Article List
API Endpoint for journals.
GET /api/articles/?format=api&offset=21600
{ "count": 38465, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=21700", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=21500", "results": [ { "pk": 26317, "title": "Design from Zeroth Principles", "subtitle": null, "abstract": "A successful design accounts for the structure of the problemit is aimed at solving. When it is a human-directed design,this includes the expectations of its users. How do we arriveat such a design? One approach starts from first principles(e.g., simplicity, unity, symmetry, balance) to evaluate thequality of proposed designs. Here, we introduce design fromzeroth principles, a form of human-in-the-loop computationthat synthesizes a design that conforms to its users’ expecta-tions. The technique begins by constructing a transmissionchain seeded with a random design. Each user in the chain isexposed to the design and then recreates it, passing alongtheir recreation to the next user, who does the same. Throughthis iterative process, the users’ perceptual, inductive, and re-constructive biases directly transform the initial design intoone that is better fit to human cognition. Such designs are eas-ier to learn and harder to forget. We evaluated the approach inthree domains — stimulus–response mappings, vanity phonenumbers, and letter placement in typeset words — and showthat it produces a good design in each.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "design" }, { "word": "cognitive ergonomics" }, { "word": "inductive bias" }, { "word": "transmission chain" }, { "word": "user interface" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0jn746zm", "frozenauthors": [ { "first_name": "Jordan", "middle_name": "", "last_name": "Suchow", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Pacer", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Griffiths", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26317/galley/15953/download/" } ] }, { "pk": 36028, "title": "Designing an EFL Reading Program to Promote Literacy Skills, Critical Thinking, and Creativity", "subtitle": null, "abstract": "This article details the design and implementation of a reading\nprogram in a university EFL setting as a strategy to encourage\ncreativity, critical thinking, collaborative learning, and reading\nfor enjoyment (Anderson & Krathwohl, 2001; Richards & Renandya, 2002). This student-centered project challenged ELLs\nto address issues such as bullying, racism, relationships, culture,\nand human rights through reading texts and activities, spanning\na range of language levels from beginners to high-intermediate.\nThe program includes a combination of intensive and extensive\nreading, lower- and higher-order thinking skills, and creative\nlanguage production in the form of reading group discussions,\nposter sessions, and character role-plays. Included are sample lesson plans, reading materials, and activities, which can easily be\nmodified for other language-learning contexts.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Creativity in Language Teaching", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7j4335rn", "frozenauthors": [ { "first_name": "Erica", "middle_name": "", "last_name": "Ferrer", "name_suffix": "", "institution": "Universidad del Norte, Baranquilla, Colombia", "department": "" }, { "first_name": "Kendra", "middle_name": "", "last_name": "Staley", "name_suffix": "", "institution": "Universidad del Norte, Baranquilla, Colombia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36028/galley/26880/download/" } ] }, { "pk": 26479, "title": "Desirable difficulties in the development of active inquiry skills", "subtitle": null, "abstract": "This study explores developmental changes in the ability toask informative questions. We hypothesized an intrinsic linkbetween the ability to update beliefs in light of evidence andthe ability to ask informative questions. Four- to ten-year-oldchildren played an iPad game asking them to identify a hiddenbug. Learners could either ask about individual bugs, or makea series of feature queries (e.g., “Does the hidden bug haveantenna?”) that could more efficiently narrow the hypothesisspace. Critically the task display either helped children inte-grate evidence with the hypothesis space or required them toperform this operation themselves. Although we found thathelping children update their beliefs improved some aspects oftheir active inquiry behavior, children required to update theirown beliefs asked questions that were more context-sensitiveand thus informative. The results show how making a taskmore difficult may actually improve children’s active inquiryskills, thus illustrating a type of desirable difficulty.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "question asking" }, { "word": "information search" }, { "word": "active in-quiry" }, { "word": "hypothesis testing" }, { "word": "scientific reasoning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1r50w1nr", "frozenauthors": [ { "first_name": "George", "middle_name": "", "last_name": "Kachergis", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Marjorie", "middle_name": "", "last_name": "Rhodes", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Todd", "middle_name": "", "last_name": "Gureckis", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26479/galley/16115/download/" } ] }, { "pk": 26120, "title": "Determining the alternatives for scalar implicature", "subtitle": null, "abstract": "Successful communication regularly requires listeners to makepragmatic inferences — enrichments beyond the literal mean-ing of a speaker’s utterance. For example, when interpretinga sentence such as “Alice ate some of the cookies,” listenersroutinely infer that Alice did not eat all of them. A Griceanaccount of this phenomenon assumes the presence of alterna-tives (like “all of the cookies”) with varying degrees of infor-mativity, but it remains an open question precisely what thesealternatives are. To address this question, we collect empiricalmeasurements of speaker and listener judgments about vary-ing sets of alternatives across a range of scales and use these asinputs to a computational model of pragmatic inference. Thisapproach allows us to test hypotheses about how well differ-ent sets of alternatives predict pragmatic judgments by peo-ple. Our findings suggest that comprehenders likely considera broader set of alternatives beyond those logically entailed bythe initial message.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2vj6q5r5", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "", "last_name": "Peloquin", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26120/galley/15756/download/" } ] }, { "pk": 26624, "title": "Developmental deficit in autobiographical episodic memory: Evidence fromWilliams syndrome", "subtitle": null, "abstract": "Williams syndrome (WS) is a genetic developmental disorder characterized by severe spatial impairments andstructural and functional abnormalities in the hippocampus (Meyer-Lindenburg et al., 2006). Although the spatial deficit iswell-documented, we know little about other deficits that would be predicted by the hippocampal abnormalities. Here, weexamine episodic memory (i.e. memory for personally experienced events in a spatio-temporal context, Tulving, 1983), askingpeople with WS to recount past personal events. We use an interview method developed for patients (Levine et al., 2002) andtypically developing children (Willoughby et al., 2012). People with WS recounted significantly fewer episodic details thanage-matched controls. Importantly however, they offered just as many semantic details (reflecting general world knowledge),indicating that global factors (e.g., verbal skill or IQ) cannot account for these results. Our work identifies a specific cognitivedeficit in WS and further highlights the critical involvement of the hippocampus in episodic memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/35w9542p", "frozenauthors": [ { "first_name": "Katrina", "middle_name": "", "last_name": "Ferrara", "name_suffix": "", "institution": "Georgetown University", "department": "" }, { "first_name": "Alexandra", "middle_name": "", "last_name": "Cohen", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Landau", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26624/galley/16260/download/" } ] }, { "pk": 26179, "title": "Developmentally plausible learning of word categories from distributional statistics", "subtitle": null, "abstract": "In this paper we evaluate a mechanism for the learning of wordcategories from distributional information against criteria ofpsychological plausibility. We elaborate on the ideasdeveloped by Redington et al. (1998) by embedding themechanism in an existing model of language acquisition(MOSAIC) and gradually expanding the contexts it has accessto in a developmentally plausible way. In line with child data,the mechanism shows early development of a noun category,and later development of a verb category. It is furthermoreshown that the mechanism can maintain high performance atlower computational overhead by disregarding tokenfrequency information, thus improving the plausibility of themechanism as something that is used by language-learningchildren.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Word class acquisition; Distributional analysis" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8wj4j54h", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Freudenthal", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Julian", "middle_name": "M.", "last_name": "Pine", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Jones", "name_suffix": "", "institution": "Nottingham Trent University", "department": "" }, { "first_name": "Fernand", "middle_name": "", "last_name": "Gobet", "name_suffix": "", "institution": "University of Liverpool", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26179/galley/15815/download/" } ] }, { "pk": 26245, "title": "Developmental Shift in the Relationship Between Sequential Learning, ExecutiveFunction, and Language Ability as Revealed by Event-Related Potentials", "subtitle": null, "abstract": "Previous research has shown a link between sequentiallearning (SL) and language as well as links between executivefunction (EF) and both language and SL. However, littleresearch has focused on both the development of therelationship between these factors and their neurologicalunderpinnings. Here we report a study of the event-relatedpotential (ERP) correlates of SL and behavioral measures oflanguage and EF in a sample of 7-12-year-old children.Results revealed that both SL and EF had independentassociations with language development but that thecontribution that both made toward language developmentshifted dramatically between the ages of 7 to 11-12 years. Theresults furthermore suggest that this developmental shift maybe due in part to the maturation of EF abilities and changesdue to neural entrenchment and commitment as aconsequence of language acquisition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language development; sequential learning;statistical learning; executive function; event-relatedpotentials (ERP)" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8vr5p4xg", "frozenauthors": [ { "first_name": "Joanne", "middle_name": "A.", "last_name": "Deocampo", "name_suffix": "", "institution": "Georgia State University", "department": "" }, { "first_name": "Christopher", "middle_name": "M.", "last_name": "Conway", "name_suffix": "", "institution": "Georgia State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26245/galley/15881/download/" } ] }, { "pk": 26762, "title": "Differential Processing for Actively Ignored Pictures and Words", "subtitle": null, "abstract": "Previous work suggests pictures may be processed more readily than words, likely because pictures appear tomaintain more direct access to semantic and conceptual representations (Amit, Algom, & Trope, 2009). However, it is unclearhow words and pictures may be processed differently when they are actively ignored. Our earlier work demonstrated a facilitatedrecognition for actively ignored words, provided they appeared frequently with an attended target in a previously presentedrepetition detection task (Dewald, Sinnett, & Doumas, 2012). The current study adapted this paradigm to examine the extentto which unattended pictures may be processed under analogous conditions. Overall, ignored pictures were recognized moreoften than ignored words. Moreover, recognition for ignored pictures did not benefit from target-alignment whereas ignoredwords did. These findings suggest that unattended pictures may continue to be processed more readily than words even underconditions in which attention is not directed toward them.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/12j1v23w", "frozenauthors": [ { "first_name": "Scott", "middle_name": "", "last_name": "Sinnett", "name_suffix": "", "institution": "University of Hawaii at Manoa", "department": "" }, { "first_name": "Maegen", "middle_name": "", "last_name": "Walker", "name_suffix": "", "institution": "University of Hawaii at Manoa", "department": "" }, { "first_name": "Margeaux", "middle_name": "", "last_name": "Ciraolo", "name_suffix": "", "institution": "University of Hawaii at Manoa", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Dewald", "name_suffix": "", "institution": "University of Hawaii at Manoa", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26762/galley/16398/download/" } ] }, { "pk": 26088, "title": "Differentiating between Encoding and Processing during Diagnostic Reasoning: An\nEye tracking study.", "subtitle": null, "abstract": "When finding a best explanation for observed symptoms a\nmultitude of information has to be integrated and matched\nagainst explanations stored in memory. Although assumptions\nabout ongoing memory processes can be derived from the\nprocess models, little process data exists that would allow to\nsufficiently test these assumptions.\nIn order to explore memory processes in diagnostic\nreasoning, 29 participants were asked to solve a visual\nreasoning task (the Black Box paradigm) where critical\ninformation had to be retrieved from memory.\nThis study focused on differentiating between processes\nthat take place during the encoding and the evaluation of\nsymptom information by comparing eye movement measures\n(the number of fixation and fixation duration per dwell).\nResults will be discussed in light of existing theories on\nsequential diagnostic reasoning. Further, it will be discussed\nto which extent eye movements can be informative about\nmemory processes underlying sequential diagnostic\nreasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "diagnostic reasoning; eye tracking; process\ntracing; encoding-processing differences" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1zq5m7rp", "frozenauthors": [ { "first_name": "Anja", "middle_name": "", "last_name": "Klichowicz", "name_suffix": "", "institution": "Technische Universität Chemnitz", "department": "" }, { "first_name": "Agnes", "middle_name": "", "last_name": "Scholz", "name_suffix": "", "institution": "Technische Universität Chemnitz", "department": "" }, { "first_name": "Sascha", "middle_name": "", "last_name": "Strehlau", "name_suffix": "", "institution": "Technische Universität Chemnitz", "department": "" }, { "first_name": "Josef", "middle_name": "F.", "last_name": "Krems", "name_suffix": "", "institution": "Technische Universität Chemnitz", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26088/galley/15724/download/" } ] }, { "pk": 26254, "title": "Discourse Analysis as a Solution to Interpretive Problems in Cognitive DevelopmentResearch", "subtitle": null, "abstract": "Cognitive development researchers have drawn conclusionsabout young children’s developing knowledge of number bystudying their behavior, while at the same timeacknowledging that behavior is an imperfect index ofknowledge, e.g., it may be disputed whether a givenbehavioral task accurately measures, overestimates, orunderestimates children’s knowledge. The texts of publishedresearch articles from these investigations are the focus of adiscourse analysis described in the present article. The resultsof the discourse analysis suggest that claims about what aperson knows are actually generalized descriptions ofbehavior. Therefore, in studying behavior on tasks to drawconclusions about participants’ conceptual knowledge,researchers are merely making behavioral generalizations, notinvestigating hidden cognitive or epistemic content.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "conceptual knowledge; discourse; epistemology;performance and competence; conceptual and proceduralknowledge" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1xr6g1n7", "frozenauthors": [ { "first_name": "Patrick", "middle_name": "", "last_name": "Byers", "name_suffix": "", "institution": "City University of New York", "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": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26254/galley/15890/download/" } ] }, { "pk": 26288, "title": "Discriminability of sound contrasts in the face of speaker variation quantified", "subtitle": null, "abstract": "How does a naive language learner deal with speaker variationirrelevant to distinguishing word meanings? Experimental datais contradictory, and incompatible models have been proposed.Here, we examine basic assumptions regarding the acousticsignal the learner deals with: Is speaker variability a hurdle indiscriminating sounds or can it easily be ignored? To this end,we summarize existing infant data. We then present machine-based discriminability scores of sound pairs obtained withoutany language knowledge. Our results show that speaker vari-ability decreases sound contrast discriminability, and that somecontrasts are affected more than others. However, chance per-formance is rare; most contrasts remain discriminable in theface of speaker variation. We take our results to mean thatspeaker variation is not a uniform hurdle to discriminatingsound contrasts, and careful examination is necessary whenplanning and interpreting studies testing whether and to whatextent infants (and adults) are sensitive to speaker differences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language acquisition; speech; acoustics; machineclassification" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/57j4z9p0", "frozenauthors": [ { "first_name": "Christina", "middle_name": "", "last_name": "Bergmann", "name_suffix": "", "institution": "Université Paris Sciences et Lettres", "department": "" }, { "first_name": "Alejandrina", "middle_name": "", "last_name": "Cristia", "name_suffix": "", "institution": "Université Paris Sciences et Lettres", "department": "" }, { "first_name": "Emmanuel", "middle_name": "", "last_name": "Dupoux", "name_suffix": "", "institution": "Université Paris Sciences et Lettres", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26288/galley/15924/download/" } ] }, { "pk": 26186, "title": "Disfluency production in speech and gesture", "subtitle": null, "abstract": "The cognitive architecture and function of co-speech gesture\nhas been the subject of a large body of research. We investigate\ntwo main questions in this field, namely, whether language and\ngesture are the same or two inter-related systems, and whether\ngestures help resolve speech problems, by examining the\nrelationship between gesture and disfluency in neurotypical\nspeakers. Our results support the view of separate, but inter-\nrelated systems by showing that speech problems do not\nnecessarily cause gesture problems, and on many occasions,\ngestures signal an upcoming speech problem even before it\nsurfaces in overt speech. We also show that while gestures are\nmore common on fluent trials, speakers use both iconic and\nbeat gestures on disfluent trials to facilitate communication,\nalthough the two gesture types support communication in\ndifferent ways.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Gesture" }, { "word": "speech production" }, { "word": "disfluency" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6h35g0np", "frozenauthors": [ { "first_name": "Niloofar", "middle_name": "", "last_name": "Akhavan", "name_suffix": "", "institution": "Koc University", "department": "" }, { "first_name": "Tilbe", "middle_name": "", "last_name": "Göksun", "name_suffix": "", "institution": "Koc University", "department": "" }, { "first_name": "Nazbanou", "middle_name": "Bonnie", "last_name": "Nozari", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26186/galley/15822/download/" } ] }, { "pk": 26086, "title": "Dissociable effects of cue validity on bias formation and reversal", "subtitle": null, "abstract": "In two experiments we manipulated the prior probabilityof occurrence for two alternatives. After a first learningsession, in a second session the cue to bias the decisionwas reversed. Our investigation shows that subjects areable to learn the reverse bias only when the bias of the firstsession is in line with their expected outcome. When, dur-ing the first session, the actual outcome of the bias is notin line with the expected outcome, there is an inhibitionfor the reversal bias learning in the second session. Weinvestigate this phenomenon with computational modelsof choice showing that the inhibition of reversal is due toan increase in the rate at which subjects accumulate evi-dence for repeated, unexpected stimuli. We discuss a pos-sible theoretical explanation that links this phenomenonto similar results found in the literature on reversal learn-ing and to the effect of novelty on learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "bias; reversal learning; drift diffusion model;random dot kinematogram" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5zc4971q", "frozenauthors": [ { "first_name": "Angelo", "middle_name": "", "last_name": "Pirrone", "name_suffix": "", "institution": "Sheffield University , Peking University", "department": "" }, { "first_name": "Qi", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Peking University", "department": "" }, { "first_name": "Sheng", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "Peking University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26086/galley/15722/download/" } ] }, { "pk": 26531, "title": "Distinguishing processing difficulties in inhibition, implicature, and negation", "subtitle": null, "abstract": "Despite their considerable communicative abilities, youngchildren often have difficulty interpreting complex linguisticstructures in context. Two examples of this phenomenon arenegation and pragmatic implicature, both of which pose some-times surprising difficulties for preschoolers. Both of thesestructures require children to resist a more salient alternativeinterpretation; since executive function abilities develop ex-tensively during childhood, perhaps failures are due to prob-lems in inhibition. To test this hypothesis, we designed tasksto measure inhibitory control, negation, and implicature com-prehension in children and adults. Using standard analyses aswell as drift diffusion models, we found different patterns ofprocessing on all three tasks, and no support for the hypothesisthat inhibitory control per se is playing a role in either adults’or children’s negation or implicature processing. Instead, ouranalyses reveal qualitatively different developmental trajecto-ries, suggesting task-specific factors driving these changes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Inhibitory control; negation; implicature; drift dif-fusion model; cognitive development; pragmatics" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4dt4r3st", "frozenauthors": [ { "first_name": "Ann", "middle_name": "E.", "last_name": "Nordmeyer", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Erica", "middle_name": "J.", "last_name": "Yoon", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26531/galley/16167/download/" } ] }, { "pk": 26149, "title": "Distributed Cognition in the Past Progressive: Narratives as Representational Tools\nfor Clinical Reasoning", "subtitle": null, "abstract": "Cognition may require access to past events, for example to\nunderstand undesirable outcomes or diagnose failures. When\ncognition is distributed between multiple participants, a\nparticular representational challenge occurs because not all of\nthe participants may have directly experienced the focal\nevent. Language can transcend temporal and physical\nlimitations on event accessibility. We suggest that people\ncreate complex linguistic constructs as tools to facilitate\nretrospective cognition. We illustrate this process by\nanalyzing the use of a particular linguistic construct\n(narrative) in the domain of clinical reasoning. Results\ndemonstrated that narratives support clinical cognition during\npractitioner-patient interactions. Narratives extended access to\nclinically relevant events providing information about\ncircumstances, subjective experiences, patient functioning,\nand prior decisions. Whereas, the hermeneutic nature of\nnarrative allowed collaborative hypothesis testing and\ncreation of meaning. The use of narrative in clinical cognition\nchallenges Bruner’s (1991) distinction between narrative and\nparadigmatic reasoning and enriches the understanding of\nmedical narratives.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "distributed cognition; medical cognition;\nnarrative; doctor-patient interaction" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6ms4t78x", "frozenauthors": [ { "first_name": "Katherine", "middle_name": "D.", "last_name": "Lippa", "name_suffix": "", "institution": "Wright State University", "department": "" }, { "first_name": "Valerie", "middle_name": "L.", "last_name": "Shalin", "name_suffix": "", "institution": "Wright State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26149/galley/15785/download/" } ] }, { "pk": 26478, "title": "Do additional features help or harm during category learning?An exploration of the curse of dimensionality in human learners", "subtitle": null, "abstract": "How does the number of features impact category learning?One view suggests that additional features creates a “curse ofdimensionality” - where having more features causes the sizeof the search space to grow so quickly that discovering goodclassification rules becomes increasingly challenging. The op-posing view suggests that additional features provide a wealthof additional information which learners should be able to useto improve their classification performance. Previous researchexploring this issue appears to have produced conflicting re-sults: some find that learning improves with additional features(Hoffman & Murphy, 2006) while others find that it does not(Minda & Smith, 2001; Edgell et al., 1996). Here we inves-tigate the possibility that category structure may explain thisapparent discrepancy – that more features are useful in cate-gories with family resemblance structure, but are not (and mayeven be harmful) in more rule-based categories. We find whilethe impact of having many features does indeed depend on cat-egory structure, the results can be explained by a single unifiedmodel: one that attends to a single feature on any given trialand uses information learned from that particular feature tomake classification judgments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Category learning; supervised learning; curse ofdimensionality" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/03888250", "frozenauthors": [ { "first_name": "Wai", "middle_name": "Keen", "last_name": "Vong", "name_suffix": "", "institution": "University of Adelaide", "department": "" }, { "first_name": "Andrew", "middle_name": "T.", "last_name": "Hendrickson", "name_suffix": "", "institution": "University of Adelaide", "department": "" }, { "first_name": "Amy", "middle_name": "", "last_name": "Perfors", "name_suffix": "", "institution": "University of Adelaide", "department": "" }, { "first_name": "Daniel", "middle_name": "J.", "last_name": "Navarro", "name_suffix": "", "institution": "University of New South Wales", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26478/galley/16114/download/" } ] }, { "pk": 26444, "title": "Do classifier categories affect or reflect object concepts?", "subtitle": null, "abstract": "We conceptualize objects based on sensorimotor information\ngleaned from real-world experience. To what extent is\nconceptual information structured according to higher-level\nlinguistic features? We investigate whether classifiers, a\ngrammatical category, shape the conceptual representations of\nobjects. In three experiments native Mandarin speakers (a\nclassifier language) and native Dutch speakers (a language\nwithout classifiers) judged the similarity of a target object with\nfour objects (presented as words or pictures). One object shared a\nclassifier with the target, the other objects did not. Overall, the\ntarget object was judged as more similar to the object with the\nshared classifier than distractor objects in both Dutch and\nMandarin speakers, with no difference between the two\nlanguages. Thus, even speakers of a non-classifier language are\nsensitive to object similarities underlying classifier systems, and\nusing a classifier system does not exaggerate these similarities.\nThis suggests that classifier systems reflect, rather than affect,\nconceptual structure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "classifiers; object concepts; Mandarin; Dutch;\nlinguistic relativity; language and thought" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6hb3z99f", "frozenauthors": [ { "first_name": "Laura", "middle_name": "J.", "last_name": "Speed", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Jidong", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "California State University, Fresno", "department": "" }, { "first_name": "Falk", "middle_name": "", "last_name": "Huettig", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Asifa", "middle_name": "", "last_name": "Majid", "name_suffix": "", "institution": "Radboud University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26444/galley/16080/download/" } ] }, { "pk": 26194, "title": "Document Cohesion Flow: Striving towards Coherence", "subtitle": null, "abstract": "Text cohesion is an important element of discourseprocessing. This paper presents a new approach to modeling,quantifying, and visualizing text cohesion using automatedcohesion flow indices that capture semantic links amongparagraphs. Cohesion flow is calculated by applyingCohesion Network Analysis, a combination of semanticdistances, Latent Semantic Analysis, and Latent DirichletAllocation, as well as Social Network Analysis. Experimentsperformed on 315 timed essays indicated that cohesion flowindices are significantly correlated with human ratings of textcoherence and essay quality. Visualizations of the globalcohesion indices are also included to support a more facileunderstanding of how cohesion flow impacts coherence interms of semantic dependencies between paragraphs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cohesion Flow; Natural Language Processing" }, { "word": "Computational Models; Cohesion Network Analysis;Coherence; Writing Quality" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5zv9m93j", "frozenauthors": [ { "first_name": "Scott", "middle_name": "A.", "last_name": "Crossley", "name_suffix": "", "institution": "Georgia State University", "department": "" }, { "first_name": "Mihai", "middle_name": "", "last_name": "Dascalu", "name_suffix": "", "institution": "University Politehnica of Bucharest", "department": "" }, { "first_name": "Stefan", "middle_name": "", "last_name": "Trausan-Matu", "name_suffix": "", "institution": "University Politehnica of Bucharest", "department": "" }, { "first_name": "Laura", "middle_name": "K.", "last_name": "Allen", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Danielle", "middle_name": "S.", "last_name": "McNamara", "name_suffix": "", "institution": "Arizona State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26194/galley/15830/download/" } ] }, { "pk": 26391, "title": "Do Do Do, The The The:\nInteractivity and Articulatory Suppression in Mental Arithmetic", "subtitle": null, "abstract": "Doing long sums in the absence of complementary\nactions or artefacts is a multi-step procedure that quickly\ntaxes working memory; congesting the phonological\nloop further handicaps performance. In the experiment\nreported here, participants completed long sums either\nwith hands down—the low interactivity condition—or\nby moving numbered tokens—the high interactivity\ncondition—while they repeated ‘the’ continuously,\nloading the phonological loop, or not. As expected,\narticulatory suppression substantially affected\nperformance, but more so in the low interactivity\ncondition. Independent measures of basic arithmetic\nskill and mathematics anxiety moderated the impact of\narticulatory suppression on performance in the low but\nnot in the high interactivity condition. These findings\nsuggest that working memory resources are augmented\nwith interactivity, underscoring the importance of\ncharacterizing the properties of the system as it is\nconfigured by the dynamic agent-environment coupling.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Interactivity" }, { "word": "Mental Arithmetic" }, { "word": "Articulatory Suppression" }, { "word": "working memory" }, { "word": "Systemic\nCognition" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6kc9j582", "frozenauthors": [ { "first_name": "Frédéric", "middle_name": "", "last_name": "Vallée-Tourangeau", "name_suffix": "", "institution": "Kingston University", "department": "" }, { "first_name": "Miroslav", "middle_name": "", "last_name": "Sirota", "name_suffix": "", "institution": "University of Essex", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26391/galley/16027/download/" } ] }, { "pk": 26395, "title": "Does Chess Instruction Enhance Mathematical Ability in Children?A Three-Group Design to Control for Placebo Effects", "subtitle": null, "abstract": "Pupils’ poor achievement in mathematics has recently been aconcern in many Western countries. In order to address this is-sue, it has been proposed to teach chess in schools. However,in spite of optimistic claims, no convincing evidence of the ac-ademic benefits of chess instruction has ever been provided,because no study has ever controlled for possible placebo ef-fects. In this experimental study, a three-group design (i.e., ex-perimental, placebo, and control groups) was implemented tocontrol for possible placebo effects. Measures of mathematicalability and metacognitive skills were taken before and after thetreatment. We were interested in metacognitive skills becausethey have been claimed to be boosted by chess instruction, inturn positively influencing the enhancement of mathematicalability. The results show that the experimental group (partici-pants attending a chess course) achieved better scores in math-ematics than the placebo group (participants attending a Gocourse) but not than the control group (participants attendingregular school lessons). With regard to metacognition, no dif-ferences were found between the three groups. These resultssuggest that some chess-related skills generalize to the mathe-matical domain, because the chess lessons compensated for thehours of school lessons lost, whereas the Go lessons did not.However, this transfer does not seem to be mediated by meta-cognitive skills, and thus appears to be too limited to offer ed-ucational advantages.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "chess; mathematics; transfer; education." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2d0454fm", "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": "" }, { "first_name": "Roberto", "middle_name": "", "last_name": "Trinchero", "name_suffix": "", "institution": "University of Turin", "department": "" }, { "first_name": "Salvatore", "middle_name": "", "last_name": "Ventura", "name_suffix": "", "institution": "University of Milan", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26395/galley/16031/download/" } ] }, { "pk": 26630, "title": "Does Contrast or Comparison Help More? The Role of Learning Mode andCategory Type", "subtitle": null, "abstract": "Recent work suggests that classification training and observational learning may differ with regard to the benefitsof different types of item presentation. In particular, there is evidence that between-category contrast is most helpful fortraditional classification learning of feature-based categories, while a supervised observational mode promotes learning ofrelational categories via within-category comparison. The purpose of this study is to begin to tease apart the role of the learningmode versus the type of category in producing this pattern of results by replicating an earlier study that used classificationtraining and feature-based categories, and adding in observational learning conditions. If under these conditions, contrast isbeneficial for both learning modes, it will suggest that the type of category being learned is the key to the previously observeddifference. If, on the other hand, that same difference is observed, it will suggest that the cause is the learning mode itself.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/73q0k0d2", "frozenauthors": [ { "first_name": "Jan", "middle_name": "", "last_name": "Andrews", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Ken", "middle_name": "", "last_name": "Livingston", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Calais", "middle_name": "", "last_name": "Larson", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Ken", "middle_name": "", "last_name": "Kurtz", "name_suffix": "", "institution": "Binghamton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26630/galley/16266/download/" } ] }, { "pk": 26719, "title": "Does Experience with Physics Concepts Improve Mental Rotation Performance?", "subtitle": null, "abstract": "STEM disciplines have been shown to positively impact an individual’s visuospatial skills (Kozhevnikov, 1999).The current study examines improvement in spatial thinking in physics undergraduate students over the course of a semester.Students completed the Shepard and Metzler (1971) task at two time points– beginning and end of a semester – where they wereasked to determine if two 3D figures were a match or mirror-images of each other. A Tobii X60 eye-tracker was used to recordeye movement as an indirect measure of cognitive strategy selection. Preliminary analysis show a significant improvement inmental rotation performance from time point 1 (M=31.867, SD=5.027) to time point 2 (M=35.333, SD=3.885) t(14)=-3.014,p=.009. A latent profile analysis will be used to model cognitive strategies selected at time points 1 and 2 and analyzed for sexdifferences. The findings of this study are important for understanding the underrepresentation of women in STEM.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4v28q5wj", "frozenauthors": [ { "first_name": "Rosalie", "middle_name": "", "last_name": "Odean", "name_suffix": "", "institution": "Florida International University", "department": "" }, { "first_name": "Alina", "middle_name": "", "last_name": "Nazareth", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Bartley", "name_suffix": "", "institution": "Florida International University", "department": "" }, { "first_name": "Eric", "middle_name": "", "last_name": "Brewe", "name_suffix": "", "institution": "Florida International University", "department": "" }, { "first_name": "Angela", "middle_name": "", "last_name": "Laird", "name_suffix": "", "institution": "Florida International University", "department": "" }, { "first_name": "Shannon", "middle_name": "M.", "last_name": "Pruden", "name_suffix": "", "institution": "Florida International University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26719/galley/16355/download/" } ] }, { "pk": 26670, "title": "Does GIScience Training Enhance Spatial Navigation Ability?", "subtitle": null, "abstract": "Research on the reciprocal influence of spatial thinking and GIScience training is limited (Wakabayashi & Ishikawa,2011). In the current project, we examine improvement in spatial navigation in undergraduates enrolled in GIS classes over thecourse of a semester. Students enrolled in strategic communications (SC), a low-spatial content class, were used as a controlgroup. Fifty students were trained and tested at 2 time points – beginning and end of a semester – in a virtual navigationtask (Silcton; Weisberg, et. al., 2014). We hypothesize that a significantly higher number of GIS students as compared toSC students will be Integrators i.e. they will find the most targets within-route and between-route in the virtual environment.Furthermore, we hypothesize that GIS students will show a significantly greater improvement at time point 2 as compared toSC students. This research has important implications for spatial training and educational pedagogy in STEM disciplines.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0wx79396", "frozenauthors": [ { "first_name": "Annisa", "middle_name": "", "last_name": "Ahmed", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Alina", "middle_name": "", "last_name": "Nazareth", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Danielle", "middle_name": "", "last_name": "Burnetta", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Magda", "middle_name": "", "last_name": "Abozeed", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Nora", "middle_name": "", "last_name": "Newcombe", "name_suffix": "", "institution": "Temple University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26670/galley/16306/download/" } ] }, { "pk": 36040, "title": "Does the Flipped Classroom Lead to Increased Gains of Learning Outcomes in ESL/EFL Contexts?", "subtitle": null, "abstract": "This research investigates whether the flipped classroom can lead\nstudents to increased gains on learning outcomes in 2 ESL/EFL\ncontexts in Macau, China, and the US. A pretest posttest quasiexperimental mixed-methods design (N = 64) was used to determine any differences in student achievement that might be\nassociated with the flipped approach (FA). The effectiveness of\nthe FA on students’ achievement with grammar-student learning outcomes was evaluated with a pretest and posttest grammar\ntest, along with students’ perceptions of their increased comfort\nand confidence using English grammar through a grammar survey. These data were triangulated with student focus groups and\nmeans of completed grammar assignments. The findings suggest\nthat although both the control and experimental groups showed\nincreased comfort in the self-report data, gains on actual achievement were significant only for the experimental groups. The researchers of this study make recommendations for a flipped curriculum and materials design for ESL/EFL teachers in any context\nglobally", "language": "eng", "license": null, "keywords": [], "section": "Regular Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1ng94796", "frozenauthors": [ { "first_name": "Marie", "middle_name": "", "last_name": "Webb", "name_suffix": "", "institution": "San Diego State University, The University of San Diego, MiraCosta College", "department": "" }, { "first_name": "Evelyn", "middle_name": "", "last_name": "Doman", "name_suffix": "", "institution": "University of Guam", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36040/galley/26892/download/" } ] }, { "pk": 26545, "title": "Do gestures serve an interpersonal function?", "subtitle": null, "abstract": "Some researchers argue that gestures serve an interpersonal function, such as making the intended message clear(e.g., Gallagher & Frith, 2003; cf. Kita, 2000). In this study, we tested whether gestures serve an interpersonal function,specifically predicting that the higher participants’ autism spectrum quotient, the less frequently they would gesture. Participantscompleted the Autism Spectrum Quotient questionnaire (Baron-Cohen, Wheelwright, Skinner, Martin, & Clubley, 2001). Toelicit gestures, participants did two tasks. In one, they explained spatial and social concepts. In another, they told the story ofa cartoon. The dependent variable is the gesture rate (gestures per word), to account for individual differences in volubility.Participants completed a standardized vocabulary test. The initial results show no correlation between gesture rate in either taskand ASQ scores. There is a negative correlation between ASQ and vocabulary scores. These results are inconsistent with theargument that gestures serve an important interpersonal function.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/93p079gg", "frozenauthors": [ { "first_name": "Yiwei", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "University of Alberta", "department": "" }, { "first_name": "Robyn", "middle_name": "", "last_name": "Enns", "name_suffix": "", "institution": "University of Alberta", "department": "" }, { "first_name": "Elena", "middle_name": "", "last_name": "Nicoladis", "name_suffix": "", "institution": "University of Alberta", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26545/galley/16181/download/" } ] }, { "pk": 26431, "title": "Don’t Blink!Evaluating Training Paradigms for Overcoming the Attentional Blink", "subtitle": null, "abstract": "A lot of people show a decline in performance when they haveto report a second target stimulus in a stream of distractorstimuli. Curiously, this decline only happens when the secondtarget appears approximately 200-500ms after the first target.Recently, Choi, Chang, Shibata, Sasaki, and Watanabe (2012)have shown that a short, one-hour training can eliminate this“attentional blink”. Up to now, it is still unclear why thistraining works. In this paper, we have evaluated a range ofdifferent training paradigms to test several hypotheses aboutthe mechanism behind the reduction of the attentional blink.Our results show that none of these training paradigms havea large training effect when administered in isolation. Thetraining by Choi et al. (2012) outperforms them all. The mostlikely explanation for this effect are temporal expectationsrelative to the first target.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Attentional Blink" }, { "word": "training" }, { "word": "Strategy Choice" }, { "word": "Temporal Expectations" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5s88j1kt", "frozenauthors": [ { "first_name": "Trudy", "middle_name": "", "last_name": "Buwalda", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Jelmer", "middle_name": "", "last_name": "Borst", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Marieke", "middle_name": "", "last_name": "Vugt", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Niels", "middle_name": "", "last_name": "Taatgen", "name_suffix": "", "institution": "University of Groningen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26431/galley/16067/download/" } ] }, { "pk": 26681, "title": "Do Open Specifier Positions at Clause Edges Alleviate Working Memory Load?", "subtitle": null, "abstract": "In this study I examine the relationship between syntactic working memory and intermediate gap positions in long-distance filler-gap dependencies. An “intermediate” gap position is a structural position, distinct from verbal argument posi-tions, which is available to the filler at a clause edge between its surface dislocated position and its original canonical position.I will use anterior negativity (AN) as an index of working memory resources as the filler is held by the parser before itsintegration in the final gap position. Under the hypothesis that such an available intermediate gap position offers a temporaryintegration of the filler, an attenuation of the anterior negativity is expected at the intermediate gap site. However, this atten-uation is not observed, suggesting either that this intermediate gap position is in fact not available to the parser as a site oftemporary integration, or that such integration has no mitigating effect on working memory resources.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1sf9w480", "frozenauthors": [ { "first_name": "Ryan", "middle_name": "", "last_name": "Rhodes", "name_suffix": "", "institution": "University of Delaware", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26681/galley/16317/download/" } ] }, { "pk": 26589, "title": "Do peer interactions influence infant communication development?", "subtitle": null, "abstract": "Studying infants in daycare or school settings enables us to ask whether infants influence each others’ development,and if so, whether peer influences are similar to influences from adult caregivers. Answering these questions will not onlyinform infant educators but can also help us understand the mechanisms underlying infant learning. We have collected audiorecordings from 21 1- to 21-month-old infants in two infant rooms in our campus early childhood education center. Recordingstook place nearly every school day over a continuous 8 month period, for an average of 231 hours of recording per child.Multiple infants within the same room were recorded simultaneously. We will present our approach to synchronizing, coding,and analyzing these recordings toward the goal of understanding peer influences on vocal communication development, presentpreliminary results, and seek input on how to further analyze this large and unique dataset.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7244m18k", "frozenauthors": [ { "first_name": "Anne", "middle_name": "", "last_name": "Warlaumont", "name_suffix": "", "institution": "The University of California, Merced", "department": "" }, { "first_name": "Gina", "middle_name": "", "last_name": "Pretzer", "name_suffix": "", "institution": "The University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26589/galley/16225/download/" } ] }, { "pk": 26235, "title": "Do Simple Probability Judgments Rely on Integer Approximation?", "subtitle": null, "abstract": "A great deal of research has been conducted on how humansreason about probability, yet it remains unknown what mentalcomputations support this ability. Research on thedevelopment of the Approximate Number Sense (ANS) hasshown that performance in a magnitude (i.e., estimations ofintegers) discrimination task is well fit by a psychophysicalmodel (Halberda & Feigenson, 2008). Whether or notestimations of integers plays a role in probability judgmentshas yet to be investigated. In the present study we use datafrom two adult experiments as well as results fromcomparisons of two computational models to investigate thepotential relationship between the ANS and probabilityjudgments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Probability; Approximate Number Sense(ANS); estimation" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4g24h2f4", "frozenauthors": [ { "first_name": "Shaun", "middle_name": "", "last_name": "O’Grady", "name_suffix": "", "institution": "University of California,Berkeley", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "University of California,Berkeley", "department": "" }, { "first_name": "Fei", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of California,Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26235/galley/15871/download/" } ] }, { "pk": 26571, "title": "Do Subliminal Hints Facilitate Sequential Planning When Solving a SpatialInsight Problem?", "subtitle": null, "abstract": "Subliminal information has been suggested to facilitate insight problem solving. The present study examinedwhether subliminal hints may influence not only retention of the goals but also planning of sequential steps required to solve thenine-dot problem. Using continuous flash suppression, participants were subliminally presented with either an image depictingthe entire solution of the problem, the three steps to solve the problem in a sequential order, or an image of the nine dots thatdoes not involve solution of the problem. Participants presented with the entire solution of the problem tended to show bettersolution performance and greater relaxation of constraints than those in the latter two conditions, whose performance failedto significantly differ from each other. These results indicate that subliminal information may be stored as a global and staticvisuo-spatial representation to influence solution but may not involve planning of each step to achieve insight problem solving.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0ps5m30h", "frozenauthors": [ { "first_name": "Hiromitsu", "middle_name": "", "last_name": "Miyata", "name_suffix": "", "institution": "The University of Tokyo", "department": "" }, { "first_name": "Hiroaki", "middle_name": "", "last_name": "Suzuki", "name_suffix": "", "institution": "Aoyama Gakuin University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26571/galley/16207/download/" } ] }, { "pk": 26122, "title": "Dual process theory of reasoning and recognition memory errors:Individual differences in a memory prose task", "subtitle": null, "abstract": "Cognitive factors can mediate the tendency to create falsememory. We explored the role of the two systems ofreasoning in the production of false memories. Suchdifference can be assessed through the Cognitive ReflectionTest (CRT), a measure of the propensity to reflect rather thanproducing an intuitive response. By the use of a DRM-likeparadigm in a prose recognition memory task, we measuredCRT-related individual differences in producing falsememories. We observed that intuitive thinkers are more likelyto produce false memories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "DRM" }, { "word": "False memories" }, { "word": "CRT" }, { "word": "Dual processtheory of reasoning." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8r43v8m4", "frozenauthors": [ { "first_name": "Giorgio", "middle_name": "", "last_name": "Gronchi", "name_suffix": "", "institution": "University of Florence", "department": "" }, { "first_name": "Stefania", "middle_name": "", "last_name": "Righi", "name_suffix": "", "institution": "University of Florence", "department": "" }, { "first_name": "Giacomo", "middle_name": "", "last_name": "Parrini", "name_suffix": "", "institution": "University of Florence", "department": "" }, { "first_name": "Lapo", "middle_name": "", "last_name": "Pierguidi", "name_suffix": "", "institution": "University of Florence", "department": "" }, { "first_name": "Maria", "middle_name": "Pia", "last_name": "Viggiano", "name_suffix": "", "institution": "University of Florence", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26122/galley/15758/download/" } ] }, { "pk": 26507, "title": "Dynamical systems modeling of the child–mother dyad:Causality between child-directed language complexity and language development", "subtitle": null, "abstract": "We model the causal links between child language (CL) andchild-directed language (CDL). We take pairs of sequences oflinguistic measurements from a longitudinal study. Each child-mother pair of sequences is considered as an instance of thetrajectory of a high-dimensional dynamical system. We thenuse Multispatial Convergent Cross Mapping to ascertain thedirections of causality between the pairs of sequences, that is,whether the complexity of CL drives that of CDL, the com-plexity of CDL drives that of CL, both, or neither. We find thatchildren are responsive to the amount of speech and the diver-sity of words produced by their mothers, but not vice-versa.However, the syntactic diversities of the children’s utterancesdrive the syntactic diversity of the mothers’ utterances. This isevidence for fine-grained fine-tuning of CDL in response onlyto the syntax of CL.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Causality; Child-Directed Language; ConvergentCross Mapping; Dynamical Systems; Fine-Tuning; Informa-tion Theory; Language Acquisition" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9gd973dk", "frozenauthors": [ { "first_name": "Jeremy", "middle_name": "", "last_name": "Irvin", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Spokoyny", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" }, { "first_name": "Fermın", "middle_name": "Moscoso del Prado", "last_name": "Martın", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26507/galley/16143/download/" } ] }, { "pk": 26145, "title": "Dynamics of Strategy Adaptation in a Temporally Extended Monty Hall Dilemma", "subtitle": null, "abstract": "We present the results of two temporally extendedexperimental implementations of the Monty Hall dilemma inorder to examine the dynamics of belief. In the firstexperiment, we used the standard three-door version of thedilemma, but biased the probability of the winning doorpositionally. Participants capitalized on the increasedprobabilities but did not discover the optimal switch strategy.In the second experiment, we increased the number of doors,in each case removing all but two doors. As the number ofdoors increased, participants converged on the optimal switchstrategy, as well as increasing their confidence in theirstrategy. This suggests that the information relevant to theMHD is not win frequencies but how the different elements ofthe dilemma are related.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Belief; Monty Hall Dilemma; DynamicalSystems" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6k621428", "frozenauthors": [ { "first_name": "Stephanie", "middle_name": "", "last_name": "Petrusz", "name_suffix": "", "institution": "Franklin & Marshall College", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "Shields", "name_suffix": "", "institution": "Franklin & Marshall College", "department": "" }, { "first_name": "Theo", "middle_name": "", "last_name": "Rhodes", "name_suffix": "", "institution": "State University of New York at Oswego", "department": "" }, { "first_name": "Abisha", "middle_name": "", "last_name": "Munroe", "name_suffix": "", "institution": "State University of New York at Oswego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26145/galley/15781/download/" } ] }, { "pk": 36030, "title": "Educational Resilience of an Undocumented Immigrant Student: Educators as Bridge Makers", "subtitle": null, "abstract": "Despite facing multiple challenges in obtaining a college degree,\nsome immigrant students successfully navigate the US educational system. Learning about their experiences in our schools can\nhelp us identify and implement specific practices and policies that\nmake schooling more rewarding for a large student population.\nThe journey of a Guatemalan immigrant from elementary school\nto a 4-year university is described in this article. The obstacles she\nfaced throughout are presented and ways in which hurdles were\novercome are explained. Educators from kindergarten teachers to\nuniversity professors are encouraged to learn about the context in\nwhich students emigrate to the US and the multitude of out-ofschool factors that influence their educational achievement.", "language": "eng", "license": null, "keywords": [], "section": "CATESOL Exchanges", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/97h1r3pc", "frozenauthors": [ { "first_name": "Ali", "middle_name": "", "last_name": "Borjian", "name_suffix": "", "institution": "San Francisco State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36030/galley/26882/download/" } ] }, { "pk": 26067, "title": "Effecting re-representation: revising false beliefs and fostering creativity", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "false beliefs; belief revision; causal learning; re-representation; negotiation; creativity" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/86z2t72k", "frozenauthors": [ { "first_name": "Micah", "middle_name": "B.", "last_name": "Goldwater", "name_suffix": "", "institution": "University of Sydney", "department": "" }, { "first_name": "Zachary", "middle_name": "", "last_name": "Horne", "name_suffix": "", "institution": "University of Illinois Urbana-Champaign", "department": "" }, { "first_name": "Derek", "middle_name": "", "last_name": "Powell", "name_suffix": "", "institution": "University of Illinois Urbana-Champaign", "department": "" }, { "first_name": "Jeffrey", "middle_name": "", "last_name": "Loewenstein", "name_suffix": "", "institution": "University of Illinois Urbana-Champaign", "department": "" }, { "first_name": "Robert", "middle_name": "L.", "last_name": "Goldstone", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Hummel", "name_suffix": "", "institution": "University of Illinois Urbana-Champaign", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26067/galley/15703/download/" } ] }, { "pk": 26208, "title": "Effect of Aging on Inhibitory Attentional Mechanisms", "subtitle": null, "abstract": "The ability to inhibit the processing of irrelevant informationdeclines as adults age (Hasher & Zacks, 1988; Lustig, Hasherand Tonev, 2006; Mayr, 2001). However, previous researchinvestigating inhibitory control in older adults has notevaluated the extent to which irrelevant information isprocessed and later recognized. Using a dual task paradigmwith young adults, Dewald, Sinnett, and Doumas (2011)demonstrated inhibited recognition for previously ignoredwords, provided they had appeared infrequently with targetsin the primary task, compared to words that did not appearwith targets. The current study adapted this paradigm toexamine inhibitory mechanisms in a sample of older adults.Here, older adults exhibited inhibited recognition for allwords while young adults continued to show greaterinhibition for words that had appeared with targets comparedto words that had not. This finding suggests that older adultsmay experience a decline in the selective inhibition ofirrelevant information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Aging; Attention; Dual Task Paradigms;Inhibition; Inattentional Blindness" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1b97k223", "frozenauthors": [ { "first_name": "Maegen", "middle_name": "", "last_name": "Walker", "name_suffix": "", "institution": "University of Hawaiʻi at Mānoa", "department": "" }, { "first_name": "Margeaux", "middle_name": "", "last_name": "Ciraolo", "name_suffix": "", "institution": "University of Hawaiʻi at Mānoa", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Dewald", "name_suffix": "", "institution": "University of Hawaiʻi at Mānoa", "department": "" }, { "first_name": "Scott", "middle_name": "", "last_name": "Sinnett", "name_suffix": "", "institution": "University of Hawaiʻi at Mānoa", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26208/galley/15844/download/" } ] }, { "pk": 26557, "title": "Effects of Analogical Processing: Evidence for Re-representation", "subtitle": null, "abstract": "Re-representation is a mechanism for aligning non-identical structurally corresponding predicates during compari-son. Re-representation is therefore a shift in the encoding of a stimulus from an initial set of elements to an altered set. Forexample, when comparing two analogous sentences, different verbs could be re-represented to allow a match – thereby alter-ing construal. Re-representation is theoretically and intuitively compelling, but difficult to demonstrate. We had participantscompare pairs of short text passages and judge them as potential analogies. At test, participants read an altered version of aprior passage and were asked to detect changes from the original. The alterations increased the semantic match between thepassage and its analog. Participants who had compared the original passage to the analog were less likely to detect changesthan those who compared to a non-analogous passage. As would be expected due to re-representation, analogical comparisonmade participants less sensitive to the changes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8x61d3tp", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Silliman", "name_suffix": "", "institution": "Binghamton University", "department": "" }, { "first_name": "Kenneth", "middle_name": "", "last_name": "Kurtz", "name_suffix": "", "institution": "Binghamton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26557/galley/16193/download/" } ] }, { "pk": 26439, "title": "Effects of Auditory Input on a Spatial Serial Response Time Task", "subtitle": null, "abstract": "The current study examined how relevant and irrelevantauditory stimuli affect the speed of responding to structuredvisual sequences. Participants were presented with a dot thatappeared in different locations on a touch screen monitor andthey were instructed to quickly touch the dot. Response timessped up over time, suggesting that participants learned thevisual sequences. Response times in Experiment 1 were slowerwhen the dot was paired with random sounds, suggesting thatirrelevant sounds slowed down visual processing/responding.Dots in Experiment 2 were paired with correlated sounds (bothauditory and visual information provided locationinformation). While the redundant intersensory informationdid not speed up response times, it did partially attenuateauditory interference. These findings have implications ontasks that require processing of simultaneously presentedauditory and visual information and provide evidence ofauditory interference and possibly dominance on a task thattypically favors the visual modality.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cross-modal processing; Sensory Dominance;Attention." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7jj15188", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "W.", "last_name": "Robinson", "name_suffix": "", "institution": "The Ohio State University at Newark", "department": "" }, { "first_name": "Jessica", "middle_name": "L.", "last_name": "Parker", "name_suffix": "", "institution": "The Ohio State University at Newark", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26439/galley/16075/download/" } ] }, { "pk": 26701, "title": "Effects of categorization on item memory and forgetting", "subtitle": null, "abstract": "Memory and categorization have different goals. The goal of memory is to keep a distinct record of each individualitem. In contrast, categorization aims to treat items as equivalent in some way despite differences. When memory for itemsis the priority, research suggests that adults are able to bind many elements of an experience to form a complex memorystructure, and that such binding may help guard against forgetting due to interference from learning in similar situations. Whencategorization is the priority, however, complex binding structures in memory may impede generalization. In this experimentadults demonstrated robust memory for items after learning one set of categories, but much worse memory for items thatwere categorized differently in a second set. Results suggest that this interference was due to failure to form complex bindingstructures in memory, as a result of selective attention during categorization.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8mm152s5", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "", "last_name": "Darby", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Vladimir", "middle_name": "", "last_name": "Sloutsky", "name_suffix": "", "institution": "The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26701/galley/16337/download/" } ] }, { "pk": 26087, "title": "Effects of experience in a developmental model of reading", "subtitle": null, "abstract": "There is considerable evidence showing that age ofacquisition (AoA) is an important factor influencing lexicalprocessing. Early-learned words tend to be processed morequickly compared to later-learned words. The effect could bedue to the gradual reduction in plasticity as more words arelearned. Alternatively, it could originate from differenceswithin semantic representations. We implemented the trianglemodel of reading including orthographic, phonological andsemantic processing layers, and trained it according toexperience of a language learner to explore the AoA effects inboth naming and lexical decision. Regression analyses on themodel’s performance showed that AoA was a reliablepredictor of naming and lexical decision performance, and theeffect size was larger for lexical decision than for naming.The modelling results demonstrate that AoA operatesdifferentially on concrete and abstract words, indicating thatboth the mapping and the representation accounts of AoAwere contributing to the model’s performance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "age of acquisition; language development;reading; computational modelling; visual word recognition." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/21m9z3tf", "frozenauthors": [ { "first_name": "Ya-Ning", "middle_name": "", "last_name": "Chang", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Padraic", "middle_name": "", "last_name": "Monaghan", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Stephen", "middle_name": "", "last_name": "Welbourne", "name_suffix": "", "institution": "University of Manchester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26087/galley/15723/download/" } ] }, { "pk": 26347, "title": "Effects of Gesture on Analogical Problem Solving:When the Hands Lead You Astray", "subtitle": null, "abstract": "We investigated the role of speech-accompanying gestures inanalogical problem solving. Participants attempted to solveDuncker’s (1945) Radiation Problem after reading and retelling astory that described an analogous solution in a different domain.Participants were instructed to gesture, instructed not to gesture, orgiven no instructions regarding gesture as they retold the story.Participants who were instructed to gesture as they retold theanalogous story were more likely to mention perceptual details intheir description and less likely to apply the analogous solution tothe problem than participants who were instructed not to gesture.These results suggest that gestures can be detrimental to analogousproblem solving when the perceptual elements of a story areirrelevant to its schematic similarity with a problem.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "gesture; analogical reasoning; problem solving" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/57q2w9h1", "frozenauthors": [ { "first_name": "Autumn", "middle_name": "B.", "last_name": "Hostetter", "name_suffix": "", "institution": "Kalamazoo College", "department": "" }, { "first_name": "Mareike", "middle_name": "B.", "last_name": "Wieth", "name_suffix": "", "institution": "Albion College", "department": "" }, { "first_name": "Katlyn", "middle_name": "D.", "last_name": "Foster", "name_suffix": "", "institution": "Albion College", "department": "" }, { "first_name": "Keith", "middle_name": "", "last_name": "Moreno", "name_suffix": "", "institution": "Kalamazoo College", "department": "" }, { "first_name": "Jeffery", "middle_name": "", "last_name": "Washington", "name_suffix": "", "institution": "Kalamazoo College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26347/galley/15983/download/" } ] }, { "pk": 26552, "title": "Effects of the Plausibility of the Retracting Information on Memory Updating", "subtitle": null, "abstract": "The plausability of the retracting information, which can affect whether the retracted information be replaced bythe retracting information, had not been studied much in previous studies on continued influence effect. An experiment wasconducted to investigate how the plausability of a retracting information affects the understanding of an event in which someof the information had been retracted. In the experiment, the plausibility of the retracting information (low versus high) andthe manner of correcting information (simple retraction versus supplying an alternative) were manipulated, and the participantswere asked to answer memory questions and inference questions. Retracted information was better remembered for memoryquestions, but was used less frequently for inference questions when the retracting information was less plausible comparedto when the retracting information was quite plausible. The results were interpreted to support the ‘memory-based’ theory ofmemory updating.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6b09r9f8", "frozenauthors": [ { "first_name": "Kyung", "middle_name": "Soo", "last_name": "Do", "name_suffix": "", "institution": "Sungkyunkwan University", "department": "" }, { "first_name": "Jin", "middle_name": "Ju", "last_name": "Gu", "name_suffix": "", "institution": "Sungkyunkwan University", "department": "" }, { "first_name": "Kwanghyeon", "middle_name": "", "last_name": "Yoo", "name_suffix": "", "institution": "Sungkyunkwan University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26552/galley/16188/download/" } ] }, { "pk": 26115, "title": "Effects of Working Memory Training on L2 Proficiency andWorking Memory Capacity", "subtitle": null, "abstract": "The current study examined the effects of workingmemory training on working memory capacity andsecond language ability in adult learners ofSpanish. In order to maximize the effect of the trainingfor language learners, the stimuli for the training taskswere Spanish words and sentences. While the traininggroup did not show greater improvements on workingmemory assessments relative to controls, they did showmore native-like patterns in a Spanish self-paced readingtask. The combination of second language materials withworking memory training may be helping users learn tocope with the increased processing demands associatedwith learning a new language, even if they are notnecessarily improving their working memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Working memory training" }, { "word": "second languageacquisition" }, { "word": "self-paced reading" }, { "word": "n-back." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2g2111cf", "frozenauthors": [ { "first_name": "Gregory", "middle_name": "", "last_name": "Colflesh", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Valerie", "middle_name": "", "last_name": "Karuzis", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Polly", "middle_name": "", "last_name": "O’Rourke", "name_suffix": "", "institution": "University of Maryland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26115/galley/15751/download/" } ] }, { "pk": 26572, "title": "Electrophysiological markers indicate disturbance of involuntary attention, butnot voluntary attention, in adult ADHD patients", "subtitle": null, "abstract": "When we cannot concentrate on reading a book, we have problems with voluntary attention. When we stand up andstumble on a chair leg, we have a problem with involuntary attention. A bimanual Stroop task (ST) and the Ericson’s flankertask (EFT) were used for the analysis of voluntary and involuntary attention, respectively. Electrophysiological markers ofattention were applied in adult ADHD patients and yoked control individuals. Behavioral incongruence effects were strongerin patients than in controls in the EFT. P3 latency in the incongruent condition was identical in patients and controls in ST butstrongly delayed in patients compared with controls in EFT. A significant positive lateralized readiness potential indicating theactivation of the false response channel was obtained in the incongruent condition of EFT, being significantly larger in patientsthan controls. The data indicate a disorder of automatic attentional control in ADHD adults despite nearly normal voluntaryattention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4b69v99m", "frozenauthors": [ { "first_name": "Frank", "middle_name": "", "last_name": "Nonnenmacher", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" }, { "first_name": "Boris", "middle_name": "", "last_name": "Kotchoubey", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26572/galley/16208/download/" } ] }, { "pk": 26565, "title": "Embodiment Effects in Evolutionary Robotics", "subtitle": null, "abstract": "We evolve simple neural network controllers in swimming robots in order to test the hypothesis that, given distinctdimensions of control for the tail structure, evolution will favor the emergence of modular neural networks as most likely toenhance fitness (successful light harvesting). Evolution does lead to improved fitness, but this does not appear to result fromincreases in modularity. However, an unexpected result highlights the importance of embodiment for the evolution of the agent.The output of the neural network controller is high frequency with many extreme excursions, but the actual movements of thetail are damped by the physics of the body as it interacts with the aquatic environment. Subsequent simulations establish therole of these physical parameters in dampening noisy network controller output. Thus, morphology can increase evolvabilityby acting as a low pass filter of high-frequency controller dynamics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8v30473n", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": "", "last_name": "Livingston", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Anton", "middle_name": "", "last_name": "Bernatskiy", "name_suffix": "", "institution": "University of Vermont", "department": "" }, { "first_name": "Kenneth", "middle_name": "", "last_name": "Livingston", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Marc", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Jodi", "middle_name": "", "last_name": "Schwarz", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "Bongard", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Wallach", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Evan", "middle_name": "", "last_name": "Altiero", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Long", "name_suffix": "", "institution": "Vassar College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26565/galley/16201/download/" } ] }, { "pk": 26546, "title": "Emergence of Euclidean geometrical intuitions in hierarchical generative models", "subtitle": null, "abstract": "In this study, we aim to understand the origins of human intuitions about Euclidean geometry by simulating geo-metric concepts acquisition with unsupervised learning in hierarchical generative models. Specifically, we build a deep neuralnetwork that learns a hierarchical generative model of sensory inputs. The results show that hidden layer activities can supportthe categorization of different geometric objects and distinguish among various spatial relationships between geometric figures.Specifically, hidden layer activities can be decoded to compare line orientations, detect right triangles, and judge whether twotriangles are similar or not. We further analyze the response profiles of hidden layers units and find some units resembling pari-etal neurons in the brain. Using unsupervised deep learning, the current modeling work provides a possible explanation of howEuclidean geometrical intuitions might emerge from daily visual experience, which has significant implications for cognitivepsychology and computational neuroscience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5jv6s83d", "frozenauthors": [ { "first_name": "Arianna", "middle_name": "", "last_name": "Yuan", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Te-Lin", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "McClelland", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26546/galley/16182/download/" } ] }, { "pk": 26260, "title": "Emotional Implications of Metaphor: Consequences of Metaphor Framing forMindset about Hardship", "subtitle": null, "abstract": "Do metaphors shape people’s emotional states and mindsetsfor dealing with hardship? Natural language metaphors mayact as frames that encourage people to reappraise anemotional situation, changing the way they respond to it.Recovery from cancer is one type of adversity that manypeople face, and it can be mediated by the mindset peopleadopt. We investigate whether two common metaphors fordescribing a cancer experience – the battle and the journey –encourage people to make different inferences about thepatient’s emotional state. After being exposed to the battlemetaphor participants inferred that the patient would feelmore guilt if he didn’t recover, while after being exposed tothe journey metaphor participants felt that he had a betterchance of making peace with his situation. We discussimplications of this work for investigations of metaphor andemotion, mindsets, and recovery.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "metaphor; framing; emotion; adversity; cancer;battle; journey; mindset; recovery" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2318z2dk", "frozenauthors": [ { "first_name": "Rose", "middle_name": "", "last_name": "Hendricks", "name_suffix": "", "institution": "Thurgood Marshall College", "department": "" }, { "first_name": "Lera", "middle_name": "", "last_name": "Boroditsky", "name_suffix": "", "institution": "Thurgood Marshall College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26260/galley/15896/download/" } ] }, { "pk": 26509, "title": "Emotional influences on time perception", "subtitle": null, "abstract": "In studies on prospective time perception, a prolonging effectof arousal on time estimates is commonly reported fordurations under 2s while the effect vanishes for longerintervals. In this study, we investigated how arousal andpleasure induced by aural stimuli varying in volume andvalence influenced reproductions in the range from 1.1s to 5s.As expected, higher arousal was associated with higherestimates for 1.1s durations. However, this effect was alsofound for 3.8s durations. An additional analysis with linearmixed models revealed an interaction between volumemanipulation and subjective ratings regarding arousal andpleasure. Based on these results we propose that subjectiveexperience of the emotional quality of stimuli might beinteresting for further research on prospective timeperception. Moreover, the results showed that not only withinsubject variation should be statistically controlled whenanalyzing such data. Instead, statistical models should alsoinclude parameters controlling for stimulus material.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "prospective time perception; reproduction;emotion; arousal; valence; linear mixed models" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0304773v", "frozenauthors": [ { "first_name": "Anna", "middle_name": "K.", "last_name": "Trapp", "name_suffix": "", "institution": "Berlin Institute of Technology", "department": "" }, { "first_name": "Manfred", "middle_name": "", "last_name": "Thüring", "name_suffix": "", "institution": "Berlin Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26509/galley/16145/download/" } ] }, { "pk": 26127, "title": "Emotions in lay explanations of behavior", "subtitle": null, "abstract": "Humans use rich intuitive theories to explain other people’sbehavior. Previous work in lay psychology of behavior havetended to treat emotion as causing primarily unintentional be-havior (e.g., being sad causes one to cry), neglecting how peo-ple incorporate emotions into explanations of rational, inten-tional actions. Here, we provide preliminary explorations intointegrating emotions into a theory of folk psychology. Specif-ically, we show that in the lay theory, people are willing toendorse emotions as causes of intentional actions. Moreover,people readily attribute beliefs and desires as explanations foremotional expressions. This work provides a first step in elabo-rating people’s rich understanding of emotions as an importantcomponent of intuitive social cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Intuitive Psychology" }, { "word": "emotions" }, { "word": "Affective Cogni-tion" }, { "word": "Explanations" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4hr6b5f0", "frozenauthors": [ { "first_name": "Desmond", "middle_name": "", "last_name": "Ong", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Jamil", "middle_name": "", "last_name": "Zaki", "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": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26127/galley/15763/download/" } ] }, { "pk": 26065, "title": "Empirical and Computational Approaches to Metaphor and Figurative Meaning", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Figurative language; Metaphor; Computationalmodeling; Computational linguistics; Psycholinguistics" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5w75v5dk", "frozenauthors": [ { "first_name": "Justine", "middle_name": "T.", "last_name": "Kao", "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": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26065/galley/15701/download/" } ] }, { "pk": 26739, "title": "Enhancing Creativity in Children by Imparting Chess Training", "subtitle": null, "abstract": "Creativity is the ability to find hidden patterns, to make connections between seemingly unrelated phenomena, andto generate solutions. The present study, funded by Indian Government, analysed the effect of one year chess training programon the creativity of school-going children of both genders. A pre-test post-test with control group design was used. Thesample comprised 64 children: 32 children each in experimental (Mean age=11.86, SD=1.44) and control (Mean age=12.03,SD=1.14) groups. Children in the experimental group underwent weekly chess training with Winning Moves Chess Curriculum.Creativity was assessed by Indian adaption of Wallach-Kogan Creativity Test. Pre–intervention equivalence of the two groupswas established. Independent t test analysis revealed that the experimental group had statistically significant gains in totalcreativity and Instances and Alternate Uses subtests compared to the control group. The authors conclude that systematic chessintervention increases creativity in children. The educational implications are significant.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4rv5685n", "frozenauthors": [ { "first_name": "Ebenezer", "middle_name": "", "last_name": "Joseph", "name_suffix": "", "institution": "University of Madras", "department": "" }, { "first_name": "Veena", "middle_name": "", "last_name": "Easvaradoss", "name_suffix": "", "institution": "Women's Christian College", "department": "" }, { "first_name": "Suneera", "middle_name": "", "last_name": "Abraham", "name_suffix": "", "institution": "Emmanuel Chess Centre", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Brazil", "name_suffix": "", "institution": "Emmanuel Chess Centre", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Chandran", "name_suffix": "", "institution": "Emmanuel Chess Centre", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26739/galley/16375/download/" } ] }, { "pk": 26452, "title": "Environmental Orientation Affects Emotional Expression Identification", "subtitle": null, "abstract": "Spatial metaphors for affective valence are common inEnglish, where up in space=happy/positive and down inspace=sad/negative. Past research suggests that thesemetaphors have some measure of psychological reality:people are faster to respond to valenced words and faceswhen they are presented in metaphor-congruent regions ofspace. Here we explore whether the orientation of a stimulus– rather than its position – is sufficient to elicit such spatial-valence congruency effects, and, if so, which spatial referenceframe(s) people use to represent this orientation. InExperiment 1, participants viewed images of happy and sadprofile faces in different orientations and had to identify theemotion depicted in each face. In Experiment 2, participantscompleted this task while lying down on their sides, therebydisassociating environmental and egocentric reference frames.Experiment 1 revealed a metaphor-congruent interactionbetween emotion and orientation, while Experiment 2revealed that this spatial-valence congruency effect was onlyreliable in the environmental frame of reference.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "spatial metaphor; valence" }, { "word": "emotional expressionidentification; spatial reference frames" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2f07z8jp", "frozenauthors": [ { "first_name": "Stephen", "middle_name": "J.", "last_name": "Flusberg", "name_suffix": "", "institution": "SUNY Purchase College", "department": "" }, { "first_name": "Derek", "middle_name": "", "last_name": "Shapiro", "name_suffix": "", "institution": "SUNY Purchase College", "department": "" }, { "first_name": "Kevin", "middle_name": "B.", "last_name": "Collister", "name_suffix": "", "institution": "SUNY Purchase College", "department": "" }, { "first_name": "Paul", "middle_name": "H.", "last_name": "Thibodeau", "name_suffix": "", "institution": "Oberlin College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26452/galley/16088/download/" } ] }, { "pk": 26516, "title": "Episodic memory as a prerequisite for online updates of model structure", "subtitle": null, "abstract": "Human learning in complex environments critically dependson the ability to perform model selection, that is to assess com-peting hypotheses about the structure of the environment. Im-portantly, information is accumulated continuously, which ne-cessitates an online process for model selection. While modelselection in human learning has been explored extensively, it isunclear how memory systems support learning in an online set-ting. We formulate a semantic learner and demonstrate that on-line learning on open model spaces results in a delicate choicebetween either tracking a possibly infinite number of compet-ing models or retaining experiences in an intact form. Sincenone of these choices is feasible for a bounded-resource mem-ory system, we propose an episodic learner that retains an op-timised subset of experiences in addition to semantic memory.On a simple model system we demonstrate that this norma-tive theory of episodic memory can effectively circumvent thechallenge of online model selection.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "episodic memory; semantic memory; onlinemodel selection; Bayesian modeling; bounded-resource-rationality" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9rz56360", "frozenauthors": [ { "first_name": "David", "middle_name": "G.", "last_name": "Nagy", "name_suffix": "", "institution": "Wigner Research Centre for Physics", "department": "" }, { "first_name": "Gergo", "middle_name": "", "last_name": "Orban", "name_suffix": "", "institution": "Eotvos Lorand University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26516/galley/16152/download/" } ] }, { "pk": 36029, "title": "Equalizing Educational Opportunity: In Defense of Bilingual Education—A California Perspective", "subtitle": null, "abstract": "Under critical examination, the English language and its use in\ndaily interactions carry with them symbolic values in our social\nworld, including social mobility, educational achievement, and\nemployment. Its representations in government bodies, mass media, education, and legal documents have further increased those\nvalues and subtly created a hostile environment for many US immigrants who are nonnative English speakers. In the bilingual\neducation debate, this view of nativism and monolingualism has\nreceived support from critics who believe that bilingual education serves only to disembody national unity and cohesion. As a\nresult of the English-only view, a number of bilingual education\nprograms are curtailed in the states of California, Arizona, and\nMassachusetts. In this article, I adopt the theoretical framework\nof equal educational opportunity (EEO) to examine bilingual\neducation conceived by the California Education for a Global\nEconomy Initiative. In the discussion section, I also propose a bilingual education plan that could better reflect language-positive\nliberalism and a participatory educational ideal.", "language": "eng", "license": null, "keywords": [], "section": "CATESOL Exchanges", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/10f891h3", "frozenauthors": [ { "first_name": "Hao", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "University of Alabama", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36029/galley/26881/download/" } ] }, { "pk": 26243, "title": "Essays about service-learning events can be mined for program assessment", "subtitle": null, "abstract": "Psychological applications of human language technologycombined with multidisciplinary approaches to similarity cal-culations and data visualization offer avenues to broaden theuse of students’ own words in program assessment. Wecompared multiple analysis approaches on both simple to-ken counts (word roots and character trigrams) and top-downlanguage indicators from 85 student essays about service-learning events. Bioinformatic distance calculations on wordroot counts provided useable assessment information on at-titude change, showing patterns of word use that match theholistic goals of the assignment. Although these patterns werenot found in a subsequent batch of 81 essays, the tools we areproviding may facilitate other efforts to detect attitude changein student writing about service-learning events.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "events; semantic similarity; LIWC; text mining" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/06h4s772", "frozenauthors": [ { "first_name": "Anne", "middle_name": "T.", "last_name": "Gilman", "name_suffix": "", "institution": "Juniata College", "department": "" }, { "first_name": "Deborah", "middle_name": "W.", "last_name": "Roney", "name_suffix": "", "institution": "Juniata College", "department": "" }, { "first_name": "Victoria", "middle_name": "", "last_name": "Rehr", "name_suffix": "", "institution": "Columbus State Community College", "department": "" }, { "first_name": "Helen", "middle_name": "H.", "last_name": "Hu", "name_suffix": "", "institution": "Penn State University", "department": "" }, { "first_name": "Mark", "middle_name": "P.", "last_name": "Peterson", "name_suffix": "", "institution": "Viterbo Universty", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26243/galley/15879/download/" } ] }, { "pk": 26210, "title": "Establish Trust and Express Attitude for a Non-Humanoid Robot", "subtitle": null, "abstract": "In recent years, there has been an increasing interest in design-ing social robots to interact with people to provide therapy andcompanionship. Most social robots currently being used arelight-weight and much smaller in size compared to people. Inthis work, we investigate designing interactions for larger andmore physically capable robots as they have more potential toassist people physically. A modified version of Baxter robotwas used, by sitting Baxter on top of an electronic wheelchair.Two experiments were designed for studying the role of facialexpressions and body movements in establishing trust with theuser and for expressing attitudes. Our results suggest that therobot is capable of expressing fine and distinguishable attitudes(proud vs. relaxed) using its body language, and the couplingbetween body movements and speech is essential for the robotto be viewed as a person.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Robot Human Interaction; Gesture; Trust" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1ck8g1qb", "frozenauthors": [ { "first_name": "Mei", "middle_name": "", "last_name": "Si", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" }, { "first_name": "Joseph", "middle_name": "Dean", "last_name": "McDaniel", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26210/galley/15846/download/" } ] }, { "pk": 26234, "title": "Evaluating Causal Hypotheses: The Curious Case of Correlated Cues", "subtitle": null, "abstract": "Although the causal graphical model framework has achievedconsiderable success accounting for causal learning data, appli-cation of that formalism to multi-cause situations assumes thatpeople are insensitive to the statistical properties of the causesthemselves. The present experiment tests this assumption byfirst instructing subjects on a causal model consisting of twoindependent and generative causes and then requesting them tomake data likelihood judgments, that is, to estimate the proba-bility of some data given the model. The correlation betweenthe causes in the data was either positive, zero, or negative. Thedata was judged as most likely in the positive condition andleast likely in the negative condition, a finding that obtainedeven though all other statistical properties of the data (e.g.,causal strengths, outcome density) were controlled. These re-sults pose a problem for current models of causal learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9dr471bg", "frozenauthors": [ { "first_name": "Bob", "middle_name": "", "last_name": "Rehder", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Zachary", "middle_name": "", "last_name": "Davis", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26234/galley/15870/download/" } ] }, { "pk": 26393, "title": "Event participants and linguistic arguments", "subtitle": null, "abstract": "Although there is a clear and intuitive mapping between lin-guistic arguments of verbs and event participants, the mappingis not perfect. We review the linguistic evidence that indicatesthat the mapping is imperfect. We also present the results of anew experimental study that provides further support for a dis-sociation between event participants and linguistic arguments.The study consists of two tasks. The first task elicited intu-itions on conceptual event participants, and the second taskelicited intuitions on linguistic arguments in instrument verbsand transaction verbs. The results suggest that while instru-ment phrases and currency/price phrases are considered neces-sary event participants, they are not linguistic arguments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "event participants; linguistic arguments; syntax;semantics; psycholinguistics" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4qw4b7b4", "frozenauthors": [ { "first_name": "Roxana-Maria", "middle_name": "", "last_name": "Barbu", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Ida", "middle_name": "", "last_name": "Toivonen", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26393/galley/16029/download/" } ] }, { "pk": 26435, "title": "Evolution of polysemous word senses from metaphorical mappings", "subtitle": null, "abstract": "What forces have shaped the evolution of the lexicon? Lan-guages evolve under the pressure of having to communicatean unbounded set of ideas using a finite set of linguistic struc-tures. This suggests why the transmission of ideas should becompressed such that one word will develop multiple senses.Previous theory also suggests how a word might develop newsenses: Abstract concepts may be construed in terms of moreconcrete concepts. Here, we bring these two perspectives to-gether to examine metaphorical extensions of English wordmeanings over the past millennium, analyzing how sensesfrom a source domain are extended to new ones in a target do-main. Using empirical and computational methods, we foundthat metaphorical mappings are highly systematic and can beexplained in terms of a compact set of variables. Our workshows how metaphor can provide a cognitive device for com-pressing emerging ideas into an existing lexicon.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Word meaning; semantic change; polysemy;metaphorical mapping; systematicity" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1h29n757", "frozenauthors": [ { "first_name": "Yang", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Barbara", "middle_name": "C.", "last_name": "Malt", "name_suffix": "", "institution": "Lehigh University", "department": "" }, { "first_name": "Mahesh", "middle_name": "", "last_name": "Srinivasan", "name_suffix": "", "institution": "UC Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26435/galley/16071/download/" } ] }, { "pk": 26433, "title": "Examining Cardiac and Behavioral Responses in a Modality Dominance Task", "subtitle": null, "abstract": "The current study examined cardiac and behavioral responsesto changing auditory and visual information while usingmodified oddball tasks. When instructed to press the samebutton for auditory and visual oddballs, auditory dominancewas found with cross-modal presentation slowing downvisual response times and decreasing visual accuracy. Wheninstructed to make separate responses to auditory and visualoddballs, visual dominance was found with cross-modalpresentation slowing down response times and decreasingauditory accuracy. However, examination of cardiacresponses that were time-locked to stimulus onset show cross-modal facilitation effects, with discrimination of oddballs andstandards occurring earlier in the course of processing in thecross-modal condition than in the unimodal conditions. Thesefindings shed light on potential mechanisms underlyingmodality dominance effects and have implications on tasksthat require simultaneous processing of auditory and visualinformation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cross-modal processing; Sensory Dominance;Attention." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5xq56774", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "W.", "last_name": "Robinson", "name_suffix": "", "institution": "The Ohio State University at Newark", "department": "" }, { "first_name": "Krysten", "middle_name": "R.", "last_name": "Chadwick", "name_suffix": "", "institution": "The Ohio State University at Newark", "department": "" }, { "first_name": "Jessica", "middle_name": "L.", "last_name": "Parker", "name_suffix": "", "institution": "The Ohio State University at Newark", "department": "" }, { "first_name": "Scott", "middle_name": "", "last_name": "Sinnett", "name_suffix": "", "institution": "University of Hawaii at Manoa", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26433/galley/16069/download/" } ] }, { "pk": 26404, "title": "Examining Referential Uncertainty in Naturalistic Contexts from the Child’s\nView: Evidence from an Eye-Tracking Study with Infants", "subtitle": null, "abstract": "Young infants are prolific word learners even though they are\nfacing the challenge of referential uncertainty (Quine, 1960).\nMany laboratory studies have shown that human infants are\nskilled at inferring the correct referent of an object from\nambiguous contexts (Swingley, 2009). However, little is\nknown regarding how children visually attend to and select the\ntarget object among many other objects in view when parents\nname it during free play interactions. In the current study, we\nexplored the looking pattern of 12-month-old infants using\nnaturalistic first person images with varying degrees of\nreferential ambiguity. Our data suggest that infants’ attention\nis selective and they tend to only select a small subset of objects\nto attend to at each learning instance despite the complexity of\nthe data existed in the real world. This work allows us to better\nunderstand how perceptual properties of objects in infants’\nview influence their visual attention, which is also related to\nhow they select candidate objects to build word-object\nmappings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "statistical learning; word-referent mapping;\nlearning mechanisms" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4t1945bn", "frozenauthors": [ { "first_name": "Yayun", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26404/galley/16040/download/" } ] }, { "pk": 26119, "title": "Examining Search Processes in Low and High Creative Individuals with RandomWalks", "subtitle": null, "abstract": "The creative process involves several cognitive processes,such as working memory, controlled attention and taskswitching. One other process is cognitive search oversemantic memory. These search processes can be controlled(e.g., problem solving guided by a heuristic), or uncontrolled(e.g., mind wandering). However, the nature of this search inrelation to creativity has rarely been examined from a formalperspective. To do this, we use a random walk model tosimulate uncontrolled cognitive search over semanticnetworks of low and high creative individuals with an equalnumber of nodes and edges. We show that a random walkover the semantic network of high creative individuals “finds”more unique words and moves further through the networkfor a given number of steps. Our findings are consistent withthe associative theory of creativity, which posits that thestructure of semantic memory facilitates search processes tofind creative solutions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Creativity; Semantic Networks; Random Walks;Cognitive Search" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/02p112km", "frozenauthors": [ { "first_name": "Yoed", "middle_name": "", "last_name": "Kenett", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Joseph", "middle_name": "L.", "last_name": "Austerweil", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26119/galley/15755/download/" } ] }, { "pk": 26371, "title": "Examining the Specificity of the Seductive Allure Effect", "subtitle": null, "abstract": "Previous work has found that people feel significantly moresatisfied with explanations of psychological phenomena whenthose explanations contain neuroscience information — evenwhen this information is entirely irrelevant to the logic of theexplanations. This seductive allure effect was firstdemonstrated by Weisberg, Keil, Goodstein, Rawson, & Gray(2008), and has since been replicated several times inindependent labs (e.g., Fernandez-Duque, Evans, Christian, &Hodges, 2014; Rhodes, Rodriguez, & Shah, 2014; Weisberg,Taylor, & Hopkins, 2015). However, these studies onlyexamined psychological explanations with addedneuroscience information. The current study thus investigatedthe generality of this effect and found that the seductive allureeffect occurs across several scientific disciplines wheneverthe explanations include reference to smaller components ormore fundamental processes. These data suggest that peoplehave a general preference for reductive explanations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "seductive allure; explanations; decision-making" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1zg956j3", "frozenauthors": [ { "first_name": "Emily", "middle_name": "J.", "last_name": "Hopkins", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Deena", "middle_name": "Skolnick", "last_name": "Weisberg", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Jordan", "middle_name": "C. V.", "last_name": "Taylor", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26371/galley/16007/download/" } ] }, { "pk": 26448, "title": "Experience as a Free Parameter in the Cognitive Modeling of Language", "subtitle": null, "abstract": "To account for natural variability in cognitive processing, it is\nstandard practice to optimize the parameters of a model to\naccount for behavioral data. However, variability reflecting the\ninformation to which one has been exposed is usually ignored.\nNevertheless, most language theories assign a large role to an\nindividual’s experience with language. We present a new way to\nfit language-based behavioral data that combines simple learning\nand processing mechanisms using optimization of language\nmaterials. We demonstrate that benchmark fits on multiple\nlinguistic tasks can be achieved using this method and will argue\nthat one must account not only for the internal parameters of a\nmodel but also the external experience that people receive when\ntheorizing about human behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive modeling; Model optimization;\nLanguage processing; Corpus-based models." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9ww798xm", "frozenauthors": [ { "first_name": "Brendan", "middle_name": "T.", "last_name": "Johns", "name_suffix": "", "institution": "University at Buffalo", "department": "" }, { "first_name": "Michael", "middle_name": "N.", "last_name": "Jones", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Douglas", "middle_name": "J.K.", "last_name": "Mewhort", "name_suffix": "", "institution": "Queen’s University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26448/galley/16084/download/" } ] }, { "pk": 26753, "title": "Experience Representation of Artificial Cognitive System in Interaction with Real", "subtitle": null, "abstract": "In this paper, we propose a novel experience representation approach for artificial cognitive system (such as a robot).The artificial cognitive system with the ability to store experiences and to adapt plans and behavior according to experienceswill be beneficial for understanding the human representation of experience and be useful for developing practical servicerobot. Here an artificial cognitive system experience is defined as a record about the events occurred in the past. Three kindsof experiences (ontology, robot activities and environment activities) are introduced. In this work, we demonstrate the mobilecognitive system with a PR2 platform in a restaurant environment and a corresponding simulation environment. Four differentscenarios (Serve-A-Coffee, Deal-with-Obstacles, Clear-Table and Well-set-Table) have been set to demonstrate the performanceand collect the corresponding experiences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/30r6j478", "frozenauthors": [ { "first_name": "Liwei", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Fuzhou University", "department": "" }, { "first_name": "Zhen", "middle_name": "", "last_name": "Deng", "name_suffix": "", "institution": "University of Hamburg", "department": "" }, { "first_name": "Jianwei", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "University of Hamburg", "department": "" }, { "first_name": "Zhixian", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "Chinese Academy of Sciences", "department": "" }, { "first_name": "Ying", "middle_name": "", "last_name": "Hu", "name_suffix": "", "institution": "Chinese Academy of Sciences", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26753/galley/16389/download/" } ] }, { "pk": 26077, "title": "Explaining December 4, 2015:Cognitive Science Ripped from the Headlines", "subtitle": null, "abstract": "Do the discoveries of cognitive science generalize beyondartificial lab experiments? Or do they have little hope ofhelping us to understand real-world events? Fretting on thisquestion, I bought a copy of the Wall Street Journal andfound that the three front page headlines each connect tomy own research on explanatory reasoning. I report tests ofthe phenomena of inferred evidence, belief digitization, andrevealed truth in real-world contexts derived from theheadlines. If my own corner of cognitive science has suchexplanatory relevance to the real world, then cognitivescience as a whole must be in far better shape yet.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Explanatory reasoning; ecological validity;everyday thinking; causal reasoning; theory of mind." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/36s3p5kj", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "G. B.", "last_name": "Johnson", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26077/galley/15713/download/" } ] }, { "pk": 26602, "title": "Explanation-based discourse inferences support early word learning", "subtitle": null, "abstract": "Children can learn new words from non-instructive contexts (e.g., overheard speech). Recently, it has been proposedthat one way that children do this is by using the surrounding discourse to constrain the interpretation of new words (Sullivan& Barner, 2015). However, little is known about what sort of discourse inferences children might compute when learning. Inthe present study, we adopt a discourse-coherence framework (e.g., Rohde et al., 2006) in order to explain how preschoolers(N = 96, M = 49.2 months, range: 28-65 months) learn new words from discourse. We ask whether young children computeadult-like discourse coherence relations across clauses, and provide some of the earliest evidence that they do. We then relatechildren’s ability to compute these discourse coherence relations to their ability to learn a novel word from that discourse,demonstrating the relation between the computation of discourse coherence and early word learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7ck2342p", "frozenauthors": [ { "first_name": "Jessica", "middle_name": "", "last_name": "Sullivan", "name_suffix": "", "institution": "Skidmore College", "department": "" }, { "first_name": "Juliana", "middle_name": "", "last_name": "Boucher", "name_suffix": "", "institution": "Skidmore College", "department": "" }, { "first_name": "Rachel", "middle_name": "", "last_name": "Goodkind", "name_suffix": "", "institution": "Skidmore College", "department": "" }, { "first_name": "Reina", "middle_name": "", "last_name": "Kiefer", "name_suffix": "", "institution": "Skidmore College", "department": "" }, { "first_name": "Raymond", "middle_name": "", "last_name": "Skyer", "name_suffix": "", "institution": "Skidmore College", "department": "" }, { "first_name": "Katie", "middle_name": "", "last_name": "Williams", "name_suffix": "", "institution": "Skidmore College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26602/galley/16238/download/" } ] }, { "pk": 26201, "title": "Explanations in Causal Chains:Selecting Distal Causes Requires Exportable Mechanisms", "subtitle": null, "abstract": "When A causes B and B causes C, under what conditions isA a good explanation for the occurrence of C? We proposethat distal causes are only perceived to be explanatory if thecausal mechanism is insensitive to inessential variations ofboundary conditions. In two experiments, subjects first ob-served deterministic A → B → C relationships in a single ex-emplar of an unknown kind. They judged A to be crucial forC by default. However, when they subsequently learned thatthe causal mechanism fails to generate the A → C dependencyin other exemplars of the same kind, subjects devalued A asa crucial explanation for C even within the first exemplar. Werelate these findings to the idea that good explanations pick outportable dependency relations, and that sensitive causes fail tomeet this requirement.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "explanation; causal mechanisms; causal chains;sensitivity; portability" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2kn482tk", "frozenauthors": [ { "first_name": "Jonas", "middle_name": "", "last_name": "Nagel", "name_suffix": "", "institution": "University of G ̈ottingen", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Stephan", "name_suffix": "", "institution": "University of G ̈ottingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26201/galley/15837/download/" } ] }, { "pk": 26196, "title": "Explanatory Biases in Social Categorization", "subtitle": null, "abstract": "Stereotypes are important simplifying assumptions we usefor navigating the social world, associating traits withsocial categories. These beliefs can be used to infer anindividual’s likely social category from observed traits (adiagnostic inference) or to make inferences about anindividual’s unknown traits based on their putative socialcategory (a predictive inference). We argue that theseinferences rely on the same explanatory logic as other sortsof diagnostic and predictive reasoning tasks, such as causalexplanation. Supporting this conclusion, we demonstratethat stereotype use involves four of the same biases knownto be used in causal explanation: A bias against categoriesmaking unverified predictions (Exp. 1), a bias towardsimple categories (Exp. 2), an asymmetry betweenconfirmed and disconfirmed predictions of potentialcategories (Exp. 3), and a tendency to treat uncertaincategorizations as certainly true or false (Exp. 4).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Social categorization; inductive reasoning;stereotyping; explanation; causal reasoning." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5dn1n2wm", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "G. B.", "last_name": "Johnson", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Haylie", "middle_name": "Shestle", "last_name": "Kim", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Frank", "middle_name": "C.", "last_name": "Keil", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26196/galley/15832/download/" } ] }, { "pk": 26139, "title": "Explanatory Judgment, Probability, and Abductive Inference", "subtitle": null, "abstract": "Abductive reasoning assigns special status to the explanatorypower of a hypothesis. But how do people make explana-tory judgments? Our study clarifies this issue by asking: (i)How does the explanatory power of a hypothesis cohere withother cognitive factors? (ii) How does probabilistic informa-tion affect explanatory judgments? In order to answer thesequestions, we conducted an experiment with 671 participants.Their task was to make judgments about a potentially explana-tory hypothesis and its cognitive virtues. In the responses, weisolated three constructs: Explanatory Value, Rational Accept-ability, and Entailment. Explanatory judgments strongly co-hered with judgments of causal relevance and with a sense ofunderstanding. Furthermore, we found that Explanatory Valuewas sensitive to manipulations of statistical relevance relationsbetween hypothesis and evidence, but not to explicit infor-mation about the prior probability of the hypothesis. Theseresults indicate that probabilistic information about statisticalrelevance is a strong determinant of Explanatory Value. Moregenerally, our study suggests that abductive and probabilisticreasoning are two distinct modes of inference.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Human Reasoning; Abduction; Explanatory Judg-ment; Explanatory Value; Probability." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/02p839fc", "frozenauthors": [ { "first_name": "Matteo", "middle_name": "", "last_name": "Colombo", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Marie", "middle_name": "", "last_name": "Postma-Nilsenova", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Jan", "middle_name": "", "last_name": "Sprenger", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26139/galley/15775/download/" } ] }, { "pk": 26691, "title": "Exploring Individual Differences in Preschooler’s Causal Reasoning Skills in thePhysical and Digital Domains", "subtitle": null, "abstract": "Do children reason about causal events differently in physically ‘live’ and digital domains? To answer this question,we introduced 35 3-year-olds to the traditional live version and a newly developed digital version of the “blicket detector” task.In both formats, the “blicket detector” first produced an interesting event (e.g., lit up) when a distinctive object (e.g., cylindricalblock) touched its surface, but then failed to do so when a different object (e.g., triangular block) did so. After both blocks thensimultaneously touched (and activated) the “blicket detector,” children were asked to identify the ‘causal’ block. Children’sperformance correlated significantly across the physical and digital trials (r = .4, p = .02). Not only does this study further ourunderstanding of children’s causal reasoning skills in the digital domain, it introduces a major methodological advance with thedevelopment of a highly efficient and reliable digital version of the “blicket” task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/22t1r9zf", "frozenauthors": [ { "first_name": "Jessie-Raye", "middle_name": "", "last_name": "Bauer", "name_suffix": "", "institution": "University of Texas at Austin", "department": "" }, { "first_name": "Amy", "middle_name": "", "last_name": "Booth", "name_suffix": "", "institution": "University of Texas at Austin", "department": "" }, { "first_name": "Cristine", "middle_name": "", "last_name": "Legare", "name_suffix": "", "institution": "University of Texas at Austin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26691/galley/16327/download/" } ] }, { "pk": 26651, "title": "Exploring the Cognitive and Social Profile of Science Rejection", "subtitle": null, "abstract": "We examined the degree to which cognitive style, cultural worldview, conspiracy ideation, and religious and politi-cal demographic variables correspond to agreement with scientific claims across four domains. Participants rated their level ofagreement with scientific statements in four domains (evolution, GMOs, vaccinations, climate change) along with open-endedquestions to investigate participants’ reasons for their support or rejection, filled out individual difference measures, and com-pleted a demographics questionnaire asking about frequency of attendance at religious services as a proxy for religiosity, andpolitical ideology along the liberal-conservative spectrum. Lower agreement with scientific statements was found to be relatedto a lower analytic thinking style and a stronger conservative political ideology. Our results contribute to a better understandingof the cognitive and social profiles of individuals who reject scientific conclusions and can be useful in designing future researchefforts aimed at investigating science acceptance and science denial.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0fd9495f", "frozenauthors": [ { "first_name": "Emilio", "middle_name": "", "last_name": "Lobato", "name_suffix": "", "institution": "Illinois State University", "department": "" }, { "first_name": "Corinne", "middle_name": "", "last_name": "Zimmerman", "name_suffix": "", "institution": "Illinois State University", "department": "" }, { "first_name": "Steve", "middle_name": "", "last_name": "Croker", "name_suffix": "", "institution": "Illinois State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26651/galley/16287/download/" } ] }, { "pk": 26445, "title": "Exploring the Cost Function in Color Perception and Memory:An Information-Theoretic Model of Categorical Effects in Color Matching", "subtitle": null, "abstract": "Recent evidence indicates that color categories can exert astrong influence over color matching in both perception andmemory. We explore this phenomenon by analyzing the costfunction for perceptual error. Our analysis is developed withinthe mathematical framework of rate–distortion theory. Ac-cording to our approach, the goal of perception is to minimizethe expected cost of error while subject to a strong constrainton the capacity of perceptual processing. We propose that thecost function in color perception is defined by the sum of twocomponents: a metric cost associated with the magnitude of er-ror in color space, and a cost associated with perceptual errorsthat cross color category boundaries. A computational modelembodying this assumption is shown to produce an excellent fitto empirical data. The results generally suggest that what ap-pear as ‘errors’ in working memory performance may reflectreasonable and systematic behaviors in the context of costs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "color perception; visual working memory; infor-mation theory; rate–distortion theory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sr1t37c", "frozenauthors": [ { "first_name": "Chris", "middle_name": "R.", "last_name": "Sims", "name_suffix": "", "institution": "Drexel University", "department": "" }, { "first_name": "Zheng", "middle_name": "", "last_name": "Ma", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Sarah", "middle_name": "R.", "last_name": "Allred", "name_suffix": "", "institution": "Rutgers University–Camden", "department": "" }, { "first_name": "Rachel", "middle_name": "A.", "last_name": "Lerch", "name_suffix": "", "institution": "Drexel University", "department": "" }, { "first_name": "Jonathan", "middle_name": "I.", "last_name": "Flombaum", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26445/galley/16081/download/" } ] }, { "pk": 26313, "title": "Exploring the Neural Mechanisms Supporting Structured Sequence Processing andLanguage Using Event-Related Potentials: Some Preliminary Findings", "subtitle": null, "abstract": "Structured sequence processing (SSP) refers to theneurocognitive mechanisms used to learn sequential patternsin the environment. SSP ability seems to be important forlanguage (Conway, Bauernschmidt, Huang, & Pisoni, 2010);however, there are few neural studies showing an empiricalconnection between SSP and language. The purpose of thisstudy was to investigate the association between SSP andlanguage processing by comparing the underlying neuralcomponents elicited during each type of task. Healthy adultsubjects completed a visual, non-linguistic SSP taskincorporating an artificial grammar and a visual morpho-syntactic language task. Both tasks were designed to causeviolations in expectations of items occurring in a series.Event-related potentials (ERPs) were used to examine theunderlying neural mechanisms associated with theseexpectancy violations. The results indicated the P3acomponent elicited by the SSP task and the P600 componentelicited by the language task shared similarities in theirtopographic distribution. These preliminary analyses suggestthat the P3a and P600 may reflect processes involvingdetection of sequential violations in non-language andlanguage domains, which is consistent with the idea thatlanguage processing relies on general-purpose SSPmechanisms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Structured Sequence Processing; SequenceLearning; Statistical Learning; Artificial Grammar Learning;Language Processing; Syntax; Event Related Potentials; P3a;P600" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/12z7z2br", "frozenauthors": [ { "first_name": "Gretchen", "middle_name": "N.L.", "last_name": "Smith", "name_suffix": "", "institution": "Georgia State University", "department": "" }, { "first_name": "Gerardo", "middle_name": "E.", "last_name": "Valdez", "name_suffix": "", "institution": "Georgia State University", "department": "" }, { "first_name": "Anne", "middle_name": "M.", "last_name": "Walk", "name_suffix": "", "institution": "University of Illinois", "department": "" }, { "first_name": "John", "middle_name": "D.", "last_name": "Purdy", "name_suffix": "", "institution": "Saint Louis University", "department": "" }, { "first_name": "Christopher", "middle_name": "M.", "last_name": "Conway", "name_suffix": "", "institution": "Georgia State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26313/galley/15949/download/" } ] }, { "pk": 26165, "title": "Exploring the Relationship between Adolescents’Interest in Algebra and Procedural Declines", "subtitle": null, "abstract": "Algebra I is considered a gatekeeper course for highereducation, high-paying jobs, and access to STEM careers, yetmany students find themselves struggling to learn algebra.Prior research links intrinsic motivation for learning mathwith mathematics achievement, particularly duringadolescence. The current study measured middle schoolstudents’ interest in algebra and their procedural skills acrossthe span of an algebra unit to determine whether students whoshow declines in algebraic problem-solving also show adecline in a particular type of intrinsic motivation – interest inalgebra. Pre-test and post-test scores were used to categorizeparticipants into those who showed declines in problem-solving skills and those who did not. Of the overall sample (N= 367), a group of 25 students showed declining skills overthe course of the unit. These students also showed significantdeclines in interest in mathematics from pre- to post-test incomparison to students who did not show procedural declines.Our findings support the relationship between performanceand motivation in the classroom, particularly in algebra class.Educational implications are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "algebra; motivation; achievement; proceduralskills; procedural skill decline; education" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5rk7m4jt", "frozenauthors": [ { "first_name": "Natalie", "middle_name": "", "last_name": "Corbett", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Julie", "middle_name": "", "last_name": "Booth", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Christina", "middle_name": "", "last_name": "Barbieri", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Laura", "middle_name": "K.", "last_name": "Young", "name_suffix": "", "institution": "Temple University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26165/galley/15801/download/" } ] }, { "pk": 26699, "title": "Exploring the Use of Conversations with Virtual Agents in Assessment Contexts", "subtitle": null, "abstract": "Conversations with computer agents can be used to measure skills that may be difficult to accomplish using tra-ditional multiple-choice assessments. In order to achieve natural conversations in this form of assessment, we are exploringissues related to how test-takers interact with computer agents, such as what dialogue moves lead to interpretable responses,the influence of “cognitive characteristics” of computer agents, how should the system adapt to test-taker responses, and howthese interactions impact test-taker emotions and affect. In this presentation we will discuss our current research addressingthese questions, illustrating important dimensions that are involved with designing a conversation space and how each designdecision can impact multiple factors within assessment contexts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2rh0c162", "frozenauthors": [ { "first_name": "Diego", "middle_name": "", "last_name": "Zapata-Rivera", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "G.", "middle_name": "Tanner", "last_name": "Jackson", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Irvin", "middle_name": "R.", "last_name": "Katz", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26699/galley/16335/download/" } ] }, { "pk": 26095, "title": "Expressive faces are remembered with less pictorial fidelity than neutral faces", "subtitle": null, "abstract": "A repeated finding in the literature of face recognition is thatexpressive faces are remembered better than neutral faces.However, a better facial-identity recognition may come at acost of a reduced precision with which the pictorial facial fea-tures, irrelevant for identity recognition, are represented inmemory. By means of a continuous-report task, we testedthis hypothesis by measuring the memory precision of ex-pressive and neutral faces. Commensurable face-identity andfacial-expressions variations were generated with the methodof Fechnerian scaling. The results confirm our hypothesis, butonly under conditions of high memory load. We interpret thepresent findings as due to the effects of the categorical pro-cesses required for facial-identity recognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "emotion; faces; continuous-report procedure; vi-sual working memory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1c4022hv", "frozenauthors": [ { "first_name": "Martina", "middle_name": "", "last_name": "Lorenzino", "name_suffix": "", "institution": "University of Florence", "department": "" }, { "first_name": "Giorgio", "middle_name": "", "last_name": "Gronchi", "name_suffix": "", "institution": "University of Florence", "department": "" }, { "first_name": "Corrado", "middle_name": "", "last_name": "Caudek", "name_suffix": "", "institution": "University of Florence", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26095/galley/15731/download/" } ] }, { "pk": 26322, "title": "Extended Metaphors are Very Persuasive", "subtitle": null, "abstract": "Metaphors pervade discussions of critical issues and influ-ence how people reason about these domains. For instance,when crime is a beast, people suggest enforcement-orientedapproaches to crime-reduction (e.g., by augmenting the po-lice force); when crime is a virus, on the other hand, peoplesuggest systemic reforms for the affected community. In thecurrent study, we find that extending metaphoric language intothe descriptions of policy interventions bolsters the persuasiveinfluence of metaphoric frames for an array of important is-sues. When crime is a beast, people are even more likely toendorse “attacking” the problem with harsh enforcement tac-tics; when crime is a virus people are even more likely to toendorse “treating” the problem through social reform.", "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/73c1q0bg", "frozenauthors": [ { "first_name": "Paul", "middle_name": "H.", "last_name": "Thibodeau", "name_suffix": "", "institution": "Oberlin College", "department": "" }, { "first_name": "Matias", "middle_name": "", "last_name": "Berretta", "name_suffix": "", "institution": "Oberlin College", "department": "" }, { "first_name": "Peace", "middle_name": "", "last_name": "Iyiewuare", "name_suffix": "", "institution": "Oberlin College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26322/galley/15958/download/" } ] }, { "pk": 26756, "title": "Extending the Talmyan Typology: A Macro-event as Event Integration and Grammaticalization", "subtitle": null, "abstract": "This article addresses the macro-event, a fundamental concept for the Talmyan two-way typology. It proposes adiachronic aspect of macro-event, an aspect that seems to be under-appreciated or even neglected. It argues that a macro-eventintegrates two simple events through grammaticalization. This hypothesis is supported by the behaviors of directional verbsin Mandarin Chinese in that these forms alone can express almost all five types of macro-events that Talmy analyzed, and thatthese macro-events themselves represent an integration of two simple events, and exhibit various degrees of grammaticalization.This study relates two seemingly unrelated areas of research, i.e. event structure and grammaticalization and provides a newperspective to the Talmyan typological paradigm.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/21m3w5f0", "frozenauthors": [ { "first_name": "Fuyin", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "Beihang University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26756/galley/16392/download/" } ] }, { "pk": 26304, "title": "Extracting Human Face Similarity Judgments: Pairs or Triplets?", "subtitle": null, "abstract": "Two experimental protocols, pairwise rating and triplet rank-ing, have been commonly used for eliciting perceptual similar-ity judgments for faces and other objects. However, there hasbeen little systematic comparison of the two methods. Pairwiserating has the advantage of greater precision, but triplet rank-ing is potentially a cognitive less taxing task, thus resulting inless noisy responses. Here, we introduce several information-theoretic measures of how useful responses from the two pro-tocols are for the purpose of response prediction and parame-ter estimation. Using face similarity data collected on AmazonMechanical Turk, we demonstrate that triplet ranking is signif-icantly better for extracting subject-specific preferences, whilethe two are comparable when pooling across subjects. Whilethe specific conclusions should be interpreted cautiously, dueto the particularly simple Bayesian model for response gener-ation utilized here, the work provides a information-theoreticframework for quantifying how repetitions within and acrosssubjects can help to combat noise in human responses, as wellas giving some insight into the nature of similarity representa-tion and response noise in humans. More generally, this workdemonstrates that substantial noise and inconsistency corruptsimilarity judgments, both within- and across-subjects, withconsequent implications for experimental design and data in-terpretation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "similarity judgment" }, { "word": "triplet ranking" }, { "word": "pairwise rat-ing" }, { "word": "information theory" }, { "word": "Bayesian modeling" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3bv8j80n", "frozenauthors": [ { "first_name": "Linjie", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Vicente", "middle_name": "", "last_name": "Malave", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Amanda", "middle_name": "", "last_name": "Song", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Angela", "middle_name": "J.", "last_name": "Yu", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26304/galley/15940/download/" } ] }, { "pk": 26489, "title": "Extraction of Event Roles From Visual Scenes is Rapid, Automatic,\nand Interacts with Higher-Level Visual Processing", "subtitle": null, "abstract": "A crucial component of event recognition is understanding the\nroles that people and objects take: did the boy hit the girl, or\ndid the girl hit the boy? We often make these categorizations\nfrom visual input, but even when our attention is otherwise\noccupied, do we automatically analyze the world in terms of\nevent structure? In two experiments, participants made speeded\ngender judgments for a continuous sequence of male-female\ninteraction scenes. Even though gender was orthogonal to\nevent roles (whether the Agent was male or Female, or vice-\nversa), a switching cost was observed when the target\ncharacter’s role reversed from trial to trial, regardless of\nwhether the actors, events, or side of the target character\ndiffered. Crucially, this effect held even when nothing in the\ntask required attention to the relationship between actors. Our\nresults suggest that extraction of event structure in visual\nscenes is a rapid and automatic process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "event roles; thematic roles; event perception;\nvisual perception; switching costs" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/32p747vc", "frozenauthors": [ { "first_name": "Alon", "middle_name": "", "last_name": "Hafri", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "John", "middle_name": "C.", "last_name": "Trueswell", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Brent", "middle_name": "", "last_name": "Strickland", "name_suffix": "", "institution": "PSL Research University\nInstitute Jean Nicod", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26489/galley/16125/download/" } ] }, { "pk": 26387, "title": "Facilitating Spatial Task Learning in Interactive Multimedia Environments\nWhile Accounting for Individual Differences and Task Difficulty", "subtitle": null, "abstract": "Two experiments examined the effects of interactive tutorial\nfeatures (compared to “passive” features) on learning spatial\ntasks, an area seldom explored in interactivity research.\nExperiment 1 results indicated that for simple spatial tasks,\ninteractive tutorials hindered learning for participants of\nhigher spatial ability but improved learning for lower-ability\nparticipants. This interaction can be explained by\n“compensation,” the notion that people of higher ability can\ncompensate for poor external support (passive tutorials) while\npeople of lower ability need the better support. It is likely that\nthe increased cognitive load of interactivity (Kalyuga, 2007)\nhindered high-spatial participants on a relatively easy task. In\nExperiment 2, task difficulty was increased, and the results\nrevealed that the interactive tutorial produced better learning\nthan the passive tutorial, regardless of spatial abilities. With\nthe relatively difficult task, the benefits of interactivity\nbecame clearer because most people actually needed the\ninteractive features despite the associated cognitive load.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "user interactivity; learning technology; spatial\nlearning; multimedia; individual differences" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4vm5q976", "frozenauthors": [ { "first_name": "Dar-Wei", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Catrambone", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26387/galley/16023/download/" } ] }, { "pk": 26166, "title": "Factors Influencing Categorization Strategy in Visual Category Learning", "subtitle": null, "abstract": "Studies in visual category learning show that participants usedifferent category generalization strategies. Some studies re-port a preference for a rule-based strategy, while others reporta preference for a similarity-based strategy. We conducted cat-egory learning experiments in which we varied three variables— family resemblance of a category, saliency of the definingrule and presentation of transfer stimulus after a delay. Ourresults show that these factors influence the choice of categorygeneralization strategy. Our study offers a possible explanationfor the divergent results in the literature.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "visual category learning; supervised learning;generalization; family resemblance; defining rule saliency" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/44p0j9sw", "frozenauthors": [ { "first_name": "Sujith", "middle_name": "", "last_name": "Thomas", "name_suffix": "", "institution": "Indian Institute of Technology Kanpur", "department": "" }, { "first_name": "Harish", "middle_name": "", "last_name": "Karnick", "name_suffix": "", "institution": "Indian Institute of Technology Kanpur", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26166/galley/15802/download/" } ] }, { "pk": 26259, "title": "Feature-based Joint Planning and Norm Learning in Collaborative Games", "subtitle": null, "abstract": "People often use norms to coordinate behavior andaccomplish shared goals. But how do people learn andrepresent norms? Here, we formalize the process by whichcollaborating individuals (1) reason about group plans duringinteraction, and (2) use task features to abstractly representnorms. In Experiment 1, we test the assumptions of our modelin a gridworld that requires coordination and contrast it with a“best response” model. In Experiment 2, we use our model totest whether group members’ joint planning relies more onstate features independent of other agents (landmark-basedfeatures) or state features determined by the configuration ofagents (agent-relative features).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "joint intentionality; norms; team reasoning;reinforcement learning; features; computational modeling" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6pt94203", "frozenauthors": [ { "first_name": "Mark", "middle_name": "", "last_name": "Ho", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "MacGlashan", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Amy", "middle_name": "", "last_name": "Greenwald", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Littman", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Hilliard", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Carl", "middle_name": "", "last_name": "Trimbach", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Stephen", "middle_name": "", "last_name": "Brawner", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Max", "middle_name": "", "last_name": "Kleiman-Weiner", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Joseph", "middle_name": "", "last_name": "Austerweil", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26259/galley/15895/download/" } ] }, { "pk": 26576, "title": "Feature distinctiveness in verbs: links between verb distinctiveness, child directedspeech and age of acquisition", "subtitle": null, "abstract": "Feature distinctiveness is a measure representing the uniqueness of objects’ features. Previous research found linksbetween noun feature distinctiveness and age of acquisition (i.e. nouns referring to objects with relatively unique featuresare learned earlier). The present work investigates the links between feature distinctiveness and age of acquisition in verbs.Using high-dimensional vector space modelling, noun and verb feature distinctiveness was represented as Manhattan distancebetween word nodes. Both nouns and verbs showed negative correlations between feature distinctiveness and age of acquisition(words of more distinctive objects learned earlier), suggesting a general distinctiveness bias. This effect was stronger for nouns.An investigation of child directed speech (CDS) from the CHILDES corpus showed a correlation between child directed wordfrequency and feature distinctiveness for nouns (featurally distinctive nouns are more common in CDS), but not for verbs. Thepossible link between distinctiveness in CDS and age of acquisition effects is discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/51s4d9jq", "frozenauthors": [ { "first_name": "Tomas", "middle_name": "", "last_name": "Engelthaler", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Hills", "name_suffix": "", "institution": "University of Warwick", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26576/galley/16212/download/" } ] }, { "pk": 26293, "title": "Feature Overlap in Action Sequence", "subtitle": null, "abstract": "This study determined if features of an action plan held in\nworking memory are activated to the same extent (consistent\nwith serial memory theories) or in a gradient (consistent with\ntheories that assume serial order is imposed prior to response\nselection). Two visual events (A and B) occurred in a\nsequence. Participants planned an action (3-finger, key\nsequence) to the first event (Action A) and maintained this\naction in working memory while executing a speeded\nresponse (1-finger key-press) to the second event (Action B).\nAfterwards, participants executed Action A. We manipulated\nwhether Action B overlapped with the first, second or final\nfeature of Action A, and examined the pattern of correct,\nAction B RTs at the different overlap locations by finger\n(index, middle, ring), as well as the error rates of both Action\nA and Action B. Results indicate that 3-finger sequences\nwere not activated equally or in a gradient. Instead, feature\nactivation reflected a serial position curve or a reverse serial\nposition curve dependent on finger.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "feature overlap" }, { "word": "cognitive interference" }, { "word": "action\nplanning" }, { "word": "partial repetition costs" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8s03f258", "frozenauthors": [ { "first_name": "Alexandra", "middle_name": "M.", "last_name": "Stubblefield", "name_suffix": "", "institution": "Washington State University", "department": "" }, { "first_name": "Lisa", "middle_name": "R.", "last_name": "Fournier", "name_suffix": "", "institution": "Washington State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26293/galley/15929/download/" } ] }, { "pk": 26658, "title": "Feedback Markers in Mandarin: Tracking Cognitive Status in Conversation", "subtitle": null, "abstract": "A key aspect of conversation is the interactive exchange of information and the cooperative discourse process thatfunctions to bring about a mutually satisfactory sharing of information. The encountering of new information gives rise toemotional responses as well as on the certainty and degree of cognitive reorientation to the pre-existing knowledge state. In thisstudy we present our results on prosody and contextual meaning of two feedback markers: “dui” and “oh”, showing that themarker “dui” ‘right’, functions to mark the perceived status of lexical truth and degree of understanding, approval, or agreement,thus acting as an indicator of cognitive understanding to organize topic development through signals of a shared knowledgestate, whereas the marker “oh” acts as an indicator of temporary cognitive difficulty or reorientation of cognitive states, thusproviding the complementary function to “dui” with respect to certainty and uncertainty of information and knowledge statesin discourse.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9c33s2xr", "frozenauthors": [ { "first_name": "Li-chiung", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "Tunghai University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26658/galley/16294/download/" } ] }, { "pk": 26551, "title": "Filling in the gaps: Event segmentation is robust to missing information", "subtitle": null, "abstract": "Fluent event processing involves segmenting streaming sensory information into discrete units. Adults and childrenselectively attend to these meaningful moments within event streams, which predicts later memory. In natural environments,however, uninterrupted attention is unlikely. Consequently, some information is missed, including event boundary information.To what extent does missing information alter the attentional dynamics of processing, specifically viewers’ ability to targetremaining boundaries with enhanced attention? Adults advanced at their own pace through slideshows of unfolding activity.Slides were systematically deleted to enable comparison of viewers’ attentional dynamics when specific content was presentversus absent. Average dwelling per slide increased with missing content. However, the attentional dynamics of processingwere unaltered; attention to boundaries displayed comparable enhancement regardless of missing content. Attention modulationduring processing of relatively familiar events appears to be highly robust to missing information. What occurs with more novelevents is an interesting question for future research.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5nr9b0gk", "frozenauthors": [ { "first_name": "Jessica", "middle_name": "", "last_name": "Kosie", "name_suffix": "", "institution": "University of Oregon", "department": "" }, { "first_name": "Dare", "middle_name": "", "last_name": "Baldwin", "name_suffix": "", "institution": "University of Oregon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26551/galley/16187/download/" } ] }, { "pk": 36032, "title": "Final Draft 4 - Wendy Asplin, Monica F. Jacobe, and Alan S. Kennedy", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9hq2s52x", "frozenauthors": [ { "first_name": "Alexander", "middle_name": "T.", "last_name": "Ibaraki", "name_suffix": "", "institution": "Santa Monica College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36032/galley/26884/download/" } ] }, { "pk": 26593, "title": "Finding Clarity Amidst the Clutter: How Parents Name Objects", "subtitle": null, "abstract": "A core issue in the study of word learning is understanding how beginning learners cope with referential ambiguityin the clutter of natural learning environments, and how parents may help them find the referent in that clutter. Here we ask howsensitive parents are in taking advantage of optimal visual moments where a single object is visually large in view to providelinguistic labels for their infants. Using a mini-head camera, we recorded parent-child free play interactions and studied theparent naming events for 12 and 30 month old children from the infant-perspective in a context of high clutter (30 objectsdumped on the floor). Despite the cluttered context, parents and infants frequently created infant-perspective scenes in whichone object was visually singled out. At both age levels, parents named objects in these moments of visual clarity and almostnever named objects in sub-optimal moments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9fj29732", "frozenauthors": [ { "first_name": "Charlene", "middle_name": "", "last_name": "Tay", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Linda", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26593/galley/16229/download/" } ] }, { "pk": 26718, "title": "Finger Gnosis Predicts Children’s Numeracy, Despite Controlling forVisuo-Spatial Memory", "subtitle": null, "abstract": "Finger gnosis, the ability to mentally represent one’s fingers, predicts numeracy in children (Penner-Wilger et al.,2007, 2009) and adults (Penner-Wilger et al., 2014, 2015). It has been argued that the relation may reflect visuo-spatial memory,rather than finger gnosis ability per se. This rival hypothesis was not supported in adults (Penner-Wilger et al., 2015), but herewe examined it in children, using both a novel set of Grade 1 participants (N = 119) and a separate set previously reportedon (Penner-Wilger et al., 2007, 2009; N=146). In multiple regressions, for each set of participants, finger gnosis significantlypredicted numeracy skills, measured using the KeyMath Numeration subtest. Moreover, the relation between finger gnosis andnumeracy held for both sets of participants, despite controlling for visuo-spatial memory, measured using a Corsi-block test.These findings suggest that the relation between finger gnosis and numeracy is robust and does not reflect visuo-spatial memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1st5g77n", "frozenauthors": [ { "first_name": "Marcie", "middle_name": "", "last_name": "Penner-Wilger", "name_suffix": "", "institution": "King’s University College at Western University", "department": "" }, { "first_name": "Sheri-Lynn", "middle_name": "", "last_name": "Skwarchuk", "name_suffix": "", "institution": "University of Winnipeg", "department": "" }, { "first_name": "Carla", "middle_name": "", "last_name": "Sowinski", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Jo-Anne", "middle_name": "", "last_name": "Lefevre", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26718/galley/16354/download/" } ] }, { "pk": 26505, "title": "First things first? Top-down influences on event apprehension", "subtitle": null, "abstract": "Not much is known about event apprehension, the earliest\nstage of information processing in elicited language\nproduction studies, using pictorial stimuli. A reason for our\nlack of knowledge on this process is that apprehension\nhappens very rapidly (<350 ms after stimulus onset, Griffin &\nBock 2000), making it difficult to measure the process\ndirectly. To broaden our understanding of apprehension, we\nanalyzed landing positions and onset latencies of first\nfixations on visual stimuli (pictures of real-world events)\ngiven short stimulus presentation times, presupposing that the\nfirst fixation directly results from information processing\nduring apprehension.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "apprehension" }, { "word": "visual attention" }, { "word": "event construal" }, { "word": "Language Production" }, { "word": "cross-linguistic analyses" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2871b1gc", "frozenauthors": [ { "first_name": "Johannes", "middle_name": "", "last_name": "Gerwien", "name_suffix": "", "institution": "Heidelberg University", "department": "" }, { "first_name": "Monique", "middle_name": "", "last_name": "Flecken", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26505/galley/16141/download/" } ] }, { "pk": 26711, "title": "Forming spatial habits in the wild: Examining stabilization in classroom seatingarrangements", "subtitle": null, "abstract": "Previous research suggests that individuals tend to form spatial habits (i.e., placing objects in consistent locations inspace) when interacting with objects in the environment (Zhu & Risko, in press). However, it remains unclear how such spatialhabits develop over time. One hypothesis suggests that spatial habit formation may involve a process of stabilization wherebyindividuals’ spatial behaviour becomes progressively fixed over time. We examined this hypothesis by tracking students’ seatingbehaviour in a classroom over the course of 12 weeks. Although individuals’ overall seating choice tended to cluster near wherethey initially sat, we did not find evidence that seating behaviour stabilized over time. However, a significant curvilinear relationwas found between seating choice and time such that seating choice near the beginning and end of the 12-week period weremore varied than those in the middle. Implications of this study for understanding spatial habit formation will be discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sm373v7", "frozenauthors": [ { "first_name": "Mona", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Evan", "middle_name": "", "last_name": "Risko", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26711/galley/16347/download/" } ] }, { "pk": 26325, "title": "Fractal Scaling and Implicit Bias: A Conceptual Replication of Correll (2008)", "subtitle": null, "abstract": "A racial priming article claimed that, relative to a controlcondition, an exotic variety of variability, called 1/ƒ noise, isaltered when stereotypes impact participants’ judgments in animplicit prejudice task (Correll, 2008). However, Madurskiand LeBel (2014) recently described two powerful, faithfullycloned, and apparently decisive studies that each failed toreturn a successful literal replication of Correll’s report.Madurski and LeBel outlined and subsequently eliminatedseveral potential extraneous reasons for their replicationfailures, such as different participant demographics,participant non-compliance, poor psychometrics, andhardware discrepancies. By contrast, this article reports asuccessful conceptual replication of the pattern reported byCorrell (cf. Schmidt, 2009). Notably, this conceptualreplication required adjustments to Correll’s original methodand statistical analyses. All the changes were dictated by asystems theory of 1/ƒ noise that was largely in place prior toCorrell’s report (Kello, Beltz, Holden, & Van Orden, 2007;Van Orden, Holden, & Turvey, 2003; 2005). Implications forthe replication debate are discussed, with emphasis oncontextualizing implicit cues.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "1/ƒ noise; prejudice; response time; replication;complexity science" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/69v6q00c", "frozenauthors": [ { "first_name": "Mary", "middle_name": "Jean", "last_name": "Amon", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "John", "middle_name": "G.", "last_name": "Holden", "name_suffix": "", "institution": "University of Cincinnati", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26325/galley/15961/download/" } ] }, { "pk": 26549, "title": "Free-form response vs. yes/no-question methodologies in the study of humanreasoning", "subtitle": null, "abstract": "There are two widespread strategies for testing experimentally whether a conclusion follows naively from a sequenceof premises. The free-form response strategy (FFR) presents participants with the premises and asks them “what, if anything,follows?” In the simplest case, participants’ responses are coded as to whether they made the predicted inference. On the yes/noquestion strategy (YNQ), after presenting the premises, the researcher puts forth a sentence C and asks whether C follows fromthe premises.We compare the two methodologies with respect to six types of fallacious problems involving propositional connectives fromthe mental-models literature, to address the question of whether the methodologies are equally valid. We found that the twomethodologies overwhelmingly yield identical results. Interestingly, the exceptions we found show that in some cases FFR failsto detect an attractive fallacious conclusion that can be reliably probed with YNQ.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9rn3v9tw", "frozenauthors": [ { "first_name": "Salvador", "middle_name": "", "last_name": "Mascarenhas", "name_suffix": "", "institution": "St Catherine’s College", "department": "" }, { "first_name": "Philipp", "middle_name": "", "last_name": "Koralus", "name_suffix": "", "institution": "St Catherine’s College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26549/galley/16185/download/" } ] }, { "pk": 26584, "title": "From computation to automization: How practice alters initial neural response tofamiliar arithmetic problems", "subtitle": null, "abstract": "Building and validating models of skill acquisition that explain speedup effects has been limited by difficulty dis-tinguishing quickly executed cognitive processes (e.g. Anderson, 1982; Logan, 1988; Rickard, 1997). In this experiment,magnetoencephalography (MEG) data are collected from participants solving a repeated math problem set. We use MEG signalto test the three-phase model of skill acquisition that describes the transition from problem-solving strategies of computation,to retrieval, to an automatic stimulus-response process (Fitts & Posner, 1967). We hypothesize that the processes of familiarityand recollection are early features that distinguish the three phases of skill acquisition. Analyzing event-related fields, we testtwo predictions. First, early frontal activation (akin to the FN400 old-new effect of ERP studies) should diminish in strengthwith each successive phase transition. Second, parietal activation (corresponding to the ERP P600 old-new effect) should bepresent in the second phase, but not in the first or last phase.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5352z1tx", "frozenauthors": [ { "first_name": "Caitlin", "middle_name": "", "last_name": "Tenison", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Anderson", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26584/galley/16220/download/" } ] }, { "pk": 26198, "title": "From embodied metaphors to metaphoric gestures", "subtitle": null, "abstract": "Humans turn abstract referents and discourse structuresinto gesture using metaphors. The semantic relation be-tween abstract communicative intentions and their phys-ical realization in gesture is a question that has not beenfully addressed. Our hypothesis is that a limited set ofprimary metaphors and image schemas underlies a widerange of gestures. Our analysis of a video corpus sup-ports this view: over 90% of the gestures in the corpus arestructured by image schemas via a limited set of primarymetaphors. This analysis informs the extension of a com-putational model that grounds various communicative in-tentions to a physical, embodied context, using those pri-mary metaphors and image schemas. This model is usedto generate gesture performances for virtual characters.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "embodied cognition; gesture; metaphor;nonverbal behavior; human-computer interaction" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4w03x8cs", "frozenauthors": [ { "first_name": "Margot", "middle_name": "", "last_name": "Lhommet", "name_suffix": "", "institution": "Northeastern University", "department": "" }, { "first_name": "Stacy", "middle_name": "", "last_name": "Marsella", "name_suffix": "", "institution": "Northeastern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26198/galley/15834/download/" } ] }, { "pk": 26520, "title": "From low to high cognition: A multi-level model of behavioral control in theprimate brain", "subtitle": null, "abstract": "The basic cognitive architecture of the human brain remainsunknown. However, there is evidence for the existence ofdistinct behavioral control systems shared by humans andnonhumans; and there is further evidence pointing to distincthigher-level problem solving systems shared by humans andother primates. To clarify the nature of these proposedsystems and examine how they may interact in the brain, wepresent a four-level model of the primate brain and compareits performance to three other brain models in the face of achallenging foraging problem (i.e., with transparent, and thus,invisible barriers). In all manipulations (e.g., size of problemspace, number of obstacles), our model never performed thebest outright; however, it was always among the best,appearing to be a jack-of-all-trades. Thus, the virtues of ourprimate brain lie not only in the heights of thinking it canreach, but also in its range and versatility.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive control; cognitive architecture;reinforcement learning; creativity; agency; concept formation" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9957z5qw", "frozenauthors": [ { "first_name": "Jerald", "middle_name": "D.", "last_name": "Kralik", "name_suffix": "", "institution": "Dartmouth College", "department": "" }, { "first_name": "Dongqing", "middle_name": "", "last_name": "Shi", "name_suffix": "", "institution": "Dartmouth College", "department": "" }, { "first_name": "Omar", "middle_name": "A.", "last_name": "El-Shroa", "name_suffix": "", "institution": "Dartmouth College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26520/galley/16156/download/" } ] }, { "pk": 26348, "title": "From uh-oh to tomorrow Predicting age of acquisition for early words across languages", "subtitle": null, "abstract": "Why do children learn some words earlier than others? Reg-ularities and differences in the age of acquisition for wordsacross languages yield insights regarding the mechanismsguiding word learning. In a large-scale corpus analysis,we estimate the ages at which 9,200 children learn 300-400words in seven languages, predicting them on the basis ofindependently-derived linguistic, environmental, and concep-tual factors. Predictors were surprisingly consistent across lan-guages, but varied across development and as a function oflexical category (e.g., concreteness predicted nouns while lin-guistic structure predicted function words). By leveraging dataat a significantly larger scale than previous work, our analyseshighlight the power that emerges from unifying previously dis-parate theories, but also reveal the amount of reliable variationthat still remains unexplained.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language acquisition; word learning; development" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sn4p5f9", "frozenauthors": [ { "first_name": "Mika", "middle_name": "", "last_name": "Braginsky", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Yurovsky", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Virginia", "middle_name": "A.", "last_name": "Marchman", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26348/galley/15984/download/" } ] }, { "pk": 26434, "title": "From Words to Behaviour via Semantic Networks", "subtitle": null, "abstract": "The contents and structure of semantic networks have\nbeen the focus of much recent research, with major\nadvances in the development of distributional models. In\nparallel, connectionist modeling has extended our\nknowledge of the processes engaged in semantic\nactivation. However, these two lines of investigation have\nrarely brought together. Here, starting from a standard\ntextual model of semantics, we allow activation to spread\nthroughout its associated semantic network, as dictated by\nthe patterns of semantic similarity between words. We\nfind that the activation profile of the network, measured\nat various time points, can successfully account for\nresponse times in the lexical decision task, as well as for\nsubjective concreteness and imageability ratings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "computational modelling; semantic networks; text\ncorpora; lexical decision; concreteness; imageability" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3pk6z7xb", "frozenauthors": [ { "first_name": "Armand", "middle_name": "", "last_name": "Rotaru", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Gabriella", "middle_name": "", "last_name": "Vigliocco", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Stefan", "middle_name": "", "last_name": "Frank", "name_suffix": "", "institution": "Radboud University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T15:00:00-03:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26434/galley/16070/download/" } ] } ] }