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{ "count": 38486, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=20000", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=19800", "results": [ { "pk": 27280, "title": "Semantic Ambiguity Effects: A Matter of Time?", "subtitle": null, "abstract": "Are different amounts of semantic processing associated with\ndifferent semantic ambiguity effects? Could this explain some\ndiscrepant ambiguity effects observed between and across\ntasks? Armstrong and Plaut (2016) provided an initial set of\nneural network simulations indicating this is indeed the case.\nHowever, their empirical findings using a lexical decision\ntask were not clear-cut. Here, we use improved methods and\nfive different experimental manipulations to slow responding-\n--and the presumed amount of semantic processing---to\nevaluate their account more rigorously. We also expanded\nthe empirical horizon to another language: Spanish. The\nresults are partially consistent with the predictions of the\nneural network and differ in several important ways from\nEnglish data. Potential causes of these discrepancies are\ndiscussed in relation to theories of ambiguity resolution and\ncross-linguistic differences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantic ambiguity; slow vs. fast lexical\ndecision; semantic settling dynamics" }, { "word": "neural networks." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0bg743qp", "frozenauthors": [ { "first_name": "Joyse", "middle_name": "", "last_name": "Medeiros", "name_suffix": "", "institution": "University of the Basque Country", "department": "" }, { "first_name": "Blair", "middle_name": "C.", "last_name": "Armstrong", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27280/galley/16916/download/" } ] }, { "pk": 27523, "title": "Semantic Bootstrapping in Frames: A Computational Model of SyntacticCategory Acquisition", "subtitle": null, "abstract": "Semantic Bootstrapping in Frames: A Computational Model of Syntactic Category AcquisitionAccording to the semantic bootstrapping hypothesis, children map certain (prototypical) semantic concepts to syntacticcategories (e.g., objects as nouns, actions as verbs), which are then used to learn other elements of language. We report acomputational model of syntactic category acquisition that combines semantic bootstrapping with the distributional learning oflanguage. The model has access to a small set of “seed” words, with labeled categories. It then iteratively constructs syntacticframes from the seeds; sufficiently frequent frames are used to categorize non-seeded words which then contribute to theconstruction of additional frames, including frames that incorporate category information. The model is online and effective.Simulation on child-directed English corpus shows that with only 100 seed words, classification precision exceeds 70%.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1nt6b9df", "frozenauthors": [ { "first_name": "John", "middle_name": "", "last_name": "Hewitt", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Charles", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27523/galley/17159/download/" } ] }, { "pk": 26886, "title": "Semantic diversity, frequency and learning to read: A mini-mega study withchildren", "subtitle": null, "abstract": "Children who read more tend to be better readers than children who read less. Reading exposure captures not onlythe number of times words are experienced but also the breadth of the contexts words appear in. Using a large children’s corpusof written language, we quantified the former as word frequency and the latter as Semantic Diversity (SemD) (Hoffman etal., 2013). SemD was indexed using Latent Semantic Analysis to calculate the degree of semantic dissimilarity between thecontexts in which each appeared. We selected 300 words that varied in SemD for a visual lexical decision and naming task with9-year-old children (N=114). Results showed that both frequency and SemD were associated with performance, independentlyaccounting for variation in speed and accuracy. Those words high in frequency and high in SemD were read more efficiently.These findings show that factors beyond frequency are important in determining children’s word reading.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/29k1r5bx", "frozenauthors": [ { "first_name": "Yaling", "middle_name": "", "last_name": "Hsiao", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Kate", "middle_name": "", "last_name": "Nation", "name_suffix": "", "institution": "University of Oxford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26886/galley/16522/download/" } ] }, { "pk": 27073, "title": "Semantic Networks Generated from Early Linguistic Input", "subtitle": null, "abstract": "Semantic networks generated from different word corporashow common structural characteristics, including high de-grees of clustering, short average path lengths, and scale freedegree distributions. Previous research has disagreed aboutwhether these features emerge from internally- or externally-driven properties (i.e. words already in the lexicon vs. regu-larities in the external world), mapping onto preferential at-tachment and preferential acquisition accounts, respectively(Steyvers & Tenenbaum, 2005; Hills, Maouene, Maouene,Sheya, & Smith, 2009). Such accounts suggest that inherentsemantic structure shapes new lexical growth. Here we ex-tend previous work by creating semantic networks using theSEEDLingS corpus, a newly collected corpus of linguistic in-put to infants. Using a recently developed LSA-like approach(GLoVe vectors), we confirm the presence of previously re-ported structural characteristics, but only in certain ranges ofsemantic similarity space. Our results confirm the robustnessof certain aspects of network organization, and provide novelevidence in support of preferential acquisition accounts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantic networks; word learning; preferential ac-quisition" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/99p6j5wb", "frozenauthors": [ { "first_name": "Andrei", "middle_name": "", "last_name": "Amatuni", "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": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27073/galley/16709/download/" } ] }, { "pk": 26805, "title": "Semantic Typology and Parallel Corpora: Something about Indefinite Pronouns", "subtitle": null, "abstract": "Patterns of crosslinguistic variation in the expression of wordmeaning are informative about semantic organization, but mostmethods to study this are labor intensive and obscure the gra-dient nature of concepts. We propose an automatic method forextracting crosslinguistic co-categorization patterns from par-allel texts, and explore the properties of the data as a potentialsource for automatically creating semantic representations forcognitive modeling. We focus on indefinite pronouns, com-paring our findings against a study based on secondary sources(Haspelmath 1997). We show that using automatic methods onparallel texts contributes to more cognitively-plausible seman-tic representations for a domain.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantic typology; semantic representation; par-allel corpora" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7z59z44h", "frozenauthors": [ { "first_name": "Barend", "middle_name": " ", "last_name": "Beekhuizen", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Julia", "middle_name": "", "last_name": "Watson", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Suzanne", "middle_name": "", "last_name": "Stevenson", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26805/galley/16441/download/" } ] }, { "pk": 27255, "title": "Semantic vector evaluation and human performance on a newvocabulary MCQ test", "subtitle": null, "abstract": "Vectors derived from patterns of co-occurrence of words inlarge bodies of text have often been used as representations ofsome aspects of the meanings of different words. Generally,the distance between such vectors is used as a measure of thesemantic similarity between the word meanings theyrepresent. One important way of evaluating the performanceof these vectors has been to use them to answer vocabularymultiple choice questions (MCQs) where the participant isasked to judge which of several choice words is closest inmeaning to a stem word. The existing vocabulary MCQ testsused in this way have been very useful but there are somepractical problems in their use as general evaluationmeasures. Here, we discuss why such tests remain usefulevaluation measures, introduce a new vocabulary test,evaluate several current sets of semantic vectors using thenew test and compare their performance to human data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Distributional semantics; vocabulary MCQ." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6fn0d3q7", "frozenauthors": [ { "first_name": "Joseph", "middle_name": "P.", "last_name": "Levy", "name_suffix": "", "institution": "University of Roehampton", "department": "" }, { "first_name": "John", "middle_name": "A.", "last_name": "Bullinaria", "name_suffix": "", "institution": "University of Birmingham", "department": "" }, { "first_name": "Samantha", "middle_name": "", "last_name": "McCormick", "name_suffix": "", "institution": "University of Roehampton", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27255/galley/16891/download/" } ] }, { "pk": 27440, "title": "Sensorimotor Learning Modulates Automatic Imitation in Visual Speech", "subtitle": null, "abstract": "People automatically imitate observed actions, including speech. Automatic Imitation (AI) is linked to observation-execution associations in the mirror neuron system (MNS). AI is measured using interference tasks, in which prompts (say”ba” or ”da”) are paired with congruent or incongruent distracters (video of someone saying ”ba” or ”da”). Faster responses forcongruent than for incongruent prompt-distracter pairings signal AI. Observation-execution associations for speech actions arethought to be inflexible, unlike associations for manual actions, which have been shown to be flexible. We trained participantsto reinforce or abolish their AI response by providing them with compatible (say ”ba” for a video of someone saying ”ba”) orincompatible training (say ”ba” for a video of ”da”). After training, the AI response was reduced for participants who receivedincompatible training, thus showing that the MNS for speech actions is also flexible and subject to experience, like the MNSfor manual actions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1n22x4n9", "frozenauthors": [ { "first_name": "Yuchunzi", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Bronwen", "middle_name": "", "last_name": "Evans", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Patti", "middle_name": "", "last_name": "Adank", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27440/galley/17076/download/" } ] }, { "pk": 26855, "title": "Sequential effects in prediction", "subtitle": null, "abstract": "We studied a simple binary prediction task and discovered that,when making predictions, humans display sequential effectssimilar to those in reaction time. Moreover, we found that thereare considerable individual differences in sequential effects inprediction, again similarly to reaction time studies. We discussour results in light of the view that sequential effects are thetrace of an attempt at detecting a pattern in the sequence, aswell as the possible influence of randomness perception in ourresults. We conclude that the same pattern detection mech-anism is likely to underlie sequential effects in reaction timeand prediction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "sequential effects; prediction" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/71q5t8g7", "frozenauthors": [ { "first_name": "Dinis", "middle_name": "", "last_name": "G ̈okaydin", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Anastasia", "middle_name": "", "last_name": "Ejova", "name_suffix": "", "institution": "Maqcuarie University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26855/galley/16491/download/" } ] }, { "pk": 26922, "title": "Sequential Effects in the Garner Tasks", "subtitle": null, "abstract": "The distinction between integral and separable dimensions isof central importance to understanding how humans integrateinformation from multiple stimulus sources. One approach tocharacterizing stimulus integrality is through a set of speededcategorization tasks most closely associated with the work ofWendell Garner. These tasks demonstrate that integral dimen-sions result in marked speed up or slow down in respondingwhen there is correlated or irrelevant variation, respectively,compared with a baseline task. Little, Wang & Nosofsky(2016) recently found that the slow down or interference canbe largely explained by a reduction in the number of direct rep-etitions in a modified Garner filtering task. In this paper, weexamine a large sample of subjects tested on either separable orintegral dimensions to determine the extent of and individualdifferences in the overall and sequential effects in the standardGarner tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Categorization; Response Times; SequentialEffects" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/95g1r2nm", "frozenauthors": [ { "first_name": "Deborah", "middle_name": "J.", "last_name": "Lin", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Daniel", "middle_name": "R.", "last_name": "Little", "name_suffix": "", "institution": "University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26922/galley/16558/download/" } ] }, { "pk": 27132, "title": "Sex-Dependent Effects of Emotional Subliminal VisualStimuli on a Decision-Making Task", "subtitle": null, "abstract": "How do covert emotional stimuli affect decision-making? We investigated this question by exposing par-ticipants to subliminal visual stimuli during a computer-ized version of the Iowa Gambling Task (IGT) to assesswhether different categories of images (negative, neutral,or positive emotional evaluations) would influence deci-sion-making behavior. Results did show sex-group inter-actions for IGT scores. In decision learning model simu-lations, it was found that different models were more ap-propriate to explain the task performance for differentsex-group pairs. Overall, women showed more of anability to integrate the additive negative signals from thestimuli to make more advantageous decisions than themen; consequently, this made the men more resilient tothe negative effects of the positive stimuli on task-performance. When taken with existing research, the re-sults indicate that subliminal emotional stimuli can havesubtle, potentially sex-dependent, effects on behaviorduring the decision-making process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision-making" }, { "word": "IGT" }, { "word": "Emotion" }, { "word": "Simulation" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5th7j9vk", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "L.", "last_name": "Dancy", "name_suffix": "", "institution": "Bucknell University", "department": "" }, { "first_name": "Frank", "middle_name": "E.", "last_name": "Ritter", "name_suffix": "", "institution": "Penn State", "department": "" }, { "first_name": "Frank", "middle_name": "G.", "last_name": "Hillary", "name_suffix": "", "institution": "Penn State", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Voller", "name_suffix": "", "institution": "Dick’s Sporting Goods eCommerce", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27132/galley/16768/download/" } ] }, { "pk": 27389, "title": "Shaping the Dynamics of Category Learning in Infants and Adults\nby Varying Learning Context", "subtitle": null, "abstract": "During the first year of life, infants develop a remarkable ability to\ngroup objects based on their similarities and differences. This\nability of category formation represents one of the main\nmechanisms underlying the organisation of the semantic system.\nEarly categories are formed spontaneously, in a non-supervised\nfashion and this type of category acquisition remains present even\nwhen more sophisticated forms of supervised category learning\nemerge. Even though there are various models of categorisation\nmechanisms across the lifespan, there is a gap in the research\ninvestigating implicit categorisation at different stages of cognitive\ndevelopment. Therefore, the aim of the current study was to\ncompare processes of spontaneous concept formation in infants\nand adults using an experimental paradigm based on novelty\npreference. We discovered that both infants and adults show\nevidence of category learning (Experiment 1), though with\ndifferent amount of training being needed to achieve the task.\nAdults successfully categorised objects already after a single block\nof training. Infants reached a level comparable to that of adults\nafter twice the amount of training. As these tasks inevitably pose\ndifferent cognitive and sensory demands to the two groups, in\nExperiments 2 and 3 we explored how varying parameters of the\nlearning context affect dynamics of category formation.\nDecreasing memory demands of the task resulted in an\nacceleration of infants’ category formation (Experiment 2),\nwhereas posing memory load in an implicit category learning task\ndecelerated adults’ dynamics of category formation (Experiment\n3).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "categorisation" }, { "word": "learning context" }, { "word": "non-supervised\ncategory acquisition" }, { "word": "novelty preference" }, { "word": "cognitive load" }, { "word": "memory\ndemands" }, { "word": "Infants" }, { "word": "Adults" }, { "word": "eye tracking" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7hf311pv", "frozenauthors": [ { "first_name": "Jelena", "middle_name": "", "last_name": "Sucevic", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Nadja", "middle_name": "", "last_name": "Althaus", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Kim", "middle_name": "", "last_name": "Plunkett", "name_suffix": "", "institution": "University of Oxford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27389/galley/17025/download/" } ] }, { "pk": 27622, "title": "Shifting backward to say what’s front? Spatial referencing of dorsal objectarrangements", "subtitle": null, "abstract": "When referring to spatial arrangements of two objects in the visual field, German native speakers prefer reflectionas a subtype of the relative frame of reference. Whether this preference transfers to objects in one’s back and whether a mentalturn has to precede such dorsal references (turn hypothesis), has recently been explored in studies implementing questionnaires.However, the results hardly supported the turn hypothesis and rather suggested backward projection as an alternative strategy fordorsal references. To test the two assumptions more rigorously, a series of experiments implemented dorsal object arrangementsin interview situations and induced dorsal perspectives via turning, shifting or reflecting the actual view of participants. Acrossexperiments and conditions, backward projection consistently emerged as the preferred referencing strategy and only a smallproportion of dorsal references accorded with the turn hypothesis. Participants’ retrospective descriptions supported this patternand suggested backward projection to be involved in dorsal referencing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9hk4r8nc", "frozenauthors": [ { "first_name": "Annelie", "middle_name": "", "last_name": "Rothe-Wulf", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Bender", "name_suffix": "", "institution": "University of Bergen", "department": "" }, { "first_name": "Julia", "middle_name": "", "last_name": "Fischer", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Nadine", "middle_name": "", "last_name": "Lobm ̈uller", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Sieghard", "middle_name": "", "last_name": "Beller", "name_suffix": "", "institution": "University of Bergen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27622/galley/17258/download/" } ] }, { "pk": 27356, "title": "Silent gesture and noun phrase universals", "subtitle": null, "abstract": "In this paper we investigate a hypothesized cognitive bias forisomorphic mappings between conceptual structure and linearorder in the noun phrase. This bias has been proposed as a pos-sible explanation for a striking asymmetry in the typology ofthe noun phrase–linear orders which place the adjective clos-est to the noun, then the numeral, then the demonstrative, areover-represented in the world’s languages. Previous experi-mental work has provided evidence that an isomorphism biasaffects English-speaking learners’ inferences about the relativeorder of modifiers in an artificial language. Here, we use thesilent gesture paradigm to explore whether the isomorphismbias influences spontaneous gestures innovated by participantsin a modality with which they have relatively little prior experi-ence. We find that gesture string order largely conforms to thesame striking pattern found in noun phrase typology, support-ing the role of the isomorphism bias in shaping the emergenceof language (and language-like) systems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "silent gesture; noun phrase; word order; linguisticuniversals; cognitive biases" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/34k8h93m", "frozenauthors": [ { "first_name": "Marieke", "middle_name": "", "last_name": "Schouwstra", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Kirby", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Culbertson", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27356/galley/16992/download/" } ] }, { "pk": 27394, "title": "Similarities Between Objects in Analogies Framed by Schema-Governed Categories", "subtitle": null, "abstract": "The present study was aimed at assessing the effect of object\nsimilarities on participants' evaluations of analogical quality.\nResults from an experimental condition in which the relations\ninvolved in the compared situations were explicitly\nhighlighted, showed that general object similarities\n(membership to same category) positively affected the\nevaluations of analogical quality. In contrast, no such effect\nwas found under another experimental condition in which the\nanalogical comparisons between the same situations were\nframed by a schema-governed category. An analysis of\nparticipants' justifications revealed that the object similarities\nthat were taken into account under this second condition were\nrelated to central dimensions of the schema-governed\ncategory that was used to frame the analogies. We explain\nthese findings within the category assignment approach\ndeveloped by Minervino et al., and discuss the implications of\nthis alternative perspective of analogical reasoning for the role\nof similarities between entities playing several thematic roles.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogy; schema-governed category; semantic\nsimilarity." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/80h6q7qv", "frozenauthors": [ { "first_name": "Lucía", "middle_name": "Micaela", "last_name": "Tavernini", "name_suffix": "", "institution": "University of Comahue", "department": "" }, { "first_name": "Máximo", "middle_name": "", "last_name": "Trench", "name_suffix": "", "institution": "University of Comahue", "department": "" }, { "first_name": "Valeria", "middle_name": "", "last_name": "Olguín", "name_suffix": "", "institution": "University of Comahue", "department": "" }, { "first_name": "Ricardo", "middle_name": "A.", "last_name": "Minervino", "name_suffix": "", "institution": "University of Comahue", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27394/galley/17030/download/" } ] }, { "pk": 27572, "title": "Simple and Complex Working Memory Tasks Allow Similar Benefits ofInformation Compression", "subtitle": null, "abstract": "Because complex span tasks were designed to create a demanding concurrent task, the average span is usually lower(4 ± 1 items) than in simple span tasks (7 ± 2 items). One possible reason for the higher span of simple span tasks is thatparticipants can take profit of the spare time to chunk a few stimuli into 4 ± 1 groups. It follows that the respective spans of thesetwo types of tasks could be equal (at around 4 ± 1) when regularities are absent. We therefore predicted an interaction betweentask and chunkability, supporting a single higher span for a simple span task using chunkable items. However, observation ofthe spans in the non-chunkable vs. chunkable series refuted the idea that chunking is important solely in simple spans. Indeed,information compression processes contributed to performance levels to a similar extent in simple and complex span tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1x21n7t2", "frozenauthors": [ { "first_name": "Fabien", "middle_name": "", "last_name": "Mathy", "name_suffix": "", "institution": "Universit ́e Cˆote d’Azur", "department": "" }, { "first_name": "Mustapha", "middle_name": "", "last_name": "Chekaf", "name_suffix": "", "institution": "Universit ́e Cˆote d’Azur", "department": "" }, { "first_name": "Nelson", "middle_name": "", "last_name": "Cowan", "name_suffix": "", "institution": "University of Missouri", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27572/galley/17208/download/" } ] }, { "pk": 26796, "title": "Simulating behavioural interventions for developmental deficits: When improvingstrengths produces better outcomes than remediating weaknesses", "subtitle": null, "abstract": "Computational models of cognitive development have beenfrequently used to model impairments found in developmentaldisorders but relatively rarely to simulate behaviouralinterventions to remediate these impairments. One area ofcontroversy in practices of intervention is whether it is betterto attempt to remediate an area of weakness or to build on thechild’s strengths. We present an artificial neural networkmodel of productive vocabulary development simulatingchildren with word-finding difficulties. We contrast anintervention to remediate weakness (additional practice onnaming) with interventions to improve strengths (improvingphonological and semantic knowledge). Remediatingweakness served to propel the system more quickly along thesame atypical trajectory, while improving strengths producedlong-term increases in final vocabulary size. A combinationyielded the best outcome. The model represents the firstmechanistic demonstration of how interventions targetingstrengths may serve to improve behavioural outcomes indevelopmental disorders. The observed effects in the modelare in line with those observed empirically for children withword-finding difficulties.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "artificial neural networks; developmentaldisorders; intervention; vocabulary development; word-finding difficulties" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6ph2p14z", "frozenauthors": [ { "first_name": "Hala", "middle_name": " ", "last_name": "Alireza", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Fedor", "name_suffix": "", "institution": "2MTA-ELTE Theoretical Biology and Evolutionary Ecology Research Group", "department": "" }, { "first_name": "Michael", "middle_name": "S. C.", "last_name": "Thomas", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26796/galley/16432/download/" } ] }, { "pk": 27250, "title": "Simulating performance in unconscious plagiarism", "subtitle": null, "abstract": "Studies of unconscious plagiarism have reported that peoplemistakenly include a partner’s responses when trying to recalltheir own (recall-own task) and include own responses whentrying to recall their partner’s (recall-partner task). In a simula-tion, we tested if participants’ memory performance at test, in-cluding source errors, can be explained by participants simplyguessing items that come easily to mind. We show that guess-ing alone cannot account for the pattern of data participantsshow at test. Modifying the simulation by including memoryfor self-generated items allows us to replicate the pattern of re-sponding in the recall-own but not the recall-partner task, evenwhen we assume that participants in the recall-partner taskstrategically withhold more fluent items from report. This sug-gests that judgements of items’ memory strength alone cannotexplain performance in the unconscious plagiarism paradigm.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "source memory; free recall; unconscious plagia-rism" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/41d294zg", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": "", "last_name": "Lange", "name_suffix": "", "institution": "Plymouth University", "department": "" }, { "first_name": "Timothy", "middle_name": "J.", "last_name": "Hollins", "name_suffix": "", "institution": "Plymouth University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27250/galley/16886/download/" } ] }, { "pk": 27463, "title": "Simulation and heuristics in flexible tool use", "subtitle": null, "abstract": "Humans are remarkably flexible tool users. We not only recognize a wide range of existing tools, but also producenew tools by seeing objects in new ways, or by making or repurposing objects to solve a problem confronting us. Here westudy the cognitive processes supporting flexible tool use, including deciding what makes a good tool, and how it should beused. Participants played a video game which requires selecting an object from a set of options and placing it in a virtualphysical scene in order to accomplish goals such as tipping another object over or launching it into a container. People appearto use a combination of simulation-based planning and experience-based heuristics: fast heuristics drive the initial selectionand placement of a candidate tool, and that solution can then be refined by several rounds of mental simulation interspersedwith trial-and-error experimentation to rapidly converge on goal-satisfying solutions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3w15m94q", "frozenauthors": [ { "first_name": "Kelsey", "middle_name": "", "last_name": "Allen", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "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": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27463/galley/17099/download/" } ] }, { "pk": 27021, "title": "Simultaneous acquisition of vocabulary and grammar\nin an artificial language learning task", "subtitle": null, "abstract": "Learning syntax requires determining relations between the\ngrammatical categories of words in the language, but learning\nthose categories requires understanding the role of words in\nthe syntax. In this study, we examined how this chicken and\negg problem is resolved by learners of an artificial language\ncomprising nouns, verbs, adjectives and case markers\nfollowing syntactic rules. We found that the language could\nbe acquired through cross-situational statistical\ncorrespondences with complex scenes and without explicit\nfeedback, and that knowledge was maintained after 24 hours.\nResults also showed that verbs and word order were the first\nto be acquired, followed by nouns, adjectives and finally case\nmarkers. Interdependencies in learning were found for word\norder and verbs, and also for nouns, adjectives and case\nmarkers. Grammar and vocabulary can be acquired\nsimultaneously, but with distinctive patterns of acquisition –\ngrammar and the role of verbs first, then the vocabulary of\nother lexical categories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language acquisition; grammar; vocabulary;\nartificial language learning; statistical learning." } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4gp5f002", "frozenauthors": [ { "first_name": "Neil", "middle_name": "", "last_name": "Walker", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Christine", "middle_name": "", "last_name": "Schoetensack", "name_suffix": "", "institution": "Edinburgh University", "department": "" }, { "first_name": "Padraic", "middle_name": "", "last_name": "Monaghan", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Rebuschat", "name_suffix": "", "institution": "Lancaster University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27021/galley/16657/download/" } ] }, { "pk": 27647, "title": "Slow Change: The Visual Context for Real World Learning", "subtitle": null, "abstract": "The visual world can be a noisy and dynamic place. This poses problems for novice word learners who must mapheard names to objects in scenes with their many potential referents. In this study, we consider how the visual stability andselectivity of scenes from the first-person perspective may simplify the learning problem. 12- and 30-month-old children worehead cameras and played with a large set of toys. Through analyzing head-camera video frame by frame, we measured the rateof change of scene information in the natural world of children in this context, and found that the visual world from the child’sperspective changes continuously. However, this change is slow and incremental – tiny steps – even across increasingly largertimescales. We discuss the importance of understanding the dynamics of real world environments for understanding visualprocessing, sustained attention, and early object name learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/37m8s5tj", "frozenauthors": [ { "first_name": "Charlene", "middle_name": "", "last_name": "Tay", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Linda", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27647/galley/17283/download/" } ] }, { "pk": 26927, "title": "Social Network Limits Language Complexity", "subtitle": null, "abstract": "Natural languages vary widely in the degree to which they make use of hierarchical composition in their grammars,in particular, the degree to which syntactic versus morphologi- cal means of composition are utilized. Languages historicallyspoken in small communities develop much deeper levels of morphological embedding than those spoken by larger groups, anobservation confirmed by a statistical analysis of the World Atlas of Language Structures. However, beyond population alone,social networks change in topological structure as they grow, and it may be the pattern of connectivity rather than numberof speakers driving these differences. To examine mechanistically this connection between social and linguistic structure, wepropose an agent-based model of grammatical change using complex network methods. We identify global transitivity asa physical parameter of social networks critical for developing morphological structure, and hubs associated with scale-freenetworks as inhibitory, encouraging syntactic composition instead.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/49z7520f", "frozenauthors": [ { "first_name": "Matt", "middle_name": "", "last_name": "Lou-Magnuson", "name_suffix": "", "institution": "Nanyang Technological University", "department": "" }, { "first_name": "Luca", "middle_name": "", "last_name": "Onnis", "name_suffix": "", "institution": "Nanyang Technological University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26927/galley/16563/download/" } ] }, { "pk": 27468, "title": "Social wayfinding in complex environments", "subtitle": null, "abstract": "Wayfinders in a group can be influenced by various factors, including other group members and environmentalstructure, but social wayfinding is an underexplored topic. This experiment investigated differences in wayfinding decisionsbetween individuals and groups and their dependence on environmental structure. Participants navigated through a train stationwith or without market stalls, either as individuals or as groups. There was a significant main effect of environmental structureon task efficiency, and an inconclusive interaction between environmental structure and group membership on task efficiency(p=0.05). Because of heterogeneity of variance, we conducted targeted t-tests. T-tests revealed that groups were slower thanindividuals with market stalls (p=0.02) but not without (p=0.91). There was significant main effect of the environmentalstructure on number of turns. The main effect of group membership on number of turns and the interaction were not significant.We will analyze walked and Levenstein distance as wayfinding efficiency indicators.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2270d8cg", "frozenauthors": [ { "first_name": "Iva", "middle_name": "", "last_name": "Barisic", "name_suffix": "", "institution": "ETH Zurich", "department": "" }, { "first_name": "Tyler", "middle_name": "", "last_name": "Thrash", "name_suffix": "", "institution": "ETH Zurich", "department": "" }, { "first_name": "Victor", "middle_name": "R.", "last_name": "Schinazi", "name_suffix": "", "institution": "ETH Zurich", "department": "" }, { "first_name": "Christoph", "middle_name": "", "last_name": "Hoelscher", "name_suffix": "", "institution": "ETH Zurich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27468/galley/17104/download/" } ] }, { "pk": 27181, "title": "Solving additive word problems: Intuitive strategies make the difference", "subtitle": null, "abstract": "Young children use informal strategies to solve arithmetic\nword problems. The Situation Strategy First (SSF) framework\nclaims that these strategies prevail even after instruction. The\npresent study was conducted with second grade students in\norder to investigate the persistence of intuitive, situation-\nbased strategies, on word problems that do not involve\ndynamic temporal changes. This is challenging for the SSF\nframework, since the lack of this dimension might bypass\nintuitive strategies. The results revealed that intuitive\nstrategies persist, are valid for these types of problems, and\nimpact the problems' difficulty. Indeed problems that require\nthe application of arithmetic principles remain hard, even\nthough they have been practiced at school. These findings\nprovide complementary evidence to how mental calculation\nstrategies articulate with arithmetic word problem solving and\ncall for the extension of the SSF framework.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "arithmetic word problems; problem solving;\ninformal strategies; solution strategies; education." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/782376zn", "frozenauthors": [ { "first_name": "Katarina", "middle_name": "", "last_name": "Gvozdic", "name_suffix": "", "institution": "University Paris", "department": "" }, { "first_name": "Emmanuel", "middle_name": "", "last_name": "Sander", "name_suffix": "", "institution": "University Paris", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27181/galley/16817/download/" } ] }, { "pk": 27398, "title": "Solving the Puzzle to Reach the Summit:Using Metaphor to Gauge Public Perceptions of Science", "subtitle": null, "abstract": "Skepticism towards science has risen sharply in recent years.Cognitive scientists can help address this issue byilluminating how people conceptualize the scientific process,paving the way for improved communication with the public.We recruited a large sample of lay Americans, as well asacademics in the sciences and humanities, to answer a seriesof questions assessing their views about science. Becausemetaphors have been identified as useful tools forcommunicating about complex domains, we askedparticipants to choose which of two metaphors––working on apuzzle or scaling a mountain––best captured their beliefsabout the scientific process. Results revealed substantialvariation in perceptions of science across groups, and wehighlight the ways in which scientists seem to conceptualizescience differently from non-scientists. Importantly, metaphorpreference was associated with particular patterns of thinking,though not always in our originally hypothesized direction.We discuss the implications of these findings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Metaphor" }, { "word": "science" }, { "word": "concepts" }, { "word": "public perceptions" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9qp2p3zb", "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": "" }, { "first_name": "Kevin", "middle_name": "J.", "last_name": "Holmes", "name_suffix": "", "institution": "Colorado College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27398/galley/17034/download/" } ] }, { "pk": 26881, "title": "Spatial Cognition and Science: The Role of Intrinsic and Extrinsic Spatial Skillsfrom Seven to Eleven Years", "subtitle": null, "abstract": "The current study investigated the relationship betweenchildren’s spatial ability and their scientific knowledge, skills andunderstanding. Children aged 7-11 years (N=123) completed abattery of five spatial tasks, based on a model of spatial ability inwhich skills fall along two dimensions: intrinsic-extrinsic; static-dynamic. Participants also answered science questions fromstandardised assessments, grouped into conceptual topic areas.Spatial scaling (extrinsic static spatial ability) and mental folding(intrinsic dynamic spatial ability) each emerged as predictors oftotal science scores, with mental folding accounting for morevariance than spatial scaling. Mental folding predicted bothphysics and biology scores, whereas spatial scaling accounted foradditional variance only in biology scores. The embeddedfigures task (intrinsic static spatial ability) predicted chemistryscores. The pattern was consistent across the age range. Thesefindings provide novel evidence for the differential role ofdistinct aspects of spatial ability in relation to children’s scienceperformance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "spatial ability; science; STEM; children." } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5541p3hg", "frozenauthors": [ { "first_name": "Alex", "middle_name": "", "last_name": "Hodgkiss", "name_suffix": "", "institution": "UCL Institute of Education", "department": "" }, { "first_name": "Katie", "middle_name": "A.", "last_name": "Gilligan", "name_suffix": "", "institution": "UCL Institute of Education", "department": "" }, { "first_name": "Michael", "middle_name": "S. C.", "last_name": "Thomas", "name_suffix": "", "institution": "Birkbeck College", "department": "" }, { "first_name": "Andrew", "middle_name": "K.", "last_name": "Tolmie", "name_suffix": "", "institution": "UCL Institute of Education", "department": "" }, { "first_name": "Emily", "middle_name": "K.", "last_name": "Farran", "name_suffix": "", "institution": "UCL Institute of Education", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26881/galley/16517/download/" } ] }, { "pk": 27210, "title": "Spatial language: Meaning, use, and lexical choice", "subtitle": null, "abstract": "Accounts of spatial language aim to address both the meaningof a spatial term and its usage patterns across diverse cases,but do not always clearly distinguish these from one another.Focusing on the case of English prepositions in and on, we setout to disentangle spatial language meaning from spatiallanguage use by comparing judgments on a series of linguistictasks designed to tap each aspect of spatial language. Wedemonstrate that judgments of truth-conditional meaning andpatterns of naturalistic use show different distributionalsignatures, with judgments of meaning giving rise to a moreuniform distribution than use patterns. We explore a thirdaspect of spatial language: lexical choice, and propose thatchoice is a key factor in shaping the distribution of spatialexpression use. Our analyses reveal that the distribution oflexical choice judgments is highly correlated with thedistribution of expression use in spatial descriptions for thesame spatial scenes, supporting a model of spatial languagethat differs from traditional accounts of meaning andcategorization.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Spatial cognition; spatial language; semantics;language use" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5269h2fm", "frozenauthors": [ { "first_name": "Kristen", "middle_name": "", "last_name": "Johannes", "name_suffix": "", "institution": "WestEd", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Landau", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27210/galley/16846/download/" } ] }, { "pk": 26988, "title": "Spatial language promotes cross-domain associations in early childhood", "subtitle": null, "abstract": "Spatial language is often used metaphorically to describe\nother domains, including time (a long sound) and pitch (a\nhigh sound). How does experience with these metaphors\nshape the associations we make across disparate domains?\nHere, we tested 3- to 6-year-old English-speaking children\nand adults with a cross-domain matching task that assessed\nspace-time and space-pitch mappings. We tested spatial\nrelations that are expressed in English metaphors for time and\npitch, as well as metaphors that are unfamiliar to English\nspeakers, but expressed in other languages. Participants\nperformed a perceptual matching task, in which they matched\npictures and sounds, and a linguistic matching task, in which\nthey matched pictures or sounds to verbal labels. Adults\nreadily matched between space and time and between space\nand pitch, using relations expressed by both familiar and\nunfamiliar metaphors. Children showed an advantage for\nlinguistic matching compared to perceptual matching, but\ntheir performance was similarly unaffected by metaphor\nfamiliarity. Together, these results suggest that spatial\nlanguage promotes the development of cross-domain\nassociations, and that experience with particular spatial\nmetaphors is not required to produce this benefit.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "metaphor theory; linguistic relativity; cross-\nmodal matching" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/78j7948x", "frozenauthors": [ { "first_name": "Ariel", "middle_name": "", "last_name": "Starr", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Mahesh", "middle_name": "", "last_name": "Srinivasan", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26988/galley/16624/download/" } ] }, { "pk": 27345, "title": "Spatial Training and Mathematics: The Moderating Effect of Handedness", "subtitle": null, "abstract": "The positive relationship between spatial ability andmathematical skills is a classical result in developmental andcognitive psychology. Given this correlational relationship,researchers have tried to establish whether spatial training canincrease mathematical ability. Such research has providedmixed results. In this study, we analysed the effects of twotypes of spatial training and handedness on primary schoolchildren’s arithmetical ability. The participants were pre-testedon a test of arithmetic and assigned to one of three groups: (a)one hour of mental rotation and translation training, (b) onehour of mental translation training only, or (c) a no-contactgroup. The results showed no significant difference betweentraining groups and a significant interaction between traininggroup and category of handedness. Interestingly, onlyextremely right-handed children in the mental rotation andtranslation group seemed to benefit from the training. Theseoutcomes suggest that any spatial training needs to includemental rotation activities to be effective, and that therelationship between spatial training and achievementmathematics appears to be moderated by handedness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mathematics; mental rotation; spatial ability" }, { "word": "handedness; STEM." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0nb4j7c8", "frozenauthors": [ { "first_name": "Giovanni", "middle_name": "", "last_name": "Sala", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Martina", "middle_name": "", "last_name": "Bolognese", "name_suffix": "", "institution": "University of Milan", "department": "" }, { "first_name": "Fernand", "middle_name": "", "last_name": "Gobet", "name_suffix": "", "institution": "University of Liverpool", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27345/galley/16981/download/" } ] }, { "pk": 26948, "title": "Speakers’ gestures predict the meaning and perception of iconicity in signs", "subtitle": null, "abstract": "Sign languages stand out in that there is high prevalence ofconventionalised linguistic forms that map directly to theirreferent (i.e., iconic). Hearing adults show low performancewhen asked to guess the meaning of iconic signs suggestingthat their iconic features are largely inaccessible to them.However, it has not been investigated whether speakers’gestures, which also share the property of iconicity, mayassist non-signers in guessing the meaning of signs. Resultsfrom a pantomime generation task (Study 1) show thatspeakers’ gestures exhibit a high degree of systematicity, andshare different degrees of form overlap with signs (full,partial, and no overlap). Study 2 shows that signs with fulland partial overlap are more accurately guessed and areassigned higher iconicity ratings than signs with no overlap.Deaf and hearing adults converge in their iconic depictionsfor some concepts due to the shared conceptual knowledgeand manual-visual modality.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "iconicity; gesture; sign language; embodiedcognition" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9v64z107", "frozenauthors": [ { "first_name": "Gerardo", "middle_name": "", "last_name": "Ortega", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Annika", "middle_name": "", "last_name": "Schiefner", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Ash", "middle_name": "", "last_name": "Özyürek", "name_suffix": "", "institution": "Donders Centre for Cognition", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26948/galley/16584/download/" } ] }, { "pk": 27642, "title": "Speaking in English, sorting in Chinese: interaction in L2 can reinforce existingcategories in L1", "subtitle": null, "abstract": "How does interaction affect categorization, and how might this vary between native and non-native speakers? Whenpeople use shared labels to categorize objects, they categorize more similarly to each other. We investigated whether interactionleads non-native speakers to categorize in the same way as native speakers. In six rounds, L1-English and L2-English/L1-Mandarin speakers individually categorized dishware using labels (BOWL, PLATE), then discussed their categories or anunrelated topic after each round. L2 speakers’ categories shifted following category-relevant interaction with L1 speakers, buttheir categories did not become more L1-like. Unexpectedly, category-relevant interaction reduced alignment within pairs andwithin language groups; however, this effect was weaker in the L2 than L1 group. Hence, L2 speakers showed a strongertendency than L1 speakers to use categories that were similar to other speakers from their language group. This suggests thatinteraction in an L2 can reinforce L2 speakers’ categories in their L1.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9br265r5", "frozenauthors": [ { "first_name": "Ellise", "middle_name": "", "last_name": "Suffill", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Holly", "middle_name": "", "last_name": "Branigan", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Martin", "middle_name": "", "last_name": "Pickering", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27642/galley/17278/download/" } ] }, { "pk": 27404, "title": "Specificity and entropy reduction in situated referential processing", "subtitle": null, "abstract": "In situated communication, reference to an entity in theshared visual context can be established using either anexpression that conveys precise (minimally specified) orredundant (over-specified) information. There is, however, along-lasting debate in psycholinguistics concerning whetherthe latter hinders referential processing. We present evidencefrom an eye tracking experiment recording fixations as wellas the Index of Cognitive Activity – a novel measure ofcognitive workload – supporting the view that over-specifications facilitate processing. We further presentoriginal evidence that, above and beyond the effect ofspecificity, referring expressions that uniformly reducereferential entropy also benefit processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "referential processing; over-specification; visualentropy reduction; eye tracking; Index of Cognitive Activity" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9207b68g", "frozenauthors": [ { "first_name": "Elli", "middle_name": "N.", "last_name": "Tourtouri", "name_suffix": "", "institution": "Saarland University", "department": "" }, { "first_name": "Francesca", "middle_name": "", "last_name": "Delogu", "name_suffix": "", "institution": "Saarland University", "department": "" }, { "first_name": "Matthew", "middle_name": "W.", "last_name": "Crocker", "name_suffix": "", "institution": "Saarland University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27404/galley/17040/download/" } ] }, { "pk": 27488, "title": "Speed and accuracy trade-off of semantic composition involving highlighting and", "subtitle": null, "abstract": "In a Speed-Accuracy-Tradeoff (SAT) paradigm we investigated how adjective type and polarity modulate the on-line semantic composition of noun phrases (NPs). 22 German speakers read sentences like “The tradesman — buys — areal diamond”. Enriched adjectives (“real/fake”) highlighted or adjusted the noun’s meaning, whereas non-enriched adjectives(“white/flawed”) simply specified a property. Adjectives had positive (“white/real”) or negative polarity (“flawed/fake”). Uponthe display of critical NPs, participants indicated by a series of key presses if the sentence was correct. For the SAT responsefunction we computed the (i) asymptote (response accuracy as d’), (ii) rate (response speed) and (iii) intercept (point when ac-curacy departs from chance). Accuracy was significantly lower for semantically enriched vs. non-enriched NPs, suggesting thathighlighting and adjusting certain properties during composition is costly. Polarity affected temporal dynamics with negativeNPs showing a slower rate than positive NPs, indicating that negative information is processed in more depth.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9056z85c", "frozenauthors": [ { "first_name": "Diana", "middle_name": "", "last_name": "Dimitrova", "name_suffix": "", "institution": "University of Cologne", "department": "" }, { "first_name": "Brian", "middle_name": "", "last_name": "McElree", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Petra", "middle_name": "", "last_name": "Schumacher", "name_suffix": "", "institution": "University of Cologne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27488/galley/17124/download/" } ] }, { "pk": 26811, "title": "Split-Second Detection of Cooperativeness from Faces in the Trust Game", "subtitle": null, "abstract": "Economic interactions often imply to gauge the trustworthiness of others. Recent studies showed that when makingtrust decisions in economic games, people have some accuracy in detecting trustworthiness from the facial features of unknownpartners. Here we provide evidence that this face-based trustworthiness detection is a fast and intuitive process by testing itsperformance at split-second levels of exposure. Participants played a Trust game, in which they made decisions whether totrust another player based on their picture. In two studies, we manipulated the exposure time of the picture. We observed thattrustworthiness detection remained better than chance for exposure times as short as 100 ms, although it disappeared with anexposure time of 33ms. We discuss implications for ongoing debates on the use of facial inferences for social and economicdecisions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": " " } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2rt2z8m0", "frozenauthors": [ { "first_name": "Jean-Francois", "middle_name": "", "last_name": "Bonnefon", "name_suffix": "", "institution": "University of Toulouse", "department": "" }, { "first_name": "Astrid", "middle_name": "", "last_name": "Hopfensitz", "name_suffix": "", "institution": "University of Toulouse", "department": "" }, { "first_name": "Wim", "middle_name": "", "last_name": "De Neys", "name_suffix": "", "institution": "Universit ́e Paris Descartes", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26811/galley/16447/download/" } ] }, { "pk": 26784, "title": "Static and dynamic visual narratives, by brain and by eye", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "visual narratives; film; comics; eventsegmentation; discourse; eye-tracking" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/95f9p8b5", "frozenauthors": [ { "first_name": "Neil", "middle_name": " ", "last_name": "Cohn", "name_suffix": "", "institution": "Tilburg center for Cognition and Communication (TiCC)", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Foulsham", "name_suffix": "", "institution": "University of Essex", "department": "" }, { "first_name": "Tim", "middle_name": "J.", "last_name": "Smith", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Jeffrey", "middle_name": "M.", "last_name": "Zacks", "name_suffix": "", "institution": "Washington University in St. Louis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26784/galley/16420/download/" } ] }, { "pk": 26896, "title": "Statistical and Mechanistic Information in Evaluating Causal Claims", "subtitle": null, "abstract": "People use a variety of strategies for evaluating causalclaims, including mechanistic strategies (seeking a step-by-step explanation for how a cause would bring about itseffect) and statistical strategies (examining patterns of co-occurrence). Two studies examine factors leading one orthe other of these strategies to predominate. First, generalcausal claims (e.g., “Smoking causes cancer”) areevaluated predominantly using statistical evidence,whereas statistics is less preferred for specific claims (e.g.,“Smoking caused Jack’s cancer”). Second, social andbiological causal claims are evaluated primarily throughstatistical evidence, whereas statistical evidence is deemedless relevant for evaluating physical causal claims. Weargue for a pluralistic view of causal learning on which amultiplicity of causal concepts lead to distinct strategies forlearning about causation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Causal reasoning; concepts and categories;information evaluation; statistical reasoning." } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2vp4v6ps", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "G. B.", "last_name": "Johnsol", "name_suffix": "", "institution": "Yale 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": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26896/galley/16532/download/" } ] }, { "pk": 27657, "title": "Statistical Learning Contributions to Semantic Knowledge Development", "subtitle": null, "abstract": "The organization of semantic knowledge according to relations between concepts influences many facets of highercognition. Therefore, understanding the origins of relations knowledge is a key focus of cognitive development research. Thisstudy investigated the contributions of environmental statistical regularities to relations knowledge in preschool-age children.Using CHILDES to estimate co-occurrence between familiar items, we constructed triads consisting of a target, related distrac-tor, and unrelated distractor in which targets and related distractors consistently co-occurred (e.g., sock-foot), belonged to thesame taxonomic category (e.g., sock-coat), or both (e.g., sock-shoe). Using a Visual World paradigm, we then measured rela-tions knowledge as the degree to which children looked at related versus unrelated distractors when asked to look for targets.The results revealed that co-occurrence, regardless of taxonomic relatedness, influenced whether participants looked signifi-cantly more at related versus unrelated distractors. These findings demonstrate that co-occurrence regularities between entitiesin the environment shape knowledge organization.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2sv3n814", "frozenauthors": [ { "first_name": "Layla", "middle_name": "", "last_name": "Unger", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Powers", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27657/galley/17293/download/" } ] }, { "pk": 27180, "title": "Stopping Rules in Information Acquisition at Varying Probabilities andConsequences: an EEG Study", "subtitle": null, "abstract": "An experiment aiming to assess the use of stopping rules ininformation acquisition was performed. Participants wererequested to make a decision in 24 financial scenarios withthe possibility of buying information pieces. Behavioral andEEG data were recorded for analysis. Results showed thatparticipants followed Bayesian calculations in order todetermine a stop on information acquisition and decide.Moreover, the information acquisition strategies wereconsistent with prospect theory, in which participants willweigh information pieces differently and seek more or lessinformation given different manipulations in scenarioprobability and consequences. EEG data suggest SlowCortical Potentials at fronto-central electrodes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision making; information acquisition; EEG;slow cortical potential." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/51k3t2t0", "frozenauthors": [ { "first_name": "Roberto", "middle_name": "", "last_name": "Guedes de Nonohay", "name_suffix": "", "institution": "Universidade Federal do Rio Grande do Sul", "department": "" }, { "first_name": "Gustavo", "middle_name": "", "last_name": "Gauer", "name_suffix": "", "institution": "Universidade Federal do Rio Grande do Sul,", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Gonzalez", "name_suffix": "", "institution": "University of Michigan", "department": "" }, { "first_name": "Guilherme", "middle_name": "", "last_name": "Lanning", "name_suffix": "", "institution": "Universidade Federal do Rio Grande do Sul,", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27180/galley/16816/download/" } ] }, { "pk": 26975, "title": "Strategic exploration in human adaptive control", "subtitle": null, "abstract": "How do people explore in order to gain rewards in uncer-tain dynamical systems? Within a reinforcement learningparadigm, control normally involves trading off between ex-ploration (i.e. trying out actions in order to gain more knowl-edge about the system) and exploitation (i.e. using currentknowledge of the system to maximize reward). We study anovel control task in which participants must steer a boat ona grid, aiming to follow a path of high reward whilst learninghow their actions affect the boat’s position. We find that partic-ipants explore strategically yet conservatively, exploring morewhen mistakes are less costly and practicing actions that willbe required later on.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Reinforcement Learning" }, { "word": "Strategic Exploration" }, { "word": "Control" }, { "word": "Exploration-Exploitation" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/01w4p8ct", "frozenauthors": [ { "first_name": "Eric", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Edgar", "middle_name": "D.", "last_name": "Klenske", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems,", "department": "" }, { "first_name": "Neil", "middle_name": "R.", "last_name": "Bramley", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Maarten", "middle_name": "", "last_name": "Speekenbrink", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26975/galley/16611/download/" } ] }, { "pk": 27026, "title": "Structure Learning in Motor Control:A Deep Reinforcement Learning Model", "subtitle": null, "abstract": "Motor adaptation displays a structure-learning effect: adapta-tion to a new perturbation occurs more quickly when the sub-ject has prior exposure to perturbations with related structure.Although this ‘learning-to-learn’ effect is well documented, itsunderlying computational mechanisms are poorly understood.We present a new model of motor structure learning, approach-ing it from the point of view of deep reinforcement learning.Previous work outside of motor control has shown how recur-rent neural networks can account for learning-to-learn effects.We leverage this insight to address motor learning, by import-ing it into the setting of model-based reinforcement learning.We apply the resulting processing architecture to empiricalfindings from a landmark study of structure learning in target-directed reaching (Braun et al., 2009), and discuss its implica-tions for a wider range of learning-to-learn phenomena.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "motor adaptation; reinforcement learning; learn-ing to learn; structure learning; system identification" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/35v0x009", "frozenauthors": [ { "first_name": "Ari", "middle_name": "", "last_name": "Weinstein", "name_suffix": "", "institution": "Deepmind", "department": "" }, { "first_name": "Matthew", "middle_name": "M.", "last_name": "Botvinick", "name_suffix": "", "institution": "Deepmind", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27026/galley/16662/download/" } ] }, { "pk": 36001, "title": "Students With Interrupted Formal Education: Bridging Where They Are and What They Need - Brenda Custodio and Judith B. O’Loughlin", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4rp0n937", "frozenauthors": [ { "first_name": "Diana", "middle_name": "", "last_name": "Foster", "name_suffix": "", "institution": "Sonoma State University", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Vollmer", "name_suffix": "", "institution": "Sonoma State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36001/galley/26853/download/" } ] }, { "pk": 26997, "title": "Supporting Low-Performing Students by Manipulating Self-efficacy in Digital\nTutees", "subtitle": null, "abstract": "Educational software based on teachable agents has\nrepeatedly proven to have positive effects on students’\nlearning outcomes. The strongest effects have been shown for\nlow-performers. A number of mechanisms have been\nproposed to explore this outcome, in particular mechanisms\nthat involve attributions of social agency to teachable agents.\nOur study examined whether an expression of high versus\nlow self-efficacy in a teachable agent would affect low-\nperforming students with respect to their learning outcomes\nand with respect to a potential change in their own self-\nefficacy. The learning domain was mathematics, specifically\nthe base-ten system. Results were that the learning outcomes\nof low-performers who taught a low self-efficacy agent were\nsignificantly better than the learning outcomes of low-\nperformers who taught a high self-efficacy agent. There were\nno effects from the manipulation of self-efficacy expressed by\nthe teachable agent on changes of the low-performing\nstudents’ own self-efficacy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social agency; educational software; teachable\nagent; math self-efficacy; math performance" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6n60w147", "frozenauthors": [ { "first_name": "Betty", "middle_name": "", "last_name": "Tärning", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "Magnus", "middle_name": "", "last_name": "Haake", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "Agneta", "middle_name": "", "last_name": "Gulz", "name_suffix": "", "institution": "Lund University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26997/galley/16633/download/" } ] }, { "pk": 27351, "title": "Surprisingly: Marker of Surprise Readings or Intensifier?", "subtitle": null, "abstract": "We investigate the influence of the adverb surprisingly on themeaning of the quantity words few and many, which them-selves have been associated with a reading expressing sur-prise. To learn about the meaning contribution of “surprise”,we compare surprisingly with the intensifier incredibly anda compared to phrase explicitly marking surprise. Based onan empirical measure of subjects’ expectations about everydayevents, a Bayesian model uses data from a sentence judgmenttask to infer likely levels of surprise associated with the differ-ent constructions of interest.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "intensifier" }, { "word": "surprise" }, { "word": "Computational Modeling" }, { "word": "few" }, { "word": "many" }, { "word": "surprisingly" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7210q317", "frozenauthors": [ { "first_name": "Anthea", "middle_name": "", "last_name": "Sch ̈oller", "name_suffix": "", "institution": "University of Tubingen", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Franke", "name_suffix": "", "institution": "University of Tubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27351/galley/16987/download/" } ] }, { "pk": 26787, "title": "Symposium on Problem Solving andGoal-Directed Sequential Activity", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": " " } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7fc5w0mp", "frozenauthors": [ { "first_name": "Pat", "middle_name": " ", "last_name": "Langley", "name_suffix": "", "institution": "Institute for the Study of Learning and Expertise", "department": "" }, { "first_name": "Richard", "middle_name": "P.", "last_name": "Cooper", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26787/galley/16423/download/" } ] }, { "pk": 26914, "title": "Synchronization Assessment for Collective Behavior", "subtitle": null, "abstract": "Team cognition can be defined as the ability that humans haveto coordinate with others through a complex environment.Sports offer exquisite examples of this dynamic interplayrequiring decision making and other perceptual-cognitiveskills to adjust individual decisions to the team self-organization and vice-versa. Considering players of a team asperiodic phase oscillators, synchrony analyses can be used tomodel the coordination of a team. Nonetheless, a mainlimitation of current models is that collective behavior iscontext independent. In other words, players of a team can behighly synchronized without this corresponding to ameaningful coordination dynamics relevant to the context ofthe game. Considering these issues, the aim of this study wasto develop a method of analysis sensitive to the context forevidence-based measures of team cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Team Cognition; Synchronization; EcologicalDynamics;" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0g2819mz", "frozenauthors": [ { "first_name": "Maurici", "middle_name": "A.", "last_name": "López-Felip", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Tehran", "middle_name": "J.", "last_name": "Davis", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Till", "middle_name": "D.", "last_name": "Frank", "name_suffix": "", "institution": "University of Connecticut", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26914/galley/16550/download/" } ] }, { "pk": 27372, "title": "Talking Through Your Arse:Sensing Conversation with Seat Covers", "subtitle": null, "abstract": "People move in characteristic ways during conversation andthese movements correlate with their level of particpation.For example, speakers normally gesture significantly morethan listeners. These visible, overt movements are normallyanalysed using full body video or motion capture. Here weexplore the potential of a ’minimal’ approach to sensing theseparticipatory movements in part of the natural environmentof everyday interactions; chair seat covers. Using custombuilt fabric sensors we test whether we can detect people’sinvolvement in a conversation using only pressure changeson the seats they are sitting in. We show that even fromthis impoverished data we can distinguish between talking,backchanneling and laughter; each state is associated withdistinctive patterns of pressure change across the surfaceof the chair. We speculate on the possible applications ofthis new, unintrusive form of social sensing for architecture,performance and augmented human interaction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "human interaction; dialogue; non-verbalcommunication; social sensing; smart textiles; postureanalysis; fabric sensors;" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4q13g4kq", "frozenauthors": [ { "first_name": "Sophie", "middle_name": "", "last_name": "Skach", "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": "Rebecca", "middle_name": "", "last_name": "Stewart", "name_suffix": "", "institution": "Queen Mary University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27372/galley/17008/download/" } ] }, { "pk": 27143, "title": "Talking to Ourselves to Engage Control? Testing Developmental RelationsBetween Self-directed Speech, Cognitive Control and Talkativeness", "subtitle": null, "abstract": "Is self-directed speech critical to cognitive processessupporting complex, goal-directed behavior? If so, how? Aninfluential developmental hypothesis is that children talk tothemselves to support cognitive control processes, and thatwith age this speech becomes increasingly covert andstrategic. However, while many studies suggest languagesupports cognitive control, evidence that self-directed speechgradually internalizes has been mixed. Moreover, extraneousfactors that could co-vary with self-directed speech, age, andcognitive control, such as talkativeness, have not beensystematically tested. In this cross-sectional study of 86 5- to7-year-old children we measured overt, partially covert, inner,and strategic speech on four cognitive tasks, along with taskperformance and child talkativeness. We did not findconsistent evidence that self-directed speech changes withage; however, we did find consistent associations betweenself-directed speech and talkativeness. Partially covert andstrategic speech predicted performance on one task, and innerspeech was implicated on another. Self-directed speechtended to correlate across tasks, and these correlations heldcontrolling for talkativeness. Taken together, these findingssuggest 5- to 7-year-old children may use different forms ofself-directed speech to support cognitive control, and that theform this speech takes depends in part on factors beyond age,such as the cognitive demands of a task and childcharacteristics like talkativeness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive control; executive functions; self-directed speech; language and thought" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3sz5c5xq", "frozenauthors": [ { "first_name": "Sabine", "middle_name": "", "last_name": "Doebel", "name_suffix": "", "institution": "University of Colorado Boulder", "department": "" }, { "first_name": "Cleo", "middle_name": "", "last_name": "Andersen-Green", "name_suffix": "", "institution": "University of Colorado Boulder", "department": "" }, { "first_name": "Yuko", "middle_name": "", "last_name": "Munakata", "name_suffix": "", "institution": "University of Colorado Boulder", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27143/galley/16779/download/" } ] }, { "pk": 27524, "title": "Tangible rhythm: Sensorimotor representations of metrical structure and learningmusical rhythm with gesture", "subtitle": null, "abstract": "When we listen to music, we can mentally control how we perceive the beat. This ability is thought to be subserved bysensorimotor imagery, having top-down effects on attentional-allocation and perception. Here, we examine whether imagined“up and down” gestures can support an internal generation of metrical accent in rhythmic sequences. We also examine howthis type of motor imagery interacts with either metrically congruent or incongruent auditory imagery. This is explored usingEEG with a frequency-tagging approach, quantifying the strength of metrical accent with the amplitude of beat-related SSEPs.Gesture supports our ability to think and learn by fostering an alignment between sensorimotor representations and moreabstract conceptual structure. Therefore, the imagined gestures may act as a bridge between perceptual and action-orientedunderstandings of metrical structure and the more abstract conceptual ones that musicians struggle with in their training. Theseimagery strategies may then be beneficial to music education.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7tr6n5t5", "frozenauthors": [ { "first_name": "Courtney", "middle_name": "", "last_name": "Hilton", "name_suffix": "", "institution": "The University of Sydney", "department": "" }, { "first_name": "Micah", "middle_name": "", "last_name": "Goldwater", "name_suffix": "", "institution": "The University of Sydney", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Jacobson", "name_suffix": "", "institution": "The University of Sydney", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27524/galley/17160/download/" } ] }, { "pk": 26961, "title": "Target-to-distractor similarity can help visual search performance", "subtitle": null, "abstract": "We found an unexpected positive effect of target-to-distractorsimilarity (TD) in a visual search task, despite overwhelmingevidence in the literature that TD similarity hurts visual searchperformance. Participants with no prior knowledge of Chineseperformed 12 hour-long sessions over 4 weeks, where they hadto find a briefly presented target character among a set ofdistractors. At the beginning of the experiment, TD similarityhurt performance, but the effect reversed during the firstsession and remained positive throughout the remainingsessions. We present a simple connectionist model thataccounts for that reversal of TD similarity effects on visualsearch and we discuss possible theoretical explanations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "visual search; learning; similarity; connectionistmodel; neural network" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3md8d693", "frozenauthors": [ { "first_name": "Vencislav", "middle_name": "", "last_name": "Popov", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Lynne", "middle_name": "", "last_name": "Reder", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26961/galley/16597/download/" } ] }, { "pk": 26820, "title": "Task-oriented Bayesian inference in interval timing: People use their prior\nreproduction experience to calibrate time reproduction", "subtitle": null, "abstract": "The estimation of duration has been shown to follow Bayesian\ninference, where people use their prior belief to calibrate the\nestimation. This explains timing biases such as the range bias\nwhere a duration is reproduced as longer when previously\nencountered durations were longer than shorter. However, it is\nunclear whether prior belief is based on previously perceived\nor reproduced durations. In 4 experiments, we show that the\nrange bias occurs between short and long reproduction ranges\nbut not between short and long perception ranges. Further\nanalyses also show that the prior is updated by the most recent\nreproduced (but not perceived) duration. Together these results\nsupport a task-oriented Bayesian inference account of time\nreproduction, where people use the perceived duration and\ntheir past reproduction experience to make an inference about\nhow much time to reproduce.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "time perception; Bayesian inference; memory;\npsychophysics" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2j3183dx", "frozenauthors": [ { "first_name": "Zhenguang", "middle_name": " ", "last_name": "Cai", "name_suffix": "", "institution": "University of East Anglia", "department": "" }, { "first_name": "Ruiming", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "South China Normal University", "department": "" }, { "first_name": "Huihui", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "South China Normal University", "department": "" }, { "first_name": "Maarten", "middle_name": "", "last_name": "Speekenbrink", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26820/galley/16456/download/" } ] }, { "pk": 26879, "title": "Teaching by Intervention: Working Backwards,Undoing Mistakes, or Correcting Mistakes?", "subtitle": null, "abstract": "When teaching, people often intentionally intervene on alearner while it is acting. For instance, a dog owner mightmove the dog so it eats out of the right bowl, or a coach mightintervene while a tennis player is practicing to teach a skill.How do people teach by intervention? And how do thesestrategies interact with learning mechanisms? Here, we ex-amine one global and two local strategies: working backwardsfrom the end-goal of a task (backwards chaining), placing alearner in a previous state when an incorrect action was taken(undoing), or placing a learner in the state they would be in ifthey had taken the correct action (correcting). Depending onhow the learner interprets an intervention, different teachingstrategies result in better learning. We also examine how peo-ple teach by intervention in an interactive experiment and finda bias for using local strategies like undoing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Teaching" }, { "word": "Intervention" }, { "word": "Reinforcement Learning" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8z48f0ms", "frozenauthors": [ { "first_name": "Mark", "middle_name": "K", "last_name": "Ho", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Michael", "middle_name": "L.", "last_name": "Littman", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Joseph", "middle_name": "L.", "last_name": "Austerweil", "name_suffix": "", "institution": "University of Wisconsin-Madison,", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26879/galley/16515/download/" } ] }, { "pk": 27443, "title": "Teaching Versus Active Learning:A Computational Analysis of Conditions that Affect Learning", "subtitle": null, "abstract": "Researchers have debated whether instructional-based teach-ing or exploration-based active learning is better for decadeswith unsatisfying results. A main obstacle is the difficulty inprecisely controlling and characterizing the pedagogical meth-ods used and the learning conditions in empirical studies. Toaddress this, we leveraged existing computational models ofteaching and active learning to formalize the methods and thelearning process. We compared the two pedagogical methodsin a concept-learning framework and investigated their effec-tiveness under various scenarios. Our results show that whenthe learner and teacher are conceptually aligned, teaching isat least as effective as, and often much more effective than ac-tive learning, but when the alignment is broken, active learningcan yield moderate improvement over teaching. We concludeby discussing our results’ implications for the debate and theprospects of bringing computational models to bear on com-plex real-world problems that are resistant to simple experi-mental investigation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "pedagogical methods; direct instruction; self ex-ploration; Bayesian teaching; active learning" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5pm0f7k3", "frozenauthors": [ { "first_name": "Scott", "middle_name": "Cheng-Hsin", "last_name": "Yang", "name_suffix": "", "institution": "Rutgers University–Newark", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Shafto", "name_suffix": "", "institution": "Rutgers University–Newark", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27443/galley/17079/download/" } ] }, { "pk": 27392, "title": "Temporal variability in moral value judgement", "subtitle": null, "abstract": "Moral judgments are known to change in response tochanges in external conditions. But how variable aremoral judgments over time in the absence of environ-mental variation? The moral domain has been describedin terms of five moral foundations, categories that ap-pear to capture moral judgment across cultures. We ex-amined the temporal consistency of repeated responsesto the moral foundations questionnaire over short timeperiods, fitted a set of mixed effects models to the dataand compared them. We found correlations betweenchanges in participant responses for different founda-tions over time, suggesting a structure with at leasttwo underlying stochastic processes: one for moral judg-ments involving harm and fairness, and another formoral judgments related to loyalty, authority, and pu-rity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Morality" }, { "word": "moral foundations theory" }, { "word": "consis-tency" }, { "word": "variability" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7m315491", "frozenauthors": [ { "first_name": "Alexandra", "middle_name": "", "last_name": "Surdina", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Adam", "middle_name": "", "last_name": "Sanborn", "name_suffix": "", "institution": "University of Warwick", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27392/galley/17028/download/" } ] }, { "pk": 26887, "title": "Testing Statistical Learning Implicitly:A Novel Chunk-based Measure of Statistical Learning", "subtitle": null, "abstract": "Attempts to connect individual differences in statisticallearning with broader aspects of cognition have receivedconsiderable attention, but have yielded mixed results. Apossible explanation is that statistical learning is typicallytested using the two-alternative forced choice (2AFC) task.As a meta-cognitive task relying on explicit familiarityjudgments, 2AFC may not accurately capture implicitlyformed statistical computations. In this paper, we adapt theclassic serial-recall memory paradigm to implicitly teststatistical learning in a statistically-induced chunking recall(SICR) task. We hypothesized that artificial languageexposure would lead subjects to chunk recurring statisticalpatterns, facilitating recall of words from the input.Experiment 1 demonstrates that SICR offers more fine-grained insights into individual differences in statisticallearning than 2AFC. Experiment 2 shows that SICR hashigher test-retest reliability than that reported for 2AFC. Thus,SICR offers a more sensitive measure of individualdifferences, suggesting that basic chunking abilities mayexplain statistical learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "statistical learning; chunking; language; languageacquisition; implicit learning; learning; memory" }, { "word": "serial recall;individual differences" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8jd7m3df", "frozenauthors": [ { "first_name": "Erin", "middle_name": "S.", "last_name": "Isbilen", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Stewart", "middle_name": "M.", "last_name": "McCauley", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Evan", "middle_name": "", "last_name": "Kidd", "name_suffix": "", "institution": "The Australian National University", "department": "" }, { "first_name": "Morten", "middle_name": "H.", "last_name": "Christiansen", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26887/galley/16523/download/" } ] }, { "pk": 27418, "title": "Text, images and diagrams as information providers", "subtitle": null, "abstract": "We studied the effect of adjunct displays on recall in an\nexpository text (based on McCrudden, Schraw, Lehman, &\nPoliquin, 2007) in order to find out which means of display\naided pupils in the last years of secondary school to recall\ninformation. We included four conditions in the experiment:\ntext only, text and causal diagram, text and images and causal\ndiagram only. Participants were checked for their recall of\nmain ideas and causal sequences. Recall for main ideas did\nnot vary significantly across conditions. Contrary to\nMcCrudden et al. (2007), our results for the causal sequences\nrevealed that participants who studied a causal diagram only\ncould recall more steps from causal sequences than\nparticipants in any of the other conditions. We will interpret\nthe findings in the light of the literature on redundancy\neffects, dual coding theory, and the causal explication\nhypothesis.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Causal diagram; Text comprehension; Causal\nrelationships; Visual/spatial display" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5b46b5qz", "frozenauthors": [ { "first_name": "Sara", "middle_name": "", "last_name": "Verbrugge", "name_suffix": "", "institution": "University of Leuven", "department": "" }, { "first_name": "Aurélie", "middle_name": "", "last_name": "Stas", "name_suffix": "", "institution": "University of Leuven", "department": "" }, { "first_name": "Koen", "middle_name": "", "last_name": "Jaspaert", "name_suffix": "", "institution": "University of Leuven", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27418/galley/17054/download/" } ] }, { "pk": 27492, "title": "The acquisition of verb morphology in Polish and Finnish: Model and experiment", "subtitle": null, "abstract": "Usage-based approaches suggest that language acquisition is a function of the statistical properties of the input. Wecompare predictions from neural network models with results of two elicited-production experiments on verb inflection withchildren in the morphologically complex languages Polish and Finnish. Three-layer neural networks were trained to produceperson/number-inflected present-tense verb forms in Polish and Finnish from phoneme representations of verb stems usingfrequency information from child-directed speech corpora. Simulated acquisition in both languages was affected by tokenfrequency and phonological neighbourhood density (PND) as well as an interaction such that low-frequency forms benefitedmore from PND than high-frequency forms. Suffix errors showed overgeneralisation and substitutions of low-frequency formswith higher-frequency forms. The model predictions are consistent with our empirical findings, except for the frequency XPND interaction. We discuss the experimental and simulated data and their implications.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/99c4f7vd", "frozenauthors": [ { "first_name": "Felix", "middle_name": "", "last_name": "Engelmann", "name_suffix": "", "institution": "University of Manchester", "department": "" }, { "first_name": "Joanna", "middle_name": "", "last_name": "Kolak", "name_suffix": "", "institution": "University of Manchester", "department": "" }, { "first_name": "Sonia", "middle_name": "", "last_name": "Granlund", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Ben", "middle_name": "", "last_name": "Ambridge", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Pine", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Theakston", "name_suffix": "", "institution": "University of Manchester", "department": "" }, { "first_name": "Elena", "middle_name": "", "last_name": "Lieven", "name_suffix": "", "institution": "University of Manchester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27492/galley/17128/download/" } ] }, { "pk": 26872, "title": "The adaptive evolution of early human symbolic behavior", "subtitle": null, "abstract": "Dating back as far as 100 ka, the Blombos ochre and the Diepkloof ostrich egg engravings are considered among theearliest fossilized evidence of human symbolic behavior. Of special interest to this study is the temporal trajectory spanningmore than 30 thousand years from earlier simpler parallel line patterns to later complex cross-hatchings suggesting adaptivecompositional development. Through a series of three psychophysical experiments we test the hypotheses that the line engrav-ings at each site evolved to become 1) more salient to the human perceptual system, 2) more discriminable from each other, and3) increasingly associated with symbolic intent. Our findings suggest that just as instrumental tools have been found to undergocumulative refinements in adaptation to their function, the ochre and egg shell engravings evolved adaptively to become morefit for their cognitive function as signs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8361z9db", "frozenauthors": [ { "first_name": "Katrin", "middle_name": "", "last_name": "Heimann", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Riccardo", "middle_name": "", "last_name": "Fusaroli", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Sergio", "middle_name": "Gonzalez de La Higuera", "last_name": "Rojo", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Niels", "middle_name": "Nørkjær", "last_name": "Johannsen", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Felix", "middle_name": "", "last_name": "Riede", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Nicolas", "middle_name": "", "last_name": "Fay", "name_suffix": "", "institution": "University of Western Australia", "department": "" }, { "first_name": "Marlize", "middle_name": "", "last_name": "Lombard", "name_suffix": "", "institution": "University of Johannesburg", "department": "" }, { "first_name": "Kristian", "middle_name": "", "last_name": "Tyl ́en", "name_suffix": "", "institution": "Aarhus University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26872/galley/16508/download/" } ] }, { "pk": 27347, "title": "The Causal Frame Problem: An Algorithmic Perspective", "subtitle": null, "abstract": "The Frame Problem (FP) is a puzzle in philosophy of mindand epistemology, articulated by the Stanford Encyclopedia ofPhilosophy as follows: “How do we account for our apparentability to make decisions on the basis only of what is relevantto an ongoing situation without having explicitly to considerall that is not relevant?” In this work, we focus on the causalvariant of the FP, the Causal Frame Problem (CFP). Assumingthat a reasoner’s mental causal model can be (implicitly) repre-sented by a causal Bayes net, we first introduce a notion calledPotential Level (PL). PL, in essence, encodes the relative po-sition of a node with respect to its neighbors in a causal Bayesnet. Drawing on the psychological literature on causal judg-ment, we substantiate the claim that PL may bear on how timeis encoded in the mind. Using PL, we propose an inferenceframework, called the PL-based Inference Framework (PLIF),which permits a boundedly-rational approach to the CFP, for-mally articulated at Marr’s algorithmic level of analysis. Weshow that our proposed framework, PLIF, is consistent withseveral findings in the causal judgment literature, and that PLand PLIF make a number of predictions, some of which arealready supported by existing findings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Frame Problem; Time and Causality; BoundedRationality; Algorithmic Level of Analysis; Rational ProcessModels" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6540x8z3", "frozenauthors": [ { "first_name": "Ardavan", "middle_name": "S.", "last_name": "Nobandegani", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Ioannis", "middle_name": "N.", "last_name": "Psaromiligkos", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27347/galley/16983/download/" } ] }, { "pk": 27136, "title": "The Causal Sampler: A Sampling Approach to Causal Representation, Reasoningand Learning", "subtitle": null, "abstract": "Although the causal graphical model framework has achievedsuccess accounting for numerous causal-based judgments, akey property of these models, the Markov condition, is con-sistently violated (Rehder, 2014; Rehder & Davis, 2016). Anew process model—the causal sampler—accounts for theseeffects in a psychologically plausible manner by assumingthat people construct their causal representations using theMetropolis-Hastings sampling algorithm constrained to onlya small number of samples (e.g., < 20). Because it assumesthat Markov violations are built into people’s causal represen-tations, the causal sampler accounts for the fact that those vio-lations manifest themselves in multiple tasks (both causal rea-soning and learning). This prediction was corroborated by anew experiment that directly measured people’s causal repre-sentations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Causal Learning" }, { "word": "causal reasoning" }, { "word": "Sampling" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sb0h2p7", "frozenauthors": [ { "first_name": "Zachary", "middle_name": "J.", "last_name": "Davis", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Bob", "middle_name": "", "last_name": "Rehder", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27136/galley/16772/download/" } ] }, { "pk": 27140, "title": "The Cognitive Architecture of Recursion: Behavioral and fMRI Evidence from\nthe Visual, Musical and Motor Domains", "subtitle": null, "abstract": "In this manuscript, we summarize the results of our research\nprogram aiming at describing the cognitive architecture\nunderlying the representation of recursive hierarchical\nembedding. After conducting a series of behavioral and fMRI\nexperiments in the visual, musical and motor domains, we\nfound that, behaviorally, the acquisition of recursive rules\nseems supported by cognitive resources that are general\nacross domains. However, when we test well-trained\nparticipants in the fMRI, their representation of recursion\nseems supported by activating schemas stored in (visual,\nmusical and motor) domain-specific repositories. This\nsuggests that the resources necessary to acquire recursive\nrules are different from those necessary to utilize these\nrules after extensive training.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "recursion; hierarchy; embedding; visual; motor;\nmusic" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8bh601c3", "frozenauthors": [ { "first_name": "Mauricio", "middle_name": "de Jesus", "last_name": "Dias Martins", "name_suffix": "", "institution": "Humboldt Universität zu Berlin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27140/galley/16776/download/" } ] }, { "pk": 27430, "title": "The Cognitive Reflection Test: familiarity and predictive power in professionals", "subtitle": null, "abstract": "The CRT is an increasingly well-known and used test of biassusceptibility. While alternatives are being developed, theoriginal remains in widespread use and this has led to itsbecoming increasingly familiar to psychology students(Stieger & Reips, 2016), resulting in inflated scores.Extending this work, we measure the effect of prior exposureto the CRT in a sample of oil industry professionals. Theseengineers and geoscientists completed the CRT, seven biastasks and rated their familiarity with all of these. Key resultswere that: familiarity increased CRT scores but tended not toreduce bias susceptibility; and industry personnel, evenwithout prior CRT exposure, scored very highly on the CRT -greatly reducing its predictive power. Conclusions are that thestandard CRT is not a useful tool for assessing biassusceptibility in highly numerate professionals – and doublyso when they have previously been exposed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive reflection test; familiarity; predictivepower; bias; industry professionals." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0mg0k0mg", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "Brian", "last_name": "Welsh", "name_suffix": "", "institution": "University of Adelaide", "department": "" }, { "first_name": "Steve", "middle_name": "H.", "last_name": "Begg", "name_suffix": "", "institution": "University of Adelaide", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27430/galley/17066/download/" } ] }, { "pk": 26781, "title": "The Computational Foundations of Religious Cognition:A Workshop Hosted by the International Association for the Cognitive Science ofReligion (IACSR)", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "religious cognition; fMRI; placebo studies;natural language processing; text data mining; belief reversal;dual processing; IACSR" } ], "section": "Workshops", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3110w8sd", "frozenauthors": [ { "first_name": "Ann", "middle_name": " ", "last_name": "Taves", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" }, { "first_name": "Dimitris", "middle_name": "", "last_name": "Xygalatas", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Shaver", "name_suffix": "", "institution": "University of Otago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26781/galley/16417/download/" } ] }, { "pk": 27293, "title": "The cultural evolution of complex linguistic constructions in artificial signlanguages", "subtitle": null, "abstract": "Though most documented sign languages make use of spaceto denote relationships between predicate arguments, studiesof emerging sign languages suggest that spatial reference doesnot emerge fully-formed but takes time to develop. We presentan artificial sign language learning experiment that expandsthe cultural evolutionary framework to investigate complexlinguistic constructions. Our results demonstrate the gradualemergence of consistent devices to distinguish between sen-tence arguments, some of which rely on iconic spatial con-trasts. These findings mirror data from emerging sign lan-guages and point to the cultural mechanisms that facilitate theevolution of complex linguistic structures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language; cultural evolution; learning; communi-cation; sign language; gesture" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7tj5m2wc", "frozenauthors": [ { "first_name": "Yasamin", "middle_name": "", "last_name": "Motamedi", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Marieke", "middle_name": "", "last_name": "Schouwstra", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Culbertson", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Kirby", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27293/galley/16929/download/" } ] }, { "pk": 27574, "title": "The development of interpersonal regret and its relation to prosocial choice", "subtitle": null, "abstract": "We examined whether children feel regret when their failure to make a prosocial choice negatively affects a peer.Five-to-six-year-olds and 7-to-9-year-olds played a game in which they completed a sticker sheet to win a prize. Children thendecided whether to donate a spare sticker to another child; most children did not donate. Children discovered that the next childdid not have enough stickers to win a prize, and rated their emotions. At this point, children did not know whether the nextchild could have been able to win the prize if they had donated the sticker in question. This counterfactual information wasthen provided, and children rated whether they felt happier, sadder, or the same as before. Only the 7-to-9-year-olds’ responsessuggested that they experienced interpersonal regret. We also showed that experiencing interpersonal regret in the sticker taskresulted in children making more prosocial choices in a separate task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1bh4h616", "frozenauthors": [ { "first_name": "Teresa", "middle_name": "", "last_name": "McCormack", "name_suffix": "", "institution": "Queen’s University Belfast", "department": "" }, { "first_name": "Brian", "middle_name": "", "last_name": "Uprichard", "name_suffix": "", "institution": "Queen’s University Belfast", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27574/galley/17210/download/" } ] }, { "pk": 27014, "title": "The Development of Structural Thinking about Social Categories", "subtitle": null, "abstract": "Representations of social categories help us make sense of thesocial world, supporting predictions and explanations aboutgroups and individuals. Here we explore whether children andadults are able to understanding category-property associationsin structural terms, locating an object of explanation within alarger structure and identifying structural constraints that acton elements of the structure. We show that children as young3-4 years of age show signs of structural thinking, but that thiscapacity does not fully develop until after 7 years of age. Thesefindings introduce a viable alternative to internalist accounts ofsocial categories, such as psychological essentialism.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "structural explanation" }, { "word": "structural factors" }, { "word": "socialcategories" }, { "word": "essentialism" }, { "word": "category representation" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1vc7d8jb", "frozenauthors": [ { "first_name": "Nadya", "middle_name": "", "last_name": "Vasilyeva", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Alison", "middle_name": "", "last_name": "Gopnik", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Tania", "middle_name": "", "last_name": "Lombrozo", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27014/galley/16650/download/" } ] }, { "pk": 27261, "title": "The development of turn-taking: Pre-schoolers may predict what you will say, butthey don’t use those predictions to plan a reply.", "subtitle": null, "abstract": "Whereas adults exchange conversational turns very rapidly, children often respond after long gaps. However, it hasbeen proposed that the infrastructure necessary to take turns develops in infancy. Why are children slow to respond to turns?Adults’ turn-taking skills, it has been argued, rely on an ability to both predict when the current turn will end and prepare aresponse as soon as possible. In two experiments, we ask how these two abilities (prediction and early preparation) develop.Adults and 3-to-5-year-olds answered yes/no questions while playing an iPad-based maze game. Distributional analysis ofanswer latencies suggest that (i) neither children nor adults rely on fine-grained predictions of turn duration and (ii) bothchildren and adults use predictions about turn content to prepare their answer early. In sum, by the age of three, childrenalready have the cognitive architecture necessary to take turns successfully. ,", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/90d2s5j6", "frozenauthors": [ { "first_name": "Laura", "middle_name": "", "last_name": "Lindsay", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Chiara", "middle_name": "", "last_name": "Gambi", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Hugh", "middle_name": "", "last_name": "Rabagliati", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27261/galley/16897/download/" } ] }, { "pk": 27496, "title": "The differential effects of transmission and interaction on linguistic variation", "subtitle": null, "abstract": "Variation in natural language is constrained: languages tend to lose competing variants over time, and where vari-ation persists, its use tends to be conditioned on grammatical or sociolinguistic context. We had adult participants learn andcommunicate with artificial languages exhibiting unpredictable variation in plural marking. Using an iterated learning pro-cedure, the languages produced by participants were used as training languages for other participants. We passed on eitherthe language produced during a post-training recall test (Recall condition) or the language used while communicating withanother participant (Interaction condition). We found that alignment during interaction leads to the elimination of variability:in Interaction chains, one plural marker typically came to dominate. However, in Recall chains, variation became conditionedon linguistic context, rather than being eliminated. This suggests that the pattern of restricted, conditioned variation in naturallanguage reflects the combined influences of biases in learning, recall and interaction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5r46r2qx", "frozenauthors": [ { "first_name": "Olga", "middle_name": "", "last_name": "Feher", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27496/galley/17132/download/" } ] }, { "pk": 27275, "title": "The dilution effect: Conversational basis and witness reliability", "subtitle": null, "abstract": "The dilution effect occurs when the introduction of non-diagnostic information lessens the impact on reasoning ofdiagnostic information despite having no relevance to thehypothesis in question. While the effect has been reproducedin several studies, the psychological basis of the effectremains unclear. Some believe it to be conversational whileothers believe it to be cognitive and social.The paper tests the conversational basis of the effect byminimising pragmatic, conversational influence. To this end,it makes use of a legal setting with witness testimonies. Thestudies replicate the dilution effect, which suggests that thebasis of the results in the original studies is notconversational. However, the credibility of the sourcestrongly influences whether or not the effect occurs. Ifreliable sources provide the non-diagnostic information, theeffect lessens. Conversely, if unreliable sources provide thenon-diagnostic information, we observe a stronger dilutioneffect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Dilution effect; legal reasoning; sourcecredibility; witness testimonies" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/91j2v4tj", "frozenauthors": [ { "first_name": "Jens", "middle_name": "Koed", "last_name": "Madsen", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Ulrike", "middle_name": "", "last_name": "Hahn", "name_suffix": "", "institution": "Birkbeck College, University of London", "department": "" }, { "first_name": "Marion", "middle_name": "", "last_name": "Vorms", "name_suffix": "", "institution": "Birkbeck College, University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27275/galley/16911/download/" } ] }, { "pk": 27304, "title": "The dot perspective task revisited: Evidence fordirectional effects", "subtitle": null, "abstract": "Humans are highly social creatures. Evidence from the dotperspective task suggests that humans automatically track theperspective of other individuals – a disposition that, if true,may help to facilitate social interaction. However, variants ofthe original dot perspective task suggest the alternativeinterpretation that the effect in the task is not due toperspective taking. Here, we present a new variant, usingimproved stimuli to address these issues. Our results replicateprevious findings, across both animate and inanimate stimuli,and suggest that the effect is due to directional cueing ratherthan automatic perspective taking.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "perspective taking; dot perspective task;automaticity; theory of mind; mindreading" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8p3992p5", "frozenauthors": [ { "first_name": "Cathleen", "middle_name": "", "last_name": "O’Grady", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Thom", "middle_name": "", "last_name": "Scott-Phillips", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Suilin", "middle_name": "", "last_name": "Lavelle", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27304/galley/16940/download/" } ] }, { "pk": 27008, "title": "The Dynamics of Selective Integration during Rapid Experiential Decisions", "subtitle": null, "abstract": "When making decisions humans often violate the principlesof rational choice theory. Recent experiments, involving rapidexperiential decisions, uncovered a mechanism that is respon-sible for various rationality violations. According to this se-lective gating mechanism, incoming value samples are accu-mulated across time, but prior to their accumulation they areweighted in proportion to their momentary rank-order. Here,using a data-driven approach, I present a dynamic extensionof this mechanism, which involves potentially asymmetric in-hibition between the inputs. As a result, and contrary to theprevious selective gating implementation, the vigour of gatingis modulated by the difference between two value samples (adistance effect) as well as by the absolute magnitude of thesamples (a magnitude effect). This extension offers a supe-rior explanation to existing and new data; and links high-leveldecision phenomena with computational principles previouslydescribed in theories of selective attention and visual search.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Selective integration; Experiential decisions;Risk-seeking; Intransitivity" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/185036jn", "frozenauthors": [ { "first_name": "Konstantinos", "middle_name": "", "last_name": "Tsetsos", "name_suffix": "", "institution": "University Medical Center Hamburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27008/galley/16644/download/" } ] }, { "pk": 26937, "title": "The ecological rationality of children’s option generation and decision making", "subtitle": null, "abstract": "In everyday life, before deciding what to do, one has to think\nabout what could be done. We investigate option generation\nfrom a developmental perspective, testing the predictions of the\nTake-The-First-heuristic (TTF). Moreover, we examine the\ninfluence of time limitation on decision-making processes.\nUsing soccer as a testbed, 6- to 13-year-old children (N = 97)\nwere tested in a video-based option-generation paradigm.\nChildren’s performance was aligned with predictions of TTF:\nChildren generated a mean of 2.21 options, did so in a\nmeaningful way and selected the first as final option in 74%.\nWith shorter time, children generated fewer and higher quality\noptions, selected better options and more often the first option\nas final decision. Further, with age, an increase of the number\nof options generated and an increase in quality of the final\ndecisions emerged. This age effect was more pronounced with\nshorter time. Implications for real-life decision-making are\ndiscussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "option generation; decision making; heuristics;\necological rationality; development." } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/86m6p0tb", "frozenauthors": [ { "first_name": "Lisa", "middle_name": "", "last_name": "Musculus", "name_suffix": "", "institution": "German Sport University Cologne", "department": "" }, { "first_name": "Azzurra", "middle_name": "", "last_name": "Ruggeri", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Markus", "middle_name": "", "last_name": "Raab", "name_suffix": "", "institution": "German Sport University Cologne", "department": "" }, { "first_name": "Babett", "middle_name": "", "last_name": "Lobinger", "name_suffix": "", "institution": "German Sport University Cologne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26937/galley/16573/download/" } ] }, { "pk": 27312, "title": "The effect of acute physical activity on children’s memory for language", "subtitle": null, "abstract": "Research on the relationship between acute physical activityand cognition in children has often found beneficial effects ofexercise on a variety of cognitive abilities. One domain thatremains underexplored, however, is the relationship betweenexercise and long-term memory in children, and in particularwhether the general-domain effects observed in previousstudies could translate to a school-based learning activity,such as vocabulary learning. To address this issue, this studyfocused on the possible effects that a bout of moderate,aerobic physical activity could have on the immediate anddelayed recall of newly acquired word forms and form-meaning connections of children in a school setting. In linewith previous research, the results show a positive effect ofexercise, but only for word form recall. This study expandsour understanding of the differential effects of exercise onmemory, while raising questions regarding the possiblemoderating influence of gender and memory consolidation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language Acquisition" }, { "word": "acute physical activity" }, { "word": "memory" }, { "word": "vocabulary learning" }, { "word": "child cognition." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/72d3s7wm", "frozenauthors": [ { "first_name": "Carla", "middle_name": "Pastorino", "last_name": "Campos", "name_suffix": "", "institution": "University of Cambridge", "department": "" }, { "first_name": "John", "middle_name": "N.", "last_name": "Williams", "name_suffix": "", "institution": "University of Cambridge", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27312/galley/16948/download/" } ] }, { "pk": 27555, "title": "The effect of binaural beats on inhibition", "subtitle": null, "abstract": "A binaural beat is the perceptual experience that occurs when two tones of slightly different frequencies are presenteddichotically, creating the experience of a third tone corresponding to the difference in frequencies. Many temporary cognitiveeffects have been linked to the presentation of a binaural beat, including increased working memory capacity. In the presentstudy, a version of the flanker test was used to investigate the effect of short-term alpha wave binaural beat stimulation oninhibition processes specifically. Participants were presented with 10 minutes of either mid-alpha range binaural beats combinedwith a recording of waves or only the sound of waves. After this, participants completed a flanker test. The difference betweenreaction times of congruent and incongruent trials on the flanker task was significantly lower in the binaural beats conditionthan the wave condition, suggesting that even brief exposure to binaural beats aids in the inhibition of irrelevant stimuli.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4tj5n8nr", "frozenauthors": [ { "first_name": "Kimery", "middle_name": "", "last_name": "Levering", "name_suffix": "", "institution": "Marist College", "department": "" }, { "first_name": "Molly", "middle_name": "", "last_name": "Poinan", "name_suffix": "", "institution": "Marist College", "department": "" }, { "first_name": "Kristin", "middle_name": "", "last_name": "Jay", "name_suffix": "", "institution": "Marist College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27555/galley/17191/download/" } ] }, { "pk": 27559, "title": "The Effect of CSAL AutoTutor on Deep Comprehension of Text in Low-LiteracyAdult Readers", "subtitle": null, "abstract": "It is well documented that reading strategies of low-literacy readers are suboptimal when text requires deeper levelsof comprehension. Deep comprehension demands causal or goal-oriented reasoning and functional conceptual knowledge.Alternatively, shallow comprehension entails recall of definitions or text features without necessitating a coherent understandingof the text. The Center for Adult Literacy (CSAL) AutoTutor is an interactive intelligent tutoring system designed to foster deepand shallow comprehension in low-literacy readers. The present work represents the first empirical study of the effect of CSALAutoTutor on comprehension type in low- and high-literacy readers. Community members and students interacted with CSALAutotutor and then were assessed on recall ability for the structure (shallow) and meaning (deep) of sentences from lessontext. Preliminary analysis suggests CSAL AutoTutor promotes comparable deep level comprehension in low- and high-literacyreaders. Implications for CSAL AutoTutor as a literacy intervention and future goals are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3q85p498", "frozenauthors": [ { "first_name": "Anne", "middle_name": "", "last_name": "Lippert", "name_suffix": "", "institution": "University of Memphis", "department": "" }, { "first_name": "Breya", "middle_name": "", "last_name": "Walker", "name_suffix": "", "institution": "University of Memphis", "department": "" }, { "first_name": "Raven", "middle_name": "", "last_name": "Davis", "name_suffix": "", "institution": "University of Memphis", "department": "" }, { "first_name": "Qinyu", "middle_name": "", "last_name": "Cheng", "name_suffix": "", "institution": "University of Memphis", "department": "" }, { "first_name": "Zhiqiang", "middle_name": "", "last_name": "Cai", "name_suffix": "", "institution": "University of Memphis", "department": "" }, { "first_name": "Danielle", "middle_name": "", "last_name": "Clewley", "name_suffix": "", "institution": "University of Memphis", "department": "" }, { "first_name": "Genghu", "middle_name": "", "last_name": "Shi", "name_suffix": "", "institution": "University of Memphis", "department": "" }, { "first_name": "Arthur", "middle_name": "", "last_name": "Graesser", "name_suffix": "", "institution": "University of Memphis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27559/galley/17195/download/" } ] }, { "pk": 27320, "title": "The Effect of Economic Scarcity Priming on Perception of Race", "subtitle": null, "abstract": "Existing research suggests that White individuals are morelikely to categorise biracial faces as Black in conditions ofresource scarcity. It has been theorised that this effect is dueto in-group boundaries becoming more exclusive in scarceconditions. An alternative explanation refers to implicit socio-economic association between Black individuals and lowerlevel of resources. These two approaches entail differentpredictions for Black participants performing thecategorisation task. If scarcity prompts greater in-groupexclusivity, Black participants should, ceteris paribus,categorise more biracial faces as White. If, however, scarcityinvokes socio-economic status associations, Blackparticipants should categories biracial faces in the same wayas White participants. Experiment 1, explored the effects ofpriming on White and Black groups. It provided support forthe implicit socio-economic association theory. Furthermore,experiment 2 on Asian sample, provided additional support asAsian participants showed the same pattern of response. Thepaper discusses implications of these findings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "intergroup bias; perception of race; boundaryformation; resource scarcity; scarcity priming" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1535814w", "frozenauthors": [ { "first_name": "Dariusz", "middle_name": "Lukasz", "last_name": "Pilucik", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Jens", "middle_name": "Koed", "last_name": "Madsen", "name_suffix": "", "institution": "University of Oxford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27320/galley/16956/download/" } ] }, { "pk": 27028, "title": "The Effect of expertise and biscriptalism on letter perception: The complexity benefit", "subtitle": null, "abstract": "Previous work has demonstrated that the visual complexity ofletter-shapes is processed differently by naïve and expertobservers. Specifically, fluent readers of the Arabic alphabetwere found to discriminate complex letters more readily thanless complex letters, whereas naïve observers exhibited theopposite effect. This “complexity benefit”, wherein complexletters confer a processing advantage to expert observers, isnot yet well understood. In a new study, we investigatewhether this effect generalizes across scripts, and whether itis unique to individuals with biscriptal experience (knowledgeof reading two different scripts). The results of the threeexperiments confirm that the complexity benefit ischaracteristic of expert monoscriptal and biscriptal readers,and that, furthermore, there may be a biscriptal advantage inprocessing visual complexity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "biscriptal; orthography; visual complexity;perceptual expertise" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3mt172jm", "frozenauthors": [ { "first_name": "Robert", "middle_name": "W.", "last_name": "Wiley", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Brenda", "middle_name": "", "last_name": "Rapp", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27028/galley/16664/download/" } ] }, { "pk": 27643, "title": "The effect of overt language use on category induction", "subtitle": null, "abstract": "Successfully solving a problem should help people solve similar problems, but such generalization is often surpris-ingly limited. We investigated generalization performance when people explicitly verbalized solutions to open-ended category-induction ”Bongard problems”, compared to tacitly indicating that they had found a solution. In a Bongard problem people arepresented with an array of items falling into two classes, and have to induce the basis for the classification by working out what(sometimes quite abstract) feature of the items is relevant, from a vast set of possibilities. We measured objective performanceby testing people with new items, and observed how explicitly vs. tacitly expressed solutions affected generalization acrossconcretely similar or abstractly similar problems. For the concretely similar problems, explicitness boosted transfer of correctsolutions. For the abstractly similar problems, there was no evidence of transfer, though there was a general positive effect ofexplictness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2ms0f5tq", "frozenauthors": [ { "first_name": "Justin", "middle_name": "", "last_name": "Sulik", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Haily", "middle_name": "", "last_name": "Merritt", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Lupyan", "name_suffix": "", "institution": "University of Wisconsin, Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27643/galley/17279/download/" } ] }, { "pk": 27096, "title": "The Effects of Autonomy on Emotions and Learning in\nGame-Based Learning Environments", "subtitle": null, "abstract": "The current study examined the impact of agency on college\nstudents’ emotions and learning during gameplay with CRYSTAL\nISLAND, a game-based learning environment designed to foster\nmicrobiology learning. 96 undergraduate students (59% female)\nfrom a large North American university participated in the study.\nParticipants were randomly assigned to one of three experimental\nconditions (i.e., full agency, partial agency, no agency), based on\nthe level of control granted during gameplay, and were asked to\nuncover the source, identity, and best treatment for a mysterious\nillness. Results revealed participants in the partial agency\ncondition achieved the highest (pre- to post-test) proportional\nlearning gain (PLG), even when controlling for session duration.\nAdditionally, there was a positive correlation between evidence\nscores of four emotions (anger, fear, confusion, and frustration)\nand PLG within the partial agency condition—meaning the\nhigher the evidence of the above emotions, the higher the PLG.\nFurther, a stepwise multiple regression showed anger as the sole\npredictor of PLG. Results from this study have important\nimplications for understanding the role of autonomy and\nemotions during learning and problem solving with GBLEs\ndesigned to foster scientific thinking in STEM. The current study\nsuggests that although GBLEs offer significant learning benefits,\nthey also induce several emotions that can facilitate or inhibit\nlearning gains, requiring further examination.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "human agency; emotions; learning; game-based\nlearning environments; science" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/57t3k41k", "frozenauthors": [ { "first_name": "Amanda", "middle_name": "E.", "last_name": "Bradbury", "name_suffix": "", "institution": "North Carolina State University", "department": "" }, { "first_name": "Michelle", "middle_name": "", "last_name": "Taub", "name_suffix": "", "institution": "North Carolina State University", "department": "" }, { "first_name": "Roger", "middle_name": "", "last_name": "Azevedo", "name_suffix": "", "institution": "North Carolina State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27096/galley/16732/download/" } ] }, { "pk": 27062, "title": "The Effects of Duration Words and Spatial-Temporal Metaphors\non Perceived Duration", "subtitle": null, "abstract": "Subjective duration estimates are positively related to the\nmagnitude of various non-temporal stimuli (e.g. Xuan et al.,\n2007). Our study investigated whether temporal and spatial\nmagnitude information conveyed by linguistic stimuli would\naffect perceived duration in a temporal reproduction task. We\nused time-related words referring to different exact durations\n(e.g. second; Experiment 1), and spatial-temporal metaphors\n(e.g. long), referring to indistinct temporal as well as spatial\nmagnitudes (Experiment 2). In both experiments, participants\nover-reproduced the shorter target duration (2.4 s) and under-\nreproduced the longer target duration (4.8 s). In Experiment\n1, participants under-reproduced the longer target duration\nmore when they saw “week” in the training and “year” in the\nreproduction. Yet, we did not observe the same semantic\nmagnitude effect in other word pairs either in Experiment 1 or\n2. Overall, we did not find supporting evidence for magnitude\ninformation conveyed by language affecting subjective time\nestimates.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "time perception; language" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5kj160r0", "frozenauthors": [ { "first_name": "Demet", "middle_name": "", "last_name": "Özer", "name_suffix": "", "institution": "Koc University", "department": "" }, { "first_name": "Alexander", "middle_name": "", "last_name": "Kranjec", "name_suffix": "", "institution": "Duquesne University", "department": "" }, { "first_name": "Fuat", "middle_name": "", "last_name": "Balcı", "name_suffix": "", "institution": "Koc University", "department": "" }, { "first_name": "Tilbe", "middle_name": "", "last_name": "Göksun", "name_suffix": "", "institution": "Koc University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27062/galley/16698/download/" } ] }, { "pk": 27558, "title": "The Effects of Familiarity and Typicality on Naming Objects and Faces", "subtitle": null, "abstract": "It is found that when we name an object or a face, we often use basic level name (e.g., dog) rather than a nameat superordinate level (e.g., animal) or subordinate level (e.g., Labrador). In addition, although abundant evidence generallysuggested that both familiarity and typicality influence object recognition, how each of the two factors involves categorizationin terms of naming is not fully investigated yet. The present studies were performed to examine the familiarity and typicalityeffects on naming either an object or a face. Names for basic, superordinate, and subordinate levels were prepared for testingthe speed and correctness of object/face identification. As a result, familiarity, not typicality, induced a down-shift pattern fornaming. In contrast, typicality led to overall faster responses. The findings of the study indicated that familiarity and typicalityhave dissimilar effects on categorization by naming.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9s09r4w9", "frozenauthors": [ { "first_name": "Yu-Ching", "middle_name": "", "last_name": "Lin", "name_suffix": "", "institution": "National Cheng Kung Univeristy", "department": "" }, { "first_name": "Jon-Fan", "middle_name": "", "last_name": "Hu", "name_suffix": "", "institution": "National Cheng Kung Univeristy", "department": "" }, { "first_name": "Shu-Ling", "middle_name": "", "last_name": "Peng", "name_suffix": "", "institution": "National Cheng Kung Univeristy", "department": "" }, { "first_name": "Shulan", "middle_name": "", "last_name": "Hsieh", "name_suffix": "", "institution": "National Cheng Kung Univeristy", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27558/galley/17194/download/" } ] }, { "pk": 27061, "title": "The effects of gesture restriction on spatial language in young and elderly adults", "subtitle": null, "abstract": "There is contradictory evidence on whether speech production\ngets impaired or enhanced when people are restrained from\ngesturing. There is also very little research on how this effect\ncan change with aging. The present study sought evidence for\nthese by asking young and elderly adults to describe two\ndifferent routes on a map in spontaneous speech and when\ngestures were prohibited. We found that elderly adults\nproduced more spatial language when they were restricted to\nuse gestures compared to their spontaneous speech, whereas\nyoung adults produced comparable levels of spatial language\nin both conditions. Young and elderly adults used comparable\nlevels of gestures in their spontaneous route descriptions. Yet,\nonly young adults’ gesture use correlated positively with their\nspatial language production. Thus, the results of gesture\nprohibition on speech production are different for young and\nelderly adults.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "gesture restriction; speech production; aging;\nspatial language" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0bj5z327", "frozenauthors": [ { "first_name": "Demet", "middle_name": "", "last_name": "Özer", "name_suffix": "", "institution": "Koc University", "department": "" }, { "first_name": "Merve", "middle_name": "", "last_name": "Tansan", "name_suffix": "", "institution": "Koc University", "department": "" }, { "first_name": "Ege", "middle_name": "Ekin", "last_name": "Özer", "name_suffix": "", "institution": "Koc University", "department": "" }, { "first_name": "Katsiaryna", "middle_name": "", "last_name": "Malykhina", "name_suffix": "", "institution": "Pennsylvania Hospital", "department": "" }, { "first_name": "Anjan", "middle_name": "", "last_name": "Chatterjee", "name_suffix": "", "institution": "Pennsylvania Hospital", "department": "" }, { "first_name": "Tilbe", "middle_name": "", "last_name": "Göksun", "name_suffix": "", "institution": "Koc University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27061/galley/16697/download/" } ] }, { "pk": 27155, "title": "The Effects of Shared Storybook Reading on Word Learning: A Meta-Analysis", "subtitle": null, "abstract": "Although a rich literature documents pre-literate children’s word learning success from shared storybook reading,a full synthesis of the factors which moderate these word learning effects has been largely neglected. This meta-analysisincluded 37 studies with 2,256 children, reflecting 104 effect sizes, investigating how the number of target words, tokens,story repetitions, reading styles and related factors moderate children’s word comprehension. Dialogic reading styles, tokens,the number of words tested and story repetition all moderated word learning effects. Children’s age, who read, number oftarget words and time between story and test were not moderators. These results provide information to guide researchers andeducators alike to the factors with the greatest impact on improving word learning from shared storybook reading.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6g14k0rb", "frozenauthors": [ { "first_name": "Zoe", "middle_name": "", "last_name": "Flack", "name_suffix": "", "institution": "University of Sussex", "department": "" }, { "first_name": "Andy", "middle_name": "", "last_name": "Field", "name_suffix": "", "institution": "University of Sussex", "department": "" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Horst", "name_suffix": "", "institution": "University of Sussex", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27155/galley/16791/download/" } ] }, { "pk": 27416, "title": "The Effects of Social Task Setting on Time Perception", "subtitle": null, "abstract": "This study investigates the effects of the social setting on\nprospective time estimation, how time is perceived when a task\nis performed (i) alone, (ii) with a collaborative, or (iii) with a\ncompetitive partner. N=90 participants were tested (30 in each\ncondition). Participants performed a concurrent Simon task for\nthree different durations (15, 30 and 45 seconds) which was\nfollowed by a time reproduction phase. Results revealed a main\neffect of social condition. Reproduction ratios in dual\nconditions were smaller than in the single condition and also\nsmaller in the competitive condition compared to the\ncooperative condition. The results provide first evidence that\nsocial condition affects time estimation: time “flies” when we\nwork together, in particular when we compete with a partner,\nshowing that cognitive and social processes are heavily\nintertwined.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "time cognition; time perception; joint task; joint\naction; social Simon effect; social cognition; prospective time\nestimation" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6j5133s1", "frozenauthors": [ { "first_name": "Kerem", "middle_name": "Alp", "last_name": "Usal", "name_suffix": "", "institution": "METU Informatics Institute", "department": "" }, { "first_name": "Annette", "middle_name": "", "last_name": "Hohenberger", "name_suffix": "", "institution": "METU Informatics Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27416/galley/17052/download/" } ] }, { "pk": 26832, "title": "The elusive oddness of or-introduction", "subtitle": null, "abstract": "The inference of or-introduction, p, therefore p or q, is\nfundamental in classical logic and probability theory. Yet\ntraditional research in the psychology of reasoning found that\npeople did not endorse this inference as highly as other one-\npremise valid inferences. A radical response to this finding is\nto claim that or-introduction is in fact invalid. This response is\nfound in the recent revision of mental model theory (MMT).\nWe argue that this revision of the theory leads to a number of\nlogical problems and counterintuitive consequences for valid\ninferences, and present an experiment extending recent\nstudies showing that people readily accept or-introduction\nunder probabilistic instructions. We argue for a pragmatic\nexplanation of why the inference is sometimes considered\nodd. The inference is not odd when people reason from their\ndegrees of belief.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "or-introduction; reasoning; mental models;\nprobabilistic approach" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1079f1nh", "frozenauthors": [ { "first_name": "Nicole", "middle_name": "", "last_name": "Cruz", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Over", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Mike", "middle_name": "", "last_name": "Oaksford", "name_suffix": "", "institution": "Durham University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26832/galley/16468/download/" } ] }, { "pk": 27358, "title": "The Facilitatory Effect of Referent Gaze on Cognitive Load in Language Processing", "subtitle": null, "abstract": "This paper considers prediction in language processing by ex-amining the role of the visual context, and specifically, the roleof speaker referent gaze on cognitive load. We inspect the an-ticipatory visual attention during sentence processing togetherwith the cognitive load induced at the points of the gaze cue,and the linguistic referent. Employing a novel measurementof cognitive load - the Index of Cognitive Activity (Marshall,2000) allowed us to simultaneously consider both anticipatoryeye-movements and cognitive load. Our results show that thegaze cue is being followed, and considered as a relevant pieceof information, which subsequently reduces the cognitive loadon the linguistic referent. In addition, we found that consider-ing the gaze cue is in itself not costly, unless it cues an objectmismatching with the previous linguistic context.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Gaze; Cognitive Load; Index of Cognitive Activ-ity; Prediction; Eye-tracking" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7d44g70j", "frozenauthors": [ { "first_name": "Mirjana", "middle_name": "", "last_name": "Sekicki", "name_suffix": "", "institution": "Saarland Univeristy", "department": "" }, { "first_name": "Maria", "middle_name": "", "last_name": "Staudte", "name_suffix": "", "institution": "Saarland Univeristy", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27358/galley/16994/download/" } ] }, { "pk": 26776, "title": "The Fine Art of Conversation", "subtitle": null, "abstract": "This workshop is aimed at giving human interaction re-searchers the conceptual and practical apparatus to balancetheir representations of data (mixes of drawings and pho-tographs in the most part), so as to “maximally incite, but alsoconstrain” their representations, just as artists sometimes suc-ceed in doing (Streeck, Grothues, & Villanueva, 2009, p.28).Why—as Streeck points out—are the drawings and visuali-sations of interaction researchers so halting and timid, com-pared to the ways artists have responded to the same kinds ofrepresentational problems? Are these heavily segmented andsparsely constructed representations of interaction the resultof a prevailing positivistic outlook with regard to representingshared space, where interaction is presented as staggered anddiscrete physical events with apparently little to connect them.The workshop seeks to redress this situation by examining thesolutions that artists have arrived at when representing humaninteraction, and asking participants to engage in a series of ac-tivities and discussions which will re-frame their approachesto this issue.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive science; arts; interaction; drawing; em-bodiment; creativity; representation; comics; art; film; photog-raphy" } ], "section": "Workshops", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0tr7922f", "frozenauthors": [ { "first_name": "Saul", "middle_name": " ", "last_name": "Albert", "name_suffix": "", "institution": "Tufts University", "department": "" }, { "first_name": "Claude", "middle_name": "", "last_name": "Heath", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Healey", "name_suffix": "", "institution": "Queen Mary University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26776/galley/16412/download/" } ] }, { "pk": 27460, "title": "The Impact of Decision Agency & Granularity onAptitude Treatment Interaction in Tutoring", "subtitle": null, "abstract": "In this study, we explored the impact of the decision agency(Student vs. Tutor) and granularity (Problem vs. Step) acrossstudents with different levels of incoming competence (Highvs. Low). Students were randomly assigned to four conditionsand split into High and Low groups based on their pre-testscores. All students used the same Intelligent Tutoring Sys-tem (ITS) called Pyrenees, followed the same general proce-dure, studied the same training materials, and worked throughthe same training problems. The only substantive differencesamong the four conditions were decision agency and granular-ity. That is: who decided to present an example or to solvea problem: the student or the ITS tutor; and was the deci-sion made problem-by-problem or step-by-step? Our overallresults showed that there were significant different impacts ofthe decision agency and granularity between High and Lowstudents on learning performance. More specifically, for Highstudents granularity was the more dominant factor in that steplevel decisions can be more effective than problem level deci-sions regardless of the decision agency; for Low students therewas a significant interaction effect in that: Low students ben-efit significantly more when they were making problem-leveldecisions than making step-level decisions, but no significantdifference was not found when the decisions were made bythe tutor. Much to our surprise, both High and Low groupsshowed strong decision-making preference for problem solv-ing over worked example at both problem and step levels.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Aptitude Treatment Interaction" }, { "word": "Pedagogical deci-sions" }, { "word": "granularity" }, { "word": "student-centered learning" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1083d70d", "frozenauthors": [ { "first_name": "Guojing", "middle_name": "", "last_name": "Zhou", "name_suffix": "", "institution": "North Carolina State University", "department": "" }, { "first_name": "Min", "middle_name": "", "last_name": "Chi", "name_suffix": "", "institution": "North Carolina State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27460/galley/17096/download/" } ] }, { "pk": 26920, "title": "The impact of descriptions and incentives on the simultaneous underweighting and\noverestimation of rare events", "subtitle": null, "abstract": "We replicate and extend work demonstrating that choice and\nprobability estimation can be dissociated through the coexistence\nof contradictory reactions to rare events. In the context of\nexperience-based risky choice, we find the simultaneous\nunderweighting of rare events in choice and their overestimation\nin probability judgement. This tendency persisted in the presence\nof accurate descriptions of rare event occurrence (Experiment 1),\nbut was attenuated by incentivizing accurate probability\nestimates (Experiment 2). The implications of these results for\npopular models of risky choice are briefly discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Decisions from experience; probability estimation;\nrisky choice; underweighting." } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/18f3m355", "frozenauthors": [ { "first_name": "Garston", "middle_name": "", "last_name": "Liang", "name_suffix": "", "institution": "University of New South Wales", "department": "" }, { "first_name": "Emmanouil", "middle_name": "", "last_name": "Konstantinidis", "name_suffix": "", "institution": "University of New South Wales", "department": "" }, { "first_name": "Aba", "middle_name": "", "last_name": "Szollosi", "name_suffix": "", "institution": "University of New South Wales", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Donkin", "name_suffix": "", "institution": "University of New South Wales", "department": "" }, { "first_name": "Ben", "middle_name": "R.", "last_name": "Newell", "name_suffix": "", "institution": "University of New South Wales", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26920/galley/16556/download/" } ] }, { "pk": 27234, "title": "The Impact of Population Structure on Models of Language Change", "subtitle": null, "abstract": "The dynamics of language evolution and learning in individuals have been extensively studied. Our knowledge ofthe transmission process in particular has been advanced by the iterated learning model. Additionally, work has been done inthe area of population structure and social networks. However, less has been described about the interaction between individual-level transmission and network structures. We present a general framework for representing transmission and learning algo-rithms within social networks. We demonstrate that population structure interacts with the transmission process to influencethe dynamics of change. Taking network effects into account, studies on language evolution will capture a fuller picture of thephenomenon.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7hv3r3cq", "frozenauthors": [ { "first_name": "Jordan", "middle_name": "", "last_name": "Kodner", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Christopher", "middle_name": "Cerezo", "last_name": "Falco", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27234/galley/16870/download/" } ] }, { "pk": 26998, "title": "The impact of practice frequency on learning and retention", "subtitle": null, "abstract": "The current study manipulated how frequently different prob-lems were practiced during a first day of practice, with themore frequent items being more closely spaced. Fitting thedata to a skill acquisition model, we find that greater spac-ing between items is associated with an increased probabilityof transitioning to more efficient phases of performance, butwith a shallower speedup within each phase. Three days aftertraining, we find that performance is predicted not by the prac-tice frequency during training, but rather by the phase of skillacquisition attained during training. Thus, it is type of pro-cessing achieved not the amount and spacing of practice, thatdetermines retention. Spacing, however, promotes learning bydriving changes in cognitive processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Skill acquisition; Practice frequency; Spacing ef-fect; Learning; Retention" } ], "section": "Talks: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6dr7k4qq", "frozenauthors": [ { "first_name": "Caitlin", "middle_name": "", "last_name": "Tenison", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "John", "middle_name": "R.", "last_name": "Anderson", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26998/galley/16634/download/" } ] }, { "pk": 27680, "title": "The Impact of Presentation Order on Category Learning Strategies: BehavioralData and Self-Reports", "subtitle": null, "abstract": "The presentation order in supervised categorization learning can influence the category representation. For example,the order can bias a rule-based approach focusing the identification of relevant features or an exemplar-based approach focusingthe similarity of category members. In a blocked design stimuli can either be presented in a way that relevant features overstimuli become obvious or that two succeeding stimuli share as many common features as possible (cf. Mathy & Feldman,2016). In an empirical study with 21 participants we investigated both orders for the 5-4 category structure (Medin & Schaffer,1978) and assessed categorization behavior and self-reports in the first trials. Results suggest that the answer behavior and self-reports during the first trials can be influenced by the presentation order. However, in both groups feature-based and similarity-based explanations were reported. Additionally, the similarity-based group named more feature-based rules including irrelevantfeatures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7q56s456", "frozenauthors": [ { "first_name": "Christina", "middle_name": "", "last_name": "Zeller", "name_suffix": "", "institution": "University of Bamberg", "department": "" }, { "first_name": "Ute", "middle_name": "", "last_name": "Schmid", "name_suffix": "", "institution": "University of Bamberg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27680/galley/17316/download/" } ] }, { "pk": 27407, "title": "The Impact of Presentation Order on the Attraction Effect in Decision-making", "subtitle": null, "abstract": "The attraction effect in decision-making is a famous exampleof how preferences are influenced by the availability of otheroptions. One emerging hypothesis for the effect is that biasesin attention influence preferences. In the past, these ideashave been explored indirectly through computationalmodeling and eye tracking. In the present paper, we directlymanipulate attention through presentation order, presentingchoice options sequentially. Our results show thatpresentation order has a large impact on the effect – somepresentation orders enhance the effect and other ordersreverse the effect. To understand these results, we fit adynamic model, called the Multiattribute Linear BallisticAccumulator model, to the choice and response time data.Modeling results reveal that presentation order influences theallocation of attention on the positive and negative differencesbetween options. In sum, our results show that attention has adirect impact on the attraction effect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "preferential choice; context effects; order effects;response time modeling; Bayesian parameter estimation" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9h24v4m7", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "S.", "last_name": "Trueblood", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Aneesha", "middle_name": "", "last_name": "Dasari", "name_suffix": "", "institution": "Vanderbilt University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27407/galley/17043/download/" } ] }, { "pk": 27354, "title": "The impact of sleep on the formation and consolidation of spatial surveyknowledge", "subtitle": null, "abstract": "A supporting effect of sleep on memory consolidation was reported for different contents. Here, we investigated theinfluence of sleep on the transformation of previously learned route and place knowledge into survey knowledge, a more abstractrepresentation. The results support the assumption of both a consolidating as well as transforming effect: the wayfindingperformance in the test session - namely the usage of unfamiliar shortcuts - suggests a consolidating effect of sleep.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/29d0x40j", "frozenauthors": [ { "first_name": "Wiebke", "middle_name": "", "last_name": "Schick", "name_suffix": "", "institution": "University of Tubingen", "department": "" }, { "first_name": "Julia", "middle_name": "", "last_name": "Holzmann", "name_suffix": "", "institution": "University of Tubingen", "department": "" }, { "first_name": "Hanspeter", "middle_name": "", "last_name": "Mallot", "name_suffix": "", "institution": "University of Tubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27354/galley/16990/download/" } ] }, { "pk": 27082, "title": "The impact of the Digital Age in Moral Judgments", "subtitle": null, "abstract": "Nowadays, several of the situations in which we have to makedecisions are in digital form. In a first experiment (N=1010)we showed that people’s moral judgments depend on theDigital Context (Smartphone vs. PC) in which a dilemma ispresented, becoming more utilitarian (vs. deontological) whenusing Smartphones. To provide additional evidence, we ran asecond (N=250) and a third experiment (N=300), where weintroduced time constraints and we manipulated timeinstructions. Our results provide an extended perspective onDual-Process Models of Moral Judgment, as we showed thatthe use of smartphones, often assumed to be hurried whichwould be consistent with gut-feeling decision-making,increased the likelihood of utilitarian responses and decreaseddeontological ones. This is the first study to look at theimpact of the digital age on moral judgments and the resultspresented have consequences for understanding moral choicein our increasingly virtualized world", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Moral Judgment; Behavioural Ethics; Decision-Making" }, { "word": "Human-Computer Interaction." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8xh5z9ds", "frozenauthors": [ { "first_name": "Albert", "middle_name": "", "last_name": "Barque-Duran", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Emmanuel", "middle_name": "M.", "last_name": "Pothos", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Pothos", "middle_name": "M.", "last_name": "Yearsley", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Yearsley", "middle_name": "A.", "last_name": "Hampton", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27082/galley/16718/download/" } ] }, { "pk": 27068, "title": "The Influence of Pop-Culture on Misattribution of Memory", "subtitle": null, "abstract": "Social media platforms provide a source for transmittinginformation that can become widely accepted. However, inthis process of transmission, information becomes susceptibleto distortion. In this study, we assessed people’s semantic(i.e., prior expectations) and recognition memory for popculture content, as a function of confidence and perceivedinformation source. In Experiment 1, we investigatedsemantic memory for ubiquitous movie quotes (e.g., thefamous Star Wars quote “Luke I am your father”). Notablythis quote is incorrect, but we found that a majority ofparticipants accepted these lure quotes as true with highconfidence and indicated they had experienced the originalsource. In Experiment 2, participants viewed the originalmovie sources before a recognition test of the quotes. Wefound that while there was some improvement, people stillpreferred the lure quote with high confidence. We discuss thefindings in terms of the strength of people’s prior expectationswhen reconstructing events from memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Semantic memory" }, { "word": "recognition memory" }, { "word": "sourceattribution" }, { "word": "pop culture" }, { "word": "confidence ratings." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1ss141hk", "frozenauthors": [ { "first_name": "Daljit", "middle_name": "", "last_name": "Ahluwalia", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Pernille", "middle_name": "", "last_name": "Hemmer", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Kimele", "middle_name": "", "last_name": "Persaud", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27068/galley/16704/download/" } ] }, { "pk": 27239, "title": "The Influence of Prosody and Case Marking on Thematic Role Assignment inAmbiguous Action Scenes: Adults versus Children", "subtitle": null, "abstract": "In two visual word eye tracking studies, we investigated theinfluence of prosody and case marking on children’s andadults’ thematic role assignment. We assigned an SVO/OVS-biasing (vs. neutral) prosodic contour tounambiguously case marked German subject-verb-object(SVO) and object-verb-subject (OVS) sentencesrespectively. Scenes depicted ambiguous action events(e.g., donkey-paints->elephant-paints->cheetah) but casemarking and prosody could, in principle, disambiguate. Inadults, case marking but not prosody rapidly guidedthematic role assignment. Children did not rely on casemarking but exploited the biasing prosody to enhance theiragent-first interpretation of the sentences. These resultssuggest that in scenes depicting fully ambiguous rolerelations, children’s understanding of case marking at theage of five is not yet robust enough to enable thematic roleassignment. Prosody did not overwrite the SVO preference,it rather enhanced it.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Visual World Paradigm" }, { "word": "eye movements;prosody; action scenes; age differences; languageprocessing; thematic role assignment; case marking." } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5hf0z23m", "frozenauthors": [ { "first_name": "Julia", "middle_name": "Marina", "last_name": "Kröger", "name_suffix": "", "institution": "Bielefeld University", "department": "" }, { "first_name": "Katja", "middle_name": "", "last_name": "Münster", "name_suffix": "", "institution": "Humboldt University Berlin,", "department": "" }, { "first_name": "Pia", "middle_name": "", "last_name": "Knoeferle", "name_suffix": "", "institution": "Humboldt University Berlin,", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27239/galley/16875/download/" } ] }, { "pk": 27202, "title": "The Influence of Speaker’s Gaze on Sentence Comprehension: An ERPInvestigation", "subtitle": null, "abstract": "Behavioral studies demonstrate the influence of speakergaze in visually-situated spoken language comprehension.We present an ERP experiment examining the influence ofspeaker’s gaze congruency on listeners’ comprehension of ref-erential expressions related to a shared visual scene. Wedemonstrate that listeners exploit speakers’ gaze toward ob-jects in order to form sentence continuation expectations:Compared to a congruent gaze condition, we observe an in-creased N400 when (a) the lack of gaze (neutral) does not al-low for upcoming noun prediction, and (b) when the noun vi-olates gaze-driven expectations (incongruent). The later alsoresults in a late (sustained) positivity, reflecting the need to up-date the assumed situation model. We take the combinationof the N400 and late positivity as evidence that speaker gazeinfluences both lexical retrieval and integration processes, re-spectively (Brouwer et al., in press). Moreover, speaker gazeis interpreted as reflecting referential intentions (Staudte &Crocker, 2011).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "ERP; N2; N400; late sustained positivity; gaze;prediction; referential expressions" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3f56z996", "frozenauthors": [ { "first_name": "Torsten", "middle_name": "Kai", "last_name": "Jachmann", "name_suffix": "", "institution": "Saarland University", "department": "" }, { "first_name": "Heiner", "middle_name": "", "last_name": "Drenhaus", "name_suffix": "", "institution": "Saarland University", "department": "" }, { "first_name": "Maria", "middle_name": "", "last_name": "Staudte", "name_suffix": "", "institution": "Saarland University", "department": "" }, { "first_name": "Matthew", "middle_name": "W.", "last_name": "Crocker", "name_suffix": "", "institution": "Saarland University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27202/galley/16838/download/" } ] }, { "pk": 27632, "title": "The influence of word-order harmony on structural priming in artificial languages", "subtitle": null, "abstract": "Structural priming occurs when interlocutors copy the syntactic structure of their partners’ utterances, and is di-agnostic of their underlying representations. We trained adult participants on an artificial ‘alien’ language in which nounsappeared with adjectives or numerals in two-word phrases; participants then used that language to communicate with an alieninterlocutor. Input languages had variable word-order with the two modifier types tending to appear on the same side of thenoun (harmonic) or on different sides of the noun (non-harmonic). Participants in all conditions acquired the dominant or-der of their input; however, structural priming only occurred within modifier types (e.g. encountering Numeral-Noun primedNumeral-Noun order only, not Adjective-Noun), even for participants exposed to harmonic input where both modifier typespatterned the same way. This suggests that the abstract representations tapped by structural priming in rapidly-learnt artificiallanguages encode distinctions that are not based purely on distributional properties of the input.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters: Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9pc8w15q", "frozenauthors": [ { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Olga", "middle_name": "", "last_name": "Feher", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Culbertson", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27632/galley/17268/download/" } ] }, { "pk": 27432, "title": "The Interaction of Bayesian Pragmatics and Lexical Semantics in Linguistic\nInterpretation: Using Event-related Potentials to Investigate Hearers’ Probabilistic\nPredictions", "subtitle": null, "abstract": "We contrast two views of how contextual influence on sentence meaning\ncomposition can be explained. The Semantic Similarity View maintains\nthat discourse context affects sentence meaning mainly because of the\nsemantic similarity between the words in the discourse context and the\nwords in the sentence (as measured by Latent Semantic Analysis). The Free\nPragmatic View, in contrast, defends the claim that also pragmatic aspects\nof the discourse context can affect sentence meaning composition. This\neffect can be quantitatively modelled by Bayesian Pragmatics. We\nintroduce a Predictive Completion Task in which the hearer at every\nmoment in a communicative situation has to generate a probabilistic\nprediction about how a discourse being uttered by the speaker is continued.\nWe test the predictions of the two views in EEG using the well-established\nobservation that the conditional probability of a word given a context is\nnegatively correlated with the amplitude of its N400 component.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Latent Semantic Analysis" }, { "word": "Bayesian Pragmatics" }, { "word": "N400" }, { "word": "Generative Lexicon" }, { "word": "Telicity" }, { "word": "Affordances" }, { "word": "Context" }, { "word": "Predictive\nCoding" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4227h0q0", "frozenauthors": [ { "first_name": "Markus", "middle_name": "", "last_name": "Werning", "name_suffix": "", "institution": "Ruhr University Bochum", "department": "" }, { "first_name": "Erica", "middle_name": "", "last_name": "Cosentino", "name_suffix": "", "institution": "Ruhr University Bochum", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27432/galley/17068/download/" } ] }, { "pk": 27279, "title": "The Interaction of Worked-Examples/ Self-Explanation Prompts and Time onAlgebra Conceptual Knowledge", "subtitle": null, "abstract": "Success in Algebra I often predicts whether or not a studentwill pursue higher levels of mathematics and science.However, many students enter algebra holding persistentmisconceptions that are difficult to eliminate, thus, hinderingtheir ability to succeed in algebra. One way to address thesemisconceptions is to implement worked-examples and self-explanation prompts, which have been shown to improvestudents’ conceptual knowledge. However this effect seems tobe greater after a delay. The current study sought to exploresuch time-related effects on algebra conceptual knowledge. Ina year-long random-assignment study, students either studiedworked-examples and answered self-explanation prompts (n =132) or solved typical isomorphic problems (n = 140). Athree-way mixed ANCOVA (pre-algebra knowledge xcondition x time) found a significant condition by time effect.The growth of algebra conceptual knowledge was greater forstudents studying worked-examples than for those solvingtypical problems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "worked-examples; self-explanation prompts;algebra; conceptual knowledge" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/66v8b7nc", "frozenauthors": [ { "first_name": "Kelly", "middle_name": "M.", "last_name": "McGinn", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Julie", "middle_name": "L.", "last_name": "Booth", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Laura", "middle_name": "K.", "last_name": "Young", "name_suffix": "", "institution": "Temple University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27279/galley/16915/download/" } ] }, { "pk": 27091, "title": "The Interactive Shaping of Social Learning in Transmission Chains", "subtitle": null, "abstract": "This study investigated the social transmission of memoriesand skills collected from a collaborative cooking task (ravioli-making) and across transmission chains. The transmissionover three generations of pairs of participants occurred undertwo conditions. In the interactive condition, transmissionsover generations occurred in face-to-face conversations,whereas in the non-interactive condition, generations video-recorded their instructions to the next generations. Weanalyzed the effects of verbal and embodied features ofinformational transfer on task performance. Our results showthat performances improved over generations regardless ofinteractivity. In the discussion we suggest that tools (likecooking utensils) may have operated as cultural affordancesencapsulating and transmitting important cultural knowledgefor the successful completion of the task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social transmission; embodied interaction;social learning; joint complex task; cultural affordances;cooking" } ], "section": "Posters: Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2df516d4", "frozenauthors": [ { "first_name": "Lucas", "middle_name": "M.", "last_name": "Bietti", "name_suffix": "", "institution": "University of Neuchâtel", "department": "" }, { "first_name": "Adrian", "middle_name": "", "last_name": "Bangerter", "name_suffix": "", "institution": "University of Neuchâtel", "department": "" }, { "first_name": "Eric", "middle_name": "", "last_name": "Mayor", "name_suffix": "", "institution": "University of Neuchâtel", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27091/galley/16727/download/" } ] } ] }