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{ "count": 38465, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=21600", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=21400", "results": [ { "pk": 26289, "title": "A Twist On Event Processing: Reorganizing Attention to Cope with Novelty inDynamic Activity Sequences", "subtitle": null, "abstract": "Fluent event processing appears to critically involveselectively attending to information-rich junctures withincontinuously unfolding sensory streams (e.g., Newtson, 1973).What counts as information-rich would seem to depend on avariety of factors, however, including the novelty/familiarityof such events, as well as local opportunity for repeatedviewings. Using Hard, Recchia, & Tversky’s “Dwell-timeParadigm,” we investigated the extent to which viewers’attention to unfolding activity streams is affected bynovelty/familiarity and a second viewing. Viewers’ dwelltimes were recorded as they advanced twice each through threeslideshows varying in familiarity but equated on otherdimensions. Dwell time patterns revealed reorganization on anumber of fronts: a) familiarity elicited decreased dwellingoverall, b) dwell-time patterns changed systematically onsecond viewing, and c) familiarity modulated the specificnature of change associated with repeated viewing. Thesefindings illuminate reorganization in attention as actioninformation is first encountered and then quickly incorporatedto guide event processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "action segmentation; event processing" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9t93515j", "frozenauthors": [ { "first_name": "Jessica", "middle_name": "E.", "last_name": "Kosie", "name_suffix": "", "institution": "University of Oregon", "department": "" }, { "first_name": "Dare", "middle_name": "A.", "last_name": "Baldwin", "name_suffix": "", "institution": "University of Oregon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26289/galley/15925/download/" } ] }, { "pk": 26582, "title": "Audio-Visual Task Switching in Multisensory Environments", "subtitle": null, "abstract": "The majority of task-switching research has focused on shifting attention between multiple tasks in the same percep-tual modality (i.e., visual) within a single task domain. However, typical environments are not unisensory, and typical responsedecisions often involve multiple task domains. This study examines multisensory task-switching costs and the interactions ofseveral variables, including perceptual modality of the cue, perceptual modality of the target task, type of task completed (i.e.,spatial or identity decisions), and availability of foreknowledge. The design is marked by no redundant multisensory infor-mation and minimal memory demands. Performance costs varied as a function of whether participants had foreknowledge ofupcoming task and/or modality presentation. Consistent with previous research, the current results also show that performancecosts between tasks were significantly smaller (and essentially, eliminated) when the sensory modality of the task switchedversus when it repeated. However, this result was contingent on manipulations of the experimental design.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1sc286dd", "frozenauthors": [ { "first_name": "Christina", "middle_name": "", "last_name": "Wasylyshyn", "name_suffix": "", "institution": "Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26582/galley/16218/download/" } ] }, { "pk": 26629, "title": "Auditory N1 Amplitude Varies Across Multiple Acoustic and PhonologicalDimensions in Speech", "subtitle": null, "abstract": "Listeners are sensitive to numerous fine-grained acoustic cues in speech. However, there has been little workexamining how listeners encode these cues at early stages of perception. The event-related potential (ERP) technique providesa tool to help us address this. Previous work shows that the amplitude of the auditory N1 ERP component varies with differencesalong VOT continua, but it is not clear which other cues show similar effects. We present data examining a large set of minimalpair stimuli spanning 18 consonants. Results reveal widespread differences in N1 amplitude for stops, fricatives, and nasals,including distinctions primarily caused by temporal cues (stop voicing; /b,d,g/ vs. /p,t,k/) and spectral cues (place of articulation;/b,p/ vs. /d,t/ vs. /g,k/). Our results suggest that early speech processing is based on fine-grained acoustic cues, rather thanarticulatory differences, and that the ERP technique provides a useful tool for measuring speech sound encoding.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7d76x310", "frozenauthors": [ { "first_name": "Olivia", "middle_name": "", "last_name": "Pereira", "name_suffix": "", "institution": "Villanova University", "department": "" }, { "first_name": "Joe", "middle_name": "", "last_name": "Toscano", "name_suffix": "", "institution": "Villanova University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26629/galley/16265/download/" } ] }, { "pk": 26192, "title": "A Unified Framework for Bounded and Unbounded Numerical Estimation", "subtitle": null, "abstract": "Representations of numerical value have been assessed usingbounded (e.g., 0-1000) and unbounded (e.g., 0-?) number-linetasks, with considerable debate regarding whether one or bothtasks elicit unique cognitive strategies (e.g., addition orsubtraction) and require unique cognitive models. To test this,we examined 86 5- to 9-year-olds' addition, subtraction, andestimation skill (bounded and unbounded). Against themeasurement-skills hypothesis, estimates were even morelogarithmic on unbounded than bounded number lines andwere better described by conventional log-linear models thanby alternative cognitive models. Moreover, logarithmic indexvalues reliably predicted arithmetic scores, whereas modelparameters of alternative models failed to do so. Resultssuggest that the logarithmic-to-linear shift theory provides aunified framework for numerical estimation with highdescriptive adequacy and yields uniquely accurate predictionsfor children’s early math proficiency.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; numerical cognition;number-line estimation; psychophysical function" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5t90r5rp", "frozenauthors": [ { "first_name": "Dan", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Opfer", "name_suffix": "", "institution": "Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26192/galley/15828/download/" } ] }, { "pk": 26477, "title": "Balancing Structural and Temporal Constraints in Multitasking Contexts", "subtitle": null, "abstract": "Recent research has shown that when people multitask, boththe subtask structure and the temporal constraints of thecomponent tasks strongly influence people’s task-switchingbehavior. In this paper, we propose an integrated theoreticalaccount and associated computational model that aims toquantify how people balance structural and temporalconstraints in everyday multitasking. We validate the theoryusing data from an empirical study in which drivers performeda visual-search task while navigating a driving environment.Through examination of illustrative protocols from the modeland human drivers as well as the overall fit on the aggregateglance data, we explore the implications of the theory andmodel for time-critical multitasking domains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Multitasking; driving; cognitive architectures" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4dc1w60k", "frozenauthors": [ { "first_name": "Dario", "middle_name": "D.", "last_name": "Salvucci", "name_suffix": "", "institution": "Drexel University", "department": "" }, { "first_name": "Tuomo", "middle_name": "", "last_name": "Kujala", "name_suffix": "", "institution": "University of Jyväskylä", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26477/galley/16113/download/" } ] }, { "pk": 26465, "title": "Bayesian Pronoun Interpretation in Mandarin Chinese", "subtitle": null, "abstract": "Kehler and Rohde (2013) proposed a Bayesian theory of pro-noun interpretation where the influence of world knowledgeemerges as effects on the prior and the influence of informationstructure as effects on the likelihood: P(referent|pronoun) μP(pronoun|referent)P(referent). Here we present two experi-ments on Mandarin Chinese that allow us to test the generalityof the theory for a language with different syntactic-semanticassociations than English. Manipulations involving two dif-ferent classes of implicit-causality verbs and passive vs. activevoice confirmed key predictions of the Bayesian theory: effectsof these manipulations on the prior and likelihood in produc-tion were consistently reflected in pronoun interpretation pref-erences. Quantitative analysis shows that the Bayesian modelis the best fit for Mandarin compared to two competing anal-yses. These results lend both qualitative and quantitative sup-port to a cross linguistically general Bayesian theory of pro-noun interpretation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bayesian modeling; pronoun interpretation; Man-darin Chinese" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/09q935qk", "frozenauthors": [ { "first_name": "Meilin", "middle_name": "", "last_name": "Zhan", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Roger", "middle_name": "P.", "last_name": "Levy", "name_suffix": "", "institution": "University of California, San Diego ; Massachusetts Institute of Technology", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Kehler", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26465/galley/16101/download/" } ] }, { "pk": 26524, "title": "Benefiting from Being Alike:Interindividual Skill Differences Predict Collective Benefit in Joint Object Control", "subtitle": null, "abstract": "When two individuals perform a task together, they combinetheir individual skills to achieve a joint goal. Previousresearch has shown that interindividual skill differencespredict a group’s collective benefit in joint perceptualdecision-making. In the present study, we tested whether thisrelationship also holds for other task domains, using adynamic object control task in which two participants eachcontrolled either the vertical or horizontal movement directionof an object. Our findings demonstrate that the difference inindividuals’ skill levels was highly predictive of the dyad’scollective benefit. Differences in individuals’ subjectiveratings of task difficulty reflected skill differences and thusalso turned out to be a predictor of collective benefit.Generally, collective benefit was modulated by spatial taskdemands. Overall, the present study shows that previousfindings in joint decision-making can be extended to dynamicmotor tasks such as joint object control.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "collective benefit; joint action; coordination;collaboration; task distribution; social cognition." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4zv166g0", "frozenauthors": [ { "first_name": "Basil", "middle_name": "", "last_name": "Wahn", "name_suffix": "", "institution": "University of Osnabrück", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Schmitz", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "König", "name_suffix": "", "institution": "University of Osnabrück", "department": "" }, { "first_name": "Günther", "middle_name": "", "last_name": "Knoblich", "name_suffix": "", "institution": "Central European University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26524/galley/16160/download/" } ] }, { "pk": 26226, "title": "Benefits for Grounded Feedback over Correctness in a Fraction Addition Tutor", "subtitle": null, "abstract": "Do students activate conceptual and procedural knowledgesimultaneously when learning fraction addition? In groundedfeedback, student actions on a target, to-be-learnedrepresentation are reflected in a more familiar feedbackrepresentation to promote conceptual learning withinprocedural practice. An experiment with 163 4th and 5thgraders shows improved learning with a grounded feedbacktutor over a symbols-only control with step-level right/wrongfeedback. Learning with grounding also transferred tosymbols-only assessment items, providing some support forthe simultaneous activation view.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "fraction addition; simultaneous activation;magnitude representation" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1359c6kj", "frozenauthors": [ { "first_name": "Eliane", "middle_name": "Stampfer", "last_name": "Wiese", "name_suffix": "", "institution": "University of California, Berkely", "department": "" }, { "first_name": "Rony", "middle_name": "", "last_name": "Patel", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Kenneth", "middle_name": "R.", "last_name": "Koedinger", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26226/galley/15862/download/" } ] }, { "pk": 26256, "title": "Better safe than sorry:Risky function exploitation through safe optimization", "subtitle": null, "abstract": "Exploration-exploitation of functions, that is learningand optimizing a mapping between inputs and expectedoutputs, is ubiquitous to many real world situations.These situations sometimes require us to avoid certainoutcomes at all cost, for example because they arepoisonous, harmful, or otherwise dangerous. We testparticipants’ behavior in scenarios in which they haveto find the optimum of a function while at the sametime avoid outputs below a certain threshold. Intwo experiments, we find that Safe-Optimization, aGaussian Process-based exploration-exploitation algo-rithm, describes participants’ behavior well and thatparticipants seem to care first about whether a point issafe and then try to pick the optimal point from all suchsafe points. This means that their trade-off betweenexploration and exploitation indicates intelligent,approximate, and homeostasis-driven behavior", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Safe Optimization" }, { "word": "Function learning" }, { "word": "Ap-proximate Learning" }, { "word": "Gaussian Process" }, { "word": "Homeostasis" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/53v1688p", "frozenauthors": [ { "first_name": "Eric", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Quentin", "middle_name": "J.M.", "last_name": "Huys", "name_suffix": "", "institution": "University of Z ̈urich", "department": "" }, { "first_name": "Dominik", "middle_name": "R.", "last_name": "Bach", "name_suffix": "", "institution": "University of Z ̈urich", "department": "" }, { "first_name": "Maarten", "middle_name": "", "last_name": "Speekenbrink", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Andreas", "middle_name": "", "last_name": "Krause", "name_suffix": "", "institution": "University of Z ̈urich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26256/galley/15892/download/" } ] }, { "pk": 26392, "title": "Between versus Within-Language Differences in Linguistic Categorization", "subtitle": null, "abstract": "Cross-linguistic research has shown that boundaries for\nlexical categories differ from language to language. The aim\nof this study is to explore these differences between languages\nin relation to the categorization differences within a language.\nMonolingual Dutch- (N=400) and French-speaking (N=300)\nBelgian adults provided lexical category judgments for three\nlexical categories that are roughly equivalent in Dutch and\nFrench. Each category was represented by good, borderline,\nand bad examples. A mixture modeling approach enabled us\nto identify latent groups of categorizers within a language and\nto evaluate cross-linguistic variation in relation to within-\nlanguage variation. We found complex patterns of lexical\nvariation within as well as between language groups. Even\nwithin a seemingly homogeneous group of speakers sharing\nthe same mother tongue, latent groups of categorizers display\na variability that resembles patterns of lexical variation found\nat a cross-linguistic level of comparison.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "artifact categories; cross-linguistic differences;\nsemantic variation; vagueness" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sp2848s", "frozenauthors": [ { "first_name": "Anne", "middle_name": "", "last_name": "White", "name_suffix": "", "institution": "University of Leuven", "department": "" }, { "first_name": "Gert", "middle_name": "", "last_name": "Storms", "name_suffix": "", "institution": "University of Leuven", "department": "" }, { "first_name": "Barbara", "middle_name": "C.", "last_name": "Malt", "name_suffix": "", "institution": "Lehigh University", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Verheyen", "name_suffix": "", "institution": "PSL Research University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26392/galley/16028/download/" } ] }, { "pk": 26375, "title": "Beyond Markov: Accounting for Independence Violations in Causal Reasoning", "subtitle": null, "abstract": "Although many theories of causal cognition are based on causalgraphical models, a key property of such models—the inde-pendence relations stipulated by the Markov condition—isroutinely violated by human reasoners. Two accounts of whypeople violate independence are formalized and subjected toexperimental test. Subjects’ inferences were more consistentwith a dual prototype model in which people favor networkstates in which variables are all present or all absent than aleaky gate model in which information is transmitted throughnetwork nodes when it should normatively be blocked. Thearticle concludes with a call for theories of causal cognitionthat rest on foundations that are faithful to the kinds of causalinferences people actually draw.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4b1408k7", "frozenauthors": [ { "first_name": "Bob", "middle_name": "", "last_name": "Rehder", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26375/galley/16011/download/" } ] }, { "pk": 26596, "title": "Beyond the 64 Squares: Does Chess Instruction Enhance Children’s Academicand Cognitive Skills? A Meta-Analysis", "subtitle": null, "abstract": "In recent years, pupils’ poor achievement in mathematics has been a concern in many Western countries. Chessinstruction has been proposed as one way to remedy this state of affairs, as well as improving other academic topics and generalcognitive abilities. The aim of this paper is to quantitatively evaluate the available empirical evidence that skills acquired duringchess instruction in schools positively transfer to mathematics, reading, and general cognitive skills. The selection criteria weremet by 24 studies (40 effect sizes), with a total of 5,221 participants. The results show (a) a moderate overall effect size (g =0.34), and (b) a significant positive effect of duration of treatment (p < .05). However, almost no study controlled for placeboeffects by using an active control group. For this reason, there are still doubts about the real effectiveness of chess instruction –in spite of some promising results.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5xc0v159", "frozenauthors": [ { "first_name": "Giovanni", "middle_name": "", "last_name": "Sala", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Fernand", "middle_name": "", "last_name": "Gobet", "name_suffix": "", "institution": "University of Liverpool", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26596/galley/16232/download/" } ] }, { "pk": 26072, "title": "Beyond the language explosion: What gradual word learning tells us aboutconceptual development", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word learning" }, { "word": "Language Acquisition" }, { "word": "development" }, { "word": "concepts" }, { "word": "number" }, { "word": "Color" }, { "word": "Emotion" }, { "word": "locomotion" }, { "word": "time" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/13p8r7qf", "frozenauthors": [ { "first_name": "Katharine", "middle_name": "", "last_name": "Tillman", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Katie", "middle_name": "", "last_name": "Wagner", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Junyi", "middle_name": "", "last_name": "Chu", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Mutsumi", "middle_name": "", "last_name": "Imai", "name_suffix": "", "institution": "Keio University", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Malt", "name_suffix": "", "institution": "Lehigh University", "department": "" }, { "first_name": "Sherri", "middle_name": "", "last_name": "Widen", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Marilyn", "middle_name": "", "last_name": "Shatz", "name_suffix": "", "institution": "University of Michigan", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26072/galley/15708/download/" } ] }, { "pk": 26573, "title": "Biased Attention to Spatial Dimensions Predicts Children’s Spatial WordAcquisition", "subtitle": null, "abstract": "Children’s spatial language abilities relate to their spatial skills. We propose that this relation arises from attentionto spatial dimensions influencing both spatial word and spatial skill acquisition. This study tests whether attending to spatialdimensions in a word learning task predicts spatial vocabulary. Three to 5-year-olds completed a novel word assessment testingcategorization of angles, shapes, and a test of spatial vocabulary. In the novel word assessment, children were presented withan exemplar angle with a novel label and asked to select another angle sharing the label. Foils matched the exemplar in degree,orientation, color, or size. Significant age differences occurred in children’s bias to select foils based on angle degree (butno age differences occurred in exemplar choices based on shape). Children showing an angle bias had significantly higherspatial vocabulary than those who did not. These findings show that attending to relevant spatial dimensions predicts spatialvocabulary.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/98t866j7", "frozenauthors": [ { "first_name": "Hilary", "middle_name": "", "last_name": "Miller", "name_suffix": "", "institution": "University of Wisconsin Madison", "department": "" }, { "first_name": "Haley", "middle_name": "", "last_name": "Vlach", "name_suffix": "", "institution": "University of Wisconsin Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26573/galley/16209/download/" } ] }, { "pk": 26164, "title": "Biases and Benefits of Number Lines and Pie Charts in Proportion Representation", "subtitle": null, "abstract": "In two experiments, we investigate how adults think aboutproportion across different symbolic and spatialrepresentations in a comparison task (Experiment 1) and atranslation task (Experiment 2). Both experiments showresponse patterns suggesting that decimal notation provides asymbolic advantage in precision when representing numericalmagnitude, whereas fraction notation does not. In addition,pie charts may show some advantages above number lineswhen translating between representations. Lastly, our findingssuggest that the translation between number lines andfractions may be particularly error-prone. We discuss whatthese performance patterns suggest in terms of how adultsrepresent proportional information across these differentformats and some potential avenues through which theseadvantages and disadvantages may arise, suggesting newquestions for future work.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Fractions; Decimals; Number lines; Pie chartsRational numbers; Proportion" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0nq616m7", "frozenauthors": [ { "first_name": "Michelle", "middle_name": "", "last_name": "Hurst", "name_suffix": "", "institution": "Boston College", "department": "" }, { "first_name": "Charlotta", "middle_name": "", "last_name": "Relander", "name_suffix": "", "institution": "Boston College", "department": "" }, { "first_name": "Sara", "middle_name": "", "last_name": "Cordes", "name_suffix": "", "institution": "Boston College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26164/galley/15800/download/" } ] }, { "pk": 26314, "title": "Bifurcation analysis of a Gradient Symbolic Computation model of incremental processing", "subtitle": null, "abstract": "Language is ordered in time and an incremental processingsystem encounters temporary ambiguity in the middle of sen-tence comprehension. An optimal incremental processing sys-tem must solve two computational problems: On the one hand,it has to keep multiple possible interpretations without choos-ing one over the others. On the other hand, it must rejectinterpretations inconsistent with context. We propose a re-current neural network model of incremental processing thatdoes stochastic optimization of a set of soft, local constraintsto build a globally coherent structure successfully. Bifurcationanalysis of the model makes clear when and why the modelparses a sentence successfully and when and why it does not—the garden path and local coherence effects are discussed. Ourmodel provides neurally plausible solutions of the computa-tional problems arising in incremental processing", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Harmonic Grammar; Gradient Symbolic Compu-tation; neural networks; incremental processing; parsing; dy-namical systems theory; bifurcations" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7z18n24c", "frozenauthors": [ { "first_name": "Pyeong", "middle_name": "Whan", "last_name": "Cho", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Smolensky", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26314/galley/15950/download/" } ] }, { "pk": 26725, "title": "Bilingual Proficiency Affects Inhibitory Control: A study of Stroop Performancein 8-year-old English-Chinese Singaporean Children", "subtitle": null, "abstract": "Inconsistent results in the field of bilingualism and cognition may be largely influenced by variation in the natureof bilingual language proficiency. Here we explore the relationship between inhibitory control and bilingual proficiency in 438-year-old English-Chinese children in Singapore where bilingualism is prolific. Proficiency estimates are based on Oral andWritten exam scores and caretaker estimates (including use and exposure). Children completed English and Chinese Stroop,where each task comprised 75% incongruent trials. Stroop effects were calculated for both languages. Higher English scores(written and oral) and English use predicted smaller English Stroop interference. Conversely, higher Chinese exposure anduse predicted smaller Chinese Stroop interference. Thus, language proficiency, use and exposure influence inhibitory control,reiterating the need to consider bilingual proficiency when studying the relationship between bilingualism and attention. SinceStroop effects differ depending on language, bilinguals should be tested in both languages for verbal EF tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/76c7d5q8", "frozenauthors": [ { "first_name": "Carissa", "middle_name": "", "last_name": "Kang", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26725/galley/16361/download/" } ] }, { "pk": 26109, "title": "Blink durations reflect mind wandering during reading", "subtitle": null, "abstract": "Mind wandering is a prevalent but highly subjective phenomenon\nthat is difficult to measure. Typically studies use probes at\nrandom points throughout at study that pop in and ask participants\n“Are you mind wandering” where they indicate yes or no, and\nthen resume the study. This study investigated a method of\nextracting eye blinks from raw eye tracking data while\nparticipants were reading texts that varied in degree of\nengagingness on a similar topic. Blink durations were found to\nincrease for less engaging texts. We hypothesize that eye blink\ndurations may increase with mind wandering and discuss\nimplications for mind wandering research.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mind wandering" }, { "word": "Reading" }, { "word": "eye tracking" }, { "word": "Consciousness" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4vw7t6v4", "frozenauthors": [ { "first_name": "Stephanie", "middle_name": "", "last_name": "Huette", "name_suffix": "", "institution": "The University of Memphis", "department": "" }, { "first_name": "Ariel", "middle_name": "", "last_name": "Mathis", "name_suffix": "", "institution": "The University of Memphis", "department": "" }, { "first_name": "Art", "middle_name": "", "last_name": "Graesser", "name_suffix": "", "institution": "The University of Memphis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26109/galley/15745/download/" } ] }, { "pk": 26358, "title": "Boredom, Information-Seeking and Exploration", "subtitle": null, "abstract": "Any adaptive organism faces the choice between taking\nactions with known benefits (exploitation), and sampling new\nactions to check for other, more valuable opportunities\navailable (exploration). The latter involves information-\nseeking, a drive so fundamental to learning and long-term\nreward that it can reasonably be considered, through evolution\nor development, to have acquired its own value, independent\nof immediate reward. Similarly, behaviors that fail to yield\ninformation may have come to be associated with aversive\nexperiences such as boredom, demotivation, and task\ndisengagement. In accord with these suppositions, we propose\nthat boredom reflects an adaptive signal for managing the\nexploration-exploitation tradeoff, in the service of optimizing\ninformation acquisition and long-term reward. We tested\nparticipants in three experiments, manipulating the\ninformation content in their immediate task environment, and\nshowed that increased perceptions of boredom arise in\nenvironments in which there is little useful information, and\nthat higher boredom correlates with higher exploration. These\nfindings are the first step toward a model formalizing the\nrelationship between exploration, exploitation and boredom.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "boredom" }, { "word": "Exploration" }, { "word": "information-seeking" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4rg9267w", "frozenauthors": [ { "first_name": "Andra", "middle_name": "", "last_name": "Geana", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Robert", "middle_name": "C.", "last_name": "Wilson", "name_suffix": "", "institution": "University of Arizona", "department": "" }, { "first_name": "Nathaniel", "middle_name": "", "last_name": "Daw", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Jonathan", "middle_name": "D.", "last_name": "Cohen", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26358/galley/15994/download/" } ] }, { "pk": 26070, "title": "Brain Science and Education: Is it Still a Bridge Too Far?", "subtitle": null, "abstract": "Does neuroscience have the potential to inform education? In this\ndebate, three participants will describe emerging results in\nneuroscience with translatable links to learning and memory.\nExperts in learning sciences will discuss connections as well as\nlimits in the ways that neuroscience can inform education at the\nindividual and classroom levels. Although significant progress has\nbeen made in our understanding of how the brain learns and\nremembers, the question for this symposium is whether this\nprogress does or can provide a direct bridge from brain science to\neducation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "neuroscience; brain science; translational research;\neducation; brain-based education; educational neuroscience" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1xp0508s", "frozenauthors": [ { "first_name": "Ray", "middle_name": "S.", "last_name": "Perez", "name_suffix": "", "institution": "Office of Naval Research", "department": "" }, { "first_name": "Gregg", "middle_name": "", "last_name": "Solomon", "name_suffix": "", "institution": "National Science Foundation", "department": "" }, { "first_name": "Danielle", "middle_name": "S.", "last_name": "McNamara", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Wayne", "middle_name": "D.", "last_name": "Gray", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26070/galley/15706/download/" } ] }, { "pk": 26625, "title": "Building bilingual semantic representations based on a corpus-based statisticallearning algorithm", "subtitle": null, "abstract": "In the current study, we applied a corpus-based statistical learning algorithm to derive semantic representations ofwords under bilingual situations (English and Chinese). The algorithm relies on the analyses of contextual information extractedfrom a text corpus, specifically, analyses of word co-occurrences in a large-scale electronic database of text. Particularly, weexamined how the semantic structure of L2 words can be built based on and influenced by the semantic representations of L1words in a sequential L2 learning situation. We got the semantic representations under various conditions and the results wereprocessed and illustrated on self-organizing maps, an unsupervised neural network model that projects the statistical structureof the context onto a 2-D space. We further discussed a couple of factors that affected the validity of the representations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1z98c8bs", "frozenauthors": [ { "first_name": "Xiaowei", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "Emmanuel College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26625/galley/16261/download/" } ] }, { "pk": 26128, "title": "But vs. Although under the microscope", "subtitle": null, "abstract": "Previous experimental studies on concessive connectiveshave only looked at their local facilitating or predictive ef-fect on discourse relation comprehension and have oftenviewed them as a class of discourse markers with simi-lar effects. We look into the effect of two connectives,but and although, for inferring contrastive vs. concessivediscourse relations to complement previous experimentalwork on causal inferences. An offline survey on AMTurkand an online eye-tracking-while-reading experiment areconducted to show that even between these two connec-tives, which mark the same set of relations, interpretationsare biased. The bias is consistent with the distribution ofthe connective across discourse relations. This suggeststhat an account of discourse connective meaning based onprobability distributions can better account for compre-hension data than a classic categorical approach, or an ap-proach where closely related connectives only have a coremeaning and the rest of the interpretation comes from thediscourse arguments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/99k3w1f0", "frozenauthors": [ { "first_name": "Fatemeh", "middle_name": "Torabi", "last_name": "Asr", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Vera", "middle_name": "", "last_name": "Demberg", "name_suffix": "", "institution": "Saarland University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26128/galley/15764/download/" } ] }, { "pk": 26690, "title": "Can a Bayes’ Net approach capture intuitive use of sequential testimonies in alegal reasoning paradigm?", "subtitle": null, "abstract": "The studies apply a Bayesian source credibility model to a legal setting to test epistemic influence of witnesstestimonies. The model amalgamates perceived witness trustworthiness and access to accurate information as independentelements that describe and predict the impact of the testimony of that particular witness.Across two studies, the model enjoys a good fit with observed posterior ratings of the likelihood of guilt (study 1: R2 = .867,study 2: R2 = .701). Study 1 (n = 101) employs different witness types and reports whilst study 2 (n = 102) employs differentwitness types, access to accurate information, and reports.The studies suggest the applicability of a Bayesian source credibility model in a legal setting to account for the impactof different witness types. We show that participants are sensitive to the type of witness and that different witnesses have apredictable impact on the perception of the testimony.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6ds9j03g", "frozenauthors": [ { "first_name": "Jens", "middle_name": "Koed", "last_name": "Madsen", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Saoirse", "middle_name": "Connor", "last_name": "Desai", "name_suffix": "", "institution": "City University, London", "department": "" }, { "first_name": "Adam", "middle_name": "", "last_name": "Harris", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Lagnado", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26690/galley/16326/download/" } ] }, { "pk": 26686, "title": "Can Distributional Fitting of Short Semantic Fluency Results Predict ADHD?", "subtitle": null, "abstract": "Remembering information can be likened to a search through a network composed of semantically related infor-mation. An appropriate search through this network requires an adaptive balance between exploratory and exploitative searchbehaviors. Without exploration, a searcher will perseverate too long on a semantic area devoid of resources. Without exploita-tion, a searcher may jump around aimlessly, failing to find the semantic areas with plentiful resources (see Hills, Jones, & Todd,2012). The semantic fluency task, in which subjects are asked to recall items from a given semantic category, can be used tomeasure these behaviors. Classically, this task has been used to predict Alzheimer’s susceptibility, but other clinically relevantpredictions have required involved semantic analyses. Here, we show that distribution fitting applied to the gross time seriesof recall events, can be used to easily predict measures of clinical relevance such as Wender Utah ADHD and Zuckerman’sSensation Seeking scores.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4z88f2rx", "frozenauthors": [ { "first_name": "Janelle", "middle_name": "", "last_name": "Szary", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Michael", "middle_name": "N.", "last_name": "Jones", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26686/galley/16322/download/" } ] }, { "pk": 26222, "title": "Can Monaural Auditory Displays Convey Directional Information to Users?", "subtitle": null, "abstract": "The purpose of this study is to build a monaural auditorydisplay to convey four pieces of directional information(upward, downward, rightward, and leftward) to userseffectively and intuitively without the need for wearingheadphones or preparing more than one speaker. We preparedfive types of monaural auditory displays consisting of trianglewave sounds and conducted an experiment to investigatewhich kinds of displays succeeded in conveying the fourpieces of information to participants. As a result, we couldconfirm that one of the prepared monaural auditory displays,designed as a “progress bar” on the basis of the mental-number line and spatial-number association of the responsecode effect, succeeded in conveying the four pieces ofinformation more effectively compared with the othercandidate sets (its average correct rates were about 0.88). Thisresult thus strongly shows that this monaural auditory displaywas quite useful for conveying primitive spatial informationto users", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Monaural auditory display; Directionalinformation; Mental-number line; Spatial-number associationof response code effect." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/19r6m57h", "frozenauthors": [ { "first_name": "Takanori", "middle_name": "", "last_name": "Komatsu", "name_suffix": "", "institution": "Meiji University", "department": "" }, { "first_name": "Seiji", "middle_name": "", "last_name": "Yamada", "name_suffix": "", "institution": "Tokyo Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26222/galley/15858/download/" } ] }, { "pk": 26534, "title": "Can Musical Engagement Alleviate Age-Related Decline in Inhibitory Control?", "subtitle": null, "abstract": "The purpose of our study was to determine whether activemusical engagement alleviates decline in inhibitory controldue to cognitive aging. Given that musical training in youngadults has been shown to improve attentional performance,we can expect this benefit to persist for older adults as well.With the help of the stop-signal procedure, we measuredresponse inhibition of young and older adults who provided aself-reported assessment of their musical engagement, usingthe recently validated Goldsmiths Musical SophisticationIndex. The Gold-MSI addresses a variety of musical activitiesand thus offers a more comprehensive measure than ability toplay a musical instrument used in the past. Results of theexperiment showed that older participants had longer stop-signal reaction times, independently of their musical trainingand engagement, but musical training and ensemble practicewere negatively related to the proportion of missed responsessuggesting a weak effect of certain types of musical activitieson inhibitory control.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "inhibitory control; musical sophistication;attention; cognitive aging; stop-signal task." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0881v3mn", "frozenauthors": [ { "first_name": "Ruben", "middle_name": "", "last_name": "Vromans", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Marie", "middle_name": "", "last_name": "Postma-Nilsenová", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26534/galley/16170/download/" } ] }, { "pk": 26353, "title": "Can the High-Level Semantics of a Scene be Preserved in the Low-Level Visual\nFeatures of that Scene? A Study of Disorder and Naturalness", "subtitle": null, "abstract": "Real-world scenes contain low-level visual features (e.g.,\nedges, colors) and high-level semantic features (e.g., objects\nand places). Traditional visual perception models assume that\nintegration of low-level visual features and segmentation of the\nscene must occur before high-level semantics are perceived.\nThis view implies that low-level visual features of a scene\nalone do not carry semantic information related to that scene.\nHere we present evidence that suggests otherwise. We show\nthat high-level semantics can be preserved in low-level visual\nfeatures, and that different high-level semantics can be\npreserved in different types of low-level visual features.\nSpecifically, the ‘disorder’ of a scene is preserved in edge\nfeatures better than color features, whereas the converse is true\nfor ‘naturalness.’ These findings suggest that semantic\nprocessing may start earlier than thought before, and\nintegration of low-level visual features and segmentation of the\nscene may occur after semantic processing has begun, or in\nparallel.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "low-level visual features" }, { "word": "scene semantics" }, { "word": "Semantics" }, { "word": "scene recognition" }, { "word": "visual perception" }, { "word": "scene gist" }, { "word": "visual processing" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3p92837p", "frozenauthors": [ { "first_name": "Hiroki", "middle_name": "P.", "last_name": "Kotabe", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Omid", "middle_name": "", "last_name": "Kardan", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Marc", "middle_name": "G.", "last_name": "Berman", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26353/galley/15989/download/" } ] }, { "pk": 26761, "title": "Categorization of Probability Word Problem: Effects of Prior Statistical Trainingand Semantic Schema", "subtitle": null, "abstract": "A problem sorting task was used to examine how the semantic content of probability word problems affects problemunderstanding and categorization, for students with various levels of statistical training. In the task, undergraduate and graduatestudents were asked to sort probability problems into groups by similarity of solution. The problems varied by relevant proba-bility principle, by type of semantic schema, and by cover-story surface content. Results showed that both less-trained studentsand more-trained students tended to sort problems by relevant probability principle, but students with more statistics trainingdid this more consistently. Both groups of students tended to be affected in the sorting task by semantic schema, defined hereas intermediate-level abstractions of the problem structure. For example, when a permutation problem described assignmentof people to people, students showed a strong tendency to group it with independent-events problems with a people-to-peoplematching schema.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5mw140zd", "frozenauthors": [ { "first_name": "Chenmu", "middle_name": "", "last_name": "Xing", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Corter", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "Doris", "middle_name": "", "last_name": "Zahner", "name_suffix": "", "institution": "Council for Aid to Education", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26761/galley/16397/download/" } ] }, { "pk": 36036, "title": "CATESOL Journal Editorial Staff", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8q9914qz", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36036/galley/26888/download/" } ] }, { "pk": 36021, "title": "CATESOL Journal Editorial Staff", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/20r9b0qn", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36021/galley/26873/download/" } ] }, { "pk": 36031, "title": "Cat Got Your Tongue? Recent Research and Classroom Practices for Teaching Idioms to English Language Learners Around the World - Paul McPherron and Patrick T. Randolph", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8f6644xk", "frozenauthors": [ { "first_name": "Oliver", "middle_name": "James", "last_name": "Ballance", "name_suffix": "", "institution": "Victoria University of Wellington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36031/galley/26883/download/" } ] }, { "pk": 26105, "title": "Causal Action: A Fundamental Constraint\non Perception of Bodily Movements", "subtitle": null, "abstract": "Human actions are more than mere body movements. In\ncontrast to other dynamic events in the natural world, human\nactions involve mental processes that enable willful bodily\nmovements. We reported two experiments to demonstrate that\nhuman observers spontaneously assign the role of cause to\nrelative limb movements, and the role of effect to body motion\n(i.e., the position changes of the body center of mass) when\nobserving actions of others. Experiment 1 showed that this\ncausal action constraint impacts people’s impression on the\nnaturalness of observed actions. Experiment 2a/b revealed that\nthe causal constraint guides the integration of different motion\ncues within a relational schema. We developed an ideal\nobserver model to rule out the possibility that these effects\nresulted from the learning of statistical regularity in action\nstimuli. These findings demonstrate that causal relations\nconcerning bodily movements play an important role in\nperceiving and understanding actions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causation; causal asymmetry; biological motion;\nlimb movement; body motion" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7mj5q8bg", "frozenauthors": [ { "first_name": "Yujia", "middle_name": "", "last_name": "Peng", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Thurman", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Hongjing", "middle_name": "", "last_name": "Lu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26105/galley/15741/download/" } ] }, { "pk": 26146, "title": "Causal Contrasts Promote Algebra Problem Solving", "subtitle": null, "abstract": "The causal-contrast approach is a new teaching method thatrecruits learners’ implicit causal discovery process to improvemath learning by juxtaposing contrasting information criticalto discovering the goal of each solution step. Students oftenblindly memorize mathematical procedures and havedifficulty transferring their knowledge to novel problems. Byenabling learners to infer the goal of each step, the causal-contrast approach substantially improved high-school algebraproblem solving compared to a traditional instructionalcontrol (Walker, Cheng & Stigler, 2014). The present studydeveloped Walker et al.’s instructional materials into acomputer-based teaching program and tested the newapproach on community-college students, a population forwhom the traditional approach is often ineffective. The studyadded two new conditions: a baseline that received noinstruction and a condition using a teaching video from KhanAcademy, a well-regarded online educational websiterepresentative of the traditional approach. A delayed post-testindicated that the causal-contrast condition produceddramatically greater success in solving transfer problems thanthe other three conditions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal contrasts; causal induction; implicitlearning; knowledge transfer; mathematics education" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8xm6c55v", "frozenauthors": [ { "first_name": "Jian-Ping", "middle_name": "", "last_name": "Ye", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "Jessica", "middle_name": "M.", "last_name": "Walker", "name_suffix": "", "institution": "Chapman University", "department": "" }, { "first_name": "Patricia", "middle_name": "W.", "last_name": "Cheng", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26146/galley/15782/download/" } ] }, { "pk": 26200, "title": "Causality, Normality, and Sampling Propensity", "subtitle": null, "abstract": "We offer an account of the role of normality—both statisti-cal and prescriptive—in judgments of actual causation. Us-ing only standard tools from the literature on causal cognition,we argue that the phenomenon can be explained simply on theassumption that people stochastically sample (counterfactual)scenarios in a way that reflects normality. We show that a for-malization of this idea, giving rise to a novel measure of causalstrength, can account for some of the most puzzling qualitativepatterns uncovered in recent experimental work", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7bx507c1", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "F.", "last_name": "Icard", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "Knobe", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26200/galley/15836/download/" } ] }, { "pk": 26092, "title": "Causal Learning With Continuous Variables Over Time", "subtitle": null, "abstract": "When estimating the strength of the relation between a cause(X) and effect (Y), there are two main statistical approachesthat can be used. The first is using a simple correlation. Thesecond approach, appropriate for situations in which thevariables are observed unfolding over time, is to take acorrelation of the change scores – whether the variablesreliably change in the same or opposite direction. The mainquestion of this manuscript is whether lay people use changescores for assessing causal strength in time series contexts.We found that subjects’ causal strength judgments were betterpredicted by change scores than the simple correlation, andthat use of change scores was facilitated by naturalisticstimuli. Further, people use a heuristic of simplifying themagnitudes of change scores into a binary code (increase vs.decrease). These findings help explain how people uncovertrue causal relations in complex time series contexts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal learning; causal reasoning; time" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/51g694v6", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "W.", "last_name": "Soo", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Benjamin", "middle_name": "M.", "last_name": "Rottman", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26092/galley/15728/download/" } ] }, { "pk": 26717, "title": "Causal perception is constrained by principles of Newtonian mechanics", "subtitle": null, "abstract": "Humans irresistibly perceive certain events as causal. We show, for the first time, that there is not one monolithicrepresentation of causality in perception. Rather, there are multiple categories of causal events in perception, one of which isconstrained by an approximation of a Newtonian mechanical principle: in an elastic collision, a struck object cannot move atmore than double the speed of the object striking it. We show that adults are sensitive to causal (but not non-causal) eventsthat violate this principle in a visual search task (Experiment 1), that this sensitivity is due to a categorical boundary and notthe salience of this event (Experiment 2), and that the threshold for detecting these events approximates this Newtonian limit(Experiment 3). Finally, we argue that categorical boundaries are a core feature of causal perception, as they are present aroundthe age at which causal perception first emerges (Experiment 4).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2253x079", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "", "last_name": "Kominsky", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Brent", "middle_name": "", "last_name": "Strickland", "name_suffix": "", "institution": "Institut Jean Nicod", "department": "" }, { "first_name": "Annie", "middle_name": "", "last_name": "Wertz", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Claudai", "middle_name": "", "last_name": "Elsner", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Karen", "middle_name": "", "last_name": "Wynn", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Frank", "middle_name": "", "last_name": "Keil", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26717/galley/16353/download/" } ] }, { "pk": 26205, "title": "Causal Reasoning in Infants and Adults: Revisiting backwards-blocking", "subtitle": null, "abstract": "Causal learning is a fundamental ability that enables human\nreasoners to learn about the complex interactions in the world\naround them. The available evidence with children and adults,\nhowever, suggests that the mechanism or set of mechanisms\nthat underpins causal perception and causal reasoning are not\nwell understood; that is, it is unclear whether causal\nperception and causal reasoning are underpinned by a\nBayesian mechanism, associative mechanism, or both. It has\nbeen suggested that a Bayesian mechanism, rather than an\nassociative mechanism, underpins causal reasoning because\nsuch a mechanism can better explain the putative backward-\nblocking finding in children and adults (e.g., Sobel,\nTenenbaum, & Gopnik, 2004). In this paper, we report two\nexperiments to examine to what extent infants and adults\nexhibit backward blocking and whether humans’ ability to\nreason about causal events is underpinned by an associative\nmechanism, a Bayesian mechanism, or both.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causality; infants; adults; causal reasoning; causal\nlearning; causal perception; infant and child development" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/706146cv", "frozenauthors": [ { "first_name": "Deon", "middle_name": "T.", "last_name": "Benton", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "David", "middle_name": "H.", "last_name": "Rakison", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26205/galley/15841/download/" } ] }, { "pk": 26583, "title": "Causal Representation in Foresight: Can We Improve Memory and NovelUnderstanding?", "subtitle": null, "abstract": "Learning facts without first considering what they could be can lead to hindsight bias. How might this impact (a)memory and (b) understanding of novel topics? Foresight participants read about five psychology studies, including meanperformance of one group; then they estimated the mean performance of another group and stated causes for the difference;finally, they received the second group’s actual performance. Hindsight participants learned about both groups’ performance atthe beginning, then imagined what estimates and causes they would have indicated had they not seen actual means. A weeklater, half of each group recalled the means they had learned, and other half estimated means for a novel set of studies. Weconsidered the extent to which: 1. foresight promotes long-term memories as opposed to providing an anchor that biasesmemories; 2. foresight cultivates a habit of considering alternative possible outcomes that might help one understand noveltopics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4228q0pd", "frozenauthors": [ { "first_name": "Edward", "middle_name": "", "last_name": "Munnich", "name_suffix": "", "institution": "University of San Francisco", "department": "" }, { "first_name": "Emma", "middle_name": "", "last_name": "Weinberger", "name_suffix": "", "institution": "University of San Francisco", "department": "" }, { "first_name": "Ana", "middle_name": "Maria", "last_name": "Hoffmann", "name_suffix": "", "institution": "University of San Francisco", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26583/galley/16219/download/" } ] }, { "pk": 26250, "title": "Centering and the Meaning of Conditionals", "subtitle": null, "abstract": "The centering inference - p & q, therefore if p then q - is\nimportant in reasoning research because it is logically valid\nfor some accounts of conditionals (e. g. the material and the\nprobability conditionals), but not for others (e. g. the\ninferential conditional, according to which a conditional is\ntrue if and only if there is an inferential connection between p\nand q). We tested participants' acceptance of centering\ncompared to valid and invalid inferences not containing\nconditionals, varying the presence of an inferential connection\nand of a common topic of discourse between p and q.\nParticipants' acceptance of centering was more similar to\nvalid inferences than to invalid inferences, and there was no\nreliable effect of a connection between p and q. Acceptance\nrates were higher when there was a common topic of\ndiscourse, independently of the type of inference. The\nfindings support the probability conditional account.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "validity; uncertainty; conditionals; centering" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3sn0z1tt", "frozenauthors": [ { "first_name": "Nicole", "middle_name": "", "last_name": "Cruz", "name_suffix": "", "institution": "Université Paris , University of London", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Over", "name_suffix": "", "institution": "Durham University", "department": "" }, { "first_name": "Mike", "middle_name": "", "last_name": "Oaksford", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Jean", "middle_name": "", "last_name": "Baratgin", "name_suffix": "", "institution": "Université Paris", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26250/galley/15886/download/" } ] }, { "pk": 26185, "title": "Children consider others’ expected costs and rewards when deciding what to teach", "subtitle": null, "abstract": "Humans have an intuitive sense of how to help and informothers even in the absence of a specific request. How do weachieve this? Here we propose that even young children canreason about others’ expected costs and rewards to flexiblydecide what is best for others. We asked children to chooseone of two toys to teach to another agent while systematicallyvarying the relative costs and rewards of discovering each toy’sfunctions. Children’s choices were consistent with the predic-tions of a computational model that maximizes others’ utilitiesby minimizing their expected costs and maximizing their ex-pected rewards. These results suggest that even early in life,children draw rational inferences about others’ costs and ben-efits, and choose to communicate information that maximizestheir utilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social cognition" }, { "word": "prosocial decision-making" }, { "word": "com-munication" }, { "word": "pedagogy" }, { "word": "na ̈ıve utility calculus" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1ng3s6t7", "frozenauthors": [ { "first_name": "Sophie", "middle_name": "", "last_name": "Bridgers", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Jara-Ettinger", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Hyowon", "middle_name": "", "last_name": "Gweon", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26185/galley/15821/download/" } ] }, { "pk": 26332, "title": "Children learn non-exact number word meanings first", "subtitle": null, "abstract": "hildren acquire exact meanings for number words in distinctstages. First, they learn one, then two, and then three andsometimes four. Finally, children learn to apply the countingprocedure to their entire count list. Although these stages areubiquitous and well documented, the foundation of thesemeanings remains highly contested. Here we ask whetherchildren assign preliminary meanings to number words beforelearning their exact meanings by examining their responses onthe Give-a-Number task to numbers for which they do not yethave exact meanings. While several research groups haveapproached this question before, we argue that because thesedata do not usually conform to a normal distribution, typicalmethods of analysis likely underestimate their knowledge.Using non-parametric analyses, we show that children acquirenon-exact meanings for small number words like one, two,three, four and possibly for higher numbers well before theyacquire the exact meanings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Number word learning; Counting; CognitiveDevelopment; Language acquisition" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3jp9m0ss", "frozenauthors": [ { "first_name": "Junyi", "middle_name": "", "last_name": "Chu", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Katie", "middle_name": "", "last_name": "Wagner", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Barner", "name_suffix": "", "institution": "University of California San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26332/galley/15968/download/" } ] }, { "pk": 26379, "title": "Children’s Awareness of Authority to Change Rules in Various Social Contexts", "subtitle": null, "abstract": "To investigate children’s awareness of authority to changerules, we showed children (ages 4-7) videos of one childplaying a game alone or three children playing a gametogether. In the group video, the game rule was initiated either:by one of the children, by three children collaboratively or byan adult. They then were asked whether the characters in thevideos could change the rules. Children believed that thecharacter could change the rule when playing alone. Theirresponses to the group video depended on how the rule wasinitiated. They attributed authority to change rules only to thechild who initiated the rule, unless the rule was createdcollaboratively. We also asked children whether they couldchange norms (school/moral/artifact norms) in daily life; andfound moral/artifact distinction in children’s endorsement ofnorm changing. These results suggest that children recognizeflexibility in changing rules even in preschool years.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Development" }, { "word": "social cognition" }, { "word": "normative reasoning" }, { "word": "authority" }, { "word": "moral development" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3h8184vm", "frozenauthors": [ { "first_name": "Xin", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "Cornell University College of Human Ecology", "department": "" }, { "first_name": "Tamar", "middle_name": "", "last_name": "Kushnir", "name_suffix": "", "institution": "Cornell University College of Human Ecology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26379/galley/16015/download/" } ] }, { "pk": 26214, "title": "Children’s Use of Orthographic Cues in Language Processing", "subtitle": null, "abstract": "Rendaku, or sequential voicing, is a morphophonemic\nprocess in Japanese in which the voiceless word-initial\nconsonant of the second element (=E2) of a compound word\nbecomes voiced (e.g., ori + kami →origami, ‘folding’ +\n‘paper’ → ‘paper folding’, /k/ becomes /g/). In adult\ngrammar, rendaku is subject to two conditions: It applies if\nand only if (a) E2 is a Yamato word (native vocabulary) in\nthe lexicon and (b) it contains no voiced consonant (e.g., b, d,\n& g). Recent psycholinguistic studies have revealed that\nJapanese-speaking preschoolers do not follow adult’s\ngrammar; they develop their original prosodically-based\nrendaku processing strategy (preschooler-specific rendaku\nstrategy). Their strategies qualitatively change in the early\nmiddle childhood to be adult-like rendaku, creating a\ndiscontinuity in children’s word-processing strategies. This\nstudy investigated factors responsible for this developmental\ndiscontinuity. We conducted an experiment using cross-\nmodal linguistic stimuli (prosody & orthography) to see\nwhether children’s orthographic knowledge affects their\nrendaku strategy or not. Our results showed that\northographic cues affected literate children’s rendaku\nprocessing. They were aware the correspondence between\ntypes of orthography and word categories in Japanese.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "preschoolers; rendaku; orthography; word\ncategory; pitch accent;" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1dj8g2tw", "frozenauthors": [ { "first_name": "Takayo", "middle_name": "", "last_name": "Sugimoto", "name_suffix": "", "institution": "Aichi University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26214/galley/15850/download/" } ] }, { "pk": 26441, "title": "Chinese and English speakers’ neural representations of word meaning offer adifferent picture of cross-language semantics than corpus and behavioral measures", "subtitle": null, "abstract": "Speakers of Chinese and English share decodable neuralsemantic representations, which can be elicited by words ineach language. We explore various, common models ofsemantic representation and their correspondences to eachother and to these neural representations. Despite very strongcross-language similarity in the neural data, we find that twoversions of a corpus-based semantic model do not show thesame strong correlation between languages. Behavior-basedmodels better approximate cross-language similarity, butthese models also fail to explain the similarities observed inthe neural data. Although none of the examined modelsexplain cross-language neural similarity, we explore how theymight provide additional information over and above cross-language neural similarity. We find that native speakers’ratings of noun-noun similarity and one of the corpus modelsdo further correlate with neural data after accounting forcross-language similarities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cross-language semantics" }, { "word": "multivoxel patternanalysis" }, { "word": "Semantic Models" }, { "word": "concept representation" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6h38p7z3", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "D.", "last_name": "Zinszer", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Andrew", "middle_name": "J.", "last_name": "Anderson", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Rajeev", "middle_name": "D. S.", "last_name": "Raizada", "name_suffix": "", "institution": "University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26441/galley/16077/download/" } ] }, { "pk": 26169, "title": "Choice adaptation to increasing and decreasing event probabilities", "subtitle": null, "abstract": "A constant element of our modern environment is change. In\ndecision-making research however, very little is known about\nhow people make choices in dynamic environments. We\nreport the results of an experiment where participants were\nasked to choose between two options: a dynamic and risky\noption that resulted in either a high or a low outcome, and a\nstationary and safe option that resulted in a medium outcome.\nThe probability of the high outcome in the risky option\ndecreased or increased linearly over the course of the task\nwhile the probability of the medium outcome stayed the same\nthroughout. We find that adaptation to change is related to the\ndirection of that change, and that the way people adapt to\nchanging probabilities relates to their willingness to explore\navailable options. A cognitive model based on Instance-Based\nLearning Theory reproduces the behavioral patterns.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Change; Dynamic Decisions; Adaptation;\nInstance-Based Learning Theory; Decisions from Experience" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3767c9m9", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "", "last_name": "Cheyette", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Emmanouil", "middle_name": "", "last_name": "Konstantinidis", "name_suffix": "", "institution": "University of New South Wales", "department": "" }, { "first_name": "Jason", "middle_name": "L.", "last_name": "Harman", "name_suffix": "", "institution": "Louisiana State University", "department": "" }, { "first_name": "Cleotilde", "middle_name": "", "last_name": "Gonzalez", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26169/galley/15805/download/" } ] }, { "pk": 26767, "title": "Choice magnitude and decision time: investigating magnitude sensitivity invalue-based decision making", "subtitle": null, "abstract": "From an evolutionary perspective, it has been proposed that decision making should be sensitive to the overallmagnitude of the alternatives under consideration in order to resolve costly deadlocks and thus improve long-term rewardintake. We provide initial evidence that the overall magnitude of the alternatives affects decision making, by speeding updecision time in order to maximise a speed-value trade off. Implications for current computational models of decision making,in particular for the Drift Diffusion Model, are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/94w6j15s", "frozenauthors": [ { "first_name": "Angelo", "middle_name": "", "last_name": "Pirrone", "name_suffix": "", "institution": "University of Sheffield", "department": "" }, { "first_name": "Philip", "middle_name": "", "last_name": "Parnamets", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Marshall", "name_suffix": "", "institution": "University of Sheffield", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Stafford", "name_suffix": "", "institution": "University of Sheffield", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26767/galley/16403/download/" } ] }, { "pk": 26612, "title": "Choosing Poorly: Reward-Induced Strategy Shifts in Estimating the Probabilitiesof Conjunctions and Disjunctions", "subtitle": null, "abstract": "Human estimates of the probabilities of combinations of events show well-established violations of probabilitytheory, most notably the conjunction and disjunction fallacies. These violations have led researchers to conclude that therules of probability are too complex for most people to use, and that cognitively-easier approximations such as averagingare used instead. Unlike previous work that has assumed that individuals use only a single combination rule, we collectedrepeated estimates of conjunctions and disjunctions and investigated whether individuals consistently used a single rule orused a repertoire of rules in a trial-by-trial Bayesian analysis. When not incentivized, most participants were best describedas randomly selecting a combination rule on each trial, and the correct rule was the most often used. Despite this, whenincentivized to use their single-best strategy participants were more likely to use the incorrect averaging rule. People do notseem to understand their own strategies well.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2qz013n6", "frozenauthors": [ { "first_name": "James", "middle_name": "", "last_name": "Tripp", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Adam", "middle_name": "", "last_name": "Sanborn", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Neil", "middle_name": "", "last_name": "Stewart", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Takao", "middle_name": "", "last_name": "Noguchi", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26612/galley/16248/download/" } ] }, { "pk": 26315, "title": "Coalescing the Vapors of Human Experienceinto a Viable and Meaningful Comprehension", "subtitle": null, "abstract": "Models of concept learning and theory acquisition often in-voke a stochastic search process, in which learners generatehypotheses through some structured random process and thenevaluate them on some data measuring their quality or value.To be successful within a reasonable time-frame, these mod-els need ways of generating good candidate hypotheses evenbefore the data are considered. Schulz (2012a) has proposedthat studying the origins of new ideas in more everyday con-texts, such as how we think up new names for things, can pro-vide insight into the cognitive processes that generate good hy-potheses for learning. We propose a simple generative modelfor how people might draw on their experience to proposenew names in everyday domains such as pub names or actionmovies, and show that it captures surprisingly well the namesthat people actually imagine. We discuss the role for an anal-ogous hypothesis-generation mechanism in enabling and con-straining causal theory learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5f64z7d7", "frozenauthors": [ { "first_name": "Tomer", "middle_name": "D.", "last_name": "Ullman", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Max", "middle_name": "", "last_name": "Siegel", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Samuel", "middle_name": "J.", "last_name": "Gershman", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26315/galley/15951/download/" } ] }, { "pk": 26540, "title": "Cognition without Behaviour: Cognitive Functions in Behaviourally Non-\nResponsive Individuals", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Consciousness; disorders of consciousness;\ncognitive neuroscience; language comprehension" } ], "section": "Publication-Based Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2mv8n09r", "frozenauthors": [ { "first_name": "Boris", "middle_name": "", "last_name": "Kotchoubey", "name_suffix": "", "institution": "University of Tübingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26540/galley/16176/download/" } ] }, { "pk": 26502, "title": "Cognitive biases and social coordination in the emergence of temporal language", "subtitle": null, "abstract": "Humans spatialize time. This occurs within individual mindsand also in larger, shared cultural systems like language.Understanding the origins of space-time mappings requiresanalyses at multiple levels, from initial individual biases tocultural evolution. Here we present a laboratory experimentthat simulates the cultural emergence of space-timemappings. Dyads had to communicate about temporalconcepts using only a novel, spatial signaling device. Overthe course of their interactions, participants rapidlyestablished semiotic systems that mapped systematicallybetween time and space. These semiotic systems exhibited anumber of similarities, but also striking idiosyncrasies. Byforegrounding the interaction of mechanisms that operate ondisparate timescales, laboratory experiments can shed light onthe commonalities and variety found in space-time mappingsin languages around the world.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language evolution; space and time; abstractconcepts; social coordination; cultural evolution" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0b2745nd", "frozenauthors": [ { "first_name": "Tessa", "middle_name": "", "last_name": "Verhoef", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Esther", "middle_name": "", "last_name": "Walker", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Tyler", "middle_name": "", "last_name": "Marghetis", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26502/galley/16138/download/" } ] }, { "pk": 26063, "title": "Cognitive Models of Transfer of Cognitive Skill (full day)", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Architectures; Cognitive Modeling; SkillAcquisition; Cognitive Transfer." } ], "section": "Tutorials", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9574x4pg", "frozenauthors": [ { "first_name": "Niels", "middle_name": "A.", "last_name": "Taatgen", "name_suffix": "", "institution": "University of Groningen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26063/galley/15699/download/" } ] }, { "pk": 26607, "title": "Cognitive Predictors of Timed and Untimed Early Arithmetic Performance", "subtitle": null, "abstract": "Do established predictors of children’s arithmetic performance differentially predict performance on timed versus un-timed calculation tests? We investigated phonological awareness (i.e., CTOPP), phonological working memory (i.e., digit span),and visuo-spatial short-term memory (i.e., Corsi blocks) as predictors of timed and untimed calculation, both concurrently inGrade 1 (N= 116) and longitudinally in Grade 2 (N = 79). Timed calculation was operationalized as single-digit addition fluencyand untimed calculation was operationalized as performance on the Woodcock Calculation subtest and KeyMath Numerationsubtest. Examined concurrently, separate multiple regressions revealed that phonological awareness predicted timed calcula-tion and all three cognitive measures predicted untimed calculation performance. Examined longitudinally, separate multipleregressions revealed that phonological awareness again predicted timed calculation and that phonological awareness and visuo-spatial short-term memory predicted untimed calculation performance. These results suggest a difference in the predictive setbetween timed and untimed calculation tests; furthermore, a difference between concurrent and longitudinal predictors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5ss545pb", "frozenauthors": [ { "first_name": "Olivia", "middle_name": "", "last_name": "Wassing", "name_suffix": "", "institution": "King’s University College at Western University", "department": "" }, { "first_name": "Marcie", "middle_name": "", "last_name": "Penner-Wilger", "name_suffix": "", "institution": "King’s University College at Western University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26607/galley/16243/download/" } ] }, { "pk": 26755, "title": "Cognitive Sciences Strategies for Futures Studies (Foresight)", "subtitle": null, "abstract": "It seems before understanding the mind structure and laws governing the process of perception, we’ve gone into theapplication of science to build better futures. This is because the science begins with attitude not the reality.The major goal ofthis study is to identify qualitative relationships among key variables across of Cognitive Sciences (CS) with Futures Studies(FS).Ideas and subjects that explained here are just introduction to this research main goal. As a conclusion, by some strategiesof CS for FS theFuture Oriented Artificial Intelligence Machine as a science fiction ideahas been introduced.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/05h1h392", "frozenauthors": [ { "first_name": "Ahmad", "middle_name": "", "last_name": "Mahdeyan", "name_suffix": "", "institution": "Supreme National Defense University, Tehran", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26755/galley/16391/download/" } ] }, { "pk": 26491, "title": "Cognitive Strategies in HCI and Their Implications on User Error", "subtitle": null, "abstract": "Human error while performing well-learned tasks on a com-puter is an infrequent, but pervasive problem. Such errors areoften attributed to memory deficits, such as loss of activation orinterference with other tasks (Altmann & Trafton, 2002). Weare arguing that this view neglects the role of the environment.As embodied beings, humans make extensive use of externalcues during the planning and execution of tasks. In this paper,we study how the visual interaction with a computer interfaceis linked to user errors. Gaze recordings confirm our hypoth-esis that the use of the environment increases when memorybecomes weak. An existing cognitive model of sequential ac-tion and procedural error (Halbrügge, Quade, & Engelbrecht,2015) is extended to account for the observed gaze behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Human Error; Memory for Goals; Eye-Tracking;ACT-R; Cognitive Modeling" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3t65t3rx", "frozenauthors": [ { "first_name": "Marc", "middle_name": "", "last_name": "Halbrügge", "name_suffix": "", "institution": "Technische Universität Berlin", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Quade", "name_suffix": "", "institution": "Technische Universität Berlin", "department": "" }, { "first_name": "Klaus-Peter", "middle_name": "", "last_name": "Engelbrecht", "name_suffix": "", "institution": "Technische Universität Berlin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26491/galley/16127/download/" } ] }, { "pk": 26513, "title": "Cohesive Features of Deep Text Comprehension Processes", "subtitle": null, "abstract": "This study investigates how cohesion manifests in readers’thought processes while reading texts when they areinstructed to engage in self-explanation, a strategy associatedwith deeper, more successful comprehension. In Study 1,college students (n = 21) were instructed to either paraphraseor self-explain science texts. Paraphrasing was characterizedby greater cohesion in terms of lexical overlap whereas self-explanation included greater lexical diversity and moreconnectives to specify relations between ideas. In Study 2,adolescent students (n = 84) were provided with instructionand practice in self-explanation and reading strategies across8 sessions. Self-explanations increased in lexical diversity butbecame more causally and semantically cohesive over time.Together, these results suggest that cohesive featuresexpressed in think alouds are indicative of the depth ofstudents’ comprehension processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "text comprehension" }, { "word": "self-explanation" }, { "word": "Cohesion" }, { "word": "think-aloud" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/89f109gr", "frozenauthors": [ { "first_name": "Laura", "middle_name": "K.", "last_name": "Allen", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Matthew", "middle_name": "E.", "last_name": "Jacovina", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Danielle", "middle_name": "S.", "last_name": "McNamara", "name_suffix": "", "institution": "Arizona State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26513/galley/16149/download/" } ] }, { "pk": 26676, "title": "Collaborative Story Construction and Telling for Second Language Learning", "subtitle": null, "abstract": "Though utilizing information from the internet is common in language learning, it is often a spontaneous behaviorand is not supported by computer programs that are specialized for language learners. In this project, we create a collaborativelearning environment for Mandarin Chinese that implements the idea of learning by teaching. The students will learn andpractice their language skills by collaboratively designing interactive presentations, such as introducing a place or a type offood with a computer agent, and the scenarios can be used later on by their peers for practicing. During the design process,storytelling techniques such as making an analogy, foreshadowing and flashback will be automatically suggested by the agentfor making the presentation more interesting and clear.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3036p4br", "frozenauthors": [ { "first_name": "Mei", "middle_name": "", "last_name": "Si", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26676/galley/16312/download/" } ] }, { "pk": 26220, "title": "Collective search on rugged landscapes:A cross-environmental analysis", "subtitle": null, "abstract": "In groups and organizations, agents use both individual and so-cial learning to solve problems. The balance between these twoactivities can lead collectives to very different levels of perfor-mance. We model collective search as a combination of simplelearning strategies to conduct the first large-scale comparativestudy, across fifteen challenging environments and two differ-ent network structures. In line with previous findings in thesocial learning literature, collectives using a hybrid of individ-ual and social learning perform much better than specialistsusing only one or the other. Importantly, we find that collec-tive performance varies considerably across different task en-vironments, and that different types of network structures canbe superior, depending on the environment. These results sug-gest that recent contradictions in the social learning literaturemay be due to methodological differences between two sepa-rate research traditions, studying disjoint sets of environmentsthat lead to divergent findings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Social learning; communication networks; collec-tive behavior; search; rugged landscapes." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6f35t0qw", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Barkoczi", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Pantelis", "middle_name": "P.", "last_name": "Analytis", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Charley", "middle_name": "M.", "last_name": "Wu", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26220/galley/15856/download/" } ] }, { "pk": 26368, "title": "College Students’ Understanding of Linear Functions: Slope is Slippery", "subtitle": null, "abstract": "A common obstacle for students in the transition from arithmetic\nto algebra is developing a conceptual understanding of equations\nrepresenting functions. Two experiments manipulated\nisomorphic problems in terms of their solution requirements\n(computation vs. interpretation) and format to test for\nunderstanding of linear functions. Experiment 1 provided\nproblems in a story context, and found that performance on slope\ncomparison problems was low, especially when problems were\npresented with equations. Experiment 2 tested whether\nperformance on slope comparison problems improves when\nproblem prompts include explicit mathematical terminology\nrather than just natural language consistent with the problem\nstory. Results suggest that many undergraduate students fail to\naccess the mathematical concept of slope when problem prompts\nare presented with natural language. Overall, the results suggest\nthat even undergraduate students lack understanding of the slope\nconcept and equations of linear functions, both which are\nfoundational for advanced algebraic thinking.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "algebraic problem solving" }, { "word": "slope" }, { "word": "linear functions" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/87p1431h", "frozenauthors": [ { "first_name": "Marta", "middle_name": "K.", "last_name": "Mielicki", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Wiley", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26368/galley/16004/download/" } ] }, { "pk": 26420, "title": "Combining Multiple Perspectives in Language Production: A Probabilistic Model", "subtitle": null, "abstract": "While speakers tailor referring expressions to the knowledgeof their addressees, they do so imperfectly. Our goal here is toprovide an explanation for this type of pattern by extending aprobabilistic model introduced to explain perspective-takingbehavior in comprehension. Using novel production data froma type of knowledge mismatch not previously investigated inproduction, we show that production patterns can also beexplained as arising from the probabilistic combination of thespeaker’s and the addressee’s perspectives. These resultsshow the applicability of the multiple-perspectives approachto language production, and to different types of knowledgemismatch between conversational partners.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language production; computational modeling;reference; audience design; common ground; perspective-taking; pragmatics; probabilistic models." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0q95n4qq", "frozenauthors": [ { "first_name": "Mindaugas", "middle_name": "", "last_name": "Mozuraitis", "name_suffix": "", "institution": "Saarland University", "department": "" }, { "first_name": "Suzanne", "middle_name": "", "last_name": "Stevenson", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Daphna", "middle_name": "", "last_name": "Heller", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26420/galley/16056/download/" } ] }, { "pk": 26066, "title": "Comics and cognitive systems: The processing of visual narratives", "subtitle": null, "abstract": "Humans have drawn sequential images as a means ofexpression throughout history, from cave paintings andfrescoes to wall-carvings and tapestries (McCloud, 1993). Incontemporary society, we find them most prevalently incomics of the world, and over the past two decades,increasing attention has turned to this communicativesystem in the cognitive sciences.Earlier work often focused on theory alone, drawing fromparadigms in linguistics or semiotics (for review, see Cohn,2012; Wildfeuer & Bateman, 2016) or from theoristsoutside academia (e.g., McCloud, 1993). However, newerstudies test theoretical predictions with empirical corpusanalyses and both behavioral and neurocognitiveexperimentation. As in language research, combining thesemethodologies provides converging evidence on thestructure of visual narratives, their diversity across theworld, and their comprehension by minds and brains.Recent research has especially focused on the overlappingcognition between the processing of the “visual languages”constituting drawn visual narratives and the linguisticsystems of verbal and signed languages (Cohn, 2013;Magliano, Larson, Higgs, & Loschky, 2015). Thesepresentations further such analyses, and explore questionsrelated to the degree to which these visual languages sharemechanisms with linguistic and other cognitive systems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "comics; narrative; visual narrative; autism;perception; event-related potentials" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1wk0t3vw", "frozenauthors": [ { "first_name": "Neil", "middle_name": "", "last_name": "Cohn", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Emily", "middle_name": "", "last_name": "Coderre", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "L.N.", "middle_name": "", "last_name": "Kendall", "name_suffix": "", "institution": "University of British Columbia", "department": "" }, { "first_name": "Joseph", "middle_name": "", "last_name": "Magliano", "name_suffix": "", "institution": "Northern Illinois Unviersity", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26066/galley/15702/download/" } ] }, { "pk": 26342, "title": "Communicating generalizations about events", "subtitle": null, "abstract": "Habitual sentences (e.g. Bill smokes.) generalize an event overtime, but how do you know when a habitual sentence is true?We develop a computational model and use this to guide exper-iments into the truth conditions of habitual language. In Ex-pts. 1 & 2, we measure participants’ prior expectations aboutthe frequency with which an event occurs and validate thepredictions of the model for when a habitual sentence is ac-ceptable. In Expt. 3, we show that habituals are sensitive totop-down moderators of expected frequency: It is the expec-tation of future tendency that matters for habitual language.This work provides the mathematical glue between our intu-itive theories’ of others and events and the language we useto talk about them.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "events; generics; pragmatics;Bayesian data analysis; Bayesian cognitive model" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2n80s89b", "frozenauthors": [ { "first_name": "Michael", "middle_name": "Henry", "last_name": "Tessler", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Noah", "middle_name": "D.", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26342/galley/15978/download/" } ] }, { "pk": 26291, "title": "Comparing competing views of analogy making using eye-tracking technology", "subtitle": null, "abstract": "We used eye-tracking to study the time course of analogical\nreasoning in adults. We considered proportions of looking\ntimes and saccades. The main question was whether or not\nadults would follow the same search strategies for different\ntypes of analogical problems (Scene Analogies vs. Classical\nA:B:C:D vs a Scene version of A:B::C:D). We then compared\nthese results to the predictions of various models of analogical\nreasoning. Results revealed a picture of common search\npatterns with local adaptations to the specifics of each\nparadigm in both looking-time duration and the number and\ntypes of saccades. These results are discussed in terms of\nconceptions of analogical reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Analogical reasoning; eye tracking; analogy\ntasks; strategies" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0vh0w4x1", "frozenauthors": [ { "first_name": "Yannick", "middle_name": "", "last_name": "Glady", "name_suffix": "", "institution": "Université de Bourgogne", "department": "" }, { "first_name": "Robert", "middle_name": "M.", "last_name": "French", "name_suffix": "", "institution": "Université de Bourgogne", "department": "" }, { "first_name": "Jean-Pierre", "middle_name": "", "last_name": "Thibaut", "name_suffix": "", "institution": "Université de Bourgogne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26291/galley/15927/download/" } ] }, { "pk": 26669, "title": "Comparing predictions of lexical norm data obtained using word associations andword collocation", "subtitle": null, "abstract": "We compared the quality of prediction of word variables based on a Dutch word association and text corpus. Wederived estimates for: valence, arousal, dominance, concreteness and age of acquisition (AoA) for 2831 words. Based on thesimilarity between words we: (1) used projections on a dimension identified as the variable in question in a multidimensionalrepresentation, (2) used the k-nearest neighbors values, weighted according to their proximity. Estimates prevailed when basedon word associations. Differences between the predictions of the two methods were small. Based on the word association corpusit yielded correlations of .92, .85, and .85, for valence, arousal, and dominance, respectively. Its corresponding correlationsbased on the text corpus were .80, .74, and .67. For concreteness and AoA, both the association and the text corpus yieldedcorrelations of .88 and .73, respectively. This suggests word associations are better at capturing human ratings of affective wordvariables.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Comparing predictions of lexical norm data obtained using word associations andword collocation" } ], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8791r5mr", "frozenauthors": [ { "first_name": "Hendrik", "middle_name": "", "last_name": "Vankrunkelsven", "name_suffix": "", "institution": "University of Leuven", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Verheyen", "name_suffix": "", "institution": "University of Leuven", "department": "" }, { "first_name": "Simon", "middle_name": "De", "last_name": "Deyne", "name_suffix": "", "institution": "University of Adelaide", "department": "" }, { "first_name": "Gert", "middle_name": "", "last_name": "Storms", "name_suffix": "", "institution": "University of Leuven", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26669/galley/16305/download/" } ] }, { "pk": 26248, "title": "Comparing Predictive and Co-occurrence Based Models of Lexical SemanticsTrained on Child-directed Speech", "subtitle": null, "abstract": "Distributional Semantic Models have been successful atpredicting many semantic behaviors. The aim of this paper isto compare two major classes of these models – co-occurrence-based models, and prediction error-driven models– in learning semantic categories from child-directed speech.Co-occurrence models have gained more attention incognitive research, while research from computationallinguistics on big datasets has found more success withprediction-based models. We explore differences betweenthese types of lexical semantic models (as representatives ofHebbian vs. reinforcement learning mechanisms,respectively) within a more cognitively relevant context: theacquisition of semantic categories (e.g., apple and orange asfruit vs. soap and shampoo as bathroom items) from linguisticdata available to children. We found that models that performsome form of abstraction outperform those that do not, andthat co-occurrence-based abstraction models performed thebest. However, different models excel at different categories,providing evidence for complementary learning systems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0g7418hr", "frozenauthors": [ { "first_name": "Fatemeh", "middle_name": "Torabi", "last_name": "Asr", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Jon", "middle_name": "A.", "last_name": "Willits", "name_suffix": "", "institution": "University of California, Riverside", "department": "" }, { "first_name": "Michael", "middle_name": "N.", "last_name": "Jones", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26248/galley/15884/download/" } ] }, { "pk": 26727, "title": "Computational explanation of “fiction text effectivity” for vocabularyimprovement: Corpus analyses using latent semantic analysis", "subtitle": null, "abstract": "Previous studies have suggested that fiction book reading has a stronger positive effect on vocabulary developmentthan nonfiction. In this study, we examined this phenomenon in terms of word appearance information in fiction (story texts),nonfiction (explanation texts), and web text using latent semantic analysis (LSA). In a human experiment with Japanese under-graduates, we replicated fiction (story) text effectivity. Participants who often read story texts achieved the highest vocabularytest scores. Then, in a corpus experiment, we constructed a story text corpus, explanation text corpus, and web text corpus ofidentical size. Based on these corpora, we calculated the LSA similarities between words, and simulated answering the samevocabulary test as used in the human experiment. The corpus experiment demonstrated the nonfiction (explanation) text effec-tively, that is, the explanation corpus was the highest. The cause of discrepancy in the results and the educational implicationsof this study were also discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0fj2x2x6", "frozenauthors": [ { "first_name": "Keisuke", "middle_name": "", "last_name": "Inohara", "name_suffix": "", "institution": "The University of Electro-Communications", "department": "" }, { "first_name": "Akira", "middle_name": "", "last_name": "Utsumi", "name_suffix": "", "institution": "The University of Electro-Communications", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26727/galley/16363/download/" } ] }, { "pk": 26255, "title": "Concept Membership vs Typicality in Sentence Verification Tasks", "subtitle": null, "abstract": "In the paper we discuss the relation between fuzzy sets and thegraded membership and typicality effects found in the studyof concepts. After a short overview of the topic, we presentthree experiments, carried out using the same method but withdifferent situational contexts, which examine whether gradedmembership and typicality could be considered as independentfactors capable of influencing the performance of human par-ticipants involved in sentence verification tasks, or they aresomehow interrelated. The paper concludes with a generaldiscussion of the experimental findings and the problems theypose for models of concepts based on the theory fuzzy sets.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Concept representation; fuzzy set theory; gradedmembership; vagueness; typicality; sentence verification" }, { "word": "cat-egorization." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8q50q2tc", "frozenauthors": [ { "first_name": "Francesca", "middle_name": "", "last_name": "Zarl", "name_suffix": "", "institution": "University of Trieste", "department": "" }, { "first_name": "Danilo", "middle_name": "", "last_name": "Fum", "name_suffix": "", "institution": "University of Trieste", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26255/galley/15891/download/" } ] }, { "pk": 26588, "title": "Concept of a Deity: Structure and Properties", "subtitle": null, "abstract": "Individuals attribute more psychological (e.g., forget) than biological (e.g., eat) or physical (e.g., be touched) prop-erties to supernatural beings (Shtulman, 2008). It is unclear how those domains each contribute to an overall conception of asupernatural being (e.g., God). Undergraduate students (N = 341) responded to nine questions representing the three domainsor factors (psychological, biological, and physical), composing an overall measure of God’s anthropomorphic properties.A confirmatory factor analysis was performed to assess the structure of undergraduates’ anthropomorphic concept of God. Fitindices suggest acceptable model fit, χ2(24) = 73.09, p < .001, CFI = 0.952, SRMR = .051. All loadings were significant. Bi-ological (0.99; 0.01) and physical (0.90; 0.19) factors loaded more strongly onto anthropomorphism, and had smaller variances,than the psychological (0.67; 0.56) factor. These findings suggest there are varied ways of conceptualizing the psychological(versus non-psychological) properties of God; thus, non-psychological properties are more predictive in God concepts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4tm021cg", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": "", "last_name": "Shaman", "name_suffix": "", "institution": "University of California, Riverside", "department": "" }, { "first_name": "Anondah", "middle_name": "", "last_name": "Saide", "name_suffix": "", "institution": "University of California, Riverside", "department": "" }, { "first_name": "Rebekah", "middle_name": "", "last_name": "Richert", "name_suffix": "", "institution": "University of California, Riverside", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26588/galley/16224/download/" } ] }, { "pk": 26075, "title": "Concepts from Event Semantics in Cognition", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "events; objects; states; scales; mass/count; telicity;thematic roles; event participants; linguistic ontology" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4ng118s5", "frozenauthors": [ { "first_name": "Alexis", "middle_name": "", "last_name": "Wellwood", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Jeremy", "middle_name": "", "last_name": "Kuhn", "name_suffix": "", "institution": "PSL Research University Institut Jean Nicod", "department": "" }, { "first_name": "Philippe", "middle_name": "", "last_name": "Schlenker", "name_suffix": "", "institution": "PSL Research University Institut Jean Nicod", "department": "" }, { "first_name": "Carlo", "middle_name": "", "last_name": "Geraci", "name_suffix": "", "institution": "PSL Research University Institut Jean Nicod", "department": "" }, { "first_name": "Brent", "middle_name": "", "last_name": "Strickland", "name_suffix": "", "institution": "PSL Research University Institut Jean Nicod", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Hespos", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Lance", "middle_name": "", "last_name": "Rips", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "E.", "middle_name": "Matthew", "last_name": "Husband", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Alexander", "middle_name": "", "last_name": "Williams", "name_suffix": "", "institution": "University of Maryland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26075/galley/15711/download/" } ] }, { "pk": 26233, "title": "Conceptual Expansion During Divergent Thinking", "subtitle": null, "abstract": "Recent research on creative thinking has implicatedconceptual expansion as potential cognitive underpinnings.These theories were examined within the context of alaboratory study using two divergent thinking prompts.Participants generated alternative/creative uses for a brick andfor a glass bottle (separately) for two minutes and responseswere time-stamped using a Matlab GUI. Semantic distancesbetween responses and conceptual representations of the DTprompts were computed using latent semantic analysis.Results showed that semantic distance increased asresponding progressed, with significant differences betweenthe two tasks, and intraparticipant variation. Results haveimplications for theories of creative thinking and representmethodological and analytic advances in the study ofdivergent thinking.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "creativity; semantic distance; latent semanticanalysis; divergent thinking; conceptual expansion" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3w98s6rc", "frozenauthors": [ { "first_name": "Richard", "middle_name": "W.", "last_name": "Hass", "name_suffix": "", "institution": "Philadelphia University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26233/galley/15869/download/" } ] }, { "pk": 26337, "title": "Conflict-based regulation of control in language production", "subtitle": null, "abstract": "Is language production dynamically regulated by cognitive\ncontrol? If so, how domain-general is this process? In two\nexperiments, we studied conflict adaptation, or conflict-driven\nadjustments of control, in two paradigms: Picture-Word\nInterference (PWI), which induces linguistic conflict, and\nPrime-Probe (PP), which induces visuospatial conflict. Exp. 1\ntested within-task conflict adaptation separately in PWI and\nPP. Exp. 2 tested cross-task adaptation by alternating the two\ntasks in a task-switching paradigm. We found reliable within-\ntask conflict adaptation in both PWI and PP, but neither an\nanalysis of individual differences (Exp. 1), nor a direct\nmanipulation of between-task conflict (Exp. 2) revealed cross-\ntask adaptation. We further report a robust 2-back within-task\nadaptation in Exp. 2 to refute alternative accounts of null cross-\ntask adaptation. These findings support models of dynamic,\ntop-down control in language production that posit at least\nsome degree of domain-specificity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language production; cognitive control; domain-\ngenerality; conflict adaptation; picture-word interference" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/59h5p1m1", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Freund", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Barry", "middle_name": "", "last_name": "Gordon", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Nazbanou", "middle_name": "", "last_name": "Nozari", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26337/galley/15973/download/" } ] }, { "pk": 26492, "title": "Connectionist Semantic Systematicity in Language Production", "subtitle": null, "abstract": "A novel connectionist model of sentence production is pre-sented, which employs rich situation model representationsoriginally proposed for modeling systematicity in comprehen-sion (Frank, Haselager, & van Rooij, 2009). The high overallperformance of our model demonstrates that such represen-tations are not only suitable for comprehension, but also formodeling language production. Further, the model is able toproduce novel encodings (active vs. passive) for a particularsemantics, as well as generate such encodings for previouslyunseen situations, thus demonstrating both syntactic and se-mantic systematicity. Our results provide yet further evidencethat such connectionist approaches can achieve systematicity,in production as well as comprehension.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "systematicity; sentence production; connectionist;semantics; syntax; neural networks" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/99v5x35t", "frozenauthors": [ { "first_name": "Jesus", "middle_name": "", "last_name": "Calvillo", "name_suffix": "", "institution": "Saarland University", "department": "" }, { "first_name": "Harm", "middle_name": "", "last_name": "Brouwer", "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": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26492/galley/16128/download/" } ] }, { "pk": 26148, "title": "Connections between ACT-R’s declarative memory system and Minerva2", "subtitle": null, "abstract": "As a first step towards applying ACT-R to problems of like-lihood judgment, we draw parallels between ACT-R and Hy-Gene. More specifically, in the spirit of theory integration, wedemonstrate the relation between ACT-R’s declarative memorysystem and the core of HyGene: Minerva2. We first start bytransforming ACT-R’s activation equations into what is in ourview a more intuitive form. This form then allows us to moretransparently see the correspondence of the effect of prior his-tory between the two theories and of the current context be-tween them. The results provide insights into the workings ofthe two theories and open an avenue for future attempts of the-ory integration, not only between the two theories, but also torelated theories of memory. Moreover, we hope these resultswill be important steps toward testing ACT-R’s capabilities ofaccounting for judgment phenomena.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "ACT-R" }, { "word": "HyGene" }, { "word": "Minerva2" }, { "word": "declarative memory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4k59f7kf", "frozenauthors": [ { "first_name": "Cvetomir", "middle_name": "M.", "last_name": "Dimov", "name_suffix": "", "institution": "University of Lausanne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26148/galley/15784/download/" } ] }, { "pk": 26645, "title": "Consequences of bilingualism for perceptions of categories and similarity", "subtitle": null, "abstract": "Speakers of two languages have access to two semantic systems that, while largely similar, may differ in subtleways. The existence of multiple similar systems offers the potential for comparison of their structures and discovery of thedifferences between them. We hypothesized that if bilinguals engage in such a comparison process, they may be (a) less likelythan monolinguals to view the categories of any single language as natural kinds, and (b) more likely than monolinguals todiscern differences among high-similarity items more generally. Monolingual and bilingual participants indicated their level ofagreement with statements equating social categories with natural kinds and judged the similarity of pairs of perceptual rela-tions. Compared to monolinguals, bilinguals were less willing to endorse naturalness statements and showed more variability intheir similarity judgments. These results suggest that bilingualism may promote sensitivity to differences among highly similarstimuli, linguistic and otherwise.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7m18q7fq", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "", "last_name": "Holmes", "name_suffix": "", "institution": "Colorado College", "department": "" }, { "first_name": "Jacob", "middle_name": "", "last_name": "Brodsky", "name_suffix": "", "institution": "Colorado College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26645/galley/16281/download/" } ] }, { "pk": 26171, "title": "Consistency and credibility in legal reasoning: A Bayesian network approach", "subtitle": null, "abstract": "Witness credibility is important for establishing testimonial value.The story model posits that people construct narratives fromevidence but does not explain how credibility is assessed. Formalapproaches use Bayesian networks (BN) to represent legalevidence. Recent empirical work suggests people might alsoreason using qualitative causal networks. In two studies,participants read a realistic trial transcript and judge guilt andwitness credibility. Study 1 varied testimonial consistency anddefendant character. Guilt and credibility assessments wereaffected by consistency but not prior convictions. Study 2constructed a BN to represent consistency issues. Individualparameter estimates were elicited for the corresponding BN tocompute posterior predictions for guilt and credibility. The BNprovided a good model for overall and individual guilt andcredibility ratings. These results suggest people construct causalmodels of the evidence and consider witness credibility. The BNapproach is a promising direction for future research in legalreasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Legal reasoning" }, { "word": "Evidential reasoning" }, { "word": "Bayesiannetworks" }, { "word": "evidence" }, { "word": "reliability" }, { "word": "Credibility" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5cj0p58p", "frozenauthors": [ { "first_name": "Saoirse", "middle_name": "", "last_name": "Desai", "name_suffix": "", "institution": "City University, London", "department": "" }, { "first_name": "Stian", "middle_name": "", "last_name": "Reimers", "name_suffix": "", "institution": "City University, London", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Lagnado", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26171/galley/15807/download/" } ] }, { "pk": 26258, "title": "Constraining the Search Space in Cross-Situational Word Learning:Different Models Make Different Predictions", "subtitle": null, "abstract": "We test the predictions of different computational models ofcross-situational word learning that have been proposed in theliterature by comparing their behavior to that of young childrenand adults in the word learning task conducted by Ramscar,Dye, and Klein (2013). Our experimental results show that aHebbian learner and a model that relies on hypothesis testingfail to account for the behavioral data obtained from both pop-ulations. Ruling out such accounts might help reducing thesearch space and better focus on the most relevant aspects ofthe problem, in order to disentangle the mechanisms used dur-ing language acquisition to map words and referents in a highlynoisy environment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cross-situational learning; word learning; compu-tational modeling; language acquisition" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9972z7f5", "frozenauthors": [ { "first_name": "Giovanni", "middle_name": "", "last_name": "Cassani", "name_suffix": "", "institution": "University of Antwerp", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Grimm", "name_suffix": "", "institution": "University of Antwerp", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Gillis", "name_suffix": "", "institution": "University of Antwerp", "department": "" }, { "first_name": "Walter", "middle_name": "", "last_name": "Daelemans", "name_suffix": "", "institution": "University of Antwerp", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26258/galley/15894/download/" } ] }, { "pk": 26374, "title": "Construal level affects intuitive moral responses to narrative content", "subtitle": null, "abstract": "The Model of Intuitive Morality and Exemplars (MIME)predicts a mutual dependency between the moral scrutiny ofmediated narratives and media exposure. This study proposesmoral judgments of media content are not only related to basalmoral domain salience and exemplars, but also to the immediateprocessing state of the individual at the moment of exposure. Anexperiment manipulating construal level prior to exposure to amediated narrative was conducted to test this proposal. The resultssuggest that evaluations of moral violations are modulated byconstrual level. High-level construal led to harsher, moreconsistent judgments of domain-violator morality, eliminating theeffect of baseline moral intuitions. Low-level construal induced anapparent trade-off in moral evaluation strategy which is sensitive toboth narrative outcome and domain salience. When domainviolators were punished, intuitive moral salience was negativelycorrelated with moral evaluations; however, when domainviolators were rewarded, the opposite trend emerged. Thesefindings indicate the need for an adjustment to the MIME model toallow for processing states to interact with moral domain salienceand moral judgments of media content. They also suggest that thestrength and quality of moral intuitions are not robust to broadercognitive processes, but interact with them.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Model of intuitive morality and exemplars; moralfoundation theory; construal level theory; media enjoyment." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9t41g4dk", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": "A.", "last_name": "Lester", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" }, { "first_name": "René", "middle_name": "", "last_name": "Weber", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26374/galley/16010/download/" } ] }, { "pk": 36044, "title": "Constructing Identity Through Negotiation for Cambodian Adult English Language Learners in East Oakland", "subtitle": null, "abstract": "This study engages with a participatory oral history project that\nexplores 3 themes. First, Cambodian participants included in the\nstudy will narrate from their perspectives how the evolution of\nsocial engagement and identity among African American and\nCambodian refugee communities residing in historically Black\nneighborhoods of Oakland, California, informed their English\nlanguage development. Second, it is the author’s intent through\ndata collected for the study to explore participants’ acquisition of\nEnglish language as a mode of resistance and empowerment for\nCambodian refugees in the US. Finally, in detailing the power of\noral history to bridge generational, linguistic, and global divides,\nthe participants in this study express the importance of learning\nEnglish as an additional language for the promotion and preservation of Cambodian history and tradition. The themes of this\nstudy will be framed by the theories of microagression and critical race theory in relation to English language construction.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Doing the Identity Work in ESL Learning and Teaching", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4hd3k7ht", "frozenauthors": [ { "first_name": "Brad", "middle_name": "D.", "last_name": "Washington", "name_suffix": "", "institution": "University of San Francisco", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36044/galley/26896/download/" } ] }, { "pk": 26328, "title": "Context, but not proficiency, moderates the effects of metaphor framing:A case study in India", "subtitle": null, "abstract": "Metaphors suffuse language and affect how people think. Ameta-analysis of metaphor framing studies conducted between1983 and 2000 concluded that metaphors are about 6% morepersuasive than literal language (Sopory & Dillard, 2002).However, each of these studies was conducted in English withsamples drawn from populations of native English speakers.Here, we test whether and how language proficiency moderatesthe influence of metaphor frames. Sampling from a populationof non-native, but generally proficient English speakers fromIndia, we found that metaphor frames systematically affectedpeople who reported using English primarily in informal con-texts (i.e., among friends and family and through the media)but not those who reported using English primarily in formalcontexts (i.e., for school or work). We discuss the implica-tions of this finding for countries like the US, where Englishis increasingly a non-native language for its residents, and fortheories of language processing more generally.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Metaphor" }, { "word": "framing" }, { "word": "analogy" }, { "word": "Persuasion" }, { "word": "politicalpsychology" }, { "word": "Reasoning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5n293146", "frozenauthors": [ { "first_name": "Paul", "middle_name": "H.", "last_name": "Thibodeau", "name_suffix": "", "institution": "Oberlin College", "department": "" }, { "first_name": "Daye", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "Oberlin College", "department": "" }, { "first_name": "Stephen", "middle_name": "", "last_name": "Flusberg", "name_suffix": "", "institution": "Purchase College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26328/galley/15964/download/" } ] }, { "pk": 26114, "title": "Context-dependent Processes and Engagement in Reading Literature", "subtitle": null, "abstract": "It does not do the act of reading literature any justice to de-scribe it as simply processing text to acquire information orknowledge. We enjoy reading stories, we become absorbed inthem. Our absorption into stories is related to their contextualstructure. We develop a statistical method for the analysis ofreading time distributions which allows us to assess the con-text of a story rather than merely its text. This analysis detectsstatistically distinct distributions of reading times, with eachdistribution representing a distinct process or mode of read-ing. Our experiments support the hypothesis that the temporalchange in these modes of reading are related to changes in thedegrees of absorption of the subjects and also in the contextualstructure of the stories being read.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Reading; Literary; Reading-time analysis" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8cc6b8m9", "frozenauthors": [ { "first_name": "Miho", "middle_name": "", "last_name": "Fuyama", "name_suffix": "", "institution": "Keio University", "department": "" }, { "first_name": "Shohei", "middle_name": "", "last_name": "Hidaka", "name_suffix": "", "institution": "Japan Advanced Institute of Science and Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26114/galley/15750/download/" } ] }, { "pk": 26385, "title": "Contextual Events and Their Role in a Two-Choice Joint Simon Task", "subtitle": null, "abstract": "We examined the effects of individual versus joint action on aSimon task using motion tracking to explore the implicitcognitive dynamics underlying responses. In both individual andjoint conditions, participants were slower to respond, and weredifferentially attracted to the distracter response location, whenthe spatial component of the stimulus was incompatible with theresponse location. When two people completed similar twochoice tasks together, the results were not statistically differentfrom the individual condition, even though the magnitude of thestimulus-response compatibility effect was slightly larger.Neither was there an increased effect when the partner had nostimulus-response conflict to resolve. We found no evidence foran action conflict when the responses of the two partners weredifferent. These data imply that the literature regarding the JointSimon task is still in the process of determining the relevantevents that interact with and support joint action.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Joint action; Simon effect; motion tracking" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/591768d3", "frozenauthors": [ { "first_name": "Steve", "middle_name": "", "last_name": "Croker", "name_suffix": "", "institution": "Illinois State University", "department": "" }, { "first_name": "J.", "middle_name": "Scott", "last_name": "Jordan", "name_suffix": "", "institution": "Illinois State University", "department": "" }, { "first_name": "Daniel", "middle_name": "S.", "last_name": "Schloesser", "name_suffix": "", "institution": "Illinois State University", "department": "" }, { "first_name": "Vincent", "middle_name": "", "last_name": "Cialdella", "name_suffix": "", "institution": "Illinois State University", "department": "" }, { "first_name": "Alex", "middle_name": "", "last_name": "Dayer", "name_suffix": "", "institution": "Illinois State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26385/galley/16021/download/" } ] }, { "pk": 36043, "title": "Contextualized Workforce Skills and ESL Learner Identity", "subtitle": null, "abstract": "This article reports on an empirical case study centering on adult\nESL learners’ motivational patterns for learning English and its\nrelevance to their career goals. It looks at past patterns of immigrant insertion within the socioeconomic context of the US and\nexplores current trends in adult ESL curriculum development\nfocused on the task of “career readiness.” Drawing on NortonPeirce’s (1995, 1997) concept of “investment” in second language\nlearning, research for this study poses the question of curriculum\nrelevance to student aspirations, implicating aspects of learner\nidentity and various modes of belonging. The study contributes to\nthe understanding of ESL learners’ positioning vis-à-vis curriculum change while reflecting on the extent of learner autonomy in\nthe face of structural limitations.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Doing the Identity Work in ESL Learning and Teaching", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2kt378s3", "frozenauthors": [ { "first_name": "Maliheh", "middle_name": "Mansuripur", "last_name": "Vafai", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36043/galley/26895/download/" } ] }, { "pk": 26324, "title": "Controlled vs. Automatic Processing:\nA Graph-Theoretic Approach to the Analysis of Serial vs. Parallel Processing\nin Neural Network Architectures", "subtitle": null, "abstract": "The limited ability to simultaneously perform multiple tasksis one of the most salient features of human performance anda defining characteristic of controlled processing. Based onthe assumption that multitasking constraints arise from sharedrepresentations between individual tasks, we describe a graph-theoretic approach to analyze these constraints. Our resultsare consistent with previous numerical work (Feng, Schwem-mer, Gershman, & Cohen, 2014), showing that even modestamounts of shared representation induce dramatic constraintson the parallel processing capability of a network architecture.We further illustrate how this analysis method can be appliedto specific neural networks to efficiently characterize the fullprofile of their parallel processing capabilities. We presentsimulation results that validate theoretical predictions, and dis-cuss how these methods can be applied to empirical studiesof controlled vs. and automatic processing and multitaskingperformance in humans.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "multitasking; cognitive control; capacity con-straint" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8gf7361v", "frozenauthors": [ { "first_name": "Sebastian", "middle_name": "", "last_name": "Musslick", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Biswadip", "middle_name": "", "last_name": "Dey", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Kayhan", "middle_name": "", "last_name": "Ozcimder", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Mostofa", "middle_name": "", "last_name": "Patwary", "name_suffix": "", "institution": "Parallel Computing Lab, Intel Corporation", "department": "" }, { "first_name": "Theodore", "middle_name": "", "last_name": "Willke", "name_suffix": "", "institution": "Parallel Computing Lab, Intel Corporation", "department": "" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Cohen", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26324/galley/15960/download/" } ] }, { "pk": 26381, "title": "Conversational expectations account for apparent limits on theory of mind use", "subtitle": null, "abstract": "Theory of mind is a powerful cognitive ability: by the ageof six, people are capable of accurately reasoning about oth-ers’ beliefs and desires. An influential series of language un-derstanding experiments by Keysar and colleagues, however,showed that adults systematically failed to take a speaker’sbeliefs into account, revealing limitations on theory of mind.In this paper we argue that these apparent failures are in factsuccesses. Through a minimal pair of replications comparingscripted vs. unscripted speakers, we show that critical utter-ances used by Keysar and colleagues are uncooperative: theyare less informative than what a speaker would actually pro-duce in that situation. When we allow participants to naturallyinteract, we find that listener expectations are justified and er-rors are reduced. This ironically shows that apparent failuresof theory of mind are in fact attributable to sophisticated ex-pectations about speaker behavior—that is, to theory of mind.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Theory of mind; social cognition; pragmatics" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5039f0w6", "frozenauthors": [ { "first_name": "Robert", "middle_name": "X. D.", "last_name": "Hawkins", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Noah", "middle_name": "D.", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26381/galley/16017/download/" } ] }, { "pk": 26346, "title": "Coordinate to cooperate or compete:Abstract goals and joint intentions in social interaction", "subtitle": null, "abstract": "Successfully navigating the social world requires reasoningabout both high-level strategic goals, such as whether to co-operate or compete, as well as the low-level actions neededto achieve those goals. While previous work in experimentalgame theory has examined the former and work on multi-agentsystems has examined the later, there has been little work in-vestigating behavior in environments that require simultaneousplanning and inference across both levels. We develop a hierar-chical model of social agency that infers the intentions of otheragents, strategically decides whether to cooperate or competewith them, and then executes either a cooperative or competi-tive planning program. Learning occurs across both high-levelstrategic decisions and low-level actions leading to the emer-gence of social norms. We test predictions of this model inmulti-agent behavioral experiments using rich video-game likeenvironments. By grounding strategic behavior in a formalmodel of planning, we develop abstract notions of both co-operation and competition and shed light on the computationalnature of joint intentionality.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "joint intention" }, { "word": "Cooperation" }, { "word": "coordination" }, { "word": "rein-forcement learning" }, { "word": "teams" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/29z7r7md", "frozenauthors": [ { "first_name": "Max", "middle_name": "", "last_name": "Kleiman-Weiner", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Mark", "middle_name": "K.", "last_name": "Ho", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Joseph", "middle_name": "L.", "last_name": "Austerweil", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Michael", "middle_name": "L.", "last_name": "Littman", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26346/galley/15982/download/" } ] }, { "pk": 26275, "title": "Creative Interaction with Blocks and Robots", "subtitle": null, "abstract": "In order to creatively interact with robots we need to\nunderstand how creative thinkers work with objects to explore\nnew ideas physically. Our approach involves comparing the\nmodel-making strategies of architects with students to expose\nthe creative extras architects bring to working with physical\nmodels. To study this we coded students and architects\nperforming a design task. Architects differed from students\nalong three dimensions. First, architects were more selective;\nthey used fewer blocks overall and fewer variations. Second,\narchitects appear to think more about spatial relationships and\nmaterial constraints. Lastly, architects more often experiment\nwith re-orientations: they position a block one way to see its\nrelations to its neighbors; they reposition it another way to see\nhow that changes how things look and feel. These findings\nsuggest that designers interact with the material more\neffectively than students. This embodied know-how is\nsomething next generation robots can support and possibly\nenhance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "design thinking; interaction; robotics" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/26r1d00j", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Smithwick", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Larry", "middle_name": "", "last_name": "Sass", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Kirsh", "name_suffix": "", "institution": "UC San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26275/galley/15911/download/" } ] }, { "pk": 26162, "title": "Critical Features of Joint Actions that Signal Human Interaction", "subtitle": null, "abstract": "We examined the visual perception of joint actions, in whichtwo individuals coordinate their body movements in space andtime to achieve a joint goal. Animations of interacting actionpairs (partners in human interactions) and non-interacting ac-tion pairs (individual actors sampled from different interactionsequences) were shown in the experiment. Participants wereasked to rate how likely the two actors were interacting. Therating data were then analyzed using multidimensional scalingto recover a two-dimensional psychological space for repre-senting joint actions. A descriptive model based on ordinallogit regression with a sparseness constraint was developed toaccount for human judgments by identifying critical featuresthat signal joint actions. We found that identification of jointactions could be accomplished by assessing inter-actor correla-tions between motion features derived from body movementsof individual actions. These critical features may enable rapiddetection of meaningful inter-personal interactions in complexscenes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "joint action; feature selection; human interaction" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/10s2k81t", "frozenauthors": [ { "first_name": "Tianmin", "middle_name": "", "last_name": "Shu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Thurman", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Dawn", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Song-Chun", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Hongjing", "middle_name": "", "last_name": "Lu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26162/galley/15798/download/" } ] }, { "pk": 26522, "title": "Cross-Linguistic Similarities Aid Third Language Learning in Bilinguals", "subtitle": null, "abstract": "Learning a new language involves significant vocabulary ac-quisition. Learners can accelerate this process by relying onwords with native-language overlap, such as cognates. Forbilingual third language learners, it is necessary to determinehow their two existing languages interact during novel lan-guage learning. A scaffolding account predicts transfer fromeither language for individual words, whereas an accumula-tion account predicts cumulative transfer from both languages.To compare these accounts, twenty English-German bilingualadults were taught an artificial language containing 48 novelwritten words that varied orthogonally in English and Germanwordlikeness (neighborhood size and orthotactic probability).Wordlikeness in each language improved word production ac-curacy, and similarity to one language provided the same bene-fit as dual-language overlap. In addition, participants’ memoryfor novel words was affected by the statistical distributions ofletters in the novel language. Results indicate that bilingualsutilize both languages during third language acquisition, sup-porting a scaffolding learning model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bilingualism; Language learning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1w97n5zw", "frozenauthors": [ { "first_name": "James", "middle_name": "", "last_name": "Bartolotti", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Viorica", "middle_name": "", "last_name": "Marian", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26522/galley/16158/download/" } ] }, { "pk": 26526, "title": "Cultural Evolution Across Domains: Language, Technology and Art", "subtitle": null, "abstract": "The social and cognitive mechanisms of cultural evolutionhave been studied in detail for different domains: language,technology, the economy, art, etc. However, a model thatincorporates the function of a cultural tradition and that isable to compare evolutionary dynamics across culturaldomains has not been formulated. By exploring the dynamicsof comparable linguistic, technological and artisticexperimental tasks, we test the effect of domain-specificfunction on evolutionary mechanisms such as inheritance,innovation and selection. We find evidence that culturaldomain shapes both the structure of the traditions and the waythe cultural-evolutionary mechanisms operate. Thesimplifying effects of cultural transmission are noticeable inlanguage and technology, but not in art; innovation is highestin art and lowest in language; and functional pressures lead todifferent morphological adaptations across domains. Thisspeaks of a crucial role of function and domain in theevolution of culture.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cultural evolution; language; technology; art;Lego; iterated learning; transmission chain; experiment" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/17z9k384", "frozenauthors": [ { "first_name": "Monica", "middle_name": "", "last_name": "Tamariz", "name_suffix": "", "institution": "Heriot-Watt University", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Kirby", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Jon", "middle_name": "", "last_name": "Carr", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26526/galley/16162/download/" } ] }, { "pk": 26212, "title": "Curiosity and Its Influence on Children's Memory", "subtitle": null, "abstract": "Curiosity has a tumultuous past. Originally curiosity wasconsidered a vice of excess leading to misconduct anddisaster. Recently, curiosity has transformed into a virtue ofself-expression resulting in success and better performance. Inclassrooms, educators try to find ways of eliciting curiosityfrom their students: allowing them to pick their own researchtopics and books, including pop culture references in lecture,and many more strategies. Recent adult studies have revealedbetter memory for trivia facts that elicit more curiosity. Thecurrent study modifies the methods used in previous adultstudies in order to make them more appropriate for children.Results from a sample of 24 7- and 8-year-olds reveal that byage eight curiosity significantly affects memory for triviafacts. This research may shed light on the cognitiveadvantages of curiosity and legitimatize the encouragement ofcuriosity in classrooms for school age children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "curiosity; children; Information Gap Theory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9t43x6z1", "frozenauthors": [ { "first_name": "Haley", "middle_name": "", "last_name": "Walin", "name_suffix": "", "institution": "University of California,Berkeley", "department": "" }, { "first_name": "Shaun", "middle_name": "", "last_name": "O’Grady", "name_suffix": "", "institution": "University of California,Berkeley", "department": "" }, { "first_name": "Fei", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of California,Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26212/galley/15848/download/" } ] }, { "pk": 26376, "title": "Curiosity-Driven Development of Tool Use Precursors: a Computational Model", "subtitle": null, "abstract": "Studies of child development of tool use precursors show suc-cessive but overlapping phases of qualitatively different typesof behaviours. We hypothesize that two mechanisms in par-ticular play a role in the structuring of these phases: the in-trinsic motivation to explore and the representation used toencode sensorimotor experience. Previous models showedhow curiosity-driven learning mechanisms could allow theemergence of developmental trajectories. We build uponthose models and present the HACOB (Hierarchical ActiveCuriosity-driven mOdel Babbling) architecture that activelychooses which sensorimotor model to train in a hierarchy ofmodels representing the environmental structure. We studythis architecture using a simulated robotic arm interacting withobjects in a 2D environment. We show that overlapping phasesof behaviours are autonomously emerging in hierarchical mod-els using active model babbling. To our knowledge, this isthe first model of curiosity-driven development of simple tooluse and of the self-organization of overlapping phases of be-haviours. In particular, our model explains why and how in-trinsically motivated exploration of non-optimal methods tosolve certain sensorimotor problems can be useful to discoverhow to solve other sensorimotor problems, in accordance withSiegler’s overlapping waves theory, by scaffolding the learningof increasingly complex affordances in the environment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "curiosity-driven learning; tool use; goal babbling;overlapping waves; developmental trajectory; HACOB model" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1z17525k", "frozenauthors": [ { "first_name": "Sebastien", "middle_name": "", "last_name": "Forestier", "name_suffix": "", "institution": "Universite de Bordeaux, France", "department": "" }, { "first_name": "Pierre-Yves", "middle_name": "", "last_name": "Oudeyer", "name_suffix": "", "institution": "University of Bordeaux", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26376/galley/16012/download/" } ] }, { "pk": 26548, "title": "Current Research in Cognitive Science at Educational Testing Service (ETS)", "subtitle": null, "abstract": "The Cognitive Science Research group at ETS conducts research and development at the forefront of educationalassessment, using cognitive theory in the design of assessments, building cognitive models to guide interpretation of test-takers’performance, and researching cognitive issues in the context of assessment. Moving beyond traditional (e.g., multiple-choice)tests, the group explores assessments that use innovative, highly interactive digital environments such as online games, virtuallabs or other simulations, and human-agent conversation-based interactions. Researchers also investigate how to draw appropri-ate inferences about test-takers’ knowledge and skills from complex data sources such as eye-movements, interaction logs, andother sequential information. I will provide an overview of the group’s research, including the use of cognitive models to inter-pret test-takers’ actions within interactive assessment tasks and empirical studies on how test-takers externalize their knowledgewhen problem solving in domains such as science inquiry, inter-cultural competence, and mathematics argumentation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6dp917gp", "frozenauthors": [ { "first_name": "Irvin", "middle_name": "", "last_name": "Katz", "name_suffix": "", "institution": "Educational Testing Service", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26548/galley/16184/download/" } ] }, { "pk": 26657, "title": "Data Shows Human Behavior is Not Random, period.", "subtitle": null, "abstract": "Simulations of many people’s decisions are used in public health and safety as well as to support policymaking.These simulations rely on creditable models of individual decision-making. An obvious approach is to develop a list of plausibleactions and to then evaluate the benefits of each in the current situation to make the decision. However, such evaluations canbe implausible, e.g., zero-intelligence traders in economics, or impracticable because the approach is computationally intensivefor large-scale simulations. As a result, a commonly used approach is to select randomly from the plausible actions. Withoutdata on how people would actually chose, a random number from a uniform distribution over the plausible options is often usedto represent the unknown cognition. However, we claim that substituting a uniform random distribution for how people makedecisions is making very strong claims about the process and we will present data demonstrating it is simply wrong.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5kb7x33x", "frozenauthors": [ { "first_name": "William", "middle_name": "G.", "last_name": "Kennedy", "name_suffix": "", "institution": "George Mason University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26657/galley/16293/download/" } ] }, { "pk": 26410, "title": "Deciding to Remember:Memory Maintenance as a Markov Decision Process", "subtitle": null, "abstract": "Working memory is a limited-capacity form of human mem-ory that actively holds information in mind. Which memoriesought to be maintained? We approach this question by showingan equivalence between active maintenance in working mem-ory and a Markov decision process in which, at each moment,a cognitive control mechanism selects a memory as the targetof maintenance. The challenge of remembering is then findinga maintenance policy well-suited to the task at hand. We com-pute the optimal policy under various conditions and defineplausible cognitive mechanisms that can approximate these op-timal policies. Framing the problem of maintenance in thisway makes it possible to capture in a single model many of theessential behavioral phenomena of memory maintenance, in-cluding directed forgetting and self-directed remembering. Fi-nally, we consider the case of imperfect metamemory — wherethe current state of memory is only partially observable — andshow that the fidelity of metamemory determines the effective-ness of maintenance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "memory maintenance" }, { "word": "Markov Decision Process" }, { "word": "cognitive control" }, { "word": "working memory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5763j7wx", "frozenauthors": [ { "first_name": "Jordan", "middle_name": "W.", "last_name": "Suchow", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26410/galley/16046/download/" } ] }, { "pk": 26305, "title": "Decision contamination in the wild:Sequential dependencies in Yelp review ratings", "subtitle": null, "abstract": "Current judgments are systematically biased by priorjudgments. Such biases occur in ways that seem to reflect thecognitive system’s ability to adapt to the statisticalregularities within the environment. These cognitivesequential dependencies have been shown to occur undercarefully controlled laboratory settings as well as more recentstudies designed to determine if such effects occur in realworld scenarios. In this study we use these well-knownfindings to guide our analysis of over 2.2 million businessreview ratings. We explore how both within-reviewer andwithin-business (between reviewer) ratings are influenced byprevious ratings. Our findings, albeit exploratory, suggestthat current ratings are influenced in systematic ways by priorratings. This work is couched within a broader program thataims to determine the validity of laboratory findings usinglarge naturally occurring behavioral data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Sequential dependency; Online reviews; Largenatural data; Decision making" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3jd577vn", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Vinson", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Rick", "middle_name": "", "last_name": "Dale", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Michael", "middle_name": "N.", "last_name": "Jones", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26305/galley/15941/download/" } ] }, { "pk": 26394, "title": "Decision-Making and Biases in Causal-Explanatory Reasoning", "subtitle": null, "abstract": "Decisions often rely on judgments about the probabilitiesof various explanations. Recent research has uncovered ahost of biases that afflict explanatory inference: Wouldthese biases also translate into decision-making? We findthat although people show biased inferences when makingexplanatory judgments in decision-relevant contexts (Exp.1A), these biases are attenuated or eliminated when thechoice context is highlighted by introducing an economicframing (price information; Exp. 1B–1D). However, biasedinferences can be “locked in” to subsequent decisions whenthe judgment and decision are separated in time (Exp. 2).Together, these results suggest that decisions can be morerational than the corresponding judgments—leading tochoices that are rational in the output of the decisionprocess, yet irrational in their incoherence with judgments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Decision-making; causal reasoning; inductivereasoning; explanation; behavioral economics." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1975v7p2", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "", "last_name": "Johnson", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Marianna", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Frank", "middle_name": "", "last_name": "Keil", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26394/galley/16030/download/" } ] }, { "pk": 26626, "title": "Deconstructing the multi-dimensional Aha! experience", "subtitle": null, "abstract": "The Aha! experience is not a unitary construct, and several different dimensions have been proposed as its con-stituents. However, a systematic analysis of how much each purported dimension predicts the overall Aha! experience isneeded. Presented with a large set of difficult problems (magic tricks), participants were asked to rate their solving experiencewith regard to suddenness in the emergence of the solution, certainty about the solution, surprise, pleasantness, relief, and drive.The strongest correlations with an overall Aha! rating on correct solutions were found for the dimensions of pleasantness, re-lief and certainty. Suddenness and drive were correlated to a lesser extent. No significant correlation was found for surprise.These results question the wisdom of the established approach of using a multi-component operational definition for the Aha!experience that encompasses suddenness, certainty and surprise. The positive affect that comes with discovery seems betterexpressed as pleasantness or relief than surprise.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8hw418v6", "frozenauthors": [ { "first_name": "Amory", "middle_name": "H.", "last_name": "Danek", "name_suffix": "", "institution": "University of Illinois", "department": "" }, { "first_name": "Shannon", "middle_name": "", "last_name": "Menard", "name_suffix": "", "institution": "University of Illinois", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Wiley", "name_suffix": "", "institution": "University of Illinois", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26626/galley/16262/download/" } ] }, { "pk": 26463, "title": "Deconstructing tomorrow: How children learn the semantics of time", "subtitle": null, "abstract": "Deictic time words (e.g., “tomorrow,” “yesterday”) refer totime periods relative to the present moment. While childrenproduce these words by age 2-3, they use them incorrectly forseveral more years. Here, as a case study in abstract wordlearning, we explored what children know about these wordsduring this delay. Specifically, we probed children’sknowledge of three aspects of meaning: deictic (past/future)status, sequential ordering (e.g., “tomorrow” is after“yesterday”), and remoteness from now. We asked 3- to 8-year-olds to place these words on a timeline extending fromthe past (left) to the future (right). Even 4-year-olds couldmeaningfully represent the words’ deictic status and order,and by 6, the majority displayed adult-like performance.Adult-like knowledge of remoteness, however, emergedindependently, after age 7. Thus, even while children usethese terms incorrectly, they are gradually constructing astructured semantic domain, including information about thedeictic, sequential, and metric relations among terms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "time; word learning; development; abstractconcepts; timeline" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7h32g1r2", "frozenauthors": [ { "first_name": "Katharine", "middle_name": "A.", "last_name": "Tillman", "name_suffix": "", "institution": "U. California, San Diego", "department": "" }, { "first_name": "Tyler", "middle_name": "", "last_name": "Marghetis", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Barner", "name_suffix": "", "institution": "U. California, San Diego", "department": "" }, { "first_name": "Mahesh", "middle_name": "", "last_name": "Srinivasan", "name_suffix": "", "institution": "U. California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26463/galley/16099/download/" } ] }, { "pk": 26742, "title": "Deep Learning and Attentional Bias in Human Category Learning", "subtitle": null, "abstract": "Human category learning is known to be a function of both the complexity of the category rule and attentionalbias. A classic and critically diagnostic human category problem involves learning integral stimuli (correlated features) using acondensation rule, or separable stimuli (independent features) using a filtration rule. Human category learning shows differentiallearning based on category rules that either require attentional binding or ignoring features. It has been shown that neuralnetworks learning with backpropagation cannot differentially learn or distribute attention without built in perceptual bias. Ineffect neural networks fail to integrate the complexity of learning with the representational bias of the stimuli. In this paper weshow that Deep Learning networks, through successive re-encoding and the development of more sensitive feature detectors,learn both the category rules while modeling the attentional bias consistent with the human performance in a task of categorizingrealistic 3D-modeled faces.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3zf53972", "frozenauthors": [ { "first_name": "Leyla", "middle_name": "Roksan", "last_name": "Caglar", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Stephen", "middle_name": "Jose", "last_name": "Hanson", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26742/galley/16378/download/" } ] }, { "pk": 26506, "title": "Definitely maybe and possibly even probably: efficient communication ofhigher-order uncertainty", "subtitle": null, "abstract": "Possibility and probability expressions, like possibly or prob-ably, are frequently assumed to communicate that the proba-bility of a proposition is above a certain threshold. Most pre-vious empirical research on these expressions has focused oncases of known objective chance: if the true objective proba-bility is given, would a speaker use possibly, probably or oneof their kin? Here, we investigate the use of probability expres-sions when speakers have subjective uncertainty about objec-tive chance, i.e., higher-order uncertainty. Experimental datasuggest that speakers’ choices of a probability expression is acomplex function of their state of higher-order uncertainty. Weformulate a computational probabilistic model of pragmaticspeaker behavior that explains the experimental data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "uncertainty; probability; experimental pragmatics;computational modeling" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/02j8k2r2", "frozenauthors": [ { "first_name": "Michele", "middle_name": "", "last_name": "Herbstritt", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Franke", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26506/galley/16142/download/" } ] }, { "pk": 26350, "title": "Degeneracy results in canalisation of language structure:A computational model of word learning", "subtitle": null, "abstract": "There is substantial variation in language experience betweenlearners, yet there is surprising similarity in the languagestructure they eventually acquire. While it is possible that thiscanalisation of language structure may be due to constraintsimposed by modulators, such as an innate language system, itmay instead derive from the broader, communicativeenvironment in which language is acquired. In this paper, thelatter perspective is tested for its adequacy in explaining therobustness of language learning to environmental variation. Acomputational model of word learning from cross-situational,multimodal information was constructed and tested. Key tothe model’s robustness was the presence of multiple,individually unreliable information sources that could supportlearning when combined. This “degeneracy” in the languagesystem had a detrimental effect on learning when compared toa noise-free environment, but was critically important foracquiring a canalised system that is resistant to environmentalnoise in communication.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "canalisation; degeneracy; language acquisition;multiple cues; word learning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5j61s3tg", "frozenauthors": [ { "first_name": "Padraic", "middle_name": "", "last_name": "Monaghan", "name_suffix": "", "institution": "Lancaster University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T07:00:00+13:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26350/galley/15986/download/" } ] } ] }