Article List

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        {
            "pk": 36007,
            "title": "LGBTQ+ Voices From the Classroom: Insights for ESOL Teachers",
            "subtitle": null,
            "abstract": "Research has indicated that heteronormativity in ESOL classrooms may prevent lesbian, gay, bisexual, transgender, or queer\n(LGBTQ+) students from producing meaningful language output\nand negotiating their identities in new social contexts (e.g., Liddicoat, 2009). This study aimed to understand (a) how LGBTQ+\nstudents perceive the framing of sexual diversity in classrooms\nand (b) the subsequent effects on their language and identity development. Qualitative interviews with 4 LGBTQ+ former ESOL\nlearners in the San Francisco Bay Area were conducted and thematically coded. Results indicated that the strong desire for professional advancement dovetailed with the desire to affirm an LGBTQ+ identity, yet the ESOL classroom provided few opportunities to construct an LGBTQ+ identity. However, expertly facilitated LGBTQ+ content provided numerous benefits to learners.\nTeachers should reframe classroom discussions to be maximally\ninclusive and should choose an approach to discussing LGBTQ+\ncontent that allows students to empower themselves.",
            "language": "eng",
            "license": null,
            "keywords": [],
            "section": "Theme Section - 2016 Graduate Student Research Contest",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/1pv296g3",
            "frozenauthors": [
                {
                    "first_name": "Evan",
                    "middle_name": "",
                    "last_name": "Kaiser",
                    "name_suffix": "",
                    "institution": "San Francisco State University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
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                    "path": "https://journalpub.escholarship.org/catesoljournal/article/36007/galley/26859/download/"
                }
            ]
        },
        {
            "pk": 27530,
            "title": "Linguistic processes in translation: Eye-tracking reveals differential effects ofphrase order and lexical choice",
            "subtitle": null,
            "abstract": "What are the processes underlying the judgments of translation? And what is the role of language proficiency?This study addresses these questions by examining how Chinese-English bilinguals evaluate poetry translations. Participantswere shown haikus in Chinese and the corresponding English translations and were asked to rate the translation quality. TheEnglish translations ranged from literal to free style and differed in two source text factors — phrase order and lexical choice.Results indicated an interaction between translation style and language proficiency, with the high proficiency bilinguals givingfree translations higher ratings. Furthermore, the analyses of eye movements revealed that, (a) in contrast to low proficiencybilinguals, high proficiency bilinguals tended to integrate discourse information regardless of intra-text re-ordering, and (b)among the good quality translations, the phrase order effect was more prominent than the lexical effect. These findings suggestthe interplaying roles of language proficiency and linguistic factors in translation.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Posters: Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/8vb2s271",
            "frozenauthors": [
                {
                    "first_name": "Xin",
                    "middle_name": "",
                    "last_name": "Huang",
                    "name_suffix": "",
                    "institution": "University of Macau",
                    "department": ""
                },
                {
                    "first_name": "Wei (sophia)",
                    "middle_name": "",
                    "last_name": "Deng",
                    "name_suffix": "",
                    "institution": "University of Macau",
                    "department": ""
                },
                {
                    "first_name": "Defeng",
                    "middle_name": "",
                    "last_name": "Li",
                    "name_suffix": "",
                    "institution": "University of Macau",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
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                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27530/galley/17166/download/"
                }
            ]
        },
        {
            "pk": 26944,
            "title": "Listeners integrate speech, gesture, and discourse structure to interpret thetemporal structure of complex events",
            "subtitle": null,
            "abstract": "Human communication has a remarkable capacity todescribe events that occurred elsewhere and at othertimes. In particular, when describing complex narratives,speakers must communicate temporal structure using amixture of words (e.g., “after”), gestures (e.g., pointingrightward for a later event), and discourse structure (e.g.,mentioning earlier events first). How do listenersintegrate these sources of temporal information to makesense of complex narratives? In two experiments, wesystematically manipulated gesture, speech, and order-of-mention to investigate their respective impacts oncomprehension of temporal structure. Gesture had asignificant effect on interpretations of temporal order.This influence of gesture, however, was weaker than theinfluence of both speech and order-of-mention. Indeed,in some cases, order-of-mention trumped explicitdescriptions in speech; for instance, if ‘earlier’ eventswere mentioned second, they were sometimes thought tohave occurred second. Listeners integrate multiplesources of information to interpret what happened when.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "time; gesture; iconicity; multimodalcommunication; memory."
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/8h04r7g7",
            "frozenauthors": [
                {
                    "first_name": "Andie",
                    "middle_name": "",
                    "last_name": "Nishimi",
                    "name_suffix": "",
                    "institution": "University of California, San Diego",
                    "department": ""
                },
                {
                    "first_name": "Esther",
                    "middle_name": "",
                    "last_name": "Walker",
                    "name_suffix": "",
                    "institution": "University of California, San Diego",
                    "department": ""
                },
                {
                    "first_name": "Benjamin",
                    "middle_name": "K.",
                    "last_name": "Bergen",
                    "name_suffix": "",
                    "institution": "University of California, San Diego",
                    "department": ""
                },
                {
                    "first_name": "Tyler",
                    "middle_name": "",
                    "last_name": "Marghetis",
                    "name_suffix": "",
                    "institution": "Indiana University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
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                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26944/galley/16580/download/"
                }
            ]
        },
        {
            "pk": 27010,
            "title": "Looking for the Cat and Seeing the Dog:Using Visual Search to Study Semantic Knowledge in Children",
            "subtitle": null,
            "abstract": "Semantic knowledge influences various higher-ordercognitive processes; therefore, it is important to understandhow it changes with development. The Match-to-Sample taskis perhaps the most common paradigm for studying changesin semantic knowledge over development, yet this paradigmhas a number of limitations. Here we provide initial evidencevalidating a Visual Search paradigm as a measure of semanticknowledge in preschoolers, and discuss the potential of thisparadigm to address the limitations posed by the Match-to-Sample task to study semantic knowledge development.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "semantic knowledge; visual attention; visualsearch; match-to-sample; language; children."
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/9jj604j3",
            "frozenauthors": [
                {
                    "first_name": "Catarina",
                    "middle_name": "",
                    "last_name": "Vales",
                    "name_suffix": "",
                    "institution": "Carnegie Mellon University",
                    "department": ""
                },
                {
                    "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": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
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                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27010/galley/16646/download/"
                }
            ]
        },
        {
            "pk": 27045,
            "title": "Low Dimensional Representations in Multi-Cue Judgment",
            "subtitle": null,
            "abstract": "The study of multi-cue judgment investigates how decisionmakers integrate cues to predict the value of a criterionvariable. We consider a multi-cue judgment task in whichdecision makers have prior knowledge of inter-cuerelationships but are ignorant of how the cues correlate withthe criterion. In this setting, a naive judgment strategyprescribes an equal weight for each cue. However, we findthat many participants appear to use a weighting schemebased on a low-dimensional representation of the cue space.The use of such a representation is consistent with coreinsights in semantic memory research and has importantoptimality properties concerning judgment accuracy.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "judgment and decision making; cueintegration; improper linear models; dimensionalityreduction; semantic memory"
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/4p15r9jg",
            "frozenauthors": [
                {
                    "first_name": "Joyce",
                    "middle_name": "Wenjia",
                    "last_name": "Zhao",
                    "name_suffix": "",
                    "institution": "University of Pennsylvania",
                    "department": ""
                },
                {
                    "first_name": "Sudeep",
                    "middle_name": "",
                    "last_name": "Bhatia",
                    "name_suffix": "",
                    "institution": "University of Pennsylvania",
                    "department": ""
                },
                {
                    "first_name": "Clintin",
                    "middle_name": "P.",
                    "last_name": "Davis-Stober",
                    "name_suffix": "",
                    "institution": "University of Missouri",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
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                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27045/galley/16681/download/"
                }
            ]
        },
        {
            "pk": 26788,
            "title": "LUCID science: Advancing learning through human-machine cooperation.",
            "subtitle": null,
            "abstract": "",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Computational methods"
                },
                {
                    "word": "modeling"
                },
                {
                    "word": "education"
                },
                {
                    "word": "collaboration"
                }
            ],
            "section": "Symposia",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/9gk559hg",
            "frozenauthors": [
                {
                    "first_name": "Timothy",
                    "middle_name": "T.",
                    "last_name": "Rogers",
                    "name_suffix": "",
                    "institution": "University of Wisconsin-Madison",
                    "department": ""
                },
                {
                    "first_name": "Charles",
                    "middle_name": "W.",
                    "last_name": "Kalish",
                    "name_suffix": "",
                    "institution": "University of Wisconsin-Madison",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
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                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26788/galley/16424/download/"
                }
            ]
        },
        {
            "pk": 27582,
            "title": "Magnitude of metaphor and its effect on reasoning about immigration",
            "subtitle": null,
            "abstract": "Metaphor is replete in discourse about immigration. Recent work shows that metaphoric framing can influenceattitudes toward immigration (e.g., Landau et al., 2009). However, we know little about how and when specific information inthe source domain drives this effect. Our study takes a novel approach, examining how varying intensity of information in thesource domain frame influences attitudes toward immigrants and immigration in the U.S. We analyze various metaphors butwe focus especially on intensity effects in the conceptual metaphor IMMIGRATION IS FLUID TRANSFER. For the FLUIDTRANSFER source domain, we investigate how varying intensity of flow (e.g., rate) influences attitudes about immigration,including whether immigrants should have access to social services and what type of wall should be built, if at all. Our resultsmake a valuable contribution to metaphor research by revealing what information within the source domain has the most (orleast) robust effects on 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/1j5696fc",
            "frozenauthors": [
                {
                    "first_name": "Karie",
                    "middle_name": "",
                    "last_name": "Moorman",
                    "name_suffix": "",
                    "institution": "University of California, Merced",
                    "department": ""
                },
                {
                    "first_name": "Teenie",
                    "middle_name": "",
                    "last_name": "Matlock",
                    "name_suffix": "",
                    "institution": "University of California, Merced",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27582/galley/17218/download/"
                }
            ]
        },
        {
            "pk": 26890,
            "title": "Maintaining Credibility When Communicating Uncertainty:\nThe Role of Communication Format",
            "subtitle": null,
            "abstract": "Research into risk communication has commonly highlighted\nthe disparity between the meaning intended by the\ncommunicator and what is understood by the recipient. Such\nmiscommunications will have implications for perceived trust\nand expertise of the communicator, but it is not known whether\nthis differs according to the communication format. We\nexamined the effect of using verbal, numerical and mixed\ncommunication formats on perceptions of credibility and\ncorrectness, as well as whether they influenced a decision to\nevacuate, both before and after an ‘erroneous’ prediction (i.e.\nan ‘unlikely’ event occurs, or a ‘likely’ event does not occur).\nWe observed no effect of communication format on any of the\nmeasures pre-outcome, but found the numerical format was\nperceived as less incorrect, as well as more credible than the\nother formats after an ‘erroneous’ prediction, but only when\nlow probability expressions were used. Our findings suggest\nnumbers should be used in consequential risk communications.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "verbal probability expressions; numerical\nprobabilities; risk communication; trust; expertise; credibility"
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/2543228g",
            "frozenauthors": [
                {
                    "first_name": "Sarah",
                    "middle_name": "C.",
                    "last_name": "Jenkins",
                    "name_suffix": "",
                    "institution": "University College London",
                    "department": ""
                },
                {
                    "first_name": "Adam",
                    "middle_name": "J. L.",
                    "last_name": "Harris",
                    "name_suffix": "",
                    "institution": "University College London",
                    "department": ""
                },
                {
                    "first_name": "R.",
                    "middle_name": "M.",
                    "last_name": "Lark",
                    "name_suffix": "",
                    "institution": "British Geological Survey",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
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                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26890/galley/16526/download/"
                }
            ]
        },
        {
            "pk": 26819,
            "title": "Maintenance of Perceptual Information in Speech Perception",
            "subtitle": null,
            "abstract": "Acoustic and contextual cues to linguistic categories (e.g.,phonemes or words) tend to be temporally distributed acrossthe speech signal. Optimal cue integration thus requires main-tenance of subcategorical information over time. At the sametime, previous work suggests that finite sensory memory orprocessing capacity strongly limits how much subcategoricalinformation can be maintained (or for how long). We ar-gue that previous work might have over-interpreted the roleof these limitations. In two perception experiments, we findno limit in the ability to maintain subcategorical information.We also find that maintenance seems to be the default, neitherlimited to perceptually particularly ambiguous signals, nor alearned strategy specific to our experiment. In contrast, listen-ers’ decision for how long to delay categorization, we find, is afunction of perceptual ambiguity. It is therefore crucial to dis-tinguish between in-principle abilities (even when they reflectdefault processing), and decisions made within the bounds ofthose abilities.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "linguistics; cognitive science; speech recognition;language comprehension"
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/1g9602gc",
            "frozenauthors": [
                {
                    "first_name": "Wednesday",
                    "middle_name": " ",
                    "last_name": "Bushong",
                    "name_suffix": "",
                    "institution": "University of Rochester",
                    "department": ""
                },
                {
                    "first_name": "Florian",
                    "middle_name": "",
                    "last_name": "Jaeger",
                    "name_suffix": "",
                    "institution": "University of Rochester",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
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                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26819/galley/16455/download/"
                }
            ]
        },
        {
            "pk": 26958,
            "title": "Make-or-break: chasing risky goals or settling for safe rewards?",
            "subtitle": null,
            "abstract": "Humans regularly invest time towards activities characterized by dramatic success or failure outcomes, where criti-cally, the outcome is uncertain ex-ante. How should people allocate time between such make-or-break activities and other safealternatives, where rewards are more predictable (e.g., linear) functions of time? We present a formal framework for studyingtime allocation between these two types of activities, and explore (optimal) behavior in both one-shot and dynamic versions ofthe problem. In the one-shot version, we illustrate the striking discontinuous relation between peoples skill and optimal timeallocation to the make-or-break task. In the dynamic version, we formulate both fully rational and boundedly rational strategies,both defined by a giving up threshold, which adaptively dictates when one should cease pursuit of the make- or-break goal.Comparing strategies across environments, we investigate the cost of sidestepping the computational burden of full rationality.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/3h35745j",
            "frozenauthors": [
                {
                    "first_name": "Pantelis",
                    "middle_name": "Pipergias",
                    "last_name": "Analytis",
                    "name_suffix": "",
                    "institution": "Cornell University",
                    "department": ""
                },
                {
                    "first_name": "Charley",
                    "middle_name": "",
                    "last_name": "Wu",
                    "name_suffix": "",
                    "institution": "Max Planck Institute for Human Development",
                    "department": ""
                },
                {
                    "first_name": "Alexandros",
                    "middle_name": "",
                    "last_name": "Gelastopoulos",
                    "name_suffix": "",
                    "institution": "Boston University",
                    "department": ""
                },
                {
                    "first_name": "Angelo",
                    "middle_name": "",
                    "last_name": "Pirrone",
                    "name_suffix": "",
                    "institution": "University of Sheffield",
                    "department": ""
                },
                {
                    "first_name": "Tom",
                    "middle_name": "",
                    "last_name": "Stafford",
                    "name_suffix": "",
                    "institution": "University of Sheffield",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
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                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26958/galley/16594/download/"
                }
            ]
        },
        {
            "pk": 36002,
            "title": "Making Connections 4: Skills and Strategies for Academic Reading\n- Jessica Williams and Pamela Vittorio",
            "subtitle": null,
            "abstract": "",
            "language": "eng",
            "license": null,
            "keywords": [],
            "section": "Book and Media Review",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/56b791jb",
            "frozenauthors": [
                {
                    "first_name": "Amy",
                    "middle_name": "",
                    "last_name": "Russo",
                    "name_suffix": "",
                    "institution": "Middlebury Institute of International Studies",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
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                    "path": "https://journalpub.escholarship.org/catesoljournal/article/36002/galley/26854/download/"
                }
            ]
        },
        {
            "pk": 27340,
            "title": "Manual Response Dynamics Reflect Rapid Integration of Intonational Informationduring Reference Resolution",
            "subtitle": null,
            "abstract": "Intonation plays an integral role in comprehending spoken lan-guage. It encodes post-lexical pragmatic functions such as sen-tence modality and discourse contexts. The present experimentinvestigates how and when listeners integrate intonational in-formation to anticipate reference resolution. While most workon the real-time processes of intonation-based intention recog-nition has utilized eye tracking, the present study uses themouse tracking paradigm, a valuable complementary methodto investigate the time course of speech processing. Partici-pants had to choose an interpretation based on pre-recorded in-structions containing different intonation contours. Recordingsof the x,y coordinates of participants’ computer mouse move-ments reveal that listeners integrate intonational informationrapidly as soon as they become available and anticipate poten-tial referential interpretations early on.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "intonation"
                },
                {
                    "word": "reference resolution"
                },
                {
                    "word": "mouse tracking"
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/4rc3570t",
            "frozenauthors": [
                {
                    "first_name": "Timo",
                    "middle_name": "B.",
                    "last_name": "Roettger",
                    "name_suffix": "",
                    "institution": "University of Cologne",
                    "department": ""
                },
                {
                    "first_name": "Mathias",
                    "middle_name": "",
                    "last_name": "Stoeber",
                    "name_suffix": "",
                    "institution": "University of Cologne",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
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                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27340/galley/16976/download/"
                }
            ]
        },
        {
            "pk": 27478,
            "title": "Mapping hand to world; Development of iconic representation in gesture andhomesign",
            "subtitle": null,
            "abstract": "In both gesture and sign, objects and events can be represented by reproducing some of their features iconically.Iconic gestures do not typically appear until well into children’s second year of life, suggesting that the cognitive and/or com-municative resources required are not trivial. Here we investigate how manual iconicity develops in two different communica-tive systems. Using longitudinal video corpora, we compare the emergence of manual iconicity in 52 hearing children learninga spoken language (co-speech gesture) to a deaf child creating a manual communication system (homesign). We focus on theshape of the hand, asking how handshape use changes between age 1 and 5, and how handshape choice relates to semanticcontent. We find broadly similar patterns of handshape development in co-speech gesture and homesign. This suggests that thecognitive building blocks underlying children’s ability to iconically map forms to meanings are shared across vastly differentcommunicative systems.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Posters: Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/6wn7n5c5",
            "frozenauthors": [
                {
                    "first_name": "Erica",
                    "middle_name": "",
                    "last_name": "Cartmill",
                    "name_suffix": "",
                    "institution": "University of California Los Angeles",
                    "department": ""
                },
                {
                    "first_name": "Lilia",
                    "middle_name": "",
                    "last_name": "Rissman",
                    "name_suffix": "",
                    "institution": "University of Chicago",
                    "department": ""
                },
                {
                    "first_name": "Miriam",
                    "middle_name": "",
                    "last_name": "Novack",
                    "name_suffix": "",
                    "institution": "Northwestern University",
                    "department": ""
                },
                {
                    "first_name": "Susan",
                    "middle_name": "",
                    "last_name": "Goldin-Meadow",
                    "name_suffix": "",
                    "institution": "University of Chicago",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27478/galley/17114/download/"
                }
            ]
        },
        {
            "pk": 27031,
            "title": "Mapping the unknown: The spatially correlated multi-armed bandit",
            "subtitle": null,
            "abstract": "We introduce the spatially correlated multi-armed banditas a task coupling function learning with the exploration-exploitation trade-off. Participants interacted with bi-variatereward functions on a two-dimensional grid, with the goal ofeither gaining the largest average score or finding the largestpayoff. By providing an opportunity to learn the underly-ing reward function through spatial correlations, we modelto what extent people form beliefs about unexplored payoffsand how that guides search behavior. Participants adapted toassigned payoff conditions, performed better in smooth thanin rough environments, and—surprisingly—sometimes per-formed equally well in short as in long search horizons. Ourmodeling results indicate a preference for local search options,which when accounted for, still suggests participants werebest-described as forming local inferences about unexploredregions, combined with a search strategy that directly tradedoff between exploiting high expected rewards and exploring toreduce uncertainty about the spatial structure of rewards.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Exploration-exploitation; Multi-armed bandits;Active Learning; Gaussian Processes;"
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/5510q02k",
            "frozenauthors": [
                {
                    "first_name": "Charley",
                    "middle_name": "M.",
                    "last_name": "Wu",
                    "name_suffix": "",
                    "institution": "Max Planck Institute for Human Development",
                    "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": ""
                },
                {
                    "first_name": "Jonathan",
                    "middle_name": "D.",
                    "last_name": "Nelson",
                    "name_suffix": "",
                    "institution": "Max Planck Institute for Human Development",
                    "department": ""
                },
                {
                    "first_name": "Bjorn",
                    "middle_name": "",
                    "last_name": "Meder",
                    "name_suffix": "",
                    "institution": "Max Planck Institute for Human Development",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27031/galley/16667/download/"
                }
            ]
        },
        {
            "pk": 26990,
            "title": "Marbles in Inaction: Counterfactual Simulation and Causation by Omission",
            "subtitle": null,
            "abstract": "Consider the following causal explanation: The ball wentthrough the goal because the defender didn’t block it. Thereare at least two problems with citing omissions as causal ex-planations. First, how do we choose the relevant candidateomission (e.g. why the defender and not the goalkeeper). Sec-ond, how do we determine what would have happened in therelevant counterfactual situation (i.e. maybe the shot wouldstill have gone through the goal even if it had been blocked).In this paper, we extend the counterfactual simulation model(CSM) of causal judgment (Gerstenberg, Goodman, Lagnado,& Tenenbaum, 2014) to handle the second problem. In two ex-periments, we show how people’s causal model of the situationaffects their causal judgments via influencing what counterfac-tuals they consider. Omissions are considered causes to theextent that the outcome in the relevant counterfactual situationwould have been different from what it actually was.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "causality; counterfactuals; causation by omission;causal attribution; mental simulation."
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/2729z7r7",
            "frozenauthors": [
                {
                    "first_name": "Simon",
                    "middle_name": "",
                    "last_name": "Stephan",
                    "name_suffix": "",
                    "institution": "University of G ̈ottingen",
                    "department": ""
                },
                {
                    "first_name": "Pascale",
                    "middle_name": "",
                    "last_name": "Willemsen",
                    "name_suffix": "",
                    "institution": "Ruhr-University Bochum",
                    "department": ""
                },
                {
                    "first_name": "Tobias",
                    "middle_name": "",
                    "last_name": "Gerstenberg",
                    "name_suffix": "",
                    "institution": "Massachusetts Institute of Technology",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26990/galley/16626/download/"
                }
            ]
        },
        {
            "pk": 26830,
            "title": "Mathematical invariants in people’s probabilistic reasoning",
            "subtitle": null,
            "abstract": "Recent research has identified three invariants or identities thatappear to hold in people’s probabilistic decision making: theaddition law identity, the Bayes rule identity, and the QQidentity (Costello and Watts, 2014, Fisher and Wolfe, 2014,Costello and Watts, 2016b, Wang and Busemeyer, 2013, Wanget al., 2014). Each of these identities represent specific agree-ment with the requirements of normative probability theory;strikingly, these identities seem to hold in people’s probabilityjudgments despite the presence of strong and systematic bi-ases against the requirements of normative probability theoryin those very same judgments. We assess the degree to whichtwo formal models of probabilistic reasoning (the ‘probabilitytheory plus noise’ model and the ‘quantum probability’ model)can explain these identities and biases in probabilistic reason-ing.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/9cr9j5c5",
            "frozenauthors": [
                {
                    "first_name": "Fintan",
                    "middle_name": "J.",
                    "last_name": "Costello",
                    "name_suffix": "",
                    "institution": "University College Dublin",
                    "department": ""
                },
                {
                    "first_name": "Paul",
                    "middle_name": "",
                    "last_name": "Watts",
                    "name_suffix": "",
                    "institution": "National University of Ireland Maynooth",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26830/galley/16466/download/"
                }
            ]
        },
        {
            "pk": 27641,
            "title": "Mathematical Symbol Recognition in Children",
            "subtitle": null,
            "abstract": "In early mathematics development the development of symbolic skills is critical to math learning. Our mathematicalsystem is based on Arabic number symbols which do not provide any semantic meaning relevant to the number words andsymbols. In order to succeed in math one must be able to recognize and understand the meaning of numeric and other math-ematical symbols. Little is known about the development of these symbolic skills. The current study examines 4 -7-year-oldchildren’s understanding and recognition of number and arithmetic symbols. The youngest children made significant errors inidentifying numbers as well as confusing letter symbols with number symbols. Results reveal a developmental progression ofnumeric symbol recognition.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Posters: Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/63q4z80c",
            "frozenauthors": [
                {
                    "first_name": "Sandra",
                    "middle_name": "",
                    "last_name": "Street",
                    "name_suffix": "",
                    "institution": "University of Wisconsin-Whitewater",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27641/galley/17277/download/"
                }
            ]
        },
        {
            "pk": 27164,
            "title": "Measures and mechanisms of common ground: backchannels, conversationalrepair, and interactive alignment in free and task-oriented social interactions",
            "subtitle": null,
            "abstract": "A crucial aspect of everyday conversational interactions is ourability to establish and maintain common ground.Understanding the relevant mechanisms involved in suchsocial coordination remains an important challenge forcognitive science. While common ground is often discussedin very general terms, different contexts of interaction arelikely to afford different coordination mechanisms. In thispaper, we investigate the presence and relation of threemechanisms of social coordination – backchannels,interactive alignment and conversational repair – across freeand task-oriented conversations. We find significantdifferences: task-oriented conversations involve higherpresence of repair – restricted offers in particular – andbackchannel, as well as a reduced level of lexical andsyntactic alignment. We find that restricted repair isassociated with lexical alignment and open repair withbackchannels. Our findings highlight the need to explicitlyassess several mechanisms at once and to investigate diversesocial activities to understand their role and relations.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "social coordination"
                },
                {
                    "word": "common ground;conversational repair; interactive alignment; backchannel."
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/0kb776fc",
            "frozenauthors": [
                {
                    "first_name": "Riccardo",
                    "middle_name": "",
                    "last_name": "Fusaroli",
                    "name_suffix": "",
                    "institution": "Aarhus University",
                    "department": ""
                },
                {
                    "first_name": "Kristian",
                    "middle_name": "",
                    "last_name": "Tylén",
                    "name_suffix": "",
                    "institution": "Aarhus University",
                    "department": ""
                },
                {
                    "first_name": "Katrine",
                    "middle_name": "",
                    "last_name": "Garly",
                    "name_suffix": "",
                    "institution": "Aarhus University",
                    "department": ""
                },
                {
                    "first_name": "Jakob",
                    "middle_name": "",
                    "last_name": "Steensig",
                    "name_suffix": "",
                    "institution": "Aarhus University",
                    "department": ""
                },
                {
                    "first_name": "Morten",
                    "middle_name": "H.",
                    "last_name": "Christiansen",
                    "name_suffix": "",
                    "institution": "Aarhus University",
                    "department": ""
                },
                {
                    "first_name": "Mark",
                    "middle_name": "",
                    "last_name": "Dingemanse",
                    "name_suffix": "",
                    "institution": "Max Planck Institute for Psycholinguistics",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27164/galley/16800/download/"
                }
            ]
        },
        {
            "pk": 27212,
            "title": "Measuring Abstract Mindsets through Syntax: Improvements in Automating theLinguistic Category Model",
            "subtitle": null,
            "abstract": "The Linguistic Category Model (LCM) was developed as a manual coding scheme for quantifying abstract mindsetsin human language. Previous attempts to computationally automate the LCM have relied primarily on pre-coded semanticfeatures, which fail to incorporate important contextual information integral to the LCM coding scheme. In this paper, weintroduce Syntax-LCM, a novel method for automating LCM coding using syntax and dependency tree features as predictors ofconstrual level. We compare the accuracy of Syntax-LCM to that of two previously used automated methods: LIWC LCM andBrysbaert concreteness ratings. We find support that the Syntax-LCM approximates the hand-coded LCM with higher accuracycompared to both the Brysbaert and the LIWC LCM. We also provide evidence that the syntactic features accounted for bySyntax-LCM mirror the inclusion criteria in the original coding manual and support theoretical relationships between distanceand abstract thinking.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/8xt033x4",
            "frozenauthors": [
                {
                    "first_name": "Kate",
                    "middle_name": "M.",
                    "last_name": "Johnson",
                    "name_suffix": "",
                    "institution": "University of Southern California",
                    "department": ""
                },
                {
                    "first_name": "Reihane",
                    "middle_name": "",
                    "last_name": "Boghrati",
                    "name_suffix": "",
                    "institution": "University of Southern California",
                    "department": ""
                },
                {
                    "first_name": "Cheryl",
                    "middle_name": "",
                    "last_name": "Wakslak",
                    "name_suffix": "",
                    "institution": "University of Southern California",
                    "department": ""
                },
                {
                    "first_name": "Morteza",
                    "middle_name": "",
                    "last_name": "Dehghani",
                    "name_suffix": "",
                    "institution": "University of Southern California",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27212/galley/16848/download/"
                }
            ]
        },
        {
            "pk": 27537,
            "title": "Measuring Demand Avoidance with the Demand Selection Task: Challenges andOpportunities",
            "subtitle": null,
            "abstract": "When given the chance to choose between two tasks, one will more likely choose the easier, less demanding task.This effect has been shown in various domains and referred to as the law of minimum effort or demand avoidance. Kooland colleagues (2010, 2013) designed the demand selection task (DST) and showed that most of their participants exhibitedclear demand avoidance. We attempted to replicate and extend their results in a series of three studies. Here we argue thatDST confounds demand detection and demand selection, which weakens its ability to reliably measure demand avoidance indifferent populations. In our first study, most participants did not show reliable demand avoidance and those who showed ithad higher working memory capacity. The following two studies aimed to de-confound the two processes. We define a newmeasure of demand avoidance that affords a more robust estimation of demand avoidance in different populations.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Posters: Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/0zb8d6j4",
            "frozenauthors": [
                {
                    "first_name": "Ion",
                    "middle_name": "",
                    "last_name": "Juvina",
                    "name_suffix": "",
                    "institution": "Wright State University",
                    "department": ""
                },
                {
                    "first_name": "Jeffrey",
                    "middle_name": "",
                    "last_name": "Nador",
                    "name_suffix": "",
                    "institution": "Wright State University",
                    "department": ""
                },
                {
                    "first_name": "Othalia",
                    "middle_name": "",
                    "last_name": "Larue",
                    "name_suffix": "",
                    "institution": "Wright State University",
                    "department": ""
                },
                {
                    "first_name": "Randall",
                    "middle_name": "",
                    "last_name": "Green",
                    "name_suffix": "",
                    "institution": "Wright State University",
                    "department": ""
                },
                {
                    "first_name": "Brandon",
                    "middle_name": "",
                    "last_name": "Minnery",
                    "name_suffix": "",
                    "institution": "Wright State University",
                    "department": ""
                },
                {
                    "first_name": "Assaf",
                    "middle_name": "",
                    "last_name": "Harel",
                    "name_suffix": "",
                    "institution": "Wright State University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27537/galley/17173/download/"
                }
            ]
        },
        {
            "pk": 26900,
            "title": "Mechanisms of overharvesting in patch foraging",
            "subtitle": null,
            "abstract": "Serial stay-or-search problems are ubiquitous across manydomains, including employment, internet search, mate search,and animal foraging. For instance, in patch foragingproblems, animals must decide whether to stick with adepleting reward vs search for a new source. The optimalstrategy in patch foraging problems, described by theMarginal Value Theorem (MVT; Charnov, 1976), is to leavethe depleting patch when the local reward rate within a patchmatches the overall long-run reward rate. Many species ofanimals, ranging from birds to rodents, monkeys, andhumans, adhere to this policy in important respects, but tendto overharvest, or stick with the depleting resource too long.Here we attempt to determine the cognitive biases thatunderlie overharvesting in one of these species (the rat). Wecharacterized rat behavior in response to two basicmanipulations in patch foraging tasks: to travel time betweenpatches and depletion rate, and two novel manipulations tothe foraging environment: the size of reward and length ofdelays, and placement of delays (pre- vs. post-reward). Inresponse to the basic manipulations, rats qualitativelyfollowed predictions of MVT, but stayed in patches for longerthan is predicted. In the latter two manipulations, rats deviatedfrom predictions of MVT, exhibiting changes in behavior notpredicted by MVT. We formally tested whether four separatecognitive biases – subjective costs, decreasing marginal utilityfor reward discounting of future reward, and ignoring post-reward delays – could explain overharvesting in the formertwo manipulations and deviations from MVT in the latter two.All of the biases tested explained overharvesting behavior inthe former contexts, but only one bias – in which rats ignorepost-reward delays – also explained deviations from MVTdue to larger rewards with longer delays and due tointroduction of a pre-reward delay. Our results show thatmultiple biases can explain certain aspects of overharvestingbehavior, and, while foraging behavior may be the result ofthe use of multiple biases, inaccurate estimation of post-reward delays likely contributes to overharvesting.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "foraging; decision-making"
                },
                {
                    "word": "subjective utility;delay discounting"
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/34r7r29b",
            "frozenauthors": [
                {
                    "first_name": "Gary",
                    "middle_name": "A.",
                    "last_name": "Kane",
                    "name_suffix": "",
                    "institution": "Princeton University",
                    "department": ""
                },
                {
                    "first_name": "Aaron",
                    "middle_name": "M.",
                    "last_name": "Bornstein",
                    "name_suffix": "",
                    "institution": "Princeton University",
                    "department": ""
                },
                {
                    "first_name": "Nathaniel",
                    "middle_name": "D.",
                    "last_name": "Daw",
                    "name_suffix": "",
                    "institution": "Princeton University",
                    "department": ""
                },
                {
                    "first_name": "Jonathan",
                    "middle_name": "D.",
                    "last_name": "Cohen",
                    "name_suffix": "",
                    "institution": "Princeton University",
                    "department": ""
                },
                {
                    "first_name": "Robert",
                    "middle_name": "C.",
                    "last_name": "Wilson",
                    "name_suffix": "",
                    "institution": "University of Arizona",
                    "department": ""
                },
                {
                    "first_name": "Amitai",
                    "middle_name": "",
                    "last_name": "Shenhav",
                    "name_suffix": "",
                    "institution": "Brown University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26900/galley/16536/download/"
                }
            ]
        },
        {
            "pk": 27385,
            "title": "Memory of relative magnitude judgments informs absolute identification",
            "subtitle": null,
            "abstract": "The question of whether people store absolute magnitude information or relative local comparisons of magnitudeshas remained unanswered despite persistent efforts over the last three decades to resolve it. Absolute identification is one of themost rigorous experimental benchmarks for evaluating theories of magnitude representation. We characterize difficulties withboth absolute and relative accounts of magnitude representation and propose an alternative account that potentially resolvesthese difficulties. We postulate that people store neither long-term internal referents for stimuli, not binary comparisons ofsize between successive stimuli. Rather, they obtain probabilistic judgments of size differences between successive stimuliand encode these for future use, within the course of identification trials. We set up a Bayesian ideal observer model for theidentification task using this representation of magnitude and propose a memory-sampling based approximation for solving it.Simulations suggest that the model adequately captures human behavior patterns in absolute identification.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/20r6m0hr",
            "frozenauthors": [
                {
                    "first_name": "Nisheeth",
                    "middle_name": "",
                    "last_name": "Srivastava",
                    "name_suffix": "",
                    "institution": "IIT Kanpur",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27385/galley/17021/download/"
                }
            ]
        },
        {
            "pk": 26964,
            "title": "Mental Algorithms in the Historical Emergence of Word Meanings",
            "subtitle": null,
            "abstract": "Words frequently acquire new senses, but the mental processthat underlies the historical emergence of these senses is oftenopaque. Many have suggested that word meanings develop innon-arbitrary ways, but no attempt has been made to formalizethese proposals and test them against historical data at scale.We propose that word meaning extension should reflect a drivetowards cognitive economy. We test this proposal by exploringa family of computational models that predict the evolution ofword senses, evaluated against a large digitized lexicon thatdates back 1000 years in English language history. Our find-ings suggest that word meanings not only extend in predictableways, but also that they do so following an historical path thattends to minimize cognitive cost - through a process of nearest-neighbor chaining. Our work contributes a formal approach toreverse-engineering mental algorithms of the human lexicon.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Word meaning; semantic change; polysemy;chaining; nearest neighbor algorithm; lexicon"
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/7b17m6m6",
            "frozenauthors": [
                {
                    "first_name": "Christian",
                    "middle_name": "",
                    "last_name": "Ramiro",
                    "name_suffix": "",
                    "institution": "University of California, Berkeley",
                    "department": ""
                },
                {
                    "first_name": "Barbara",
                    "middle_name": "C.",
                    "last_name": "Malt",
                    "name_suffix": "",
                    "institution": "Lehigh University",
                    "department": ""
                },
                {
                    "first_name": "Mahesh",
                    "middle_name": "",
                    "last_name": "Srinivasan",
                    "name_suffix": "",
                    "institution": "University of California, Berkeley",
                    "department": ""
                },
                {
                    "first_name": "Yang",
                    "middle_name": "",
                    "last_name": "Xu",
                    "name_suffix": "",
                    "institution": "University of California, Berkeley",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26964/galley/16600/download/"
                }
            ]
        },
        {
            "pk": 27508,
            "title": "Mental computations underlying morphosyntax acquisition",
            "subtitle": null,
            "abstract": "Research in theoretical linguistics has shown that human languages require abstract and highly detailed grammaticalrepresentations. However, we understand surprisingly little about the mechanisms through which these representations areacquired. What kinds of statistical relationships would learners need to compute to construct representations like those positedby linguistic theory? We created miniature languages containing patterns found in natural languages and also patterns notfound in natural languages. We showed that complex word-order contingencies are acquired only when they correlate withmorphological patterns like those in natural languages. We then asked how learning changes when the statistical evidence forthese patterns is manipulated. These experiments illuminate the nature of learners’ computations and the units over which theyare performed.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Posters: Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/2vj3x43z",
            "frozenauthors": [
                {
                    "first_name": "Heidi",
                    "middle_name": "",
                    "last_name": "Getz",
                    "name_suffix": "",
                    "institution": "Georgetown University",
                    "department": ""
                },
                {
                    "first_name": "Elissa",
                    "middle_name": "",
                    "last_name": "Newport",
                    "name_suffix": "",
                    "institution": "Georgetown University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27508/galley/17144/download/"
                }
            ]
        },
        {
            "pk": 26973,
            "title": "Mental Representations and Computational Modeling of Context-Specific HumanNorm Systems",
            "subtitle": null,
            "abstract": "Human behavior is frequently guided by social and moralnorms; in fact, no societies, no social groups could exist with-out norms. However, there are few cognitive science ap-proaches to this central phenomenon of norms. While therehas been some progress in developing formal representationsof norm systems (e.g., deontological approaches), we do notyet know basic properties of human norms: how they arerepresented, activated, and learned. Further, what computa-tional models can capture these properties, and what algo-rithms could learn them? In this paper we describe initial ex-periments on human norm representations in which the contextspecificity of norms features prominently. We then provide aformal representation of norms using Dempster-Shafer Theorythat allows a machine learning algorithm to learn norms un-der uncertainty from these human data, while preserving theircontext specificity.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "social cognition"
                },
                {
                    "word": "moral psychology"
                },
                {
                    "word": "computa-tional modeling"
                },
                {
                    "word": "machine learning"
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/22z3k0f8",
            "frozenauthors": [
                {
                    "first_name": "Vasanth",
                    "middle_name": "",
                    "last_name": "Sarathy",
                    "name_suffix": "",
                    "institution": "Tufts University",
                    "department": ""
                },
                {
                    "first_name": "Matthias",
                    "middle_name": "",
                    "last_name": "Scheutz",
                    "name_suffix": "",
                    "institution": "Tufts University",
                    "department": ""
                },
                {
                    "first_name": "Yoed",
                    "middle_name": "",
                    "last_name": "Kenett",
                    "name_suffix": "",
                    "institution": "University of Pennsylvania",
                    "department": ""
                },
                {
                    "first_name": "Mowafak",
                    "middle_name": "M.",
                    "last_name": "Allaham",
                    "name_suffix": "",
                    "institution": "University of Illinois at Chicago",
                    "department": ""
                },
                {
                    "first_name": "Joseph",
                    "middle_name": "L.",
                    "last_name": "Austerweil",
                    "name_suffix": "",
                    "institution": "University of Wisconson",
                    "department": ""
                },
                {
                    "first_name": "Bertram",
                    "middle_name": "F.",
                    "last_name": "Malle",
                    "name_suffix": "",
                    "institution": "Brown University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26973/galley/16609/download/"
                }
            ]
        },
        {
            "pk": 27546,
            "title": "Mentioning atypical properties of objects is communicatively efficient",
            "subtitle": null,
            "abstract": "What governs how much information speakers include in referring expressions? Atypical properties of objects aremore likely to be included in referring expressions than typical ones. E.g., speakers are more likely to call a blue banana a “bluebanana” and a yellow banana a ”banana”. A unified account of this phenomenon is lacking. When should a rational speakermention an object’s color? Reference production is modeled within the Rational Speech Act framework. Utterances (“banana”,“blue”, and “blue banana”) are taken to have a graded semantics: rather than assuming all bananas are equally good instancesof “banana”, we empirically elicited object-utterance typicality values for all possible utterances. Pragmatic speakers selectutterances proportionally to the probability that a literal listener using a graded semantics will select the intended referent. Weevaluate the proposed model on a dataset of freely produced referring expressions collected in an interactive reference gameexperiment via the web.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Posters: Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/7kv684rz",
            "frozenauthors": [
                {
                    "first_name": "Elisa",
                    "middle_name": "",
                    "last_name": "Kreiss",
                    "name_suffix": "",
                    "institution": "University of Osnabrueck",
                    "department": ""
                },
                {
                    "first_name": "Robert",
                    "middle_name": "X.D.",
                    "last_name": "Hawkins",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                },
                {
                    "first_name": "Judith",
                    "middle_name": "",
                    "last_name": "Degen",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                },
                {
                    "first_name": "Noah",
                    "middle_name": "",
                    "last_name": "Goodman",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27546/galley/17182/download/"
                }
            ]
        },
        {
            "pk": 27619,
            "title": "Metacognitive Monitoring of Internal and External Storage and Retrieval",
            "subtitle": null,
            "abstract": "The ability to monitor our cognitive performance (i.e., metacognitive monitoring) is central to efficient functioning.Research investigating this ability has focused largely on tasks that rely exclusively on internal processes. However, our day-to-day cognitive activities often consist of mixes of internal and external processes. For example, we can offload memory demandsonto external media (e.g., computers, paper). In the present investigation, we expand research on the metacognitive monitoringof performance to this domain. Specifically, we examine participant’s ability to accurately monitor their performance in tasksthat require them to rely on only their internal processes (e.g., short term memory to remember a series of letters) and tasks thatrequire them to rely on both (e.g., paper and pencil to remember a series of letters). Results suggest that the former results insuperior monitoring relative to the latter. Implications for understanding metacognition in more distributed cognitive domainswill 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/3qb3h15s",
            "frozenauthors": [
                {
                    "first_name": "Evan",
                    "middle_name": "",
                    "last_name": "Risko",
                    "name_suffix": "",
                    "institution": "University of Waterloo",
                    "department": ""
                },
                {
                    "first_name": "Connor",
                    "middle_name": "",
                    "last_name": "Gaspar",
                    "name_suffix": "",
                    "institution": "University of Waterloo",
                    "department": ""
                },
                {
                    "first_name": "Dave",
                    "middle_name": "",
                    "last_name": "McLean",
                    "name_suffix": "",
                    "institution": "University of Waterloo",
                    "department": ""
                },
                {
                    "first_name": "Tim",
                    "middle_name": "",
                    "last_name": "Dunn",
                    "name_suffix": "",
                    "institution": "University of Waterloo",
                    "department": ""
                },
                {
                    "first_name": "Derek",
                    "middle_name": "",
                    "last_name": "Koehler",
                    "name_suffix": "",
                    "institution": "University of Waterloo",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27619/galley/17255/download/"
                }
            ]
        },
        {
            "pk": 27258,
            "title": "Metaphor Congruent Image Schemas Shape Evaluative Judgment: ACross-Linguistic Study of Metaphors for Economic Change",
            "subtitle": null,
            "abstract": "Metaphor pervades discussions of important socio-politicaltopics. Recent research indicates that metaphorical languagecan influence how people reason about such topics, potentiallyaffecting real-world decision-making. In this study, we reporton research into the effects of metaphor on evaluative judg-ment, another aspect of decision-making that has been lesswell studied than reasoning. We use a cross-linguistic differ-ence in the metaphors used by English and Spanish speakersto discuss economic change to investigate how metaphoricallanguage affects evaluative judgment. We show that the imageschematic information inherent in the semantics of the differ-ent metaphors performs a central role in shaping this process.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "metaphor; evaluative judgment; cross-linguisticvariation; image schemas; socio-political discourse"
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/0wn502rk",
            "frozenauthors": [
                {
                    "first_name": "Patricia",
                    "middle_name": "",
                    "last_name": "Lichtenstein",
                    "name_suffix": "",
                    "institution": "University of California, Merced",
                    "department": ""
                },
                {
                    "first_name": "Ekaterina",
                    "middle_name": "",
                    "last_name": "Shutova",
                    "name_suffix": "",
                    "institution": "University of Cambridge",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27258/galley/16894/download/"
                }
            ]
        },
        {
            "pk": 27399,
            "title": "Metaphors, Roles, and Controls in Framing Studies",
            "subtitle": null,
            "abstract": "Metaphors have been shown to be effective explanatory andcommunicative tools, shaping how people think and reasonabout complex domains. To date, however, most studies haveaddressed only coarse-grained effects of metaphor framing,leaving many questions unanswered about the relative powerof metaphor compared to more literal linguistic framingdevices. We addressed this issue in a large, pre-registeredframing study, comparing the effects of describing the role ofpolice officers as (a) metaphorical guardians of a community(b) literal protectors of a community, and (c) a no-labelcontrol. We found no main effect of framing condition,suggesting that positively valenced metaphors may exert littleinfluence on their own in this domain. However, we didobserve an interaction between condition and politicalideology, such that the guardian metaphor was especiallyeffective at improving attitudes towards police officers forliberals, whose initial approval ratings were relatively low.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Metaphor"
                },
                {
                    "word": "framing"
                },
                {
                    "word": "attitudes"
                },
                {
                    "word": "policing"
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/6s04901q",
            "frozenauthors": [
                {
                    "first_name": "Paul",
                    "middle_name": "H.",
                    "last_name": "Thibodeau",
                    "name_suffix": "",
                    "institution": "Oberlin College",
                    "department": ""
                },
                {
                    "first_name": "Stephen",
                    "middle_name": "J.",
                    "last_name": "Flusberg",
                    "name_suffix": "",
                    "institution": "SUNY Purchase College",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27399/galley/17035/download/"
                }
            ]
        },
        {
            "pk": 26774,
            "title": "Methods for Reconstructing Causal Networks from Observed Time-Series:Granger-Causality, Transfer Entropy, and Convergent Cross-Mapping",
            "subtitle": null,
            "abstract": "",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "convergent cross-mapping; development"
                },
                {
                    "word": "dynamical systems; Granger-causality; information theory; phase space reconstruction; time series"
                }
            ],
            "section": "Tutorials",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/26b004np",
            "frozenauthors": [
                {
                    "first_name": "Ferm ́ın",
                    "middle_name": "Moscoso del Prado",
                    "last_name": "Mart ́ın",
                    "name_suffix": "",
                    "institution": "University of California, Santa Barbara",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26774/galley/16410/download/"
                }
            ]
        },
        {
            "pk": 27214,
            "title": "Mindfulness and Fear Conditioning",
            "subtitle": null,
            "abstract": "During mindfulness-based interventions participants can beinvited to bring aversive stimuli to mind while practicingmindfulness. This is thought to help the stimuli become lessaversive. However, the mechanisms underlying this processare not fully understood. In this study we explored these byexamining the effects of mindfulness practice and stimulusvisualization on stimuli associated with electric shocks.Participants were trained on a discrimination between twovisual stimuli using a standard electrodermal conditioningprocedure, in which one stimulus (CS+) was paired withshock and the other (CS-) was not. They then visualized eitherthe CS+ or CS-, while practicing mindfulness or performing acontrol activity. Following a number of extinction trials, theimpact of these manipulations was assessed during areacquisition test-phase. Both mindfulness and visualizationof the CS+ led to slower reacquisition of the CS+/shockassociation, when measured physiologically, and their effectswere additive. Moreover, these effects dissociated fromparticipants’ expectancy of shock. If confirmed in futurework, these findings may have implications for the treatmentof stimulus-specific anxiety.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Mindfulness"
                },
                {
                    "word": "associative learning"
                },
                {
                    "word": "extinction"
                },
                {
                    "word": "Reacquisition"
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/7jv8f53p",
            "frozenauthors": [
                {
                    "first_name": "Fergal",
                    "middle_name": "W.",
                    "last_name": "Jones",
                    "name_suffix": "",
                    "institution": "Canterbury Christ Church University",
                    "department": ""
                },
                {
                    "first_name": "Rossy",
                    "middle_name": "P.",
                    "last_name": "McLaren",
                    "name_suffix": "",
                    "institution": "University of Exeter",
                    "department": ""
                },
                {
                    "first_name": "Ian",
                    "middle_name": "P. L.",
                    "last_name": "McLaren",
                    "name_suffix": "",
                    "institution": "University of Exeter",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27214/galley/16850/download/"
                }
            ]
        },
        {
            "pk": 27042,
            "title": "Mindshaping the world can make mindreading tractable:\nBridging the gap between philosophy and computational complexity analysis",
            "subtitle": null,
            "abstract": "It is often assumed that the socio-cultural context positively\ninfluences mindreading performances. Among the available\ntheories, mindshaping is proposed to consist of cultural\nmechanisms that make the social domain homogeneous and,\nhence, easier to interpret. Proponents of the mindshaping\nhypothesis claim that homogeneity is responsible for the\ncomputational tractability of mindreading, which is otherwise\nintractable. In this paper, we examine this core claim of\nmindshaping and investigate how homogeneity influences\nmindreading tractability. By taking action understanding as a\ncase-study for mindreading, we formally operationalize\nmindshaping homogeneity in different ways with the goal of\nbridging the gap between informal claims and formal\n(in)tractability results. The analysis shows that only specific\ncombinations of homogeneity may lead to tractable\nmindreading, whilst others do not. Additionally, the analysis\nreveals the possibility of a yet undiscovered mindshaping\nmechanism.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "mindshaping; mindreading; computational\nintractability; culture; goal inference; conceptual/philosophical\nanalysis; computational modeling"
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/25r4h30b",
            "frozenauthors": [
                {
                    "first_name": "Andrea",
                    "middle_name": "",
                    "last_name": "Zeppi",
                    "name_suffix": "",
                    "institution": "University of Messina",
                    "department": ""
                },
                {
                    "first_name": "Mark",
                    "middle_name": "",
                    "last_name": "Blokpoel",
                    "name_suffix": "",
                    "institution": "Radboud University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27042/galley/16678/download/"
                }
            ]
        },
        {
            "pk": 26888,
            "title": "Minimal covariation data support future one-shot inferences about unobservableproperties of novel agents",
            "subtitle": null,
            "abstract": "When we reason about others’ behavior, there are often manyequally-plausible explanations. If Bob climbs a tree to get anapple, we may be unsure if Bob found climbing difficult butreally wanted an apple; if he found climbing easy and was notparticularly excited about the apple; or if he found climbingintrinsically fun and just got the apple because it was conve-nient. Past research suggests that we solve this problem byobtaining repeated observations about the agent and about theworld. Here we argue that, beyond allowing us to sharpen ourinferences about agents and the world, covariation data alsoenables us to do one-shot inferences about novel agents. Weshow that given minimal covariation data, people can infer ob-jective and subjective properties of a new agent from a singleevent. We show that a model that assumes that agents maxi-mize utilities matches participant judgments with quantitativeprecision.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "theory of mind; social cognition; computationalmodeling"
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/8f24h1kf",
            "frozenauthors": [
                {
                    "first_name": "Julian",
                    "middle_name": "",
                    "last_name": "Jara-Ettinger",
                    "name_suffix": "",
                    "institution": "Yale University",
                    "department": ""
                },
                {
                    "first_name": "Hyowon",
                    "middle_name": "",
                    "last_name": "Gweon",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26888/galley/16524/download/"
                }
            ]
        },
        {
            "pk": 27576,
            "title": "Misalignment increases abstraction of referring expressions",
            "subtitle": null,
            "abstract": "A central finding in dialogue research is that interlocutors rapidly converge on referring expressions which becomeprogressively contracted and abstract. However there is currently no consensus on which mechanisms underpin convergence:The interactive alignment model (Pickering and Garrod, 2009) favours alignment processes, the grounding model (Clark, 1996)prioritizes positive feedback, while Healey (2002) demonstrates the importance of miscommunication in identifying differencesof interpretation.To investigate convergence we report a variant of the maze-task in which both participants are given misaligned instructions:One participant is primed with instructions that conceptualize the maze as consisting of horizontal vectors (e.g .”4th row, 2ndsquare”); the other is primed with instructions that conceptualize the maze as consisting of vertical vectors (e.g .”3rd column,2nd square”). Compared with a baseline, misaligned dyads converged on more abstract referring expressions. We argue thispattern is due to participants interactively combining their perspective with that of their 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/4g912079",
            "frozenauthors": [
                {
                    "first_name": "Gregory",
                    "middle_name": "",
                    "last_name": "Mills",
                    "name_suffix": "",
                    "institution": "University of Groningen",
                    "department": ""
                },
                {
                    "first_name": "Gisela",
                    "middle_name": "",
                    "last_name": "Redeker",
                    "name_suffix": "",
                    "institution": "University of Groningen",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27576/galley/17212/download/"
                }
            ]
        },
        {
            "pk": 27437,
            "title": "Modality Differences in Timing: Testing the Pacemaker Speed Explanation",
            "subtitle": null,
            "abstract": "A classic effect in the timing field is that “sounds are judged\nlonger than lights” (Goldstone, Boardman & Lhamon, 1959).\nRecently, judgements for tactile durations have been found to\nfall between the two (Jones, Poliakoff & Wells, 2009). These\nmodality differences are commonly interpreted within scalar\ntiming theory as the work of a central pacemaker which runs\nfaster for sounds, then vibrations, and slowest for lights\n(Wearden, Edwards, Fakhri & Percival, 1998). We\ninvestigated whether verbal estimates and temporal difference\nthresholds are correlated within each modality, but found this\nnot to be the case. This suggests that differences in pacemaker\nspeed may not be the main driver for modality differences in\nthresholds. In addition, we investigated sensory bias as an\nalternative to the pacemaker explanation, but this was found\nnot to correlate with modality differences in timing.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Time perception; interval timing; sensory\nmodalities; pacemaker-accumulator; sensory bias."
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/4808g21z",
            "frozenauthors": [
                {
                    "first_name": "Emily",
                    "middle_name": "A.",
                    "last_name": "Williams",
                    "name_suffix": "",
                    "institution": "The University of Manchester",
                    "department": ""
                },
                {
                    "first_name": "Andrew",
                    "middle_name": "J.",
                    "last_name": "Stewart",
                    "name_suffix": "",
                    "institution": "The University of Manchester",
                    "department": ""
                },
                {
                    "first_name": "Luke",
                    "middle_name": "A.",
                    "last_name": "Jones",
                    "name_suffix": "",
                    "institution": "The University of Manchester",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27437/galley/17073/download/"
                }
            ]
        },
        {
            "pk": 27089,
            "title": "Modality Switch Effects Emerge Early and Increase throughout Conceptual\nProcessing: Evidence from ERPs",
            "subtitle": null,
            "abstract": "We tested whether conceptual processing is modality-specific\nby tracking the time course of the Conceptual Modality\nSwitch effect. Forty-six participants verified the relation\nbetween property words and concept words. The conceptual\nmodality of consecutive trials was manipulated in order to\nproduce an Auditory-to-visual switch condition, a Haptic-to-\nvisual switch condition, and a Visual-to-visual, no-switch\ncondition. Event-Related Potentials (ERPs) were time-locked\nto the onset of the first word (property) in the target trials so\nas to measure the effect online and to avoid a within-trial\nconfound. A switch effect was found, characterized by more\nnegative ERP amplitudes for modality switches than no-\nswitches. It proved significant in four typical time windows\nfrom 160 to 750 milliseconds post word onset, with greater\nstrength in posterior brain regions, and after 350 milliseconds.\nThese results suggest that conceptual processing may be\nmodality-specific in certain tasks, but also that the early stage\nof processing is relatively amodal.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "conceptual processing; time; modality switch;\nperceptual simulation; amodal; event-related potentials; ERP"
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/0q8719bn",
            "frozenauthors": [
                {
                    "first_name": "Pablo",
                    "middle_name": "",
                    "last_name": "Bernabeu",
                    "name_suffix": "",
                    "institution": "Radboud University",
                    "department": ""
                },
                {
                    "first_name": "Roel",
                    "middle_name": "M.",
                    "last_name": "Willems",
                    "name_suffix": "",
                    "institution": "Max Planck Institute for Psycholinguistics",
                    "department": ""
                },
                {
                    "first_name": "Max",
                    "middle_name": "M.",
                    "last_name": "Louwerse",
                    "name_suffix": "",
                    "institution": "Tilburg University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27089/galley/16725/download/"
                }
            ]
        },
        {
            "pk": 27300,
            "title": "Modeling categorical perception with auditory neurons",
            "subtitle": null,
            "abstract": "It is well-known that the auditory perception of speech sounds is strongly influenced by the phonetic categorieswhich divide up acoustic space. This paper approaches the problem of modeling categorical perception from the ground up,using a linear model of the tuning properties of auditory neurons – the spectro-temporal receptive field (STRF). An STRFwhich discriminates voiced from voiceless stops was derived from the TIMIT corpus, and two computer simulations wereconducted to investigate its properties. In one simulation, this model neuron was found to exhibit a categorical response to alinear voice-onset-time continuum, closely tracking human behavior. In the second simulation, the STRF was found to exhibita less categorical, more linear response to a stop-voicing continuum, also in line with human behavior. These two simulationsshow that perceptual responses to speech, whether non-linear or veridical, can be modeled by the action of auditory neurons.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/8q57p2nc",
            "frozenauthors": [
                {
                    "first_name": "Chris",
                    "middle_name": "",
                    "last_name": "Neufeld",
                    "name_suffix": "",
                    "institution": "University of Maryland",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27300/galley/16936/download/"
                }
            ]
        },
        {
            "pk": 27438,
            "title": "Modeling cognitive load effects in an interrupted learning task: An ACT-R approach",
            "subtitle": null,
            "abstract": "Based on the established framework of Cognitive Load\nTheory, the presented research focuses on the inspection of\ncognitive load factors in an interrupted learning task. The task\nitself is inspired from basic cognitive research and demands\nparticipants to learn abstract symbol combinations of varying\ncomplexity. In addition, they have to deal with interruptions\nwhile performing the task. Experimental results indicate the\ninfluence of task complexity on how interruptions effect\nlearning performance. However, questions on underlying\nlearner cognition persist, rising the need for a more in-depth\nway of examination. For this purpose, a cognitive model\nwithin the cognitive architecture ACT-R is developed to\nclarify cognitive processes and mechanisms within different\nconditions of the task. Preliminary results from a first model\nfor the easy task condition already indicate some fit between\nhuman and model data. Modeling work continues with\nadjusting the current model and implementing a model for the\ndifficult task condition.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Cognitive Load; Interruptions; Learning; ACT-R"
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/45m3x2c7",
            "frozenauthors": [
                {
                    "first_name": "Maria",
                    "middle_name": "",
                    "last_name": "Wirzberger",
                    "name_suffix": "",
                    "institution": "University of Technology",
                    "department": ""
                },
                {
                    "first_name": "Günter",
                    "middle_name": "Daniel",
                    "last_name": "Rey",
                    "name_suffix": "",
                    "institution": "University of Technology",
                    "department": ""
                },
                {
                    "first_name": "Josef",
                    "middle_name": "F.",
                    "last_name": "Krems",
                    "name_suffix": "",
                    "institution": "University of Technology",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27438/galley/17074/download/"
                }
            ]
        },
        {
            "pk": 27134,
            "title": "Modeling Comprehension Processes via Automated Analyses of Dialogism",
            "subtitle": null,
            "abstract": "Dialogism provides the grounds for building a comprehensivemodel of discourse and it is focused on the multiplicity ofperspectives (i.e., voices). Dialogism can be present in anytype of text, while voices become themes or recurrent topicsemerging from the discourse. In this study, we examine theextent that differences between self-explanations and think-alouds can be detected using computational textual indicesderived from dialogism. Students (n = 68) read a text aboutnatural selection and were instructed to generate self-explanations or think-alouds. The linguistic features of thesetext responses were analyzed using ReaderBench, anautomated text analysis tool. A discriminant function analysisusing these features correctly classified 80.9% of the students’assigned experimental conditions (self-explanation vs. thinkaloud). Our results indicate that self-explanation promotestext processing that focuses on connected ideas, rather thanseparate voices or points of view covering multiple topics.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "comprehension; discourse analysis; dialogism;polyphonic model; self-explanation; think-aloud"
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/46d8c74h",
            "frozenauthors": [
                {
                    "first_name": "Mihai",
                    "middle_name": "",
                    "last_name": "Dascalu",
                    "name_suffix": "",
                    "institution": "University Politehnica of Bucharest",
                    "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": ""
                },
                {
                    "first_name": "Stefan",
                    "middle_name": "",
                    "last_name": "Trausan-Matu",
                    "name_suffix": "",
                    "institution": "University Politehnica of Bucharest",
                    "department": ""
                },
                {
                    "first_name": "Scott",
                    "middle_name": "A.",
                    "last_name": "Crossley",
                    "name_suffix": "",
                    "institution": "Georgia State University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27134/galley/16770/download/"
                }
            ]
        },
        {
            "pk": 27350,
            "title": "Modeling scope ambiguity resolution as pragmatic inference:Formalizing differences in child and adult behavior",
            "subtitle": null,
            "abstract": "Investigations of scope ambiguity resolution suggest that childbehavior differs from adult behavior, with children strugglingto access inverse scope interpretations. For example, childrenoften fail to accept Every horse didn’t succeed to mean not allthe horses succeeded. Current accounts of children’s scope be-havior involve both pragmatic and processing factors. Inspiredby these accounts, we use the Rational Speech Act frameworkto articulate a formal model that yields a more precise, ex-planatory, and predictive description of the observed develop-mental behavior.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Rational Speech Act model"
                },
                {
                    "word": "Pragmatics"
                },
                {
                    "word": "process-ing"
                },
                {
                    "word": "Language Acquisition"
                },
                {
                    "word": "Ambiguity resolution"
                },
                {
                    "word": "scope"
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/1nz6x9gs",
            "frozenauthors": [
                {
                    "first_name": "K.",
                    "middle_name": "J.",
                    "last_name": "Savinelli",
                    "name_suffix": "",
                    "institution": "University of California, Irvine",
                    "department": ""
                },
                {
                    "first_name": "Gregory",
                    "middle_name": "",
                    "last_name": "Scontras",
                    "name_suffix": "",
                    "institution": "University of California, Irvine",
                    "department": ""
                },
                {
                    "first_name": "Lisa",
                    "middle_name": "",
                    "last_name": "Pearl",
                    "name_suffix": "",
                    "institution": "University of California, Irvine",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27350/galley/16986/download/"
                }
            ]
        },
        {
            "pk": 27459,
            "title": "Modeling Semantic Fluency Data as Search on a Semantic Network",
            "subtitle": null,
            "abstract": "Psychologists have used the semantic fluency task fordecades to gain insight into the processes and representationsunderlying memory retrieval. Recent work has suggested thata censored random walk on a semantic network resemblessemantic fluency data because it produces optimal foraging.However, fluency data have rich structure beyond beingconsistent with optimal foraging. Under the assumption thatmemory can be represented as a semantic network, we test avariety of memory search processes and examine how wellthese processes capture the richness of fluency data. Thesearch processes we explore vary in the extent they explorethe network globally or exploit local clusters, and whetherthey are strategic. We found that a censored random walkwith a priming component best captures the frequency andclustering effects seen in human fluency data.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "memory; search; semantic networks; fluency"
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/94j137kt",
            "frozenauthors": [
                {
                    "first_name": "Jeffrey",
                    "middle_name": "C.",
                    "last_name": "Zemla",
                    "name_suffix": "",
                    "institution": "University of Wisconsin-Madison",
                    "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": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27459/galley/17095/download/"
                }
            ]
        },
        {
            "pk": 26883,
            "title": "Modeling Sources of Uncertainty in Spoken Word Learning",
            "subtitle": null,
            "abstract": "In order to successfully learn the meaning of words such asbin or pin, language learners must not only perceive relevantdifferences in the speech signal but also learn mappings fromwords to referents. Prior work in native (Stager & Werker,1997) and second (Pajak, Creel, & Levy, 2016) language ac-quisition has found that the ability to perceptually discrimi-nate between words does not guarantee successful word learn-ing. Learners fail to utilize knowledge that they can otherwiseuse in speech perception. To explore possible mechanisms ac-counting for this phenomenon, we developed a probabilisticmodel that infers both a word’s phonetic form and its asso-ciated referent. By analyzing different versions of the modelfitted to experimental results from Pajak et al. (2016), we ar-gue that a mechanism for spoken word learning needs to incor-porate both perceptual uncertainty as well as additional, task-specific sources of uncertainty.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "word learning"
                },
                {
                    "word": "rational model"
                },
                {
                    "word": "probabilistic infer-ence"
                },
                {
                    "word": "phonological similarity"
                },
                {
                    "word": "speech representations"
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/6nn1v138",
            "frozenauthors": [
                {
                    "first_name": "Matthias",
                    "middle_name": "",
                    "last_name": "Hofer",
                    "name_suffix": "",
                    "institution": "Cambridge",
                    "department": ""
                },
                {
                    "first_name": "Roger",
                    "middle_name": "",
                    "last_name": "Levy",
                    "name_suffix": "",
                    "institution": "Cambridge",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26883/galley/16519/download/"
                }
            ]
        },
        {
            "pk": 26954,
            "title": "Modeling the Ellsberg Paradox by Argument Strength",
            "subtitle": null,
            "abstract": "We present a formal measure of argument strength, whichcombines the ideas that conclusions of strong arguments are (i)highly probable and (ii) their uncertainty is relatively precise.Likewise, arguments are weak when their conclusion proba-bility is low or when it is highly imprecise. We show howthe proposed measure provides a new model of the Ellsbergparadox. Moreover, we further substantiate the psychologi-cal plausibility of our approach by an experiment (N = 60).The data show that the proposed measure predicts human in-ferences in the original Ellsberg task and in corresponding ar-gument strength tasks. Finally, we report qualitative data takenfrom structured interviews on folk psychological conceptionson what argument strength means.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "argument strength; coherence; Ellsberg paradox;probability logic"
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/3vm8r4ft",
            "frozenauthors": [
                {
                    "first_name": "Niki",
                    "middle_name": "",
                    "last_name": "Pfeifer",
                    "name_suffix": "",
                    "institution": "Ludwig Maximilian University of Munich",
                    "department": ""
                },
                {
                    "first_name": "Hanna",
                    "middle_name": "",
                    "last_name": "Pankka",
                    "name_suffix": "",
                    "institution": "University of Helsinki",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26954/galley/16590/download/"
                }
            ]
        },
        {
            "pk": 26875,
            "title": "Modeling transfer of high-order uncertain information",
            "subtitle": null,
            "abstract": "Complex uncertainty expressions such as probably likely andcertainly possible naturally occur in everyday conversations.However, they received much less attention in the literaturethan simple ones. We propose a probabilistic model of the useand interpretation of complex uncertainty expressions based onthe assumption that their predominant function is to communi-cate factual information about the world, and that further layersof uncertainty are pragmatically inferred. We collected empir-ical data on the use and interpretation of these expressions anduse it for detailed model criticism.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "uncertainty; probability; experimental pragmatics;computational modeling"
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/7gv1393g",
            "frozenauthors": [
                {
                    "first_name": "Michele",
                    "middle_name": "",
                    "last_name": "Herbstritt",
                    "name_suffix": "",
                    "institution": "University of T ̈ubingen",
                    "department": ""
                },
                {
                    "first_name": "Michael",
                    "middle_name": "",
                    "last_name": "Franke",
                    "name_suffix": "",
                    "institution": "University of T ̈ubingen",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26875/galley/16511/download/"
                }
            ]
        },
        {
            "pk": 27285,
            "title": "Modeling Unsupervised Event Segmentation:Learning Event Boundaries from Prediction Errors",
            "subtitle": null,
            "abstract": "Segmenting observations from an input stream is an impor-tant capability of human cognition. Evidence suggests that hu-mans refine this ability through experiences with the world.However, few models address the unsupervised developmentof event segmentation in artificial agents. This paper presentswork towards developing a computational model of how anintelligent agent can independently learn to recognize mean-ingful events in continuous observations. In this model, theagent’s segmentation mechanism starts from a simple stateand is refined. The agent’s interactions with the environ-ment are unsupervised and driven by its expectation failures.Reinforcement learning drives the mechanism that identifiesevent boundaries by reasoning over a gated-recurrent neuralnetwork’s expectation failures. The learning task is to reduceprediction error by identifying when one event transitions intoanother. Our experimental results support that reinforcementlearning can enable detecting event boundaries in continuousobservations based on a gated-recurrent neural network’s pre-diction error and that this is possible with a simple set of fea-tures.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Event Cognition; Unsupervised Segmentation;Expectation-based Failures; Reinforcement Learning"
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/05n4m6hb",
            "frozenauthors": [
                {
                    "first_name": "Katherine",
                    "middle_name": "",
                    "last_name": "Metcalf",
                    "name_suffix": "",
                    "institution": "Indiana University Bloomington",
                    "department": ""
                },
                {
                    "first_name": "David",
                    "middle_name": "",
                    "last_name": "Leake",
                    "name_suffix": "",
                    "institution": "Indiana University Bloomington",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27285/galley/16921/download/"
                }
            ]
        },
        {
            "pk": 27236,
            "title": "Modelling conceptual change as foraging for explanations on an epistemiclandscape",
            "subtitle": null,
            "abstract": "We discuss here conceptual change and the formation of robustlearning outcomes from the viewpoint of complex dynamicsystems, where students’ conceptions are seen as context de-pendent and multifaceted structures which depend on the con-text of their application. According to this view the conceptualpatterns (i.e. intuitive conceptions) may be robust in a cer-tain situation but are not formed, at last not as robust ones, inanother situation. The stability is then thought to arise dynami-cally in a variety of ways and not so much mirror rigid ontolog-ical categories or static intuitive conceptions. We use compu-tational modelling in understanding the generic dynamic andemergent features of that phenomenon. The model shows howcontext dependence, described here through structure of epis-temic landscape, leads to formation of context dependent ro-bust states. The sharply defined nature of these states makeslearning to appear as a progression of switches from state toanother, given appearance of conceptual change as switch fromone robust state to another.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Conceptual change; concept learning; epistemiclandscape; simulations"
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/31v9d0wk",
            "frozenauthors": [
                {
                    "first_name": "Ismo",
                    "middle_name": "T.",
                    "last_name": "Koponen",
                    "name_suffix": "",
                    "institution": "University of Helsinki",
                    "department": ""
                },
                {
                    "first_name": "Tommi",
                    "middle_name": "",
                    "last_name": "Kokkonen",
                    "name_suffix": "",
                    "institution": "University of Helsinki",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27236/galley/16872/download/"
                }
            ]
        },
        {
            "pk": 27016,
            "title": "Modelling dependency completion in sentence comprehensionas a Bayesian hierarchical mixture process:A case study involving Chinese relative clauses",
            "subtitle": null,
            "abstract": "We present a case-study demonstrating the usefulness ofBayesian hierarchical mixture modelling for investigating cog-nitive processes. In sentence comprehension, it is widely as-sumed that the distance between linguistic co-dependents af-fects the latency of dependency resolution: the longer thedistance, the longer the retrieval time (the distance-based ac-count). An alternative theory, direct-access, assumes that re-trieval times are a mixture of two distributions: one distribu-tion represents successful retrievals (these are independent ofdependency distance) and the other represents an initial failureto retrieve the correct dependent, followed by a reanalysis thatleads to successful retrieval. We implement both models asBayesian hierarchical models and show that the direct-accessmodel explains Chinese relative clause reading time data betterthan the distance account.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Bayesian Hierarchical Finite Mixture Models;Psycholinguistics; Sentence Comprehension; Chinese RelativeClauses; Direct-Access Model; K-fold Cross-Validation"
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/1cq47820",
            "frozenauthors": [
                {
                    "first_name": "Shravan",
                    "middle_name": "",
                    "last_name": "Vasishth",
                    "name_suffix": "",
                    "institution": "University of Potsdam",
                    "department": ""
                },
                {
                    "first_name": "Nicolas",
                    "middle_name": "",
                    "last_name": "Chopin",
                    "name_suffix": "",
                    "institution": "Ecole Nationale de la Statistique et de l’administration  ́economique",
                    "department": ""
                },
                {
                    "first_name": "Robin",
                    "middle_name": "",
                    "last_name": "Ryder",
                    "name_suffix": "",
                    "institution": "Universit ́e Paris-Dauphine",
                    "department": ""
                },
                {
                    "first_name": "Bruno",
                    "middle_name": "",
                    "last_name": "Nicenboim",
                    "name_suffix": "",
                    "institution": "University of Potsdam,",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27016/galley/16652/download/"
                }
            ]
        },
        {
            "pk": 27557,
            "title": "Modelling the dynamics of integrating context into perception: in good and inpoor readers",
            "subtitle": null,
            "abstract": "Individuals implicitly learn the statistics of environmental stimuli. We used ”contraction bias”, the tendency toperceive stimuli closer to the estimated mean of similar previous stimuli, to characterize the dynamics of these implicit inferenceprocesses. Using a simple auditory discrimination task we found that listeners build a rich representation of the distribution ofpast stimuli, and yet over represent very recent events. This combined pattern allows both learning of the stable environment,and flexibility to fast changes.We further characterized populations who have difficulties in acquiring specific expertise, i.e. specific developmental dis-orders, focusing on reading (dyslexia) and non-verbal communication (high functioning ASD, autism spectrum, individuals)disability, respectively. We found that the pattern of their perceptual inference differs from controls’. Both underweight pre-vious events. However, dyslexics’ implicit memory decays fast and they underweight earlier events, whereas ASD individualsunderweight recent events. This pattern parallels, and perhaps underlies, their strengths and weaknesses.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Posters: Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/66f8d5hg",
            "frozenauthors": [
                {
                    "first_name": "Itay",
                    "middle_name": "",
                    "last_name": "Lieder",
                    "name_suffix": "",
                    "institution": "Hebrew University",
                    "department": ""
                },
                {
                    "first_name": "Vincent",
                    "middle_name": "",
                    "last_name": "Adam",
                    "name_suffix": "",
                    "institution": "University College London",
                    "department": ""
                },
                {
                    "first_name": "Maneesh",
                    "middle_name": "",
                    "last_name": "Sahani",
                    "name_suffix": "",
                    "institution": "University College London",
                    "department": ""
                },
                {
                    "first_name": "Merav",
                    "middle_name": "",
                    "last_name": "Ahissar",
                    "name_suffix": "",
                    "institution": "Hebrew University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27557/galley/17193/download/"
                }
            ]
        },
        {
            "pk": 27197,
            "title": "Moral Action Changes Mind Perception for Human and Artificial Moral Agents",
            "subtitle": null,
            "abstract": "Mind perception is studied for three different agents: a human,an artificial human, and a humanoid robot. The artificiallycreated agents are presented as being undistinguishable from ahuman. Each agent is rated on 15 mental capacities. Three mindperception dimensions are identified - Experience, Agency,and Cognition. The artificial agents are rated higher on theCognition dimensions than on the other two dimensions. Thehumanoid robot is rated lower than the human on theExperience dimension. These results show that people ascribeto artificial agents some mental capacities more than others. Ina second experiment, the effect of agent’s moral action on mindperception is explored. It is found that when the artificial agentshave undertaken a moral action, they are perceived to besimilar to the human agent. More interestingly, the presentationof the moral action leads to a restructuring of the dimensionsof mind perception.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "mind perception; moral agency; artificial agents;utilitarian moral actions; moral dilemmas"
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/40p941pz",
            "frozenauthors": [
                {
                    "first_name": "Evgeniya",
                    "middle_name": "",
                    "last_name": "Hristova",
                    "name_suffix": "",
                    "institution": "New Bulgarian University",
                    "department": ""
                },
                {
                    "first_name": "Maurice",
                    "middle_name": "",
                    "last_name": "Grinberg",
                    "name_suffix": "",
                    "institution": "New Bulgarian University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27197/galley/16833/download/"
                }
            ]
        },
        {
            "pk": 27540,
            "title": "Moral Judgments in Trolley Like Dilemmas: An Eye-Tracking Study",
            "subtitle": null,
            "abstract": "Previous research suggests that participants may be susceptible to confirmation bias after making decisions in moraldilemmas. We manipulated the type of moral dilemmas (personal or impersonal) and the framing of the question promptingparticipants to respond (emphasizing saving five people or sacrificing one person). The actors in the dilemmas were representedby a series of silhouettes. Eye tracking data revealed that both manipulations had an effect on participants’ gaze. Furtheranalysis of utilitarian choices has shown that there were no framing effects of the prompting question when the dilemmas wereimpersonal. The data suggests that participants’ subsequent gaze patterns are sensitive to both how the situation is describedand the framing of their hypothetical actions. Taken together, our results provide some support to the claim that confirmationbias may arise after making moral decisions.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Posters: Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/11f9f1sq",
            "frozenauthors": [
                {
                    "first_name": "Vjeran",
                    "middle_name": "",
                    "last_name": "Keric",
                    "name_suffix": "",
                    "institution": "New Bulgarian University",
                    "department": ""
                },
                {
                    "first_name": "Evgeniya",
                    "middle_name": "",
                    "last_name": "Hristova",
                    "name_suffix": "",
                    "institution": "New Bulgarian University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27540/galley/17176/download/"
                }
            ]
        },
        {
            "pk": 26915,
            "title": "More Siblings Means Lower Input Quality in Early Language Development",
            "subtitle": null,
            "abstract": "Previous research has suggested that first-born infants acquire words faster than their later-born peers (Berglund etal., 2005), but may have some disadvantages in other aspects of syntactic and socio-communicative development (e.g. Hoff,2006). Here we analyzed infants’ early lexical development alongside their caregiver input from 6-18 months, in relation to howmany siblings they have. We find that having more siblings (rather than being first- or later-born) has a gradient and negativerelationship with infants’ language development. This affect appears to be manifested in caregiver input: across three differentmeasures of input quality/quantity, disadvantages were found for infants with more siblings. Having a larger number of siblingsdiminished the quality of the input and led to slower overall lexical development. Implications for language development andlearning within dyadic and multi-member contexts 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/6rx2z8pn",
            "frozenauthors": [
                {
                    "first_name": "Catherine",
                    "middle_name": "",
                    "last_name": "Laing",
                    "name_suffix": "",
                    "institution": "Duke University",
                    "department": ""
                },
                {
                    "first_name": "Elika",
                    "middle_name": "",
                    "last_name": "Bergelson",
                    "name_suffix": "",
                    "institution": "Duke University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26915/galley/16551/download/"
                }
            ]
        },
        {
            "pk": 27020,
            "title": "More than meets the eye:\nEarly relational reasoning cannot be reduced to perceptual heuristics",
            "subtitle": null,
            "abstract": "The ability to represent same-different relations is a condition for\nabstract thought. However, there is mixed evidence for when this\nability develops, both ontogenetically and phylogenetically.\nApparent success in relational reasoning may be evidence for\nconceptual understanding or may be due to low-level, perceptual\nstrategies. We introduce a method to discriminate these possibilities\nby pitting two conditions that are perceptually matched but\nconceptually different: in a “fused” condition, same and different\nobjects are joined, creating single objects that have the same\nperceptual features as the pairs in the “relational” condition.\nHowever, the “fused” objects do not provide evidence for the\nrelation. Using this method in a causal task provides evidence for\ngenuine conceptual understanding. This novel technique offers a\nsimple manipulation that may be applied to a variety of existing\nmatch-to-sample procedures used to assess same-different reasoning\nto include in future research with non-human animals, as well as\nhuman infants.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "cognitive development; causal inference; relational\nreasoning; perceptual processes"
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/3wr0285g",
            "frozenauthors": [
                {
                    "first_name": "Caren",
                    "middle_name": "M.",
                    "last_name": "Walker",
                    "name_suffix": "",
                    "institution": "University of California San Diego",
                    "department": ""
                },
                {
                    "first_name": "Alison",
                    "middle_name": "",
                    "last_name": "Gopnik",
                    "name_suffix": "",
                    "institution": "University of California, Berkeley",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27020/galley/16656/download/"
                }
            ]
        },
        {
            "pk": 27513,
            "title": "Motor Fluency Effects on Causal Judgment: The Role of Grip-StrengthAsymmetries and Spatial-Numeric Associations",
            "subtitle": null,
            "abstract": "Human understanding of causation may be grounded in our experience of physical forces in the world. We investi-gated whether right-handers, who exert greater force with their right than left hands, judge candidate causes on the right sideas more causal. In two experiments, subjects simultaneously learned about a moderately effective and an ineffective causeon a trial-by-trial basis. Subjects rated the moderately effective cause as more causal when it appeared on the right side ofspace. This effect was also present in subjects’ trial-by-trial predictions, but the effect reversed with a left-right reversal in thespatial-numeric mapping of the causal judgment scale. The results are not consistent with the notion that our understanding ofcausation is grounded in our ability to exert force. However, they are consistent with influences of motor fluency and polaritycorrespondence on judgment.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Posters: Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/3n43v92k",
            "frozenauthors": [
                {
                    "first_name": "Kelly",
                    "middle_name": "",
                    "last_name": "Goedert",
                    "name_suffix": "",
                    "institution": "Seton Hall University",
                    "department": ""
                },
                {
                    "first_name": "Daniel",
                    "middle_name": "",
                    "last_name": "Czarnowski",
                    "name_suffix": "",
                    "institution": "Seton Hall University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27513/galley/17149/download/"
                }
            ]
        },
        {
            "pk": 27262,
            "title": "Mouse Tracking Shows Attraction to Alternative TargetsWhile Grounding Spatial Relations",
            "subtitle": null,
            "abstract": "Evidence that higher cognitive processes are coupled in agraded and time-continuous way to sensory-motor processescomes, in part, from mouse-tracking studies. In these, curvedmouse trajectories toward one of two fixed response locationsreveal the evolution of certainty about a cognitive task that par-ticipants solve. We present a paradigm in which selection ofthe response location is itself the cognitive task. From amongitems in a visual scene, participants select a target that is de-scribed by a spatial relation (e.g.,“the red to the left of thegreen”), where one target item (here, “red”) matches the de-scription better than alternative same-colored targets. In themouse trajectories, we find clear evidence for attraction tothe alternative targets, attraction to the reference item (here“green”), and an early biasing influence of the spatial term.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/0tc214m1",
            "frozenauthors": [
                {
                    "first_name": "Jonas",
                    "middle_name": "",
                    "last_name": "Lins",
                    "name_suffix": "",
                    "institution": "Ruhr-Universit ̈at Bochum",
                    "department": ""
                },
                {
                    "first_name": "Gregor",
                    "middle_name": "",
                    "last_name": "Sch ̈oner",
                    "name_suffix": "",
                    "institution": "Ruhr-Universit ̈at Bochum",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27262/galley/16898/download/"
                }
            ]
        },
        {
            "pk": 26882,
            "title": "Moving together: in the body or the mind?",
            "subtitle": null,
            "abstract": "When people move together, as they dance, march or flirt, itincreases affiliation between them. But what about ‘movingtogether’ produces affiliation: the movements themselves, orthe social context of moving ‘together’? We instructed pairs ofparticipants to listen to music and move their arms or legsaccording to shapes appearing on screen. They either carriedout the same movements, or when one moved their arms theother moved their legs. They either saw shapes on one laptop,or each had their own laptop. Surprisingly, participants did notlike each other more if they carried out the same movements,but affiliation did increase if they danced looking at the samescreen. Rather than their movements, instructions, intentionsor perceptual experiences, here it is the social context of theactions that produces affiliation, a surprising finding that is noteasily accounted for by the dominant theories of mimicry andbehavioural synchrony.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "synchrony; coordination; mimicry; affiliation;joint action"
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/37q4c8ms",
            "frozenauthors": [
                {
                    "first_name": "Lilla",
                    "middle_name": "",
                    "last_name": "Hodossy",
                    "name_suffix": "",
                    "institution": "Royal Holloway University",
                    "department": ""
                },
                {
                    "first_name": "Jorina",
                    "middle_name": "",
                    "last_name": "von Zimmermann",
                    "name_suffix": "",
                    "institution": "University College London",
                    "department": ""
                },
                {
                    "first_name": "Daniel",
                    "middle_name": "C.",
                    "last_name": "Richardson",
                    "name_suffix": "",
                    "institution": "University College London",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26882/galley/16518/download/"
                }
            ]
        },
        {
            "pk": 26936,
            "title": "Multiple variable cues in the environment promote accurate and robust wordlearning",
            "subtitle": null,
            "abstract": "Learning how words refer to aspects of the environment is acomplex task, but one that is supported by numerous cueswithin the environment which constrain the possibilities formatching words to their intended referents. In this paper wetested the predictions of a computational model of multiplecue integration for word learning, that predicted variation inthe presence of cues provides an optimal learning situation. Ina cross-situational learning task with adult participants, wevaried the reliability of presence of distributional, prosodic,and gestural cues. We found that the best learning occurredwhen cues were often present, but not always. The effect ofvariability increased the salience of individual cues for thelearner, but resulted in robust learning that was not vulnerableto individual cues’ presence or absence. Thus, variability ofmultiple cues in the language-learning environment providedthe optimal circumstances for word learning.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "word learning; multiple cues; strategies; gesture;prosody; cross-situational learning."
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/4203r1r4",
            "frozenauthors": [
                {
                    "first_name": "Padraic",
                    "middle_name": "",
                    "last_name": "Monaghan",
                    "name_suffix": "",
                    "institution": "Lancaster University",
                    "department": ""
                },
                {
                    "first_name": "James",
                    "middle_name": "",
                    "last_name": "Brand",
                    "name_suffix": "",
                    "institution": "Lancaster University",
                    "department": ""
                },
                {
                    "first_name": "Rebecca",
                    "middle_name": "L. A.",
                    "last_name": "Frost",
                    "name_suffix": "",
                    "institution": "Lancaster University",
                    "department": ""
                },
                {
                    "first_name": "Gemma",
                    "middle_name": "",
                    "last_name": "Taylor",
                    "name_suffix": "",
                    "institution": "Salford University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26936/galley/16572/download/"
                }
            ]
        },
        {
            "pk": 26938,
            "title": "Multitasking Capability Versus Learning Efficiencyin Neural Network Architectures",
            "subtitle": null,
            "abstract": "One of the most salient and well-recognized features of humangoal-directed behavior is our limited ability to conduct mul-tiple demanding tasks at once. Previous work has identifiedoverlap between task processing pathways as a limiting fac-tor for multitasking performance in neural architectures. Thisraises an important question: insofar as shared representationbetween tasks introduces the risk of cross-talk and thereby lim-itations in multitasking, why would the brain prefer shared taskrepresentations over separate representations across tasks? Weseek to answer this question by introducing formal considera-tions and neural network simulations in which we contrast themultitasking limitations that shared task representations incurwith their benefits for task learning. Our results suggest thatneural network architectures face a fundamental tradeoff be-tween learning efficiency and multitasking performance in en-vironments with shared structure between tasks.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "multitasking; cognitive control; capacity con-straint; learning; neural networks"
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/5t85k9bm",
            "frozenauthors": [
                {
                    "first_name": "Sebastian",
                    "middle_name": "",
                    "last_name": "Musslick",
                    "name_suffix": "",
                    "institution": "Princeton University",
                    "department": ""
                },
                {
                    "first_name": "Andrew",
                    "middle_name": "M.",
                    "last_name": "Saxe",
                    "name_suffix": "",
                    "institution": "Harvard University",
                    "department": ""
                },
                {
                    "first_name": "Kayhan",
                    "middle_name": "",
                    "last_name": "Ozcimder",
                    "name_suffix": "",
                    "institution": "Princeton University",
                    "department": ""
                },
                {
                    "first_name": "Biswadip",
                    "middle_name": "",
                    "last_name": "Dey",
                    "name_suffix": "",
                    "institution": "Princeton University",
                    "department": ""
                },
                {
                    "first_name": "Greg",
                    "middle_name": "",
                    "last_name": "Henselman",
                    "name_suffix": "",
                    "institution": "University of Pennsylvania",
                    "department": ""
                },
                {
                    "first_name": "Jonathan",
                    "middle_name": "D.",
                    "last_name": "Cohen",
                    "name_suffix": "",
                    "institution": "Princeton University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26938/galley/16574/download/"
                }
            ]
        },
        {
            "pk": 27568,
            "title": "Mutual Exclusivity Revisited – When Pragmatics overrides Novelty",
            "subtitle": null,
            "abstract": "Children typically apply a novel label to a novel object, rather than to a familiar object; a phenomenon called MutualExclusivity (Markman et al., 2003). A recent explanation is that children tend to associate novel stimuli together (Horst et al.,2011). We show that pragmatic factors may override novelty. In our study two-year-old children first played with a novel objecttogether with E1. Then E1 left the room and E2 brought another three novel objects for the child to manipulate on his/her own.Finally, E1 came back and requested the child to give her the ‘Bitye’. Most children chose the first object, with which theyhad a common history with E1, even though it was the least novel. This suggests that children understand a novel word byconsidering to which object the speaker is most likely to have intended to refer.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Posters: Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/76p0s41s",
            "frozenauthors": [
                {
                    "first_name": "Hanna",
                    "middle_name": "",
                    "last_name": "Marno",
                    "name_suffix": "",
                    "institution": "Central European University",
                    "department": ""
                },
                {
                    "first_name": "Dan",
                    "middle_name": "",
                    "last_name": "Sperber",
                    "name_suffix": "",
                    "institution": "Central European University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27568/galley/17204/download/"
                }
            ]
        },
        {
            "pk": 26808,
            "title": "Narrowing of the Cone-of-Direct Gaze Through Reinforcement Learning",
            "subtitle": null,
            "abstract": "The Cone of Direct Gaze (CoD) is described as the range ofeye gaze deviations over which an observer reports gaze asbeing directed towards them. The CoD has been found tonarrow with age across childhood (Mareschal et al. 2016). Weinvestigated whether reinforcement learning, so critical inshaping eye gaze responses in infancy, was able to accountfor the emergence of a CoD and its narrowing in childhood.To this end, we adapted Triesch et al.'s (2006) reinforcementlearning model by (1) defining a topology over objectlocations, and (2) introducing opponent non-linear rewardprofiles for looking at objects and caregivers. In Simulation 1we show that these modifications give rise to a functionalCoD in which there is reduced eye gaze following andincreased fixation on the caregiver for locations with a smallcaregiver eye gaze eccentricity. In Simulation 2 we show thatthe width of this effect reduces with learning, suggesting thatdevelopmental decreases in the CoD may be driven byreinforcement learning. In Simulation 3 we explore howchanges in model parameters can explain the CoD in highanxiety populations. Finally, the model provides one way ofunifying the developmental gaze-following and CoDliteratures, until now considered largely independent.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Reinforcement Learning; Cone of Direct Gaze;Gaze Following; Development; Social Anxiety; Autism;"
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/7sz372q8",
            "frozenauthors": [
                {
                    "first_name": "Sam",
                    "middle_name": " ",
                    "last_name": "Blakeman",
                    "name_suffix": "",
                    "institution": "University of London",
                    "department": ""
                },
                {
                    "first_name": "Denis",
                    "middle_name": "",
                    "last_name": "Mareschal",
                    "name_suffix": "",
                    "institution": "University of London",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26808/galley/16444/download/"
                }
            ]
        },
        {
            "pk": 27209,
            "title": "Network Analysis of a Large Sample of Typical and Late Talkers",
            "subtitle": null,
            "abstract": "The focus of this paper is to examine differences in semantic\nnetwork structure of late talkers and typical talkers to elucidate\npotential learning strategies used by late talking children. To\naddress this question, we conducted network analysis on the\nvocabularies of 2,912 children, with 566 of those being late\ntalkers. Contrary to previously reported findings, the results\nshow that late talkers have well-connected vocabularies as\nmeasured by median degree, clustering coefficient, and mean\ndistance, with more well-connected networks in some cases\nthan their typical talking peers. Further analysis of word order\nsuggests that late talkers may be selecting based on frequency\nand connectivity of the words in the learning environment,\nmore so than typical talkers. The language processing\ndifficulties in late talkers appear not to be associated with their\nsemantic network properties. In sum, late talkers may initially\nbenefit from using word frequency and word connectivity\nstrategies to build well-connected vocabularies.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "semantic networks; network analysis; corpus analysis;\nlanguage acquisition; late talkers; word frequency"
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/7zd4f4jf",
            "frozenauthors": [
                {
                    "first_name": "Eva",
                    "middle_name": "",
                    "last_name": "Jimenez",
                    "name_suffix": "",
                    "institution": "University of Warwick",
                    "department": ""
                },
                {
                    "first_name": "Thomas",
                    "middle_name": "",
                    "last_name": "Hills",
                    "name_suffix": "",
                    "institution": "University of Warwick",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27209/galley/16845/download/"
                }
            ]
        },
        {
            "pk": 27000,
            "title": "Neural and computational arguments for memory as a compressed supportedtimeline",
            "subtitle": null,
            "abstract": "It is well known that, all things being equal, the accuracy ofmammalian timing and memory decays gradually with the pas-sage of time. The gradual decay of temporal accuracy is alsoobserved in single-unit neural recordings. Here we review re-cent modeling work describing a specific mechanism for tim-ing and memory and relevant neural data. The model describesa neural mechanism that can give rise to a logarithmically com-pressed representation of the recent past. We examine the spe-cific predictions of the model, in particular that the elapse oftime is represented by sequentially activated cells which firefor a circumscribed period of time. Such cells, called timecells, have been observed in neural recordings from severalbrain regions in multiple species. As predicted by the model,the cells show accuracy that decreases with time.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "scale-invariance"
                },
                {
                    "word": "memory"
                },
                {
                    "word": "interval timing"
                },
                {
                    "word": "timecells."
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/2kh3n3gg",
            "frozenauthors": [
                {
                    "first_name": "Zoran",
                    "middle_name": "",
                    "last_name": "Tiganj",
                    "name_suffix": "",
                    "institution": "Boston University",
                    "department": ""
                },
                {
                    "first_name": "Karthik",
                    "middle_name": "H.",
                    "last_name": "Shankar",
                    "name_suffix": "",
                    "institution": "Boston University",
                    "department": ""
                },
                {
                    "first_name": "Marc",
                    "middle_name": "W.",
                    "last_name": "Howard",
                    "name_suffix": "",
                    "institution": "Boston University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27000/galley/16636/download/"
                }
            ]
        },
        {
            "pk": 27504,
            "title": "Neural Phase Synchrony on Understanding Meanings of Symbols",
            "subtitle": null,
            "abstract": "The establishment of symbolic communication system, i.e., making a shared meaning system from meaninglesssignals, is studied in experimental semiotics (Galantucci, 2005). Local neural activities within a brain region during a symboliccommunication task (Konno et al., 2013), where two participants try to establish a symbolic communication system fromscratch, has been studied (Li et al, 2015). It is, however, not certain how information bindings between different brain regionsis involved in a cognitive process associated with the establishment process. We analyzed EEG phase synchronization, as ameasure of functional connectivity, of participants engaged in the symbolic communication task. We found the recruitmentof fronto-occipital synchronization at 40 Hz frequency (gamma band), when a symbolic message was displayed, became fastwhen establishing a symbolic communication system. This finding suggests that frontal-occipital information binding by phasesynchronization becomes efficiently used in the course of mutual understanding of symbolic messages.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Posters: Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/5mv461s2",
            "frozenauthors": [
                {
                    "first_name": "Masayuki",
                    "middle_name": "",
                    "last_name": "Fujiwara",
                    "name_suffix": "",
                    "institution": "Japan Advanced Institute of Science and Technology",
                    "department": ""
                },
                {
                    "first_name": "Takashi",
                    "middle_name": "",
                    "last_name": "Hashimoto",
                    "name_suffix": "",
                    "institution": "Japan Advanced Institute of Science and Technology",
                    "department": ""
                },
                {
                    "first_name": "Guanhong",
                    "middle_name": "",
                    "last_name": "Li",
                    "name_suffix": "",
                    "institution": "Japan Advanced Institute of Science and Technology",
                    "department": ""
                },
                {
                    "first_name": "Jiro",
                    "middle_name": "",
                    "last_name": "Okuda",
                    "name_suffix": "",
                    "institution": "Kyoto Sangyo University",
                    "department": ""
                },
                {
                    "first_name": "Takeshi",
                    "middle_name": "",
                    "last_name": "Konno",
                    "name_suffix": "",
                    "institution": "Kanazawa Institute of Technology",
                    "department": ""
                },
                {
                    "first_name": "Kazuyuki",
                    "middle_name": "",
                    "last_name": "Samejima",
                    "name_suffix": "",
                    "institution": "Tamagawa University",
                    "department": ""
                },
                {
                    "first_name": "Junya",
                    "middle_name": "",
                    "last_name": "Morita",
                    "name_suffix": "",
                    "institution": "Shizuoka University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27504/galley/17140/download/"
                }
            ]
        },
        {
            "pk": 27612,
            "title": "Neural responses decrease while performance increases with practice: A neuralnetwork model",
            "subtitle": null,
            "abstract": "Why do neural responses decrease with practice? We used a predictive neural network model of sentence processing(St. John & McClelland, 1990) to simulate neural responses during language understanding, and examined the model’s correlateof neural responses (specifically, the N400 component), measured as stimulus-induced change in hidden layer activation, acrosstraining. N400 magnitude first increased and then gradually decreased over training while comprehension performance atthe output steadily rose with practice. These results fit the developmental trajectory of N400 amplitudes. Importantly, theyalso address the reduction of neural activation with practice. In the model, the reduction is due to continuous adaptation ofconnection weights over training. As connection weights between hidden and output layer grow stronger, less hidden layeractivation is necessary to efficiently modulate the output. This shift of labor from activation to connection weights might be animportant mechanism contributing to the reduction of neural activation with practice.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Posters: Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/1gq42686",
            "frozenauthors": [
                {
                    "first_name": "Milena",
                    "middle_name": "",
                    "last_name": "Rabovsky",
                    "name_suffix": "",
                    "institution": "Freie Universitaet",
                    "department": ""
                },
                {
                    "first_name": "Steven",
                    "middle_name": "S.",
                    "last_name": "Hansen",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                },
                {
                    "first_name": "James",
                    "middle_name": "L.",
                    "last_name": "McClelland",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27612/galley/17248/download/"
                }
            ]
        },
        {
            "pk": 36015,
            "title": "New Ways in Teaching Vocabulary - Averil Coxhead (Ed.)",
            "subtitle": null,
            "abstract": "",
            "language": "eng",
            "license": null,
            "keywords": [],
            "section": "Book and Media Review",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/3pj1q45p",
            "frozenauthors": [
                {
                    "first_name": "Eunice",
                    "middle_name": "",
                    "last_name": "Lim",
                    "name_suffix": "",
                    "institution": "Biola University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/catesoljournal/article/36015/galley/26867/download/"
                }
            ]
        },
        {
            "pk": 27018,
            "title": "Non-Symbolic Exact Quantity Representation in a Language Impaired Population",
            "subtitle": null,
            "abstract": "English-speakers whose access to number language isartificially compromised by verbal interference and the Pirahã(an Amazonian tribe without exact number words) appear torely on analog magnitude estimation for representing non-symbolic exact quantities greater than 3. Here, 16 participantswith aphasia performed the 5 counting tasks from theseprevious studies. Performance was poorest when targets werenot visible during response (70% correct, task 4; 71% correct,task 5) and best when targets were presented as subitizablegroups of 2 and 3 (98% correct, task 2). Western AphasiaBattery-Revised subtest scores correlated with taskperformance, suggesting diverse forms of languageimpairment may contribute to errors. Coefficients of variationfor tasks and significant correlations of target magnitude witherror rate (r 2=.88) and error size (r 2=.87) across tasks suggestparticipant use of analog magnitude estimation. Experimentsinvolving people with aphasia may further refine ourunderstanding of how language and thought interact.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Aphasia"
                },
                {
                    "word": "Language"
                },
                {
                    "word": "number"
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/1258k4f5",
            "frozenauthors": [
                {
                    "first_name": "John",
                    "middle_name": "",
                    "last_name": "Verbos",
                    "name_suffix": "",
                    "institution": "Duoquesne University",
                    "department": ""
                },
                {
                    "first_name": "Sarah",
                    "middle_name": "E.",
                    "last_name": "Wallace",
                    "name_suffix": "",
                    "institution": "Duoquesne University",
                    "department": ""
                },
                {
                    "first_name": "Alexander",
                    "middle_name": "",
                    "last_name": "Kranjec",
                    "name_suffix": "",
                    "institution": "Duoquesne University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27018/galley/16654/download/"
                }
            ]
        },
        {
            "pk": 27051,
            "title": "Non-syntactic Processing Explains Cortical Entrainment During SpeechPerception",
            "subtitle": null,
            "abstract": "",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Language processing; cortical entrainment; distri-butional semantics"
                }
            ],
            "section": "Talks: Publication-Based",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/9qb2737s",
            "frozenauthors": [
                {
                    "first_name": "Stefan",
                    "middle_name": "L.",
                    "last_name": "Frank",
                    "name_suffix": "",
                    "institution": "Radboud University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27051/galley/16687/download/"
                }
            ]
        },
        {
            "pk": 27475,
            "title": "No Tranfer of Training in Simple Addition",
            "subtitle": null,
            "abstract": "Several researchers have proposed that skilled adults may solve single-digit addition problems (e.g. 3+1=4, 4+3=7)using a fast counting procedure. Practicing a procedure often leads to transfer of learning and faster performance of unpracticeditems. Such transfer has been demonstrated using a counting-based alphabet arithmetic task (e.g., B+4 = C D E F) that indicatedrobust RT gains when untrained transfer problems at test had been implicitly practiced (e.g., practice B+3, test B+2 or B+1).Here we constructed analogous simple addition problems (practice 4+3, test 4+2 or 4+1). In three experiments (n=108) therewas no evidence of generalization for these items, but there was robust speed up when the items were repeated. The results areconsistent with direct retrieval of addition facts from long-term memory rather than a counting procedure.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Posters: Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/9p69k015",
            "frozenauthors": [
                {
                    "first_name": "Jamie",
                    "middle_name": "",
                    "last_name": "Campbell",
                    "name_suffix": "",
                    "institution": "University of Saskatchewan",
                    "department": ""
                },
                {
                    "first_name": "Yalin",
                    "middle_name": "",
                    "last_name": "Chen",
                    "name_suffix": "",
                    "institution": "University of Saskatchewan",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27475/galley/17111/download/"
                }
            ]
        },
        {
            "pk": 27039,
            "title": "Novel Evidence for the Bilingual Advantage: Effects of Language Control onExecutive Function in Balanced and Unbalanced Dual-Language Users",
            "subtitle": null,
            "abstract": "Bilinguals’ need to monitor and inhibit non-relevantlanguages over a relevant one confers advantage in cognitivecontrol. No studies have demonstrated that the dual-languagecontrol process directly contributes to the bilingual cognitiveadvantage. We utilized a novel language control manipulationparadigm where 83 English-Chinese bilingual adultscompleted a reading and comprehension task in either single-language (low-language-control) or dual-language (high-language-control) prior to performing nonverbal executivecontrol tasks (Stroop, task-switching, and n-back). Resultsshowed that language control had significant effects onsubsequent cognitive performance, depending on whether theparticipants were regular dual language users or not. In thedual-language condition, but not the single-languagecondition, participants who used both languages regularlydemonstrated a smaller mixing cost in task-switching and agreater sensitivity in n-back detection compared toparticipants who did not. This suggests that dual languagecontrol utilizes similar resources as executive function andfrequent dual language use enhances this resource.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "bilingualism; cognitive resources; task mixing;working memory; adults"
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/404236s9",
            "frozenauthors": [
                {
                    "first_name": "W. Quin",
                    "middle_name": "",
                    "last_name": "Yow",
                    "name_suffix": "",
                    "institution": "",
                    "department": ""
                },
                {
                    "first_name": "Adam",
                    "middle_name": "C.",
                    "last_name": "Oei",
                    "name_suffix": "",
                    "institution": "",
                    "department": ""
                },
                {
                    "first_name": "Xiaoqian",
                    "middle_name": "",
                    "last_name": "Li",
                    "name_suffix": "",
                    "institution": "",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27039/galley/16675/download/"
                }
            ]
        },
        {
            "pk": 27602,
            "title": "Novel metacognitive problem solving task",
            "subtitle": null,
            "abstract": "Metacognition is important for decision making, problem solving and learning. Despite the widespread interest inmetacognitive skills and their development, it is challenging to measure metacognitive skills in children. Some excellent quali-tative and observational measures exist, but use metrics that are different from traditional metacognition tasks for adults. Somemeta-cognition tasks of memory have been developed for children, but these only offer a narrow range of the skills involvedin metacognition. Here, we compared performance on a meta-memory task for children with a new task of metacognitionfor problem solving. Our sample includes about 800 children aged 8-10 years who were part of a larger study exploring thedevelopment of thinking skills. The results indicated similarities and differences between the memory and problem solvingtasks, suggesting that the new task could be a bridge between existing qualitative and quantitative measures of metacognitionin 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/0jx962jp",
            "frozenauthors": [
                {
                    "first_name": "Jwalin",
                    "middle_name": "",
                    "last_name": "Patel",
                    "name_suffix": "",
                    "institution": "University of Cambridge",
                    "department": ""
                },
                {
                    "first_name": "Amanda",
                    "middle_name": "",
                    "last_name": "Aldercotte",
                    "name_suffix": "",
                    "institution": "University of Cambridge",
                    "department": ""
                },
                {
                    "first_name": "Teresa",
                    "middle_name": "",
                    "last_name": "Parr",
                    "name_suffix": "",
                    "institution": "Ashley-Parr, LLC",
                    "department": ""
                },
                {
                    "first_name": "Zewelanji",
                    "middle_name": "",
                    "last_name": "Serpell",
                    "name_suffix": "",
                    "institution": "Virginia Commonwealth University",
                    "department": ""
                },
                {
                    "first_name": "Michelle",
                    "middle_name": "",
                    "last_name": "Ellefson",
                    "name_suffix": "",
                    "institution": "University of Cambridge",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27602/galley/17238/download/"
                }
            ]
        },
        {
            "pk": 27133,
            "title": "Novice to Expert continuum may affect System Response Time",
            "subtitle": null,
            "abstract": "To familiarize herself with a user-interface of a software\nsystem, a user needs practice. With practice, a user's think\ntime gradually decreases—the novice to expert transition. We\npropose a queueing model that accounts for this transition in\nanalyzing the performance of a distributed software system.\nWe solve the model using deterministic simulation. Our\nmodel captures system performance in terms of system\nresponse time. We use the model to demonstrate how users—\nwho are at various experience levels in the novice to expert\ncontinuum—may affect the system response time.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "User Think Time; System Response Time;\nQueueing Network"
                },
                {
                    "word": "Novice to Expert Transition"
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/0r02g24k",
            "frozenauthors": [
                {
                    "first_name": "Arindam",
                    "middle_name": "",
                    "last_name": "Das",
                    "name_suffix": "",
                    "institution": "York University",
                    "department": ""
                },
                {
                    "first_name": "Olivia",
                    "middle_name": "",
                    "last_name": "Das",
                    "name_suffix": "",
                    "institution": "Ryerson University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27133/galley/16769/download/"
                }
            ]
        },
        {
            "pk": 27310,
            "title": "Nudging Problematic Smartphone Use to a Lower Level",
            "subtitle": null,
            "abstract": "Smartphone usage has evolved in people’s lives from necessity\nto habit and in some cases leading to compulsive use and\naddiction. However, only a little research has been performed\non the prevention of Problematic Smartphone Usage (PSU).\nBehavioral economics has been applied to investigate how\nsmartphone users respond to nudges that try to lower their\nsmartphone usage. Findings revealed that the Total Screen On\nTime (SOT) decreased when nudging smartphone users with\ninformation on their usage behaviors. Intermittent glancing, as\nwell as the median session time increased, and the reduction in\nSOT was no longer statistically significant in the observation\nperiod after the nudges were no longer applied, suggesting\nrelapse in smartphone usage behavior.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "addiction; behavioral insights; nudge; smartphone"
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/4vw166wx",
            "frozenauthors": [
                {
                    "first_name": "Lauri",
                    "middle_name": "",
                    "last_name": "Palokangas",
                    "name_suffix": "",
                    "institution": "Laurea University of Applied Sciences",
                    "department": ""
                },
                {
                    "first_name": "Jyrki",
                    "middle_name": "",
                    "last_name": "Suomala",
                    "name_suffix": "",
                    "institution": "Laurea University of Applied Sciences",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27310/galley/16946/download/"
                }
            ]
        },
        {
            "pk": 26798,
            "title": "Numbers Uniquely Bias Spatial Attention: A Novel Paradigm for UnderstandingSpatial-Numerical Associations",
            "subtitle": null,
            "abstract": "Over the past two-and-a-half decades, numerous empiricalstudies have demonstrated a relationship between numbersand space. A classic interpretation is that these spatial-numerical associations (SNAs) are a product of a stablemental number line (MNL) in the mind, yet others haveargued that SNAs are a product of transient mappings thatoccur in working memory. Importantly, although the latterinterpretation has no implications for the representation ofnumber, the former suggests that the representation ofnumber is inherently spatial. Here, we tease apart questionsof spatial representation (à la an MNL perspective) andspatial strategy (à la alternative accounts). In a novel place-the-number task, we demonstrate that numbersautomatically bias spatial attention whereas other ordinalsequences (i.e., letters) do not. We argue that this isevidence of an inherently spatial representation of numberand explore how this work may help answer futurequestions about the relationship between space andnumber.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "spatial-numerical associations (SNAs); mentalnumber line (MNL); automaticity; working memory;polarity correspondence; synesthesia"
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/3gs7r3d8",
            "frozenauthors": [
                {
                    "first_name": "Lauren",
                    "middle_name": "S.",
                    "last_name": "Aulet",
                    "name_suffix": "",
                    "institution": "Emory University",
                    "department": ""
                },
                {
                    "first_name": "Sami",
                    "middle_name": "R.",
                    "last_name": "Yousif",
                    "name_suffix": "",
                    "institution": "Yale University",
                    "department": ""
                },
                {
                    "first_name": "Stella",
                    "middle_name": "F.",
                    "last_name": "Lourenco",
                    "name_suffix": "",
                    "institution": "Emory University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26798/galley/16434/download/"
                }
            ]
        },
        {
            "pk": 26907,
            "title": "Numerical and Non-numerical Magnitude Estimation",
            "subtitle": null,
            "abstract": "Despite a heated debate regarding a cognitive mechanism of magnitude representation, little has been done to di-rectly compare numerical and non-numerical estimation and provide a unified account of the two processes. In the current study,we examined estimation of numerical and non-numerical quantities on a continuum using various psychophysical functions.Inconsistent with the proportion reasoning and measurement skills accounts, estimates of both numerical and non-numericalquantities were better predicted by the logarithmic-linear model than by cyclic power models. Furthermore, individual dif-ferences in the degree of logarithmic compression was highly correlated over tasks, whereas bias measures from competingmodels did not show such associations. These findings suggest that estimation of both numerical and non-numerical magnitudeis processed via shared representation systems that are logarithmically or linearly constructed.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/7fn5d3ps",
            "frozenauthors": [
                {
                    "first_name": "Dan",
                    "middle_name": "",
                    "last_name": "Kim",
                    "name_suffix": "",
                    "institution": "The Ohio State University",
                    "department": ""
                },
                {
                    "first_name": "John",
                    "middle_name": "",
                    "last_name": "Opfer",
                    "name_suffix": "",
                    "institution": "The Ohio State University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26907/galley/16543/download/"
                }
            ]
        },
        {
            "pk": 27286,
            "title": "Objections to Computationalism. A Short Survey",
            "subtitle": null,
            "abstract": "In this paper, I review the objections against the claim that\nbrains are computers, or, to be precise, information-\nprocessing mechanisms. By showing that practically all the\npopular objections are based on uncharitable (or simply\nincorrect) interpretations of the claim, I argue that the claim is\nlikely to be true, relevant to contemporary cognitive\n(neuro)science, and non-trivial.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "computationalism; computational theory of mind;\nrepresentation; computation; modeling"
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/0v24c4zc",
            "frozenauthors": [
                {
                    "first_name": "Marcin",
                    "middle_name": "",
                    "last_name": "Miłkowski",
                    "name_suffix": "",
                    "institution": "Instytut Filozofii i Socjologii PAN",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27286/galley/16922/download/"
                }
            ]
        },
        {
            "pk": 27090,
            "title": "Object Representation in Multiattribute Choice",
            "subtitle": null,
            "abstract": "We propose a theoretical framework for understanding how\neveryday choice objects are represented and how decisions\ninvolving these objects are made. Our framework combines\ninsights regarding object and concept representation in\nsemantic memory research with multiattribute choice rules\nproposed by scholars of decision making. We also outline\ncomputational techniques for using our framework to\nquantitatively predict naturalistic multiattribute choices. We\ntest our approach in two-object and three-object forced choice\nexperiments involving common books, movies, and foods.\nDespite using complex naturalistic stimuli, we find that our\napproach achieves high predictive accuracy rates, and is also\nable to provide a good account of decision time distributions.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Multiattribute choice"
                },
                {
                    "word": "Semantic memory"
                },
                {
                    "word": "Naturalistic decision making"
                },
                {
                    "word": "Judgment and decision making"
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/255758sh",
            "frozenauthors": [
                {
                    "first_name": "Sudeep",
                    "middle_name": "",
                    "last_name": "Bhatia",
                    "name_suffix": "",
                    "institution": "University of Pennsylvania",
                    "department": ""
                },
                {
                    "first_name": "Neil",
                    "middle_name": "",
                    "last_name": "Stewart",
                    "name_suffix": "",
                    "institution": "University of Warwick",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27090/galley/16726/download/"
                }
            ]
        },
        {
            "pk": 27550,
            "title": "Object Understanding: Exploring the Path from Percept to Meaning",
            "subtitle": null,
            "abstract": "This research addresses the generation of meaningful interpretations of real-world perceptual stimuli. Accordingto a widespread framework we will call the features-first view, a stimulus is initially encoded via semantically-laden, symbol-like properties that are compared to stored category representations to find the best match. Alternative theoretical perspectiveschallenge the features-first view, but there has been no direct empirical test. In our experiment, participants were shownphotographic images of everyday objects and asked to judge as quickly as possible whether a provided verbal descriptivematched the picture. We tested different levels of delay between image and descriptive and found evidence that basic-levelcategory labels were verified faster than clearly manifested descriptions of physical or functional properties. Accordingly,people know the category of the stimulus before knowing its semantic properties. The present evidence suggests that thecategory is used to achieve a property-level description of the meaning of the stimulus, not vice-versa.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Posters: Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/717395nh",
            "frozenauthors": [
                {
                    "first_name": "Kenneth",
                    "middle_name": "",
                    "last_name": "Kurtz",
                    "name_suffix": "",
                    "institution": "Binghamton University",
                    "department": ""
                },
                {
                    "first_name": "Daniel",
                    "middle_name": "",
                    "last_name": "Silliman",
                    "name_suffix": "",
                    "institution": "Binghamton University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27550/galley/17186/download/"
                }
            ]
        },
        {
            "pk": 26804,
            "title": "odeling human categorization of natural images using deep featurerepresentations",
            "subtitle": null,
            "abstract": "Over the last few decades, cognitive scientists have developed sophisticated formal models of human categorization,and computer vision researchers have achieved increasingly impressive performance in natural image classification. In thispaper, we combine the strengths of these approaches, using representations from a convolutional neural network to evaluatecognitive models of categorization against >300,000 human judgments of natural images. We find that a prototype modelperforms best overall, and that an exemplar model performs best when the network’s most abstract features are used. Altogether,our results demonstrate that the optimal categorization strategy over a set of stimuli is deeply linked to how they are represented,suggesting that any satisfying characterization of categorization behavior over naturalistic stimuli must consider it the resultof a dual process of feature learning and strategy selection. The paradigm we present herein offers one avenue to begin thisundertaking.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": " "
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/3n56d3fm",
            "frozenauthors": [
                {
                    "first_name": "Ruairidh",
                    "middle_name": " ",
                    "last_name": "Battleday",
                    "name_suffix": "",
                    "institution": "University of California, Berkeley",
                    "department": ""
                },
                {
                    "first_name": "Joshua",
                    "middle_name": "",
                    "last_name": "Peterson",
                    "name_suffix": "",
                    "institution": "University of California, Berkeley",
                    "department": ""
                },
                {
                    "first_name": "Tom",
                    "middle_name": "",
                    "last_name": "Griffiths",
                    "name_suffix": "",
                    "institution": "University of California, Berkeley",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26804/galley/16440/download/"
                }
            ]
        },
        {
            "pk": 27162,
            "title": "On an effective and efficient method for exploiting “wisdom of crowds in one mind”",
            "subtitle": null,
            "abstract": "Previous studies have shown that one can exploit “wisdom ofcrowds” by oneself. This is achieved by aggregating multiple“quasi-independent” estimates from the same person. However,previous methods were not necessarily easy to utilize. Therefore,we propose an efficient method based on perspective-taking. Theprocedure is as follows: First, one makes her/his own estimation.Second, one estimates again based on a different perspective(“general public”). Then these two estimations were averaged.Two experiments revealed that our method effectively induced thewisdom of crowds by oneself. More importantly, participants inour method made estimations more quickly than those in apreviously proposed method, suggesting that our method requireda relatively diminished cognitive load for participants. Furtherinvestigation suggested that our method was immune to adverseeffects of confidence. Therefore, the present findings show that ourmethod could be effective and efficient method for inducing thewisdom of crowds in one mind.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Estimation; Judgments under uncertainty;Perspective taking; Judgment aggregation; Wisdom of crowds;Wisdom of crowds in one mind"
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/6082r6bw",
            "frozenauthors": [
                {
                    "first_name": "Itsuki",
                    "middle_name": "",
                    "last_name": "Fujisaki",
                    "name_suffix": "",
                    "institution": "The University of Tokyo",
                    "department": ""
                },
                {
                    "first_name": "Hidehito",
                    "middle_name": "",
                    "last_name": "Honda",
                    "name_suffix": "",
                    "institution": "The University of Tokyo",
                    "department": ""
                },
                {
                    "first_name": "Kazuhiro",
                    "middle_name": "",
                    "last_name": "Ueda",
                    "name_suffix": "",
                    "institution": "The University of Tokyo",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27162/galley/16798/download/"
                }
            ]
        },
        {
            "pk": 27545,
            "title": "One-shot Learning and Classification in Children",
            "subtitle": null,
            "abstract": "People can often generalize concepts from just a single example, while machine learning algorithms typicallyrequire hundreds. Lake, Salakhutdinov and Tenenbaum (2016) studied this ability in the domain of handwritten characters,and proposed a model for one-shot learning of new concepts based on inferring compositionally structured generative models,and transfer (or learning to learn) from familiar concepts. Lake et al showed that their model fit well with the classifications anddrawings of adults, but provided no direct evidence for the role of learning to learn which presumably occurs mostly in childrenlearning to draw. Here we study the drawing and classification abilities of children ages 3-5, asking whether their ability toclassify novel objects and handwritten characters is related to their ability to infer an appropriate motor program for drawing ortracing characters. Preliminary results suggest at least a weak relationship between these abilities, independent of age.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Posters: Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/9384z1mf",
            "frozenauthors": [
                {
                    "first_name": "Eliza",
                    "middle_name": "",
                    "last_name": "Kosoy",
                    "name_suffix": "",
                    "institution": "Massachusetts Institute of Technology",
                    "department": ""
                },
                {
                    "first_name": "Brenden",
                    "middle_name": "",
                    "last_name": "Lake",
                    "name_suffix": "",
                    "institution": "New York University",
                    "department": ""
                },
                {
                    "first_name": "Josh",
                    "middle_name": "",
                    "last_name": "Tenenbaum",
                    "name_suffix": "",
                    "institution": "Massachusetts Institute of Technology",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27545/galley/17181/download/"
                }
            ]
        },
        {
            "pk": 27479,
            "title": "One-shot word learning under high and low sentential constraints in adult L2learners of Chinese",
            "subtitle": null,
            "abstract": "New words were embedded in high- and low-constraint sentences and presented three times in a random order toadult learners of Chinese as a second language. The learners explained the meaning of each word in their native languages andtheir answers were scored by other native speakers. The overall accuracy was .47 with no effect of constraint or frequency.When the data were limited to those words the learners reported having no prior encounters with and those sentences theyreported comprehending, the accuracy was .45. The results demonstrated fast mapping of word learning in adult L2 learners butindicated that extended mapping was necessary to achieve ultimate attainment. The results are also consistent with Krashen’s(1982) “comprehensible input” and “i+1” 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/24m276sx",
            "frozenauthors": [
                {
                    "first_name": "Jenn-Yeu",
                    "middle_name": "",
                    "last_name": "Chen",
                    "name_suffix": "",
                    "institution": "National Taiwan Normal University",
                    "department": ""
                },
                {
                    "first_name": "Yu-Shu",
                    "middle_name": "",
                    "last_name": "Huang",
                    "name_suffix": "",
                    "institution": "National Taiwan Normal University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27479/galley/17115/download/"
                }
            ]
        },
        {
            "pk": 27516,
            "title": "On the Detection of “Alternative Facts” in Environmental Messages: The Effectsof a Sequential versus a Simultaneous Presentation Format",
            "subtitle": null,
            "abstract": "Reasonable rational information processing is important in people’s in everyday decision-making. A number offeatures affect how environmental messages are processed, including the presentation format and the reliability of the informa-tion source. One way to measure the importance assigned to the source reliability is to frame the question in terms of Bayes’theorem (Hahn & Harris, 2009). In two online experiments, we investigated how people process environmental messages in aBayesian integration task where the participants rate the probability of an energy crisis. The information about the prior, like-lihood ratio, and source reliability were presented either sequentially or simultaneously. The results showed that, as prescribedby Bayes’ theorem, participants integrated the sentences multiplicatively. However, with sequential presentation they assignedmore weight to source reliability, and this effect remained when the source reliability was presented next to last, suggesting thatparticipants assigned more weight to the source regardless of its position.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Posters: Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/6cb6952z",
            "frozenauthors": [
                {
                    "first_name": "Mona",
                    "middle_name": "",
                    "last_name": "Guath",
                    "name_suffix": "",
                    "institution": "Uppsala University",
                    "department": ""
                },
                {
                    "first_name": "Peter",
                    "middle_name": "",
                    "last_name": "Juslin",
                    "name_suffix": "",
                    "institution": "Uppsala University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27516/galley/17152/download/"
                }
            ]
        },
        {
            "pk": 27507,
            "title": "On the road to . . . somewhere? Change-blindness in event description tasks isinformative about the interrelation between visual perception and languageplanning",
            "subtitle": null,
            "abstract": "The visual processing of complex event stimuli and the planning of utterances to describe them happen rapidlyand partly overlap in time, posing a challenge to researchers on vision and language: How exactly do the processes interact?As a test case we investigate how sudden content-changes in visual scenes affect speakers of different languages. In a novelapproach, we elicit event descriptions from naturalistic video stimuli of motion events consisting of two segments (240ms each),each followed by a mask (80ms). A potential change-blindness situation regarding the presence/absence of the goal of motionis created. We exploit typological differences between French and German regarding the verbal encoding of goal-orientation.Analyses of the linguistic data (content and timing) reveals a language-specific effect regarding how subjects accommodate toseemingly unnoticed changes (e.g., distribution of hesitations, temporal onsets of words). Furthermore, we find differences inovert change detection frequency depending on conditions.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Posters: Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/8bt592v8",
            "frozenauthors": [
                {
                    "first_name": "Johannes",
                    "middle_name": "",
                    "last_name": "Gerwien",
                    "name_suffix": "",
                    "institution": "Heidelberg University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27507/galley/17143/download/"
                }
            ]
        },
        {
            "pk": 27231,
            "title": "“Oops, I did it again.”\nThe impact of frequent behaviour on causal judgement",
            "subtitle": null,
            "abstract": "Current causal theories aim to incorporate the effect of\nstatistical and prescriptive norms on causal judgements, stating\nthat norm-violating actions are judged as more causal than\nnorm-conforming ones. In this paper, we present two\nexperiments that undermine this claim, showing that people\nattribute increased causality to agents who conform to the norm\nof frequent behaviour. Furthermore, we find that the time point\nat which a moral norm is introduced does not make a difference\nto causal attributions, but that the frequency of a norm violation\nfurther accentuates its causal rating. Because these findings\npresent a challenge to current norm theories of causation, we\nargue for an extended counterfactual model of causal\nattribution.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "causal judgement; counterfactual reasoning"
                },
                {
                    "word": "frequency; norms; moral judgement"
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/78p464ns",
            "frozenauthors": [
                {
                    "first_name": "Lara",
                    "middle_name": "",
                    "last_name": "Kirfel",
                    "name_suffix": "",
                    "institution": "University College London",
                    "department": ""
                },
                {
                    "first_name": "David",
                    "middle_name": "",
                    "last_name": "Lagnado",
                    "name_suffix": "",
                    "institution": "University College London",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27231/galley/16867/download/"
                }
            ]
        },
        {
            "pk": 27123,
            "title": "Opening Up and Closing Down Discussion: Experimenting with Epistemic Statusin Conversation",
            "subtitle": null,
            "abstract": "Managing disagreement in conversation requires subtlelinguistic and pragmatics skills. One key dimension is thedegree of ‘knowingness’ with which people present theirstance on an issue. It has been hypothesised that framingstances as ‘knowing’, i.e. with higher implied levels ofspeaker certainty limits the potential for challenge by others.We present the first experimental test of this hypothesis. Usinga text based chat-tool paradigm and a debating task we areable to systematically manipulate how ‘knowing’ people’sturns appear to one-another. The results show that ‘knowing’stances tend to close off discussion leading to less carefullyformulated, truncated turns, but do not reliably affect the rangeof solutions considered. Unknowing stances, by contrast,do not affect turn length or formulation but do encouragemore deliberation and include more signals of certainty in themessage contents.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Dialogue; Interaction; Disagreement; Stance;Deliberation."
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/8365z37j",
            "frozenauthors": [
                {
                    "first_name": "Shauna",
                    "middle_name": "",
                    "last_name": "Concannon",
                    "name_suffix": "",
                    "institution": "Queen Mary University of London",
                    "department": ""
                },
                {
                    "first_name": "Patrick",
                    "middle_name": "G. T.",
                    "last_name": "Healey",
                    "name_suffix": "",
                    "institution": "Queen Mary University of London",
                    "department": ""
                },
                {
                    "first_name": "Matthew",
                    "middle_name": "",
                    "last_name": "Purver",
                    "name_suffix": "",
                    "institution": "Queen Mary University of London",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27123/galley/16759/download/"
                }
            ]
        },
        {
            "pk": 26957,
            "title": "Opinion Cascades and Echo-Chambers in Online Networks:\nA Proof of Concept Agent-Based Model",
            "subtitle": null,
            "abstract": "In online networks, the polarization of opinions (e.g.,\nregarding presidential elections or referenda) has been\nassociated with the creation of “echo-chambers” of like-\nminded peers, secluded from those of contrary viewpoints.\nPrevious work has commonly attributed such phenomena to\nself-regarding preferences (e.g., confirmation bias), individual\ndifferences, and the pre-dispositions of users, with clusters\nforming over repeated interactions.\nThe present work provides a proof of concept Agent-Based\nModel that demonstrates online networks are susceptible to\necho-chambers from a single opinion cascade, due to the\nspatiotemporal order induced by lateral transmission. This\nsusceptibility is found to vary as a function of degree of\ninterconnectivity and opinion strength. Critically, such effects\nare found despite globally proportionate levels of opinions,\nequally rational agents (i.e. absent conformity, confirmation\nbias or pre-disposition architecture), and prior to cyclical\ninteractions.\nThe assumptions and implications of this work, including the\nvalue of Agent-Based Modelling to cognitive psychology, are\ndiscussed.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Information cascades; opinion dynamics; belief\nupdating; Agent-Based Models"
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/4m97p67t",
            "frozenauthors": [
                {
                    "first_name": "Toby",
                    "middle_name": "D.",
                    "last_name": "Pilditch",
                    "name_suffix": "",
                    "institution": "University College London",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26957/galley/16593/download/"
                }
            ]
        },
        {
            "pk": 26894,
            "title": "Opponent Uses of Simplicity and Complexity in Causal Explanation",
            "subtitle": null,
            "abstract": "People often prefer simpler explanations because they havehigher prior probability. However, simpler explanations arenot always normatively superior because they often do notfit the data as well as complex explanations. How dopeople negotiate this trade-off between prior probability(favoring simplicity) and goodness-of-fit (favoringcomplexity)? Here, we argue that people use opponentheuristics—relying on simplicity as a cue to priorprobability but complexity as a cue to goodness-of-fit(Study 1). We also examine factors that lead one or theother heuristic to predominate in a given context. Study 2finds that people have a stronger simplicity preference indeterministic rather than stochastic contexts, while Study 3finds that people have a stronger simplicity preference forphysical rather than social causal systems. Together, weargue that these cues and contextual moderators act aspowerful constraints that help to specify otherwise ill-defined hypothesis comparison problems.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Causal reasoning; explanation; probabilisticreasoning; heuristics; judgment under uncertainty."
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/5gw1g9zx",
            "frozenauthors": [
                {
                    "first_name": "Samuel",
                    "middle_name": "G. B.",
                    "last_name": "Johnson",
                    "name_suffix": "",
                    "institution": "Yale University",
                    "department": ""
                },
                {
                    "first_name": "J.",
                    "middle_name": "J.",
                    "last_name": "Valenti",
                    "name_suffix": "",
                    "institution": "Johns Hopkins University",
                    "department": ""
                },
                {
                    "first_name": "Frank",
                    "middle_name": "C.",
                    "last_name": "Keil",
                    "name_suffix": "",
                    "institution": "Yale University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26894/galley/16530/download/"
                }
            ]
        },
        {
            "pk": 27639,
            "title": "Optimality of visual search under ambiguous stimuli",
            "subtitle": null,
            "abstract": "A hallmark of optimal decision making is that cues are weighted by their reliability. Previous studies have reportedevidence for reliability weighting in several human perceptual decision-making tasks in which sensory noise was the onlypossible source of errors. Here we use a target detection task to test whether optimality generalizes to situations where stimulusambiguity is an additional source of uncertainty. Target and distractor orientations were drawn from distributions with differentmeans and the level of ambiguity was varied through the amount of overlap between the two distributions. In line with previousstudies, we found clear evidence for sensory reliability-weighting, regardless of the level of ambiguity. However, using a richerset of models than before, we also found that the estimated weights deviated from the optimal ones. Finally, we found no effectof ambiguity level on task efficiency, which suggests that subjects optimally accounted for this source of uncertainty.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Posters: Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/0md2538t",
            "frozenauthors": [
                {
                    "first_name": "Elina",
                    "middle_name": "",
                    "last_name": "Steng ̊ard",
                    "name_suffix": "",
                    "institution": "Uppsala",
                    "department": ""
                },
                {
                    "first_name": "Ronald",
                    "middle_name": "",
                    "last_name": "van den Berg",
                    "name_suffix": "",
                    "institution": "Uppsala",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27639/galley/17275/download/"
                }
            ]
        },
        {
            "pk": 26950,
            "title": "Optimization of American English, Spanish, and Mandarin Chinese over time forefficient communication",
            "subtitle": null,
            "abstract": "Frequent words tend to be short, and many researchers haveproposed that this relationship reflects a tendency towards ef-ficient communication. Recent work has sought to formalizethis observation in the context of information theory, which es-tablishes a limit on communicative efficiency called the chan-nel capacity. In this paper, I first show that the compositionalstructure of natural language prevents natural language com-munication from getting close to the channel capacity, but thata different limit, which incorporates probability in context,may be achievable. Next, I present two corpus studies in threetypologically-diverse languages that provide evidence that lan-guages change over time towards the achievable limit. Theseresults suggest that natural language optimizes for efficiencyover time, and does so in a way that is appopriate for compo-sitional codes.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Communicative efficiency; Uniform InformationDensity; Smooth Signal Hypothesis; Noisy channel"
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/3m77c97x",
            "frozenauthors": [
                {
                    "first_name": "John",
                    "middle_name": "K.",
                    "last_name": "Pate",
                    "name_suffix": "",
                    "institution": "University at Buffalo",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26950/galley/16586/download/"
                }
            ]
        },
        {
            "pk": 27538,
            "title": "Optimizing Mathematic Learning: Effects of Continuous and Nominal PracticeFormat on Transfer of Arithmetic Skills",
            "subtitle": null,
            "abstract": "Should we give learners a lot of practice with a few problems, or a little practice with a variety of problems? Thebest practice set depends on the way people are learning. We describe two models people employ when learning arithmeticproblems. We show that features of the task environment influence model use. When problems are presented in a purelysymbolic format, people learn an item-specific model. When the task format linked problems to representations of magnitudes,people learn a continuous model. We also test the effects of different practice sets on learning. In both formats people learnedthe practice sets well with a few repeated examples. With a continuous magnitude format people showed better transfer with awide variety of practice problems. Variety led to poor learning in the symbolic format. In ongoing research we are attemptingto identify the optimal practice set for each type of learning model.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Posters: Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/3jp4w3sk",
            "frozenauthors": [
                {
                    "first_name": "Charles",
                    "middle_name": "",
                    "last_name": "Kalish",
                    "name_suffix": "",
                    "institution": "University of Wisconsin-Madison",
                    "department": ""
                },
                {
                    "first_name": "Rui",
                    "middle_name": "",
                    "last_name": "Meng",
                    "name_suffix": "",
                    "institution": "University of Wisconsin-Madison",
                    "department": ""
                },
                {
                    "first_name": "Ayon",
                    "middle_name": "",
                    "last_name": "Seng",
                    "name_suffix": "",
                    "institution": "University of Wisconsin-Madison",
                    "department": ""
                },
                {
                    "first_name": "Percival",
                    "middle_name": "",
                    "last_name": "Matthews",
                    "name_suffix": "",
                    "institution": "University of Wisconsin-Madison",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27538/galley/17174/download/"
                }
            ]
        },
        {
            "pk": 27423,
            "title": "Overcoming the Tragedy of Personnel Evaluation?",
            "subtitle": null,
            "abstract": "Human beings are essentially – by nature or second nature -\nmembers of groups. They contribute to these groups not just\nas isolated individuals but also through their interaction with\nothers. Consequently, personnel evaluation in companies and\norganizations requires assessing not only evaluating indivi-\ndual performance but also the overall direct and indirect effect\none has on a team. Others’ work may be improved or ham-\npered by the presence of a particular employee. We investi-\ngate Two-level Personnel-Evaluation Tasks (T-PETs) with\ninformation on individual and group earnings, where an\nindividual focus may lead to evaluate the overall best\nemployee as being the worst. We have previously found a\nTragedy of Personnel Evaluation where focus on direct\nindividual impact did have such systematic effect. In two\nexperiments, one on team size, the other on kinds of\ninformation provided, we explore the boundary conditions of\nthis effect and suggest how it may be overcome.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Tragedy of Personnel Evaluation; Rationality of\nPersonnel Decisions; Inner-Individual Dilemma; Social\nPsychology; Personnel Evaluation; Personnel Selection;\nBounded Decision Making; Causal Induction"
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/3cq5t7pk",
            "frozenauthors": [
                {
                    "first_name": "Momme",
                    "middle_name": "",
                    "last_name": "von Sydow",
                    "name_suffix": "",
                    "institution": "University of Munich",
                    "department": ""
                },
                {
                    "first_name": "Niels",
                    "middle_name": "",
                    "last_name": "Braus",
                    "name_suffix": "",
                    "institution": "University of Heidelberg",
                    "department": ""
                },
                {
                    "first_name": "Ulrike",
                    "middle_name": "",
                    "last_name": "Hahn",
                    "name_suffix": "",
                    "institution": "University of Munich",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27423/galley/17059/download/"
                }
            ]
        },
        {
            "pk": 27122,
            "title": "PACKER: An Exemplar Model of Category Generation",
            "subtitle": null,
            "abstract": "Generating new concepts is an intriguing yet understudiedtopic in cognitive science. In this paper, we present a novelexemplar model of category generation: PACKER (ProducingAlike and Contrasting Knowledge using Exemplar Representa-tions). PACKER’s core design assumptions are (1) categoriesare represented as exemplars in a multidimensional psycholog-ical space, (2) generated items should be similar to exemplarsof the same category, and (3) generated categories should bedissimilar to existing categories. A behavioral study revealsstrong effects of contrast- and target-class similarity. Theseeffects are novel empirical phenomena, which are directly pre-dicted by the PACKER model but are not explained by existingformal approaches.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Categorization"
                },
                {
                    "word": "exemplar models"
                },
                {
                    "word": "category gener-ation"
                },
                {
                    "word": "creative cognition"
                },
                {
                    "word": "computational modeling."
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/1k55q8c8",
            "frozenauthors": [
                {
                    "first_name": "Nolan",
                    "middle_name": "",
                    "last_name": "Conaway",
                    "name_suffix": "",
                    "institution": "University of Wisconsin - Madison",
                    "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": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27122/galley/16758/download/"
                }
            ]
        },
        {
            "pk": 27400,
            "title": "Part-whole categorization is culture-specific",
            "subtitle": null,
            "abstract": "We present two experiments on the role of culture in the\ncategorization of object part-whole structures. A triadic\ncategorization task pitted shape against function as factors\ndriving similarity judgments on selected parts of different\ntypes of objects. Speakers of American English were\nsignificantly more likely than speakers of two indigenous\nlanguages of Mexico, Tseltal Maya and Isthmus Zapotec, to\nchoose categorization by function, even when familiarity of\nthe various stimulus objects was factored in. In the second\nstudy, members of the two indigenous groups matched parts\nof a doll to parts of novel objects of unfamiliar shape. The\nTseltal participants were significantly more likely to match\naccording to a shape-analytical algorithm rather than global\nanalogy, consistent with predictions based on prevalent\nstrategies in verbal part labeling in the two languages. We\nconclude that while cognition of object parts undoubtedly has\na strong biological basis, there are also robust cultural effects.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "object mereology; meronymy; shape perception;\nfunction; cross-cultural research"
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/8xj5n3vt",
            "frozenauthors": [
                {
                    "first_name": "Timothy",
                    "middle_name": "J.",
                    "last_name": "Tilbe",
                    "name_suffix": "",
                    "institution": "University at Buffalo",
                    "department": ""
                },
                {
                    "first_name": "Jürgen",
                    "middle_name": "",
                    "last_name": "Bohnemeyer",
                    "name_suffix": "",
                    "institution": "University at Buffalo",
                    "department": ""
                },
                {
                    "first_name": "Gabriela",
                    "middle_name": "",
                    "last_name": "Pérez Báez",
                    "name_suffix": "",
                    "institution": "National Museum of Natural History",
                    "department": ""
                },
                {
                    "first_name": "Dedre",
                    "middle_name": "",
                    "last_name": "Gentner",
                    "name_suffix": "",
                    "institution": "Northwestern University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27400/galley/17036/download/"
                }
            ]
        },
        {
            "pk": 27119,
            "title": "Path salience in motion events from verbal and visual languages",
            "subtitle": null,
            "abstract": "Languages differ in the way they convey paths. S-languagesconveying manner of motion directly in a main verb, while V-languages require a separate verb. This difference has beenshown to influence the conceptualization and narration ofmotion events. We therefore asked: would this difference arisein the paths that people draw, particularly in visual narratives?We annotated the representations of path information (source,trajectory, goal) in a corpus of 35 comics from S- and V-languages. We found that panels from S-languages depicted thepath of an action more often than those from V-languages,consistent with previous research on increased motion eventsalience for S-languages. These findings suggest that theconceptualization of paths from spoken language mayinfluence the graphic depiction of paths.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "visual language; motion events; linguisticrelativity; paths; attention"
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/95t981hr",
            "frozenauthors": [
                {
                    "first_name": "Neil",
                    "middle_name": "",
                    "last_name": "Cohn",
                    "name_suffix": "",
                    "institution": "Tilburg center for Cognition and Communication",
                    "department": ""
                },
                {
                    "first_name": "Vivian",
                    "middle_name": "",
                    "last_name": "Wong",
                    "name_suffix": "",
                    "institution": "Tilburg center for Cognition and Communication",
                    "department": ""
                },
                {
                    "first_name": "Kaitlin",
                    "middle_name": "",
                    "last_name": "Pederson",
                    "name_suffix": "",
                    "institution": "Tilburg center for Cognition and Communication",
                    "department": ""
                },
                {
                    "first_name": "Ryan",
                    "middle_name": "",
                    "last_name": "Taylor",
                    "name_suffix": "",
                    "institution": "Tilburg center for Cognition and Communication",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27119/galley/16755/download/"
                }
            ]
        },
        {
            "pk": 27609,
            "title": "Patterns of Cortical Activation Correlate With Speech Understanding AfterCochlear Implantation",
            "subtitle": null,
            "abstract": "Cochlear implantation is a standard intervention for deafness, yet the ability of implanted patients to understandspeech varies widely. To better understand this variability, we used functional near-infrared spectroscopy to image auditorycortex activation in response to different classes of sound and compared that to behavioral measures of speech perception. Bothcontrol and implanted participants with good speech perception exhibited greater cortical activity to natural speech than tounintelligible speech. In contrast, implanted participants with poor speech perception produced pronounced cortical activationacross stimulus classes. Moreover, the ratio of cortical activation in response to normal speech relative to that of scrambledspeech directly correlated with their comprehension scores, though not with auditory threshold, age, side of implantation,or time after implantation. Because implanted adults with low speech perception scores produced indistinguishable corticalactivation across stimulus classes without preferential response to speech, we interpret this as demonstration of compensatoryprocessing 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/0mx693mp",
            "frozenauthors": [
                {
                    "first_name": "Luca",
                    "middle_name": "",
                    "last_name": "Pollonini",
                    "name_suffix": "",
                    "institution": "University of Houston",
                    "department": ""
                },
                {
                    "first_name": "Heather",
                    "middle_name": "",
                    "last_name": "Bortfeld",
                    "name_suffix": "",
                    "institution": "University of California, Merced",
                    "department": ""
                },
                {
                    "first_name": "Michael",
                    "middle_name": "",
                    "last_name": "Beauchamp",
                    "name_suffix": "",
                    "institution": "Baylor College of Medicine",
                    "department": ""
                },
                {
                    "first_name": "John",
                    "middle_name": "",
                    "last_name": "Oghalai",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27609/galley/17245/download/"
                }
            ]
        },
        {
            "pk": 27349,
            "title": "Peculiarity doesn't trump ordinarity:\nOn recognition memory for exceptions to the category rule",
            "subtitle": null,
            "abstract": "While exceptions to a regularity might be rare, categories that\nhave exceptions are not. Previous studies on learning\ncategories that have exceptions suggested special status of\nexceptional items in memory (e.g. Palmeri & Nosofsky, 1995,\nSakamoto and Love, 2004). However, this might be true only\nfor a special kind of exceptions – those that call for forming\ncomplex binding structures, and could be learned only if they\nare fully memorized. In the two experiments in this study, we\nshow that memory for exceptions is not better than memory for\nregular category members (Experiment 1). On the contrary,\nboth children and adults had better memory for the features of\nregular items (Experiment 2). In addition, adults, but not 4-\nyear-olds, showed better memory for the rule than for\nprobabilistic features. The overall results challenge the idea of\nthe special status of exceptions in memory.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "rule-plus-exception; differential memory;\ncategory structure"
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/0zx4b05m",
            "frozenauthors": [
                {
                    "first_name": "Olivera",
                    "middle_name": "",
                    "last_name": "Savic",
                    "name_suffix": "",
                    "institution": "Ohio State University",
                    "department": ""
                },
                {
                    "first_name": "Vladimir",
                    "middle_name": "",
                    "last_name": "Sloutsky",
                    "name_suffix": "",
                    "institution": "Ohio State University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27349/galley/16985/download/"
                }
            ]
        },
        {
            "pk": 36000,
            "title": "Penny Ur’s 100 Teaching Tips - Penny Ur",
            "subtitle": null,
            "abstract": "",
            "language": "eng",
            "license": null,
            "keywords": [],
            "section": "Book and Media Review",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/83x8d036",
            "frozenauthors": [
                {
                    "first_name": "Dan",
                    "middle_name": "",
                    "last_name": "Buller",
                    "name_suffix": "",
                    "institution": "University of North Texas, Intensive English Language Institute",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/catesoljournal/article/36000/galley/26852/download/"
                }
            ]
        },
        {
            "pk": 27130,
            "title": "People toss coins with more vigor when the stakes are higher",
            "subtitle": null,
            "abstract": "We trust that the uncertainty regarding the outcome of a cointoss makes it a fair procedure for making a decision. Smalldifferences in the force used to toss a coin should not affect thisuncertainty. However, the voluntary movement involved intossing a coin is subject to motivational influences arising fromthe anticipation of the value of the outcome of the toss.Presented here are measurements of hand velocities duringcoin tossing when the outcomes entail monetary gains andlosses. Finger position measurements show that hand velocitiesare proportional to the amount of money at stake. Coin tossmovements are faster and larger for higher stakes than forsmaller monetary stakes.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "motor control"
                },
                {
                    "word": "decision-making"
                },
                {
                    "word": "Affect"
                },
                {
                    "word": "behavioraleconomics"
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/5jp7q8s9",
            "frozenauthors": [
                {
                    "first_name": "Gregory",
                    "middle_name": "L.",
                    "last_name": "Dam",
                    "name_suffix": "",
                    "institution": "Indiana University East",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27130/galley/16766/download/"
                }
            ]
        },
        {
            "pk": 27600,
            "title": "Perceived control in bounded-rational decision-making",
            "subtitle": null,
            "abstract": "The amount of control perceived by an agent governs their ability to learn. Bounded rationality, or the idea that weare limited by the amount cognitive work we can perform, provides an appealing framework within which perceived controlcould be formulated. When modeling the world, the bounded-rational agent balances the trade-off between the utility andcomplexity of this constructed model in order to choose an optimal policy. Here, we present a novel formulation of behavioralcontrol, bounded inference, which explicitly models control as the perceived constraint experienced by an agent during theinference process, employing a version of the free energy functional with an additional boundedness parameter as the variationalprinciple of this constrained optimization. The utility of bounded inference is demonstrated in simulations that capture variouscharacteristics of dysfunctional behavioral patterns as observed in a range of psychiatric disorders for which control beliefsplay a central role.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Posters: Member Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/6rq2s4s3",
            "frozenauthors": [
                {
                    "first_name": "Saee",
                    "middle_name": "",
                    "last_name": "Paliwal",
                    "name_suffix": "",
                    "institution": "University of Zurich",
                    "department": ""
                },
                {
                    "first_name": "Frederike",
                    "middle_name": "",
                    "last_name": "Petzschner",
                    "name_suffix": "",
                    "institution": "University of Zurich",
                    "department": ""
                },
                {
                    "first_name": "Ekaterina",
                    "middle_name": "",
                    "last_name": "Lomakina",
                    "name_suffix": "",
                    "institution": "University of Zurich",
                    "department": ""
                },
                {
                    "first_name": "Klaas",
                    "middle_name": "Enno",
                    "last_name": "Stephan",
                    "name_suffix": "",
                    "institution": "University of Zurich",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27600/galley/17236/download/"
                }
            ]
        },
        {
            "pk": 27245,
            "title": "Perceived Difficulty of Moral Dilemmas Depends on Their Causal Structure:A Formal Model and Preliminary Results",
            "subtitle": null,
            "abstract": "We propose causal agency models for representing and reason-ing about ethical dilemmas. We find that ethical dilemmas, al-though they appear similar on the surface, differ in their formalstructure. Based on their structural properties, as identified bythe causal agency models, we cluster a set of dilemmas in Type1 and Type 2 dilemmas. We observe that for Type 1 dilemmasbut not for Type 2 dilemmas a utilitarian action does not domi-nate the possibility of refraining from action thereby constitut-ing a conflict. Hence, we hypothesize, based on the model, thatType 1 dilemmas are perceived as more difficult than Type 2dilemmas by human reasoners. A behavioral study where par-ticipants rated the difficulty of dilemmas supports the models’predictions.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Moral Reasoning; Moral Complexity; MoralDilemmas; Causal Agency Models; Ethical Principles"
                }
            ],
            "section": "Posters: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/71z0k4fv",
            "frozenauthors": [
                {
                    "first_name": "Barbara",
                    "middle_name": "",
                    "last_name": "Kuhnert",
                    "name_suffix": "",
                    "institution": "University of Freiburg",
                    "department": ""
                },
                {
                    "first_name": "Felix",
                    "middle_name": "",
                    "last_name": "Lindner",
                    "name_suffix": "",
                    "institution": "University of Freiburg",
                    "department": ""
                },
                {
                    "first_name": "Martin",
                    "middle_name": "Mose",
                    "last_name": "Bentzen",
                    "name_suffix": "",
                    "institution": "Danish Technical University",
                    "department": ""
                },
                {
                    "first_name": "Marco",
                    "middle_name": "",
                    "last_name": "Ragni",
                    "name_suffix": "",
                    "institution": "University of Freiburg",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27245/galley/16881/download/"
                }
            ]
        },
        {
            "pk": 27036,
            "title": "Perceived similarity mediates violations of independence in probabilisticjudgments",
            "subtitle": null,
            "abstract": "We outline a simple way of representing sets of non-normativejudgements that makes them look as similar as possible to nor-mative ones. This representation allows us to view certaintypes of non-normative judgments, such as conjunction falla-cies, as arising from a misestimation of the correlation betweenevents, that might arise when decision-makers have no priorinformation about the frequency of co-occurrence. We sug-gest that decision-makers use the perceived similarity betweenevents to make inferences about correlation, and we describethe results of an experiment showing that judged correlationand violations of independence in probabilistic judgments arestrongly influenced by the perceived similarity between events.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Conjunction fallacy"
                },
                {
                    "word": "Similarity"
                },
                {
                    "word": "normative reason-ing"
                }
            ],
            "section": "Talks: Papers",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/7br5h5qj",
            "frozenauthors": [
                {
                    "first_name": "James",
                    "middle_name": "M.",
                    "last_name": "Yearsley",
                    "name_suffix": "",
                    "institution": "Vanderbilt University",
                    "department": ""
                },
                {
                    "first_name": "Daier",
                    "middle_name": "",
                    "last_name": "Yuan",
                    "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": "2017-01-02T05:00:00+11:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27036/galley/16672/download/"
                }
            ]
        }
    ]
}