard only one set for each contrast. This suggests that children represent the uncertaintyin their own perceptual discrimination abilities (an ability we refer to as an intuitive psychophysics) and their exploratorybehavior is precisely calibrated to their degree of uncertainty about alternative hypotheses that might explain unobserved causesof perceptual data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2k20b9bx", "frozenauthors": [ { "first_name": "Rachel", "middle_name": "", "last_name": "Magid", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Max", "middle_name": "", "last_name": "Siegel", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26931/galley/16567/download/" } ] }, { "pk": 27628, "title": "Intuitive system control: Challenging the standard model of dynamic decisionmaking", "subtitle": null, "abstract": "Dynamic decision making (DDM) is usually operationalized in a way that subjects explore and control computer-simulated dynamic systems consisting of interconnected variables. Most authors in the field agree on a “standard model ofDDM” that assumes that decision makers have to learn the causal structure of the system through appropriate explorativebehavior before they can bring the system to given goal states. This strategy draws heavily on cognitive ressources, such asworking memory. The standard model predicts that performance in DDM, as well as structural knowledge should be severelyimpaired when a second cognitive task has to be executed while exploring the system. An experiment with a dual task as themain factor revealed no differences in knowledge and performance between the conditions. Participants in both conditionsappeared to rely on rudimentary structural knowledge and adopted intuitive strategies. We interprete the findings within a dualprocessing framework.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/60s27431", "frozenauthors": [ { "first_name": "Wolfgang", "middle_name": "", "last_name": "Schoppek", "name_suffix": "", "institution": "University of Bayreuth", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27628/galley/17264/download/" } ] }, { "pk": 27308, "title": "Investigating Sensitivity to Shared Information and Personal Experience in\nChildren’s Use of Majority Information", "subtitle": null, "abstract": "When learning from others, rather than simply following the\nmajority’s opinion, we need to accurately evaluate the quality\nof the information both the majority and the minority provide,\nand integrate that information with our own personal\nexperience. This is especially true when the majority’s opinion\nis based on lower quality information, because they shared the\nsame evidence rather than collecting evidence independently.\nPrevious work demonstrated that adults are sensitive to the\nquality of the majority’s information, consistent with the\npredictions of a Bayesian rational model (Whalen, Griffiths, &\nBuchsbaum, in press). In two behavioural experiments, we\ninvestigated how preschoolers combine testimony from a\nmajority that conflicts with a minority or with the child’s own\npersonal evidence. Unlike adults, children over-relied on the\nmajority when given only testimony. However, when also\ngiven their own conflicting evidence, children relied\nsignificantly less on the majority and over-relied on their own\nevidence. These findings help explain why children may\nfollow the majority at times, but in others trust their own\njudgements.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Selective Trust; Conformity Bias; Children;\nStatistical Dependency; Bayesian Modeling; Social Learning" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/17w678wg", "frozenauthors": [ { "first_name": "Kay", "middle_name": "", "last_name": "Otsubo", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Whalen", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Daphna", "middle_name": "", "last_name": "Buchsbaum", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27308/galley/16944/download/" } ] }, { "pk": 26874, "title": "Investigating the Explore/Exploit Trade-off in Adult Causal Inferences", "subtitle": null, "abstract": "We explore how adults learn counterintuitive causal relation-ships, and whether they discover hypotheses by revising theirbeliefs incrementally. We examined how adults learned a noveland unusual causal rule when presented with data that initiallyappeared to conform to a simpler, more salient rule. Adultswatched a video of several blocks placed sequentially on ablicket detector, and were then asked to determine the under-lying causal structure. In the near condition the true rule wascomplex, but could be found by making incremental improve-ments to the simple and salient initial hypothesis. The distantcondition was governed by a simpler rule, but to adopt that ruleparticipants had to set aside their initial beliefs, rather thanrevising them incrementally. Adults performed better in thenear condition, despite this rule being more complex, provid-ing some of the first evidence for an explore-exploit trade-offin inference, analogous to the trade-off in active learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causality" }, { "word": "Bayesian inference" }, { "word": "hypothesis search" }, { "word": "process model" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6wm3k1b4", "frozenauthors": [ { "first_name": "Erik", "middle_name": "", "last_name": "Herbst", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Lucas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Daphna", "middle_name": "", "last_name": "Buchsbaum", "name_suffix": "", "institution": "University of Toronto,", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26874/galley/16510/download/" } ] }, { "pk": 27583, "title": "Investigating the Impact of Sleep on Eyewitness Memory", "subtitle": null, "abstract": "How sleep impacts the accuracy of identifications that eyewitnesses make from lineups is unknown. For a com-prehensive understanding of eyewitness performance, two types of eyewitness ID accuracy are considered: discriminability(the ability to distinguish innocent from guilty suspects) and reliability (the probability that the identified suspect was the of-fender). The well-known role sleep plays in memory consolidation should apply to an eyewitness’s ability to discriminate, butnot necessarily their reliability. That is what we investigated in a large-scale forensically-relevant experiment. We compareddiscriminability and reliability from sleep (sleep occurs between witnessing a crime and lineup test) and wake (remains awakebetween crime and lineup) conditions. Furthermore, theorists have long been using signal-detection models to understandrecognition memory, but its use is new to the field of eyewitness ID research. Thus, we compared signal-detection models withdifferent decision rules. Our findings shed light on the impact sleep has on eyewitness IDs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2ps4f46g", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Morgan", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Jakke", "middle_name": "", "last_name": "Tamminen", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Mickes", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27583/galley/17219/download/" } ] }, { "pk": 27512, "title": "Investigating the predictions of a memory-based account of statistical learning", "subtitle": null, "abstract": "Statistical learning (SL) refers to the ability to extract statistical regularities from the environment. Many researchersbelieve that SL arises as a consequence of the way that information is stored and accessed in memory (Thiessen, Kronstein,& Hufnagle, 2013). Accordingly, manipulations that influence memory should have similar effects in SL experiments. In thecurrent study, participants were presented with artificial languages that varied along two dimensions known to impact memory:number of distractors in the input and timing of presentation (e.g., spaced vs. massed). Participants’ performance was clearlyinfluenced by these manipulations; for example, the ability to segment a word (e.g., ”dupona”) differed as a function of whetherthere was one frequent competitor (e.g., ”dugalo”) or several less frequent competitors (e.g., ”dugalo,” ”dufalu,” ”dumiso”).Experimental results were compared to two memory-based computational models of SL (PARSER and TRACX). Implicationsof the experimental results and model comparisons will 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/6fg9q3jm", "frozenauthors": [ { "first_name": "Sandrine", "middle_name": "", "last_name": "Girard", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Erik", "middle_name": "", "last_name": "Thiessen", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27512/galley/17148/download/" } ] }, { "pk": 27324, "title": "Is ambiguity detection in haptic imagery possible? Evidence for Enactive imaginings", "subtitle": null, "abstract": "A classic discussion about visual imagery is whether it affords\nreinterpretation, like discovering two interpretations in the\nduck/rabbit illustration. Recent findings converge on\nreinterpretation being possible in visual imagery, suggesting\nfunctional equivalence with pictorial representations.\nHowever, it is unclear whether such reinterpretations are\nnecessarily a visual-pictorial achievement. To assess this, 68\nparticipants were briefly presented 2-d ambiguous figures.\nOne figure was presented visually, the other via manual touch\nalone. Afterwards participants mentally rotated the\nmemorized figures as to discover a novel interpretation. A\nportion (20.6%) of the participants detected a novel\ninterpretation in visual imagery, replicating previous research.\nStrikingly, 23.6% of participants were able to reinterpret\nfigures they had only felt. That reinterpretation truly involved\nhaptic processes was further supported, as some participants\nperformed co-thought gestures on an imagined figure during\nretrieval. These results are promising for further development\nof an Enactivist approach to imagination.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "visual imagery; haptic imagery; gesture;\nenactivism; the imagery debate" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1hv6d10c", "frozenauthors": [ { "first_name": "Wim", "middle_name": "", "last_name": "Pouw", "name_suffix": "", "institution": "Erasmus University Rotterdam", "department": "" }, { "first_name": "Asimina", "middle_name": "", "last_name": "Aslanidou", "name_suffix": "", "institution": "Erasmus University Rotterdam", "department": "" }, { "first_name": "Kevin", "middle_name": "L.", "last_name": "Kamermans", "name_suffix": "", "institution": "Erasmus University Rotterdam", "department": "" }, { "first_name": "Fred", "middle_name": "", "last_name": "Paas", "name_suffix": "", "institution": "Erasmus University Rotterdam", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27324/galley/16960/download/" } ] }, { "pk": 26854, "title": "Is Conflict Detection in Reasoning Domain General?", "subtitle": null, "abstract": "A great deal of reasoning research indicates that individualsare often biased by intuitive heuristics. However,contemporary results indicate that individuals seem sensitiveto their biases; they seem to detect conflict with reasoningnorms. One of the key remaining questions is whether thisconflict sensitivity is domain general. To address thisquestion, we administered a battery of five classical reasoningtasks to a large sample of subjects and assessed their conflictdetection efficiency on each task by measuring their responseconfidence. Results indicate that conflict detection is, in mostsenses, not domain general, though there are compellingexceptions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "conflict detection; reasoning; bias; domaingenerality; decision making" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2kx4r5jj", "frozenauthors": [ { "first_name": "Darren", "middle_name": "", "last_name": "Frey", "name_suffix": "", "institution": "University, Sorbonne Paris", "department": "" }, { "first_name": "Wim", "middle_name": "", "last_name": "De Neys", "name_suffix": "", "institution": "University, Sorbonne Paris", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26854/galley/16490/download/" } ] }, { "pk": 27499, "title": "Is gender-fair langauge needed? How grammatical gender influencesrepresentations of discourse referents", "subtitle": null, "abstract": "The use of gender-fair language is an important measure to boost gender equality. However, there is wide-spreadscepticism as to the usefulness of avoiding male bias in language, even in gendered languages. For instance, in German allnouns carry grammatical gender, and role names are considered generic, even when their gender is masculine. We used asentence-picture matching task to test whether male references in language induce gendered representations. After presentinga sentence with a role name, a picture of a person was shown. In 48 trials, the factors gender of the role name (masculinevs. feminine) and sex of the person in the picture (woman vs. man) were crossed. The results of 40 participants showed thatwomen after masculine referents were more readily accepted than men after feminine referents, but reaction times increased.Thus, readers interpret some masculine forms as generic, but only with considerable cognitive effort.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5kt4d204", "frozenauthors": [ { "first_name": "Evelyn", "middle_name": "", "last_name": "Ferstl", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Lena", "middle_name": "", "last_name": "Dietsche", "name_suffix": "", "institution": "University of Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27499/galley/17135/download/" } ] }, { "pk": 27670, "title": "Is infants’ mutual exclusivity response based on preference to novelty or non-nameof an object?", "subtitle": null, "abstract": "Although “mutual exclusivity (ME)” is the term to refer to the behavior that infants map a novel label onto a novelobject rather than a familiar object, two studies, using preferential looking paradigm, aimed to investigate whether infants’ MEis based on preference to novelty or non-name of an object. In Study 1, 18-month-olds were tested on 2 conditions: familiar-object/novel-object trials with known label and familiar-object/novel-object trials with unknown label. The infants preferredto novel objects before naming but no naming effect found for both conditions. In Study 2, 18-month-olds in the same twoconditions as Study 1 were pre-familiarized to both of novel and familiar objects. The results showed that the naming effectswere found for both conditions, indicating that ME occurred. The findings of the present studies suggest that pre-familiarizationcould be used to validate if 18-month-olds’ ME response is based on non-name preference of an object.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5q41t54k", "frozenauthors": [ { "first_name": "Qinmei", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "Zhejiang University", "department": "" }, { "first_name": "Ye", "middle_name": "", "last_name": "Tao", "name_suffix": "", "institution": "Zhejiang University", "department": "" }, { "first_name": "Yuyan", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "Zhejiang University", "department": "" }, { "first_name": "Jon-Fan", "middle_name": "", "last_name": "Hu", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27670/galley/17306/download/" } ] }, { "pk": 27343, "title": "Is it fair? Textual effects on the salience of moral foundations", "subtitle": null, "abstract": "Many of the important decisions we make have moral\nimplications. Moral Foundations Theory (Haidt & Joseph,\n2004) identifies 5 distinct styles of moral reasoning that may\nbe applied to such decisions. This paper explores how reading\ntext that emphasizes one of these styles might affect our\nreasoning. After participants read a series of tweets that\nemphasized the Fairness/Cheating foundation they exhibited\nan increased reliance on this style compared to when they\nread tweets emphasizing the Care/Harm foundation. This\naffected participants’ answers to a questionnaire designed to\nmeasure the perceived importance of the different\nfoundations, as well as in their rating of the foundations\nevident in other tweets. Interestingly, this effect was short\nlived and was not observed for the Care/Harm foundation.\nThese results suggest that exposure to the moral reasoning of\nothers might temporarily influence what moral arguments we\nare likely to accept and employ.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Framing; Moral Foundation Theory; Moral\nCognition; Priming; Text" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/53v5v1x4", "frozenauthors": [ { "first_name": "Eyal", "middle_name": "", "last_name": "Sagi", "name_suffix": "", "institution": "University of St. Francis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27343/galley/16979/download/" } ] }, { "pk": 27616, "title": "Is Neurocomputational Self-Organization a Core Mechanism of AGI Systems?", "subtitle": null, "abstract": "Artificial General Intelligence (AGI) is a term that describes a variant of a Strong AI revival in the mind sciences.Irrespective of its definition limits, and leaving aside the non-scientific metaphysical or philosophical aspirations, AGI studiesthe feasibility and implementation aspects of artificial systems that would have the capacity of domain non-specific (domain-general) human-level intelligence.The importance of self-organization in natural neural systems as well as in neuromimetic computational systems, especiallythe class of Self-Organizing Map (SOM) neural networks, has been extensively demonstrated and supported in the literature.Neurocomputational self-organization exhibits unique characteristics, including non-deterministic epigenetic (post-genetic) be-havior, which enable direct functional and structural comparisons with the neocortex more than most existing relevant compu-tational mechanisms. If the problem of artificial general intelligence is approached from a biologically relevant computationalstandpoint then SOM mechanisms are currently a very strong candidate as a core component of a computational AGI system.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7p3254v1", "frozenauthors": [ { "first_name": "Spyridon", "middle_name": "", "last_name": "Revithis", "name_suffix": "", "institution": "University of New South Wales", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27616/galley/17252/download/" } ] }, { "pk": 27457, "title": "Is Red Fire Warmer than Blue Fire? Colored Thermal Words in a Stroop Task", "subtitle": null, "abstract": "In many languages there are concepts for warm and cold colors. Research on color-temperature correspondenceand their interaction is quite scarce, and based mostly on subjective measures. It is still unknown whether and to what extentcolors bear the thermal information. The current study explored the relationship between warm and cold colors (red andblue) and thermal aspects of the word semantics (sun, snow), using the Stroop paradigm in a color categorization task. Itwas hypothesized that if colors activate the thermal meaning then Stroop effect should occur. The results suggested a color-temperature compatibility effect – faster responses when associated color and thermal meaning corresponded (e.g. sun presentedin red). This provides important information on the automaticity of thermal activation during word processing, and on thestrength of conceptual associations in color perception. It was suggested that words induced mental simulation of the thermalconcepts, together with the associated color.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9g20q90h", "frozenauthors": [ { "first_name": "Yordanka", "middle_name": "", "last_name": "Zafirova", "name_suffix": "", "institution": "New Bulgarian University", "department": "" }, { "first_name": "Armina", "middle_name": "", "last_name": "Janyan", "name_suffix": "", "institution": "New Bulgarian University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27457/galley/17093/download/" } ] }, { "pk": 27101, "title": "Is Structural Priming in Children Facilitated by Interactions between Animacy andSyntax?", "subtitle": null, "abstract": "Sentence production relies on the activation of both semanticinformation (e.g. noun animacy) and syntactic frames thatspecify an order for grammatical functions (e.g. subjectbefore object; Levelt, Roelofs & Meyers, 1999). However, itis unclear whether these semantic and syntactic processesinteract (Gámez & Vasilyeva, 2015), and if this changesdevelopmentally. We thus examined the extent to whichanimacy-semantic role mappings in dative prime sentencesand target scenes influenced choice of syntactic structure. 143participants (47 three year olds, 48 five year olds and 48adults) alternated with the experimenter in describinganimations. Animacy mappings for themes and goals wereeither prototypical or non-prototypical and either matched ormismatched across the experimenter’s prime scenes andparticipants’ target elicitation scenes. Prime sentences wereeither double-object datives (e.g. the girl brought the monkeya ball) or prepositional datives (e.g. the girl brought the ballto the monkey). Participants’ target sentences were coded forsyntactic form. All age groups showed a main structuralpriming effect. For the youngest group, animacy-semanticrole mappings facilitated prepositional dative priming. Noanimacy facilitation was found for the older groups. Ourresults demonstrate the changing influence of animacy cueson sentence production through interactions with syntacticstructure over the course of development. The theoreticalimplications of our findings are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "structural priming; animacy; languageproduction; semantics; syntax." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3d83q9dg", "frozenauthors": [ { "first_name": "Leone", "middle_name": "", "last_name": "Buckle", "name_suffix": "", "institution": "University of Manchester", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Theakston", "name_suffix": "", "institution": "University of Manchester", "department": "" }, { "first_name": "Elena", "middle_name": "", "last_name": "Lieven", "name_suffix": "", "institution": "University of Manchester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27101/galley/16737/download/" } ] }, { "pk": 26822, "title": "Is there an explicit learning bias? Students beliefs, behaviors and learning outcomes", "subtitle": null, "abstract": "<p>Learning by doing refers to learning practices that involve completing activities as opposed to explicit learning (e.g., reading). Although the benefits of learning by doing have been described before, it is still relatively uncommon in instructional practice. We investigated how much students employ learning by doing in online courses, and whether it is associated with improved learning outcomes. Spending more time completing activities had a larger impact on learning outcomes than spending more time reading, even in the case of mostly declarative content, such as in a Psychology course. Moreover, learning by doing is more efficient: grade improvements of 1 standard-deviation require 10-20% less time in learning by doing than reading. Finally, we contrast this evidence with students’ a priori intuitions on best study strategies for their online course. Students overestimate the value of explicit learning through reading, and underestimate the value of active learning.</p>", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "learning by doing" }, { "word": "retrieval practice" }, { "word": "self-regulated learning" }, { "word": "doer effect" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/00w8g6df", "frozenauthors": [ { "first_name": "Paulo", "middle_name": "F.", "last_name": "Carvalho", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Elizabeth", "middle_name": "A.", "last_name": "McLaughlin", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Kenneth", "middle_name": "R.", "last_name": "Koedinger", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26822/galley/16458/download/" } ] }, { "pk": 27109, "title": "Is the relative distribution of verbs and nouns modulated by socio-culturalinfluences? Evidence from bilingual infants and toddlers in Malaysia.", "subtitle": null, "abstract": "Early vocabularies in most languages tend to contain more nouns than verbs. Yet, the strength of this noun bias hasbeen observed to vary across languages and cultures. Two main hypotheses have aimed at explaining such variations; eitherthat the relative importance of nouns vs. verbs is language- specific, or that socio-cultural influences shape early vocabularystructures. The present study compares the relative distribution of verbs and nouns, in English, between two groups of bilingualinfants and toddlers; Malay-English and Mandarin- English. We found that early English lexicons of Mandarin- Englishbilinguals contained more verbs than in the English lexicon of Malay-English bilinguals, in both comprehension and production.We discuss the potential role of socio-cultural influences on the vocabulary structure in young users of a language.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0dd63261", "frozenauthors": [ { "first_name": "Jun", "middle_name": "Ho", "last_name": "Chai", "name_suffix": "", "institution": "The University of Nottingham Malaysia Campus", "department": "" }, { "first_name": "Hui", "middle_name": "Min", "last_name": "Low", "name_suffix": "", "institution": "University Sains Malaysia", "department": "" }, { "first_name": "Tze", "middle_name": "Peng", "last_name": "Wong", "name_suffix": "", "institution": "The University of Nottingham Malaysia Campus", "department": "" }, { "first_name": "Julien", "middle_name": "", "last_name": "Mayor", "name_suffix": "", "institution": "University of Oslo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27109/galley/16745/download/" } ] }, { "pk": 26971, "title": "Is the strength of regularisation behaviour uniform across linguistic levels?", "subtitle": null, "abstract": "Human languages contain very little unconditioned variation.In contexts where language learners are exposed to input thatcontains inconsistencies, they tend to regularise it, either byeliminating competing variants, or conditioning variant use onthe context. In the present study we compare regularisationbehaviour across linguistic levels, looking at how adult learn-ers respond to variability in morphology and word order. Ourresults suggest similar strengths in regularisation between lin-guistic levels given input languages whose complexity is com-parable.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "artificial language learning; statistical learning;regularisation; variation; complexity; morphology; word order" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9h35625d", "frozenauthors": [ { "first_name": "Carmen", "middle_name": "", "last_name": "Saldana", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Kirby", "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": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26971/galley/16607/download/" } ] }, { "pk": 26904, "title": "Iterated Teaching Can Optimise Language Functionality", "subtitle": null, "abstract": "Experimental studies of the cultural evolution of languagehave focused on how constraints on learning andcommunication drive emergence of linguistic structure. Yetlanguage is typically transmitted by experts who adjust theinput in ways that facilitates learning by novices, e.g. throughchild-directed speech. Using iterated language learning ofbinary auditory sequences, we explored how language changeis affected by experts’ intention to teach the language tonovices. Comparison between teaching chains and simpletransmission chains revealed that teaching was associatedwith a greater rate of innovation which led to emergence ofmore expressive languages consisting of shorter signals. Thisis the first study to show that during cultural transmission,teaching can modify, and potentially optimise, functionalcharacteristics of language.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Teaching; iterated language learning; culturaltransmission; algorithmic complexity; compositionalstructure; combinatorial structure" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6v9380t8", "frozenauthors": [ { "first_name": "Vera", "middle_name": "", "last_name": "Kempe", "name_suffix": "", "institution": "University of Abertay", "department": "" }, { "first_name": "Kamil", "middle_name": "", "last_name": "Cichon", "name_suffix": "", "institution": "University of Abertay", "department": "" }, { "first_name": "Nicolas", "middle_name": "", "last_name": "Gauvrit", "name_suffix": "", "institution": "Université Paris 8 & École Pratique des Hautes Études", "department": "" }, { "first_name": "Monica", "middle_name": "", "last_name": "Tamariz", "name_suffix": "", "institution": "Heriot-Watt University,", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26904/galley/16540/download/" } ] }, { "pk": 27640, "title": "It is new, but will it be good? Context-driven exploration of novel options", "subtitle": null, "abstract": "How do people decide whether to try out novel options? We argue that they utilize contextual information toefficiently generalize from learned functional relations in order to decide between known or novel options. In a contextualmulti-armed bandit task, in which rewards are a noisy function of observable features, we assess participants’ preferences fornewly introduced options. We show that participants preferably choose a novel option if its features indicate high rewards,but shun the option if its features indicate low rewards, a behavior that can only be explained by functional generalization.Moreover, we assess people’s preferences for novel options that have medium rewards to test whether they prefer options lesssimilar to experienced options, consistent with choices guided by uncertainty. Given that novel options normally come withobservable features, we argue that contextual learning is a parsimonious yet powerful explanation of behavior in the face ofnovelty.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1vt8x9dd", "frozenauthors": [ { "first_name": "Hrvoje", "middle_name": "", "last_name": "Stojic", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Eric", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Maarten", "middle_name": "", "last_name": "Speekenbrink", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27640/galley/17276/download/" } ] }, { "pk": 27005, "title": "It’s all in your head: Effects of expertise on real-time accessto knowledge during written sentence processing", "subtitle": null, "abstract": "Real-time sentence processing involves connecting linguistic inputwith knowledge. Here, we ask how variability in semantic memory(specific domain knowledge) may influence semantic access in real-time sentence processing. We recorded EEG while participantsmore/less knowledgeable about the narrative world of Harry Potter(HP) read sentences. In Experiment 1, all participants showed N400predictability effects for general-knowledge sentences, but onlythose with high HP knowledge showed predictability effects forsentences about Harry Potter. This effect was driven by graded brainresponses to predictable endings as a function of knowledge.Experiment 2 revealed greater semantic activation (inferred fromN400 effects) for HP items participants reported knowing. High-knowledge participants also showed greater semantic activation foritems they reported not knowing/remembering. These findingssuggest that amount and/or functional organization of knowledgehas real-time consequences on written sentence processing andimplicate implicit/partial access to domain knowledge for expertswhen information is not explicitly recalled.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "sentence processing; knowledge; ERPs;individual differences" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/78g262v8", "frozenauthors": [ { "first_name": "Melissa", "middle_name": "", "last_name": "Troyer", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Marta", "middle_name": "", "last_name": "Kutas", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27005/galley/16641/download/" } ] }, { "pk": 27272, "title": "‘It’s More Fun With My Phone’:A Replication Study of Cell Phone Presence and Task Performance", "subtitle": null, "abstract": "From distracted driving, to work focus on a computer,increasing amounts of research is investigating how digitaltechnology influences users’ attention. A couple of widelycited studies have found that the mere presence of cell phonesinterferes with social interactions and cognitive performance,even when not actively in use. These studies have importantimplications but they have not yet been replicated, and alsosuffer from methodological shortcomings and lack ofestablished theoretical frameworks to explain the observedeffects. We improved the methodology used in a previousstudy of phone presence and task performance (Thornton,Faires, Robbins, & Rollins, 2014), while testing an‘opportunity cost’ model of mental effort and attention(Kurzban, Duckworth, Kable, & Myers, 2013). We wereunable to replicate Thornton et al.’s finding that presence ofcell phones reduces performance in a specific cognitive task(additive digit cancellation). Moreover, contrary to ourexpectations, we found that participants who used theirphones more, and who were more attached to them, found thetasks more fun/exciting and effortless, if they completed themwith their phone present.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attention; distraction; cell phones; smartphones;effort; task performance" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3dd9n19r", "frozenauthors": [ { "first_name": "Ulrik", "middle_name": "", "last_name": "Lyngs", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Ryan", "middle_name": "", "last_name": "McKay", "name_suffix": "", "institution": "University of London, Egham", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27272/galley/16908/download/" } ] }, { "pk": 27145, "title": "It’s not just what we say, it’s how we move: An examination of postural activityduring a disclosure event", "subtitle": null, "abstract": "The current study incorporates concepts from dynamicalsystems theory (DST) and embodied cognition topropose a novel method of answering traditionalquestions in social psychology. Namely, we wereinterested in understanding postural sway complexityduring the important interpersonal task of disclosing ahidden stigmatized identity (e.g., mental health disorder,history of sexual abuse). Using detrended fluctuationanalysis and multifractal detrended fluctuation analysis,we captured postural activity while people shared theirpersonal secrets to an imagined other. Results suggestthat disclosure context, defined by both disclosureconfidant and antecedent goals, is indeed embodied inour complex postural activity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Postural Sway; Concealable Stigmatized Identities;Detrended Fluctuation Analysis; Multifractal DetrendedFluctuation Analysis" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6xd8p2fm", "frozenauthors": [ { "first_name": "Hannah", "middle_name": "M.", "last_name": "Douglas", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Stacie", "middle_name": "", "last_name": "Furst-Holloway", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Michael", "middle_name": "J.", "last_name": "Richardson", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Rachel", "middle_name": "W.", "last_name": "Kallen", "name_suffix": "", "institution": "University of Cincinnati", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27145/galley/16781/download/" } ] }, { "pk": 27064, "title": "It’s Time: Quantifying the Relevant Timescales for Joint Attention", "subtitle": null, "abstract": "The study of the coordination of attention, a term called jointattention (JA), has resulted in a better understanding of thedynamics and development of communication. Despite theimportant insights gained from studying JA, there is littleconsensus regarding the specific components that are included inoperationalizing JA. The present work explored a parameter spaceof JA during a dyadic naturalistic toy play task between 9-month-old infants and their parents. We systematically measured thetemporal properties of two components commonly used tooperationalize JA: the duration of continuous alignment of parentand infant visual fixations and the flexibility of fluctuations ofattention. The results show that very brief bouts of JA areimportant predictors for vocabulary development. The results fromthis work provide new insights into the specific properties used tooperationalize JA and point to the importance of consideringmultiple timescales of behavior that make up JA.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "joint attention; communication; development;language development; methodology" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3rk9n2v8", "frozenauthors": [ { "first_name": "Drew", "middle_name": "H.", "last_name": "Abney", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Linda", "middle_name": "B.", "last_name": "Smith", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27064/galley/16700/download/" } ] }, { "pk": 27450, "title": "“I won’t lie, it wasn’t amazing”: Modeling polite indirect speech", "subtitle": null, "abstract": "Why are we polite when we talk to one another? One hypoth-esis is that people expect others to choose what to say basedon their goals both to transfer information efficiently (an epis-temic goal) and to make the listener feel good (a social goal).In our previous work, we found that when these two goals con-flict, they sometimes produce white lies. In the current work,we expand on this theory to consider another prominent case ofpolite speech: indirect remarks using negation (e.g., “It wasn’tamazing”). With minimal extensions from our previous frame-work, our formal model suggests that a pragmatic speaker willproduce more indirect remarks when the speaker wants to beinformative and seem considerate at the same time. Thesepredictions were borne out in a language production experi-ment. These findings suggest that the conflict between socialand epistemic goals can account for a broad range of politenessphenomena.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Politeness; computational modeling; communica-tive goals; pragmatics" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2wm9r5b2", "frozenauthors": [ { "first_name": "Erica", "middle_name": "J.", "last_name": "Yoon", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "Henry", "last_name": "Tessler", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Noah", "middle_name": "D.", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27450/galley/17086/download/" } ] }, { "pk": 27662, "title": "Judging Magnitude: Is there a Common Cognitive System for Different Types ofMagnitude Judgments?", "subtitle": null, "abstract": "It has been suggested that a common cognitive system is employed in magnitude judgments across multiple modal-ities (Walsh, 2003). To test this theory, we examined whether performance on magnitude judgments of number, surface area,duration, and loudness correlated with each other in both magnitude comparison (e.g., determine which is more), and mag-nitude estimation (e.g., if magnitude 1 value = 100, estimate the value of magnitude 2) tasks. For magnitude comparison,significant correlations were observed between number, surface area, and loudness (but not duration) tasks (percent correctmeasured). Similar results were observed for magnitude estimation (mean absolute percent deviation of value estimates fromcorrect measured). These results are indicative of a common cognitive system for at least some magnitude judgment modalities,and suggest that such a system may play a role not only in more-than/less-than magnitude judgments, but also in the process ofassigning numerical values to magnitudes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1b51525n", "frozenauthors": [ { "first_name": "Rylan", "middle_name": "J.", "last_name": "Waring", "name_suffix": "", "institution": "University of Guelph", "department": "" }, { "first_name": "Lana", "middle_name": "M.", "last_name": "Trick", "name_suffix": "", "institution": "University of Guelph", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27662/galley/17298/download/" } ] }, { "pk": 27128, "title": "Judgment Before Emotion:People Access Moral Evaluations Faster than Affective States", "subtitle": null, "abstract": "Theories about the role of emotions in moral cognition makedifferent predictions about the relative speed of moral andaffective judgments: those that argue that felt emotions arecausal inputs to moral judgments predict that recognition ofaffective states should precede moral judgments; theoriesthat posit emotional states as the output of moral judgmentpredict the opposite. Across four studies, using a speededreaction time task, we found that self-reports of felt emotionwere delayed relative to reports of event-directed moraljudgments (e.g. badness) and were no faster than person-directed moral judgments (e.g. blame). These results pose achallenge to prominent theories arguing that moraljudgments are made on the basis of reflecting on affectivestates.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Affect" }, { "word": "Emotion" }, { "word": "moral judgment" }, { "word": "reaction time" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/76j7j4mm", "frozenauthors": [ { "first_name": "Corey", "middle_name": "", "last_name": "Cusimano", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Stuti", "middle_name": "Thapa", "last_name": "Magar", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Bertram", "middle_name": "F.", "last_name": "Malle", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27128/galley/16764/download/" } ] }, { "pk": 27505, "title": "Jumping in Japanese: Converting linguistic instructions into physicalperformances", "subtitle": null, "abstract": "This study explores the difficulties in physically realizing linguistic instructions concerning the action of jumping.We carried out a questionnaire on the understandability and physical feasibility of various jumping actions in Japanese, andthen conducted an experiment in which participants were asked to jump according to these instructions. After the physicalperformances the participants were asked to rate the easiness of the actions in a second questionnaire, and the results of thetwo questionnaires were compared. The results show that the understandability of the instructions and the participants’ beliefsabout the physical feasibility of the instructions were closely correlated. However, the results of the two questionnaires did notcorrelate. The results suggest that although participants believe they can convert jump instructions into physical performancesif the instructions are easy to understand, there are some gaps between the understandability of the linguistic instructions andthe physical realization of them.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/36g747c1", "frozenauthors": [ { "first_name": "Chie", "middle_name": "", "last_name": "Fukada", "name_suffix": "", "institution": "Kyoto Institute of Technology", "department": "" }, { "first_name": "Noriyuki", "middle_name": "", "last_name": "Kida", "name_suffix": "", "institution": "Kyoto Institute of Technology", "department": "" }, { "first_name": "Hiromichi", "middle_name": "", "last_name": "Hagihara", "name_suffix": "", "institution": "Kyoto University", "department": "" }, { "first_name": "Takatsugu", "middle_name": "", "last_name": "Kojima", "name_suffix": "", "institution": "Shiga University of Medical Science", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27505/galley/17141/download/" } ] }, { "pk": 36019, "title": "Keys to Teaching Grammar to English Language Learners: A Practical Handbook (2nd ed.) - Keith S. Folse", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3tn8k4jw", "frozenauthors": [ { "first_name": "Xiaoli", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "University of Central Florida", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36019/galley/26871/download/" } ] }, { "pk": 27259, "title": "Keystroke Dynamics Predict Essay Quality", "subtitle": null, "abstract": "Language entails many nested time scales, ranging from therelatively slow scale of cultural evolution to the rapid scale ofindividual cognition. The nested, multiscale nature oflanguage implies that even simple acts of text production,such as typing a sentence, entail complex interactionsinvolving multiple concurrent processes. As such, textproduction may have much in common with other cognitivephenomena thought to emerge from multiplicativeinteractions across temporal scales, namely those that exhibitfractal properties. We investigated the relationship betweenfractal scaling and the quality of produced text. Participants(N=131) wrote essays while their keystrokes were recorded.Fractal analyses were then performed on time series ofinterkeystroke intervals (IKIs). Results showed that fractalproperties characterizing IKIs positively predicted expertratings of essay quality, even after accounting for essaylength. The results support our hypotheses concerningmultiscale coordination and text production.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "text production; writing; keystroke; multifractal;essay quality" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3tp2v3qf", "frozenauthors": [ { "first_name": "Aaron", "middle_name": "D.", "last_name": "Likens", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Laura", "middle_name": "K.", "last_name": "Allen", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Danielle", "middle_name": "S.", "last_name": "McNamara", "name_suffix": "", "institution": "Arizona State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27259/galley/16895/download/" } ] }, { "pk": 27679, "title": "Knowledge acquiring on event chronology in Russian-language texts", "subtitle": null, "abstract": "Chaining the sequence of events through awareness of their temporal relations is an important aspect of text un-derstanding. As a rule, text provides only partial knowledge of event unfolding however various types of additional sources(documents, personal diaries, etc.) provide an added knowledge to make chronology more precise.The paper argues the novel approach to automated retrieval of information on temporal relations between events marked inthe text. The data retrieved will provide additions to computer ontology which formally represents the actual events chronology.A system of linguistic algorithms for analyzing the contexts with specific verbal (or linguistic situations) inputs is suggestedwithin the present approach. We use syntactic graphs of the sentences and some grammatical characteristics of the wordsproduced by the system for the automatic syntactic analysis of Russian texts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8j04593s", "frozenauthors": [ { "first_name": "Vera", "middle_name": "", "last_name": "Zabotkina", "name_suffix": "", "institution": "Russian State University for the Humanities", "department": "" }, { "first_name": "Mikhail", "middle_name": "", "last_name": "Epifanov", "name_suffix": "", "institution": "Russian State University for the Humanities", "department": "" }, { "first_name": "Elena", "middle_name": "", "last_name": "Pozdnyakova", "name_suffix": "", "institution": "Moscow State Institute of Foreign Relations", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27679/galley/17315/download/" } ] }, { "pk": 26884, "title": "Knowledge of Cross-Linguistic Semantic Diversity Reduces Essentialist Beliefsabout Categories", "subtitle": null, "abstract": "The words of different languages partition the world in strikingly different ways. Yet many people are unaware ofsuch differences, believing that some of the words of their native language pick out discrete categories based in nature. Weinvestigated whether knowledge of cross-linguistic semantic diversity—putatively inherent to bilingualism—can reduce suchessentialist beliefs. In three experiments, we found (a) that bilinguals were less likely than monolinguals to judge membershipfor animal categories in essentialist terms, (b) that explicit exposure to cross-linguistic semantic diversity, independent ofbilingualism, yielded similar effects, and (c) that this manipulation reduced essentialist beliefs about social categories as well.Together, our findings suggest that learning about how languages differ in their semantic systems—a form of metalinguisticknowledge—can lead people to think about categories more flexibly. Implications for research on language and thought, andfor ameliorating the negative consequences of social essentialism, are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1hf2696b", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "", "last_name": "Holmes", "name_suffix": "", "institution": "Colorado College", "department": "" }, { "first_name": "Erin", "middle_name": "", "last_name": "Luby", "name_suffix": "", "institution": "Colorado College", "department": "" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Husney", "name_suffix": "", "institution": "Colorado College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26884/galley/16520/download/" } ] }, { "pk": 27672, "title": "Knowledge partitioning in forecasting", "subtitle": null, "abstract": "In this study, we would like to examine whether the learned forecasting function can be separated for use by context.The participants were asked to learn to forecast the position of a target, defined as a sine function of trial number. A context cuewas paired with the moving of the target systematically and randomly in two conditions. The learning performance was quitegood in both conditions. In the transfer phases, in the systematic-context condition, some participants learned to rely on contextto direct their prediction (i.e., knowledge partitioning), whereas some others and those in the randomized-context conditionlearned to rely on the concept about the function for forecasting. However, contrary to the precedent knowledge partitioningstudies, the variety of using context or not was found within participants across transfer phases. The modeling results favoredthe associative account over the rule account on accommodating the training and transfer response patterns.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1485j37w", "frozenauthors": [ { "first_name": "Lee-Xieng", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "National Chengchi University", "department": "" }, { "first_name": "Tzu-His", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "National Chengchi University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27672/galley/17308/download/" } ] }, { "pk": 26825, "title": "Knowledge transfer in a probabilistic Language Of Thought", "subtitle": null, "abstract": "In many domains, people are able to transfer abstract knowl-edge about objects, events, or contexts that are superficiallydissimilar, enabling striking new insights and inferences. Weprovide evidence that this ability is naturally explained as theaddition of new primitive elements to a compositional mentalrepresentation, such as that in the probabilistic Language OfThought (LOT). We conducted a transfer-learning experimentin which participants learned about two sequences, one afterthe other. We show that participants’ ability to learn the secondsequence is affected the first sequence they saw. We test twoprobabilistic models to evaluate alternative theories of how al-gorithmic knowledge is transferred from the first to second se-quence: one model rationally updates the prior probability ofthe primitive operations in the LOT based on what was used inthe first sequence; the other stores previously likely hypothesesas new primitives. Both models perform better than baselinesin explaining behavior, with the human subjects appearing totransfer entire hypotheses when they can, and otherwise updat-ing the prior on primitives.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Knowledge transfer; Concepts; Language OfThought; One-shot learning" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0xd7g5rm", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "J.", "last_name": "Cheyette", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Steven", "middle_name": "T.", "last_name": "Piantadosi", "name_suffix": "", "institution": "University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26825/galley/16461/download/" } ] }, { "pk": 26864, "title": "Language and Spatial Memory in Japanese and English", "subtitle": null, "abstract": "Demonstratives are among the most frequent words in all languages, but demonstrative systems vary considerablybetween languages. In two experiments, we tested demonstrative use and the influence of demonstratives on spatial memory inJapanese and English – languages with purportedly very different demonstrative systems. Participants engaged in a ‘memorygame’, tapping their use of demonstratives to describe objects located on a sagittal plane (Experiment 1) and the influenceof demonstratives on memory for object location (Experiment 2). In addition to distance from speaker, the experiments alsomanipulated the position of a conspecific (next to or opposite participants). Distance and position of conspecific both affecteddemonstrative choice and memory in Japanese, with similar effects in English even though English does not explicitly encodethe position of a conspecific. We discuss possible universals underlying demonstrative systems and the influence of languageon memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4st4w2th", "frozenauthors": [ { "first_name": "Harmen", "middle_name": "", "last_name": "Gudde", "name_suffix": "", "institution": "University of East Anglia", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Coventry", "name_suffix": "", "institution": "University of East Anglia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26864/galley/16500/download/" } ] }, { "pk": 27668, "title": "Language as a process: An exploration among pre-adolescent Chinese EFLs", "subtitle": null, "abstract": "This paper reports a reading intervention programme, the LMVS (Linguistically Mediated Visual Search) amongpre-adolescent Chinese EFLs. It sets out to test whether managing the process of silent reading might modify text complexityas perceived. The paper is a combination of two studies. The first study was the development and assessment of a reading com-prehension test. The second study piloted an intervention for pre-adolescents. Item-by-item analysis of students’ performancein the post-test show changes in the perception of item difficulty after the intervention. Chinese EFL struggling readers werefound to be weaker in lexical analysis. They also faced difficulties in decoding main ideas in compound/complex sentences. Inresponse to the analysis, strategies were developed for automatic syntactic processing. The paper proposes seeing language asa process, rather than a product so that learner management skills might be prepared for reading intervention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0467q8jf", "frozenauthors": [ { "first_name": "Hing", "middle_name": "Yi", "last_name": "Wong", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" }, { "first_name": "Susanna", "middle_name": "", "last_name": "Yeung", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" }, { "first_name": "Wen", "middle_name": "Chung", "last_name": "Wang", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" }, { "first_name": "Chi", "middle_name": "Wing", "last_name": "Yip", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27668/galley/17304/download/" } ] }, { "pk": 27604, "title": "Language input and development during a year in an early intervention classroom", "subtitle": null, "abstract": "By the time they are three-years-old, children raised in poverty hear 30 million fewer words than their socioeconomi-cally advantaged peers. This word gap predicts later school readiness outcomes and sets the stage for achievement gaps that canfollow the child through life. Although parent speech has become a subject of increasing study and intervention, less is knownabout speech in childcare settings. We conducted a longitudinal study in an early-intervention classroom for 2-3-year-old chil-dren from low-income, at-risk backgrounds. We examine the relationship between language input from teachers and peers andchildren’s language skills over one year. Results show that vocabulary knowledge influences children’s talkativeness in theclassroom, and talkativeness and the amount of language they hear positively relates to increases in their language abilities.Our application of automated measurement provides new insight into the dynamics of the classroom language environment andconsequences for language development in at-risk children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/44p8q7p1", "frozenauthors": [ { "first_name": "Lynn", "middle_name": "", "last_name": "Perry", "name_suffix": "", "institution": "University of Miami", "department": "" }, { "first_name": "Emily", "middle_name": "", "last_name": "Prince", "name_suffix": "", "institution": "University of Miami", "department": "" }, { "first_name": "Adriana", "middle_name": "", "last_name": "Valtierra", "name_suffix": "", "institution": "University of Miami", "department": "" }, { "first_name": "Camila", "middle_name": "", "last_name": "Rivero-Fern ́andez", "name_suffix": "", "institution": "University of Miami", "department": "" }, { "first_name": "Mary", "middle_name": "Anne", "last_name": "Ullery", "name_suffix": "", "institution": "University of Miami", "department": "" }, { "first_name": "Lynne", "middle_name": "", "last_name": "Katz", "name_suffix": "", "institution": "University of Miami", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Messinger", "name_suffix": "", "institution": "University of Miami", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27604/galley/17240/download/" } ] }, { "pk": 27092, "title": "Language Modality Affects Responses in Left IFG during Processing ofSemantically Ambiguous Sentences", "subtitle": null, "abstract": "Ambiguity resolution requires high-level interpretation processes, at least some of which are subserved by theinferior frontal gyrus (IFG), a region that is susceptible to modulation by task demands. This fMRI study investigates the extentto which ambiguity-related activation in IFG is modulated by the specific cognitive-linguistic demands posed by the modality inwhich a sentence is presented. In the present study, ambiguous sentences and matched unambiguous sentences were presentedin three conditions: listening, reading, and rapid serial visual presentation (RSVP). The RSVP modality elicited strongerambiguity-related haemodynamic responses than the other two modalities, particularly in left anterior IFG. This indicatesthat the RSVP modality cannot be used as a simple substitute for natural reading without taking into account the additionalprocessing resources it requires.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/61t082q2", "frozenauthors": [ { "first_name": "Lena", "middle_name": "M.", "last_name": "Blott", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Jennifer", "middle_name": "M.", "last_name": "Rodd", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Jane", "middle_name": "E.", "last_name": "Warren", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27092/galley/16728/download/" } ] }, { "pk": 26901, "title": "Language-users choose short words in predictive contextsin an artificial language task", "subtitle": null, "abstract": "Zipf (1935) observed that word length is inversely proportionalto word frequency in the lexicon. He hypothesised that thiscross-linguistically universal feature was due to the Principleof Least Effort: language-users align form-meaning mappingsin such a way that the lexicon is optimally coded for efficientinformation transfer. However, word frequency is not the onlyreliable predictor of word length: Piantadosi, Tily, and Gib-son (2011) show that a word’s predictability in context is infact more strongly correlated with word length than word fre-quency. Here, we present an artificial language learning studyaimed at investigating the mechanisms that could give rise tosuch a distribution at the level of the lexicon. We find thatparticipants are more likely to use an ambiguous short form inpredictive contexts, and distinct long forms in surprising con-texts, only when they are subject to the competing pressures tocommunicate accurately and efficiently. These results supportthe hypothesis that language-users are driven by a least-effortprinciple to restructure their input in order to align word lengthwith information content, and this mechanism could thereforeexplain the global pattern observed at the level of the lexicon.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Information theory; Efficient communication; Ar-tificial language learning; Uniform Information Density" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6cs26777", "frozenauthors": [ { "first_name": "Jasmeen", "middle_name": "", "last_name": "Kanwal", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Culbertson", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Kirby", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26901/galley/16537/download/" } ] }, { "pk": 27665, "title": "Later lexical development in bilinguals", "subtitle": null, "abstract": "We investigated object naming in Dutch-French bilingual children to determine the developmental trajectory of thecross-language convergence in naming patterns shown by bilingual adults. We collected name choices for nearly 200 commonhousehold containers from French-Dutch simultaneous bilinguals of 6 different age groups, along with monolingual controlgroups. Multidimensional scaling analysis on a group level suggests that convergence is present in bilinguals at all ages. Onthe individual level, pairwise between-subject correlations show that monolingual naming patterns in different languages showa remarkable correspondence at younger ages. Between age 5 and adulthood, the naming patterns of monolingual childrendemonstrate increasing divergence as they learn the language specificities of their L1. Bilingual children, however, maintain afully converged naming pattern up till age 10. They start learning some language-specific idiosyncrasies from age 12 onwards,but never to the extent of monolinguals. We propose a gradual divergence perspective for bilingual lexical development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4gx301mc", "frozenauthors": [ { "first_name": "Anne", "middle_name": "", "last_name": "White", "name_suffix": "", "institution": "University of Leuven", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Malt", "name_suffix": "", "institution": "Lehigh University", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Verheyen", "name_suffix": "", "institution": "Ecole Normale Sup ́erieure", "department": "" }, { "first_name": "Gert", "middle_name": "", "last_name": "Storms", "name_suffix": "", "institution": "University of Leuven", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27665/galley/17301/download/" } ] }, { "pk": 27138, "title": "Leaping across the mental canyon: Analogical retrieval across disparate taskdomains", "subtitle": null, "abstract": "The present study provides evidence for far analogicalretrieval, i.e., analogical retrieval across disparate taskdomains, as a result of analogical comparison. Participantsread source stories, which were then retrieved after a filleddelay through abstract letter-string cues that matched therelational form of key parts of stories. They then generatedresponses to an ambiguous letter-string analogy problem.Evidence was found for far analogical retrieval of higher-order relations because 1. comparison of letter-stringanalogies cued source stories specific to the relations showedin the letter-strings, and then 2. those same relations formedthe basis for how subjects solved novel letter-string problems.The experiment offers support for the schema inductionaccount of analogical retrieval, and suggests that people aremore sensitive to relational structures than was previouslythought.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogy; memory; reasoning; analogical retrieval;letter-string analogies" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0zj989fb", "frozenauthors": [ { "first_name": "Shir", "middle_name": "", "last_name": "Dekel", "name_suffix": "", "institution": "University of Sydney", "department": "" }, { "first_name": "Bruce", "middle_name": "D.", "last_name": "Burns", "name_suffix": "", "institution": "University of Sydney", "department": "" }, { "first_name": "Micah", "middle_name": "B.", "last_name": "Goldwater", "name_suffix": "", "institution": "University of Sydney", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27138/galley/16774/download/" } ] }, { "pk": 26981, "title": "Learning About Causal Systems Through Play", "subtitle": null, "abstract": "It is commonly believed that children are able to learn through\nplay. Recent studies have found that children are able to learn\ncausal rules through free play (Sim & Xu, in press). One such\nstudy found that children learned how to correctly activate\nmachines, using either a block that was the same shape or the\nsame color as the machine, when given five minutes to play\nwith them. However, would children be able to learn a more\ncomplex causal rule through free play as well and would their\nperformance be comparable to children who were didactically\ntaught the same causal rule? In the current study, we show that\nchildren are able to learn more complex causal rules through\nfree play. We also show that children perform significantly\nbetter when learning these rules through free play or by first\nengaging in free play and then observing, as opposed to solely\nthrough observation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "free play; causal learning; generalization" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/57p4d86w", "frozenauthors": [ { "first_name": "Zi", "middle_name": "L.", "last_name": "Sim", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Kuldeep", "middle_name": "K.", "last_name": "Mahal", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Fei", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26981/galley/16617/download/" } ] }, { "pk": 26928, "title": "Learning induced illusions: Statistical learning creates false memories", "subtitle": null, "abstract": "The cognitive system readily extracts regularities in terms of\nobject co-occurrences over space and time through statistical\nlearning. However, how does learning such relationships\ninfluence the memory representations of individual objects?\nHere we used a false memory paradigm to examine the impact\nof statistical learning on memory representations of individual\nobjects. Observers were exposed to a temporal sequence\n(Experiment 1) or spatial arrays (Experiment 2) of objects\nwhich contained object pairs (e.g., A-B). In a subsequent\nrecognition phase, observers viewed a sequence or an array\ncontaining only one member of the original pair, and judged\nwhether either the presented object or the missing object in the\noriginal pair was present. We found that statistical learning not\nonly sharpened the detection of the presented object, but also\ninduced a false memory of the missing object. This reveals a\nnovel consequence of statistical learning: learning of\nregularities can create illusory memories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Statistical learning; false memory; implicit\nlearning; regularities;" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0ff64160", "frozenauthors": [ { "first_name": "Yu", "middle_name": "", "last_name": "Luo", "name_suffix": "", "institution": "University of British Columbia", "department": "" }, { "first_name": "Jiaying", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "University of British Columbia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26928/galley/16564/download/" } ] }, { "pk": 27415, "title": "Learning in the Wild: Real-World Experiences Shape Children’s Knowledge\nOrganization", "subtitle": null, "abstract": "The organization of knowledge according to relations between\nconcepts is critically involved in many cognitive processes,\nincluding memory and reasoning. However, the role of\nlearning in shaping knowledge organization has received little\ndirect investigation. Therefore, the present study investigated\nwhether informal learning experiences can drive rapid,\nsubstantial changes in knowledge organization in children by\nmeasuring the effects of a week-long Zoo summer camp versus\na control camp on the degree to which 4- to 9-year-old\nchildren’s knowledge about animals was organized according\nto taxonomic relations. Although taxonomic organization did\nnot differ at pre-test, only Zoo camp children showed increases\nin taxonomic organization at post-test. These findings provide\nnovel evidence that informal, real-life learning experiences can\ndrive rapid knowledge organization change.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Development; Semantic Knowledge;\nSemantic Development" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2m6487kv", "frozenauthors": [ { "first_name": "Layla", "middle_name": "", "last_name": "Unger", "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": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27415/galley/17051/download/" } ] }, { "pk": 27482, "title": "Learning Object Names from Visual Pervasiveness: the Visual Statistics Predict", "subtitle": null, "abstract": "Recent analysis of a corpus of infant-perspective head-camera images found an extremely right-skewed frequencydistribution of objects present in 8- to 10-month-old infants’ visual environments (Clerkin, et al., 2017). Furthermore, theobjects most pervasively present in these scenes have names normatively acquired first by learners of English. New analysesshow that the names for these objects occur only sparsely in infants’ environments, and object name frequency is not correlatedwith object visual frequency. Therefore, we designed a simple associative model simulating word-object co-occurrence in orderto investigate how visual pervasiveness without high-frequency naming could lead to learning of word-object correspondences.With random sampling from distributions reflecting the actual frequency of words and objects in infants’ environments, we findthat the most frequent objects have a distinct advantage over less frequent objects in their conditional probability. This suggestsvisual experience with objects may be the principal predictor of early word-referent 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/81x8f15r", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Clerkin", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Linda", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27482/galley/17118/download/" } ] }, { "pk": 26817, "title": "Learning on Multi-Touch Devices: The influence of the distance betweeninformation in pop-ups and the hands of the users", "subtitle": null, "abstract": "Prior research indicated that information processing isinfluenced by the proximity of the hands to information:visuospatial processing is fostered near the hands, whereastextual processing might not be affected or even inhibitednear the hands. This study investigated how the proximity ofthe hands to digital information in pop-ups influenceslearning outcomes on multi-touch devices. Depending on thedistance between the information in the pop-ups and thehands of the users there were three conditions: (1) all pop-upsopened near the hands, (2) all pop-ups opened far from thehands, and (3) pop-ups with visuospatial information openednear the hands, whereas pop-ups with textual informationopened far from the hands (mixed condition). Results showedbetter learning outcomes when visuospatial pop-ups arepresented near the hands, whereas there was no difference inlearning outcomes between near and far presented textualpop-ups. Results and implications for multi-touch designs arediscussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Learning; Information in Pop-Ups; Near-Hand-Attention; Hand Proximity; Multi-Touch Devices; DesignImplementations" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9t1840gv", "frozenauthors": [ { "first_name": "Birgit", "middle_name": " ", "last_name": "Brucker", "name_suffix": "", "institution": "Leibniz-Institut für Wissensmedien", "department": "" }, { "first_name": "Lara", "middle_name": "", "last_name": "Scatturin", "name_suffix": "", "institution": "Leibniz-Institut für Wissensmedien", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Gerjets", "name_suffix": "", "institution": "Leibniz-Institut für Wissensmedien", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26817/galley/16453/download/" } ] }, { "pk": 27125, "title": "Learning Relational Concepts throughUnitary versus Compositional Representations", "subtitle": null, "abstract": "Current theories of relational learning on structure mappingemphasize the importance of compositional representations,based on the concept’s components and the relations amongthem. We consider the possibility that relational concepts canalso be represented unitarily, whereby the concept is aproperty of the stimulus as a whole. The distinction betweencompositional and unitary representations of relationalconcepts is a natural consequence of structure-mappingtheory, but its psychological implications have not beenexplored. We report two experiments in which we examinehow encouraging subjects to represent relational conceptscompositionally versus unitarily affects learning onclassification- and inference-based category learning tasks.Our findings show that unitary representations lead to betterlearning than compositional representations, especially for theinference task. We conclude that unitary representations incurless cognitive load than structural alignment of compositionalrepresentations, and thus may be the default for everydayrelational reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Relational Learning; Relational Structure;Concept Representation; Category Learning; Inference." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5993x725", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Corral", "name_suffix": "", "institution": "University Colorado Boulder", "department": "" }, { "first_name": "Matt", "middle_name": "", "last_name": "Jones", "name_suffix": "", "institution": "University Colorado Boulder", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27125/galley/16761/download/" } ] }, { "pk": 27629, "title": "Learning Temporal Generative Neural Codes for Biological Motion Perceptionand Inference", "subtitle": null, "abstract": "We introduce a modular recurrent neural architecture, which learns distributed, generative temporal models of bio-logical motion. It encodes modal visual and proprioceptive (angular) biological motions separately by means of autoencoders,structuring respective postures, motion directions, and motion magnitudes separately. The submodal encoders are interdepen-dent by predicting each other’s next autoencoder states temporally. As a result, distributed attractor states can develop fromself-generated motions. We show that the architecture is able to synchronize its activities across modalities towards overallconsistent action-encoding attractors. Moreover, the developing spatial and temporal structures can complete partially observ-able actions, e.g., when only providing visual information. Furthermore, we show that the network is capable of simulatingwhole-body actions without any sensory stimulation, thus imagining unfolding actions. Finally, we show that the network isable to infer the visual perspective on a biological motion. Thus, the neural architecture enables embodied perspective takingand action inference.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6c76q60r", "frozenauthors": [ { "first_name": "Fabian", "middle_name": "", "last_name": "Schrodt", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" }, { "first_name": "Martin", "middle_name": "V.", "last_name": "Butz", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27629/galley/17265/download/" } ] }, { "pk": 27585, "title": "Learning to Consider Alternative Causes: Can Practice Make Us More Aware ofOur Imperfection?", "subtitle": null, "abstract": "In hindsight bias, upon learning an outcome, one is overly confident that one would have “known it all along.”Several researchers have been able to neutralize hindsight bias by prompting participants to consider alternative outcomes,but can we learn to avoid bias for novel outcomes, without prompting? Foresight participants read brief summaries of fivepsychology studies, and learned the mean performance of one group in each study. They estimated the other group’s perfor-mance—reflecting their sense of the effect size—stated possible causes, and then learned the other group’s mean performance.Hindsight participants learned both groups’ mean performance at the outset, then indicated what they would have estimated.We asked whether (1) participants would show superior estimation and/or consideration of alternative causes for novel stimulione week later, and (2) whether Foresight participants would benefit more given the feedback they received on the accuracy oftheir estimates.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/31t8m19h", "frozenauthors": [ { "first_name": "Edward", "middle_name": "", "last_name": "Munnich", "name_suffix": "", "institution": "University of San Francisco", "department": "" }, { "first_name": "Ana", "middle_name": "Maria", "last_name": "Hoffmann", "name_suffix": "", "institution": "University of San Francisco", "department": "" }, { "first_name": "Nancy", "middle_name": "", "last_name": "Ortega", "name_suffix": "", "institution": "University of San Francisco", "department": "" }, { "first_name": "Emma", "middle_name": "", "last_name": "Weinberger", "name_suffix": "", "institution": "University of San Francisco", "department": "" }, { "first_name": "Dana-Lis", "middle_name": "", "last_name": "Bittner", "name_suffix": "", "institution": "University of San Francisco", "department": "" }, { "first_name": "Jacqueline", "middle_name": "", "last_name": "Tiongco", "name_suffix": "", "institution": "University of San Francisco", "department": "" }, { "first_name": "Jasmine", "middle_name": "", "last_name": "West", "name_suffix": "", "institution": "University of San Francisco", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27585/galley/17221/download/" } ] }, { "pk": 27105, "title": "Learning to Learn Visual Object Categories by Integrating Deep Learning withHierarchical Bayes", "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/8kj341vv", "frozenauthors": [ { "first_name": "Andres", "middle_name": "", "last_name": "Campero", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Francl", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27105/galley/16741/download/" } ] }, { "pk": 27023, "title": "Learning to reinforcement learn", "subtitle": null, "abstract": "In recent years deep reinforcement learning (RL) systems have attained superhuman performance in a number ofchallenging task domains, but are constrained by a demand for large training sets. A critical present objective is thus to developdeep RL methods that can adapt rapidly to new tasks. In the present work we introduce a novel approach to this challenge,which we refer to as deep meta-reinforcement learning. Previous work has shown that recurrent networks can support meta-learning in a fully supervised context. We extend this approach to the RL setting. What emerges is a system that is trainedusing one RL algorithm, but whose recurrent dynamics implement a second, quite separate RL procedure. This second, learnedRL algorithm can differ from the original one in arbitrary ways and exploit structure in the training domain. We unpack thesepoints in five proof-of-concept experiments to examine key aspects of deep meta-RL.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1tn6q2t7", "frozenauthors": [ { "first_name": "Jane", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Zeb", "middle_name": "", "last_name": "Kurth-Nelson", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Hubert", "middle_name": "", "last_name": "Soyer", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Joel", "middle_name": "", "last_name": "Leibo", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Dhruva", "middle_name": "", "last_name": "Tirumala", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Remi", "middle_name": "", "last_name": "Munos", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Charles", "middle_name": "", "last_name": "Blundell", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Dharshan", "middle_name": "", "last_name": "Kumaran", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Matt", "middle_name": "", "last_name": "Botvinick", "name_suffix": "", "institution": "DeepMind", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27023/galley/16659/download/" } ] }, { "pk": 26984, "title": "Learning to See People Like People: Predicting Social Impressions of Faces", "subtitle": null, "abstract": "Humans make complex inferences on faces, ranging from ob-jective properties (gender, ethnicity, expression, age, identity,etc) to subjective judgments (facial attractiveness, trustworthi-ness, sociability, friendliness, etc). While the objective as-pects of face perception have been extensively studied, rela-tively fewer computational models have been developed forthe social impressions of faces. Bridging this gap, we de-velop a method to predict human impressions of faces in 40subjective social dimensions, using deep representations fromstate-of-the-art neural networks. We find that model perfor-mance grows as the human consensus on a face trait increases,and that model predictions outperform human groups in cor-relation with human averages. This illustrates the learnabilityof subjective social perception of faces, especially when thereis high human consensus. Our system can be used to decidewhich photographs from a personal collection will make thebest impression. The results are significant for the field of so-cial robotics, demonstrating that robots can learn the subjectivejudgments defining the underlying fabric of human interaction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social impression; deep learning; face perception" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2rc145bj", "frozenauthors": [ { "first_name": "Amanda", "middle_name": "", "last_name": "Song", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Li", "middle_name": "", "last_name": "Linjie", "name_suffix": "", "institution": "Purdue University", "department": "" }, { "first_name": "Chad", "middle_name": "", "last_name": "Atalla", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Garrison", "middle_name": "", "last_name": "Cottrell", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26984/galley/16620/download/" } ] }, { "pk": 27070, "title": "Legal HARKing: theoretical grounding in interaction research", "subtitle": null, "abstract": "In psychology, we tend to follow the general logic of fal-sificationism: we separate the ‘context of discovery’ (howwe come up with theories) from the ‘context of justification’(how we test them). However, when studying human interac-tion, separating these contexts can lead to theories with lowecological validity that do not generalize well to life outsidethe lab. We propose borrowing research practices from for-mal inductive methodologies during the process of discover-ing new regularities and analyzing natural data without beingled by theory. From the perspective of experimental psychol-ogy, this approach may appear similar to the ‘questionable re-search practice’ of HARKing (Hypothesizing After The Re-sults are Known). We argue that a carefully constructed formof HARKing can be used systematically and transparently dur-ing exploratory research and can lead to more robust and eco-logically valid theories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "HARKing; experimentalpsychology; conversation analysis; methodology; interaction" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/11c3q50g", "frozenauthors": [ { "first_name": "Saul", "middle_name": "", "last_name": "Albert", "name_suffix": "", "institution": "Tufts University", "department": "" }, { "first_name": "J.P.", "middle_name": "", "last_name": "de Ruiter", "name_suffix": "", "institution": "Tufts University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27070/galley/16706/download/" } ] }, { "pk": 27191, "title": "Leveraging mutual exclusivity for faster cross-situational wordlearning: A theoretical analysis", "subtitle": null, "abstract": "Past mechanistic accounts of children’s word learningclaim that a simple type of cross-situational learning ispowerful enough to match observed rates of learning,even in quite ambiguous situations. However, a limita-tion in some of these analyses is their reliance on an un-realistic assumption that the learner only hears a word insituations containing the intended referent. This studyanalyzed a more general type of cross-situational learn-ing based on the relative frequency of word-object pairs,and found it to be slower than the simple mechanismanalyzed in prior work. We then analytically exploredwhether relative-frequency learning can be improved byincorporating the mutual exclusivity (ME) principle–an assumption that words map to objects 1-to-1. Ouranalyses show that with a certain type of correlation inword-to-word relationship, ME makes relative frequencylearning as efficient as fast-mapping, which can learn aword in one exposure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Word learning; Cross-situational learningmodels; Mutual exclusivity; Language acquisition" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6qh0070q", "frozenauthors": [ { "first_name": "Shohei", "middle_name": "", "last_name": "Hidaka", "name_suffix": "", "institution": "Japan Advanced Institute of Science and Technology", "department": "" }, { "first_name": "Takuma", "middle_name": "", "last_name": "Torii", "name_suffix": "", "institution": "Japan Advanced Institute of Science and Technology", "department": "" }, { "first_name": "George", "middle_name": "", "last_name": "Kachergis", "name_suffix": "", "institution": "Radboud University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27191/galley/16827/download/" } ] }, { "pk": 26932, "title": "Leveraging Response Consistency within Individuals to Improve Group Accuracyfor Rank-Ordering Problems", "subtitle": null, "abstract": "Averaging the estimates of a number of individuals has beenshown to produce an estimate that is generally more accuratethan those of the individuals themselves. Similarly, averagingresponses from a single individual can also lead to a moreaccurate answer. How can we best combine estimates withinand between individuals to create an accurate group estimate?We report empirical results from a general knowledge rank-ordering experiment and demonstrate that individuals thatprovide more consistent answers across repeated elicitationsare also more accurate. We develop a consistency weightingheuristic and show that repeated elicitations within anindividual can be used to improve group accuracy. We alsodevelop a Thurstonian cognitive model which assumes adirect link between the process that explains the accuracy ofan individual and response consistency and show how themodel can infer accurate group answers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bayesian Modeling; Rank Ordering; Knowledge;Recall; Wisdom of Crowds; Within; Expertise; Uncertainty;Coherence; Consistency." } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/40w9476m", "frozenauthors": [ { "first_name": "Brent", "middle_name": "", "last_name": "Miller", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Steyvers", "name_suffix": "", "institution": "University of California, Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26932/galley/16568/download/" } ] } ] }