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{ "count": 38465, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=21800", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=21600", "results": [ { "pk": 26060, "title": "Full Day Tutorial on Quantum Models of Cognition and Decision", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "classical information processing; quantuminformation processing; logic and mathematicalfoundation; Bayesian probability; quantum probability;Markov and quantum processes; decision making;quantum entan" } ], "section": "Tutorials", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1xz2s02n", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "S.", "last_name": "Trueblood", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "James", "middle_name": "M.", "last_name": "Yearsley", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Kvam", "name_suffix": "", "institution": "Michigan State University", "department": "" }, { "first_name": "Zheng", "middle_name": "(Joyce)", "last_name": "Wang", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Jerome", "middle_name": "R.", "last_name": "Busemeyer", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26060/galley/15696/download/" } ] }, { "pk": 26153, "title": "Fuse to be used: A weak cue’s guide to attracting attention", "subtitle": null, "abstract": "Several studies examined cue competition in human learning\nby testing learners on a combination of conflicting cues\nrooting for different outcomes, with each cue perfectly\npredicting its outcome. A common result has been that\nlearners faced with cue conflict choose the outcome\nassociated with the rare cue (the Inverse Base Rate Effect,\nIBRE). Here, we investigate cue competition including IBRE\nwith sentences containing cues to meanings in a visual world.\nWe do not observe IBRE. Instead we find that position in the\nsentence strongly influences cue salience. Faced with conflict\nbetween an initial cue and a non-initial cue, learners choose\nthe outcome associated with the initial cue, whether frequent\nor rare. However, a frequent configuration of non-initial cues\nthat are not sufficiently salient on their own can overcome a\ncompeting salient initial cue rooting for a different meaning.\nThis provides a possible explanation for certain recurring\npatterns in language change.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Frequency; Inverse base rate effect; configural\nlearning; Artificial language learning; cue salience; selective\nattention" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/64x4x9ms", "frozenauthors": [ { "first_name": "Zara", "middle_name": "", "last_name": "Harmon", "name_suffix": "", "institution": "University of Oregon", "department": "" }, { "first_name": "Vsevolod", "middle_name": "", "last_name": "Kapatsinski", "name_suffix": "", "institution": "University of Oregon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26153/galley/15789/download/" } ] }, { "pk": 26270, "title": "Gender Differences in the Effect of Impatience on Men and Women’sTiming Decisions", "subtitle": null, "abstract": "Decisions over the timing of actions are critical in severalsafety, security and healthcare scenarios. These decisions, sim-ilar to discrete decisions, can be influenced by biases and in-dividual traits. In this paper, a bias of impatience is studiedin an experiment with 626 participants, with a focus on gen-der differences. Impatience was moderated with a manipula-tion of a variable-speed countdown. Men and women differedin how they expressed impatience. While men systematicallyand irrationally act earlier when become impatient followingthe slower countdowns, women react by irrationally request-ing earlier information about the outcome of each trial, andimpulsively pressing an inactive key.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "impatience; gender differences; decision-making;timing decisions; women; men" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/74w4w0r5", "frozenauthors": [ { "first_name": "Moojan", "middle_name": "", "last_name": "Ghafurian", "name_suffix": "", "institution": "The Pennsylvania State University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Reitter", "name_suffix": "", "institution": "The Pennsylvania State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26270/galley/15906/download/" } ] }, { "pk": 26677, "title": "Gender Differences in the Effect of Impatience on Men and Women’sTiming Decisions", "subtitle": null, "abstract": "Decisions over the timing of actions are critical in severalsafety, security and healthcare scenarios. These decisions, sim-ilar to discrete decisions, can be influenced by biases and in-dividual traits. In this paper, a bias of impatience is studiedin an experiment with 626 participants, with a focus on gen-der differences. Impatience was moderated with a manipula-tion of a variable-speed countdown. Men and women differedin how they expressed impatience. While men systematicallyand irrationally act earlier when become impatient followingthe slower countdowns, women react by irrationally request-ing earlier information about the outcome of each trial, andimpulsively pressing an inactive key.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "impatience; gender differences; decision-making;timing decisions; women; men" } ], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/77b7j3j2", "frozenauthors": [ { "first_name": "Moojan", "middle_name": "", "last_name": "Ghafurian", "name_suffix": "", "institution": "The Pennsylvania State University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Reitter", "name_suffix": "", "institution": "The Pennsylvania State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26677/galley/16313/download/" } ] }, { "pk": 26263, "title": "Generalisable patterns of gesture distinguish semantic categories in communicationwithout language", "subtitle": null, "abstract": "There is a long-standing assumption that gestural forms aregeared by a set of modes of representation (acting,representing, drawing, moulding) with each techniqueexpressing speakers’ focus of attention on specific aspects ofreferents (Müller, 2013). Beyond different taxonomiesdescribing the modes of representation, it remains unclearwhat factors motivate certain depicting techniques overothers. Results from a pantomime generation task show thatpantomimes are not entirely idiosyncratic but rather followgeneralisable patterns constrained by their semantic category.We show that a) specific modes of representations arepreferred for certain objects (acting for manipulable objectsand drawing for non-manipulable objects); and b) that use andordering of deictics and modes of representation operate intandem to distinguish between semantically related concepts(e.g., “to drink” vs “mug”). This study provides yet moreevidence that our ability to communicate through silentgesture reveals systematic ways to describe events and objectsaround us.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "pantomime" }, { "word": "Gesture" }, { "word": "action/object distinction" }, { "word": "modes of representation" }, { "word": "iconicity" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4r17f0vk", "frozenauthors": [ { "first_name": "Gerardo", "middle_name": "", "last_name": "Ortega", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Aslı", "middle_name": "", "last_name": "Özyürek", "name_suffix": "", "institution": "Radboud University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26263/galley/15899/download/" } ] }, { "pk": 26462, "title": "Generalization of within-category feature correlations", "subtitle": null, "abstract": "Theoretical and empirical work in the field of classificationlearning is centered on a ‘reference point’ view, where learn-ers are thought to represent categories in terms of stored pointsin psychological space (e.g., prototypes, exemplars, clusters).Reference point representations fully specify how regions ofpsychological space are associated with class labels, but theydo not contain information about how features relate to oneanother (within- class or otherwise). We present a novel exper-iment suggesting human learners acquire knowledge of within-class feature correlations and use this knowledge during gen-eralization. Our methods conform strictly to the traditional ar-tificial classification learning paradigm, and our results can-not be explained by any prominent reference point model (i.e.,GCM, ALCOVE). An alternative to the reference point frame-work (DIVA) provides a strong account of the observed perfor-mance. We additionally describe preliminary work on a noveldiscriminative clustering model that also explains our results.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "categorization; generalization; formal modeling" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0km3q540", "frozenauthors": [ { "first_name": "Nolan", "middle_name": "", "last_name": "Conaway", "name_suffix": "", "institution": "Binghamton University", "department": "" }, { "first_name": "Kenneth", "middle_name": "J.", "last_name": "Kurtz", "name_suffix": "", "institution": "Binghamton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26462/galley/16098/download/" } ] }, { "pk": 26351, "title": "General Mechanisms Underlying Language and Spatial Cognitive Development", "subtitle": null, "abstract": "Previous research showed that children’s spatial language\nproduction predicts their spatial skills, but the mechanisms\nunderlying this relation remain a source of debate. This study\nexamined whether 4-year-olds’ spatial skills were predicted by\ntheir attention to task-relevant information—in tasks that\nemphasize either memory or language—above and beyond\ntheir spatial word production. Children completed three types\nof tasks: (1) a memory task assessing attention to task-relevant\ncolor, size, and location cues; (2) a production task assessing\nadaptive use of language to describe scenes, varying in color,\nsize, and location; and (3) spatial tasks. After controlling for\nage, gender, and vocabulary, children’s spatial skills were\nsignificantly predicted by their memory for task-relevant cues,\nabove and beyond their task-related language production and\nadaptive use of language. These findings suggest that attending\nto relevant information is a process supporting spatial skill\nacquisition and underlies the relation between language and\nspatial cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "spatial cognition; short-term memory; language\nproduction; cognitive development" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5s7380dz", "frozenauthors": [ { "first_name": "Hilary", "middle_name": "E.", "last_name": "Miller", "name_suffix": "", "institution": "University of Wisconsin", "department": "" }, { "first_name": "Vanessa", "middle_name": "R.", "last_name": "Simmering", "name_suffix": "", "institution": "University of Wisconsin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26351/galley/15987/download/" } ] }, { "pk": 26664, "title": "Generating Predictions Non-consciously: Evidence from Invisible Motion with andwithout Obstacles", "subtitle": null, "abstract": "Previous research has established that conscious stimuli can lead to non-conscious predictions. Yet, it also suggeststhat conscious awareness of stimuli is a necessary condition for using them in predictions. We use subliminal movement – withand without obstacles – to examine predictions from subliminal stimuli. In four experiments, a moving object was masked withcontinuous flash suppression. After the object had stopped moving, a conscious probe appeared in a location that was eitherconsistent with the movement or not. In the first three experiments the movement was linear, and non-conscious predictionswere based on both direction and speed of movement. In Experiment 4, the moving object collided with an obstacle. Responsetimes revealed predictions on the deflection route. We thus conclude that humans can use dynamic subliminal information togenerate active predictions about the future", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/13h7m439", "frozenauthors": [ { "first_name": "Ariel", "middle_name": "", "last_name": "Goldstein", "name_suffix": "", "institution": "Hebrew university", "department": "" }, { "first_name": "Ido", "middle_name": "", "last_name": "Rivlin", "name_suffix": "", "institution": "Hebrew university", "department": "" }, { "first_name": "Ran", "middle_name": "", "last_name": "Hassin", "name_suffix": "", "institution": "Hebrew university", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26664/galley/16300/download/" } ] }, { "pk": 26249, "title": "Geometric representations of evidence in models of decision-making", "subtitle": null, "abstract": "Traditionally, models of the decision-making process have fo-cused on the case where a decision-maker must choose be-tween two alternatives. The most successful of these, sequen-tial sampling models, have been extended from the binary caseto account for choices and response times between multiplealternatives. In this paper, I present a geometric representa-tion of diffusion and accumulator models of multiple-choicedecisions, and show how these can be analyzed as Markovprocesses on lattices. I then introduce psychological relation-ships between choice alternatives and show how this impactsthe sequential sampling process. I conclude with two examplesshowing how one can predict distributions of responses on acontinuum as well as response times by incorporating psycho-logical representations into a multi-dimensional random walkdiffusion process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "random walk; decision making; evidence accumu-lation; multi-alternative; continuous response" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/01z86463", "frozenauthors": [ { "first_name": "Peter", "middle_name": "D.", "last_name": "Kvam", "name_suffix": "", "institution": "Michigan State University", "department": "" }, { "first_name": "Luis", "middle_name": "H.", "last_name": "Favela", "name_suffix": "", "institution": "University of Central Florida", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26249/galley/15885/download/" } ] }, { "pk": 26182, "title": "Gesture reveals spatial analogies during complex relational reasoning", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogy; relational reasoning; gesture; complexsystems; spatial cognition" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2q95h04n", "frozenauthors": [ { "first_name": "Kensy", "middle_name": "", "last_name": "Cooperrider", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Goldin-Meadow", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26182/galley/15818/download/" } ] }, { "pk": 26295, "title": "Gibson's Reasons for Realism and Gibsonian Reasons for Anti-Realism:An Ecological Approach to Model-Based Reasoning in Science", "subtitle": null, "abstract": "Representational views of the mind traditionally face askeptical challenge on perceptual knowledge: if ourexperience of the world is mediated by representations builtupon perceptual inputs, how can we be certain that ourrepresentations are accurate and our perceptual apparatusreliable? J. J. Gibson's ecological approach provides analternative framework, according to which direct perceptionof affordances does away with the need to posit internalmental representations as intermediary steps betweenperceptual input and behavioral output. Gibson accordinglyspoke of his framework as providing “reasons for realism.” Inthis paper I suggest that, granting Gibson his reasons forperceptual realism, the Gibsonian framework motivates anti-realism when it comes to scientific theorizing and modeling.If scientists are Gibsonian perceivers, then it makes sense totake their use of models in indirect investigations of real-world phenomena not as representations of the phenomena,but rather as autonomous tools with their own affordances.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "perception; ecological psychology; affordances;representation; philosophy of science; scientific modeling" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8dw795v7", "frozenauthors": [ { "first_name": "Guilherme", "middle_name": "Sanches de", "last_name": "Oliveira", "name_suffix": "", "institution": "University of Cincinnati", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26295/galley/15931/download/" } ] }, { "pk": 26493, "title": "Grammatical Bracketing Determines Learning of Non-adjacent Dependencies", "subtitle": null, "abstract": "Grammatical dependencies often involve elements that\nare not adjacent. However, most experiments in which\nnon-adjacent dependencies are learned bracketed the\ndependent material with pauses, which is not how\ndependencies appear in natural language. Here we\nreport successful learning of embedded NAD without\npause bracketing. Instead, we induce learners to\ncompute structure in an artificial language by entraining\nthem through processing English sentences. We also\nfound that learning becomes difficult when grammatical\nentrainment causes learners to compute boundaries that\nare misaligned with NAD structures. In sum, we\ndemonstrated that grammatical entrainment can induce\nboundaries that can carry over to reveal structures in\nnovel language materials, and this effect can be used to\ninduce learning of non-adjacent dependencies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "non-adjacent dependency learning;\ngrammatical entrainment" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5n29447m", "frozenauthors": [ { "first_name": "Felix", "middle_name": "Hao", "last_name": "Wang", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Jason", "middle_name": "", "last_name": "Zevin", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Toby", "middle_name": "", "last_name": "Mintz", "name_suffix": "", "institution": "University of Southern California", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26493/galley/16129/download/" } ] }, { "pk": 26308, "title": "Grammatical gender affects odor cognition", "subtitle": null, "abstract": "Language interacts with olfaction in exceptional ways.\nOlfaction is believed to be weakly linked with language, as\ndemonstrated by our poor odor naming ability, yet olfaction\nseems to be particularly susceptible to linguistic descriptions.\nWe tested the boundaries of the influence of language on\nolfaction by focusing on a non-lexical aspect of language\n(grammatical gender). We manipulated the grammatical\ngender of fragrance descriptions to test whether the\ncongruence with fragrance gender would affect the way\nfragrances were perceived and remembered. Native French\nand German speakers read descriptions of fragrances\ncontaining ingredients with feminine or masculine\ngrammatical gender, and then smelled masculine or feminine\nfragrances and rated them on a number of dimensions (e.g.,\npleasantness). Participants then completed an odor recognition\ntest. Fragrances were remembered better when presented with\ndescriptions whose grammatical gender matched the gender of\nthe fragrance. Overall, results suggest grammatical\nmanipulations of odor descriptions can affect odor cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "olfaction; odor memory; grammatical gender;\nlinguistic relativity; French; German" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9hj9621q", "frozenauthors": [ { "first_name": "Laura", "middle_name": "J.", "last_name": "Speed", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Asifa", "middle_name": "", "last_name": "Majid", "name_suffix": "", "institution": "Radboud University, Max Planck Institute for Psycholinguistics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26308/galley/15944/download/" } ] }, { "pk": 26428, "title": "Grounded Distributional Semantics for Abstract Words", "subtitle": null, "abstract": "Since Harnad (1990) pointed out the symbol grounding prob-lem, cognitive science research has demonstrated that ground-ing in perceptual or sensorimotor experience is crucial to lan-guage. Recent embodied cognition theories have argued thatlanguage is more important for grounding abstract than con-crete words; abstract words are grounded via language. Dis-tributional semantics has recently addressed the embodied na-ture of language and proposed multimodal semantic models.However, these models are not cognitively plausible becausethey do not address the recent embodiment view of abstractconcepts. Therefore, we propose a novel multimodal distribu-tional semantics in which abstract words are represented indi-rectly through grounded representations of their semanticallyrelated concrete words. A simulation experiment demonstratedthat the proposed model achieved better performance in com-puting the word similarity than other multimodal or text-baseddistributional models. This finding suggests that the indirectembodiment view is plausible and contributes to the improve-ment of multimodal distributional semantics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2682c1fd", "frozenauthors": [ { "first_name": "Katsumi", "middle_name": "", "last_name": "Takano", "name_suffix": "", "institution": "The University of Electro-Communications1-5-1", "department": "" }, { "first_name": "Akira", "middle_name": "", "last_name": "Utsumi", "name_suffix": "", "institution": "The University of Electro-Communications1-5-1", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26428/galley/16064/download/" } ] }, { "pk": 36023, "title": "Guest Editor’s Note", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Editors’ Note", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/530644md", "frozenauthors": [ { "first_name": "Margi", "middle_name": "", "last_name": "Wald", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Roberge", "name_suffix": "", "institution": "San Francisco State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36023/galley/26875/download/" } ] }, { "pk": 36038, "title": "Guest Editor’s Note", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Editors’ Note", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0bx7z735", "frozenauthors": [ { "first_name": "Margi", "middle_name": "", "last_name": "Wald", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Roberge", "name_suffix": "", "institution": "San Francisco State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36038/galley/26890/download/" } ] }, { "pk": 26560, "title": "Handedness and Mathematics: Toward a More Comprehensive Model", "subtitle": null, "abstract": "The relationship between handedness and mathematical abilities is controversial. Whilst some researchers haveclaimed that left-handers are gifted in mathematics and strong right-handers perform the worst in mathematical tasks, it hasbeen more recently proposed that mixed-handers are actually the most disadvantaged group. To disentangle these discrepancies,we conducted five experiments in several Italian schools (total participants: N = 2,308) involving students of different ages(6 to 17 years) and a range of mathematical tasks. The results showed that (a) the percentage of variance in mathematicsscores explained by handedness was moderate (about 5%) but statistically significant, and (b) the shape of the relationshipbetween handedness and mathematical ability depended on age, task, and gender. We concluded that the different outcomesreported in the literature probably reflected the dissimilarities between the studies about the above variables. Therefore, a morecomprehensive model is needed, which explains how these variables interact.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3rx0f4r7", "frozenauthors": [ { "first_name": "Giovanni", "middle_name": "", "last_name": "Sala", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Martina", "middle_name": "", "last_name": "Bolognese", "name_suffix": "", "institution": "University of Milan", "department": "" }, { "first_name": "Giulia", "middle_name": "", "last_name": "Barsuola", "name_suffix": "", "institution": "University of Milan", "department": "" }, { "first_name": "Michela", "middle_name": "", "last_name": "Signorelli", "name_suffix": "", "institution": "University of Milan", "department": "" }, { "first_name": "Fernand", "middle_name": "", "last_name": "Gobet", "name_suffix": "", "institution": "University of Liverpool", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26560/galley/16196/download/" } ] }, { "pk": 26412, "title": "Helping people make better decisions using optimal gamification", "subtitle": null, "abstract": "Game elements like points and levels are a popular tool tonudge and engage students and customers. Yet, no theory cantell us which incentive structures work and how to design them.Here we connect the practice of gamification to the theory ofreward shaping in reinforcement learning. We leverage thisconnection to develop a method for designing effective incen-tive structures and delineating when gamification will succeedfrom when it will fail. We evaluate our method in two behav-ioral experiments. The results of the first experiment demon-strate that incentive structures designed by our method helppeople make better, less short-sighted decisions and avoid thepitfalls of less principled approaches. The results of the sec-ond experiment illustrate that such incentive structures can beeffectively implemented using game elements like points andbadges. These results suggest that our method provides a prin-cipled way to leverage gamification to help people make betterdecisions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Gamification; Decision-Making; Bounded Ratio-nality; Reinforcement Learning; Decision-Support" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0p41z73s", "frozenauthors": [ { "first_name": "Falk", "middle_name": "", "last_name": "Lieder", "name_suffix": "", "institution": "University of California at Berkeley", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "University of California at Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26412/galley/16048/download/" } ] }, { "pk": 26555, "title": "Heuristics in exploration: Distributional information is selectively used for activelearning", "subtitle": null, "abstract": "Everyday decision-making is filled with choices about what to act on, with outcomes playing a critical role in learn-ing. Information gain is oft cited as a valuable approach to maximize potential learning, but its computation is costly. It entailsevaluating the probability of multiple outcomes given any possible action, and then considering the degree of belief-change overall possibilities. Given the computational complexity of this evaluation, it becomes important to ask whether learners employcues to information gain; are there heuristics that drive choice in active learning? Our experiments ask participants to choosebetween two options (varying in distributional characteristics) in either a “learning-condition” or “collecting-condition”. Ourresults suggest that adults are sensitive to cues (e.g. variance) that tend to correlate with information gain. These cues areonly favored in learning-goal contexts, suggesting that certain distributional qualities are not always appealing, but rather areselectively-employed heuristics towards information gain.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/91m9h069", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Lapidow", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Bonawitz", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26555/galley/16191/download/" } ] }, { "pk": 26637, "title": "“He will try to learn it because he doesn’t know it.” Young children’sunderstanding of learning based on their knowledge states", "subtitle": null, "abstract": "If we already know how to tie our shoelaces, it should not be necessary to learn again. When somebody shows youhow to tie them, if you already know how, you may not regard the person as a source of knowledge. Do preschoolers understandthe role of learner’s knowledge states in learning the same way? The current study, with seventy-two 3- to 5-year-olds, testedpreschoolers’ understanding of learning. Children listened to three teaching stories that a peer tries to teach a knowledgeable,neutral, or ignorant child something, and three not-teaching stories that a knowledgeable, neutral or ignorant child accidentlysees the peer do that same thing. We asked if the child would try to learn from the peer, and whether s/he really learned theknowledge from the peer. Results showed an age change in understanding of learning intention and source of knowledge.Relevance to children’s theory of mind 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/9qf6n122", "frozenauthors": [ { "first_name": "Jeein", "middle_name": "", "last_name": "Jeong", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Douglas", "middle_name": "", "last_name": "Frye", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26637/galley/16273/download/" } ] }, { "pk": 26239, "title": "Hidden Markov Modeling of eye movements with image information leads to betterdiscovery of regions of interest", "subtitle": null, "abstract": "Hidden Markov models (HMM) can describe the spatial andtemporal characteristics of eye-tracking recordings incognitive tasks. Here, we introduce a new HMM approach.We developed HMMs based on fixation locations and we alsoused image information as an input feature. We demonstratethe benefits of the newly proposed model in a facerecognition study wherein an HMM was developed for everysubject. Discovery of regions of interest on facial stimuli isimproved as compared with earlier approaches. Moreover,clustering of the newly developed HMMs lead to very distinctgroups. The newly developed approach also allowsreconstructing image information at each fixation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Eye-tracking; Face Recognition; Hidden MarkovModel; Machine Learning;" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1sm8608t", "frozenauthors": [ { "first_name": "Stephan", "middle_name": "", "last_name": "Brueggemann", "name_suffix": "", "institution": "The University of Hong Kong", "department": "" }, { "first_name": "Antoni", "middle_name": "B.", "last_name": "Chan", "name_suffix": "", "institution": "City University of Hong Kong", "department": "" }, { "first_name": "Janet", "middle_name": "H.", "last_name": "Hsiao", "name_suffix": "", "institution": "The University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26239/galley/15875/download/" } ] }, { "pk": 26074, "title": "Higher-Level Goals in the Processing of Human Action Events", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "human action; goals; goal hierarchies; memory;\ncognitive development; prediction" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1jb7b59v", "frozenauthors": [ { "first_name": "Michelle", "middle_name": "L.", "last_name": "Eisenberg", "name_suffix": "", "institution": "Washington University in St. Louis", "department": "" }, { "first_name": "Jeffrey", "middle_name": "M.", "last_name": "Zacks", "name_suffix": "", "institution": "Washington University in St. Louis", "department": "" }, { "first_name": "Shaney", "middle_name": "", "last_name": "Flores", "name_suffix": "", "institution": "Washington University in St. Louis", "department": "" }, { "first_name": "Lauren", "middle_name": "H.", "last_name": "Howard", "name_suffix": "", "institution": "Franklin & Marshall College", "department": "" }, { "first_name": "Amanda", "middle_name": "L.", "last_name": "Woodward", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Jeff", "middle_name": "", "last_name": "Loucks", "name_suffix": "", "institution": "University of Regina", "department": "" }, { "first_name": "Andrew", "middle_name": "N.", "last_name": "Meltzoff", "name_suffix": "", "institution": "University of Washington", "department": "" }, { "first_name": "Richard", "middle_name": "P.", "last_name": "Cooper", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26074/galley/15710/download/" } ] }, { "pk": 26683, "title": "Historical Semantics of Risk", "subtitle": null, "abstract": "The key insight in this work is that the events people associate with risk is under systematic change over the past200 years. Leveraging Latent Dirichlet Allocation (Topics Modeling) and the Google Ngram Corpus, we identified historicaland newly-emerging events associated with risk and tracked their relevance over time. We also computed the probability ofrisk co-occurring with words associated with those identified events to capture a more accurate trend. Several highlights ofthe findings include: attention on risk has been spreading from one general domain (about losing life and war/battle) to a setof wider, more specific events and activities such as cancer, sex, HIV, smoke, and finance; in addition, the concept of risk hasrecently become more differentiated, incorporating both cost and benefits, long and short-term consequences. This approachcould be extended to study semantic history of a number of other concepts of interest.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0bm5z6hn", "frozenauthors": [ { "first_name": "Ying", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Hills", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Ralph", "middle_name": "", "last_name": "Hertwig", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26683/galley/16319/download/" } ] }, { "pk": 26309, "title": "How Different Frames of Reference Interact: A Neural Network Model", "subtitle": null, "abstract": "It has been argued that people use multiple frames of\nreference (FORs) for representing and updating spatial\nrelationships between objects in a complex environment.\nWhen there are conflicts among representations of multiple\nFORs, they compete to determine behavior. “Frame of\nReference-based Map of Salience” theory (FORMS) suggests\nthat FORs with high salience may be processed in priority.\nHere, we report a computational neural network model for a\ntwo-cannon task, which naturally involves multiple FORs\nwith different levels of salience: intrinsic frame of reference\n(IFOR) and egocentric frame of reference (EFOR). The goal\nis to investigate the computational neural mechanisms\nunderlying human spatial performance. Our simulation results\nfit earlier behavioral results well. The model suggests\nalthough multiple FORs may be initially represented\nindependently, they interfere with each other by the inhibitory\ncompetition of neurons in the later process (in hidden layer)\nfor conflict resolution. Moreover, salience may modulate the\ncompetition by prioritizing FORs with high salience levels.\nThese results represent a connectionist support for the\nFORMS theory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "frame of reference; inhibitory competition;\nsalience; neural network model" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6xh4b8js", "frozenauthors": [ { "first_name": "Weizhi", "middle_name": "", "last_name": "Nan", "name_suffix": "", "institution": "Chinese Academy of Sciences", "department": "" }, { "first_name": "Yanlong", "middle_name": "", "last_name": "Sun", "name_suffix": "", "institution": "Texas A&M University", "department": "" }, { "first_name": "Xun", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Chinese Academy of Sciences", "department": "" }, { "first_name": "Hongbin", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "Texas A&M University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26309/galley/15945/download/" } ] }, { "pk": 26320, "title": "How do Distributions of Item Sizes Affect the Precision and Bias in RepresentingSummary Statistics?", "subtitle": null, "abstract": "Many studies have shown that observers can accuratelyperceive and evaluate the statistical summary of presentedobjects’ attribute values, such as the average, withoutattending to each object. However, it remains controversialhow the visual system integrates the attribute values (e.g.,information on size) of multiple items and computes theaverage value. In this study, we tested how distributions ofitem sizes affect the precision and bias in judging averagevalues. We predicted that if observers utilize all of theavailable size information equally, the distribution wouldhave no effect, and vice versa. Our results showed that, withnovice observers, judgement precision differed among sizedistributions and that the observers overestimated the size ofthe average value compared to the actual size under allconditions. These results imply that observations of someitems in a set could be weighted more easily than others, withthe possibility that this process is easier for larger items thansmaller ones. However, this was not the case for experiencedobservers, who showed no effects of distribution type onaverage assessment performance. Our findings imply that theprocess of representing the average value may not beexplained by a single definitive mechanism and, is rathermediated by a mixture of multiple cognitive processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "average size; statistical summary representation;size distribution" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2d10n6tk", "frozenauthors": [ { "first_name": "Midori", "middle_name": "", "last_name": "Tokita", "name_suffix": "", "institution": "Mejiro University", "department": "" }, { "first_name": "Akira", "middle_name": "", "last_name": "Ishiguchi", "name_suffix": "", "institution": "Ochanomizu University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26320/galley/15956/download/" } ] }, { "pk": 26323, "title": "How Does Generic Language Elicit Essentialist Beliefs?", "subtitle": null, "abstract": "Generic language (e.g., “tigers have stripes,” “girls hatemath”) is a powerful vehicle for communicating essentialistbeliefs. One way generic language likely communicates thesebeliefs is by leading children to generate kind-basedexplanations about particular properties; e.g., if a child hears“girls hate math,” he may infer that there must be an inherentcausal basis for the generalization, which in turn supportsessentialist beliefs. However, it is also possible that simplyhearing a category described with generics elicits the beliefthat the category is an appropriate kind to generalize about.On this account, even if the generic is negated (“girls don’thate math”), the generic language might nonetheless leadchildren to essentialize the category. The current studysupports the latter possibility, suggesting that even hearingnegated generics (“girls don’t hate math”) may still fostersocial essentialism.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "generic language; essentialism; conceptualdevelopment" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/00w6h956", "frozenauthors": [ { "first_name": "Emily", "middle_name": "", "last_name": "Foster-Hanson", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Sarah-Jane", "middle_name": "", "last_name": "Leslie", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Marjorie", "middle_name": "", "last_name": "Rhodes", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26323/galley/15959/download/" } ] }, { "pk": 26590, "title": "How event endstates are conceptualized in adults and infants", "subtitle": null, "abstract": "Many event descriptions are true only when the event comes to its natural end point: e.g., a “feeding” event culmi-nates when the feed-ee has eaten, not simply when food is provided. Do non-linguistic event conceptualizations reflect attentionto natural culmination points? We tested adults and 14-month-olds to ask: provided two events with the same ACTION butdifferent ENDPOINTs - one a naturally expected result, the other only partially achieved - do adults and infants perceive themas members of the same event category or of different categories? Adults were asked to rate the similarity between the twoevents; infants were habituated to one event and tested for dishabituation when it was switched to the other. Adult data suggestthe difference between a complete and a partially-complete event is registered, and carries more psychological weight than amere perceptual difference. Infant data (ongoing) will show the developmental origin of such conceptualizations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1689h769", "frozenauthors": [ { "first_name": "Angela", "middle_name": "", "last_name": "He", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "Sudha", "middle_name": "", "last_name": "Arunachalam", "name_suffix": "", "institution": "Boston University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26590/galley/16226/download/" } ] }, { "pk": 26427, "title": "How people differ in syllogistic reasoning", "subtitle": null, "abstract": "Psychologists have studied syllogistic inferences for morethan a century, but no extant theory gives an adequate accountof them. Reasoners appear to reason using different strategies.A complete account of syllogisms must therefore explainthese strategies and the resulting differences from oneindividual to another in the patterns of conclusions that theydraw. We propose a dual-process theory that solves these twoproblems. It is based on the manipulation of mental models,i.e., iconic simulations of possibilities. We also propose a newway in which to analyze individual differences, whichdepends on implementing a stochastic computer program. Theprogram, mReasoner, generates an initial conclusion bybuilding and scanning a mental model. It can vary fourseparate factors in the process: the size of a model, itscontents, the propensity to consider alternative models, andthe propensity to revise its heuristic conclusions. The formertwo parameters control intuitive processes and the latter twocontrol deliberative processes. The theory accounts forindividual differences in an early study on syllogisms(Johnson-Laird & Steedman, 1978). The computational modelprovides an algorithmic account of the different processes onwhich three subsets of participants relied (Simulation 1). Italso simulates the performance of each individual participantin the study (Simulation 2). The theory and itsimplementation constitute the first robust account ofindividual differences in syllogistic reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "syllogisms" }, { "word": "mental models" }, { "word": "mReasoner" }, { "word": "individual differences" }, { "word": "Deduction" }, { "word": "counterexamples" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/04b7r3zv", "frozenauthors": [ { "first_name": "Sangeet", "middle_name": "", "last_name": "Khemlani", "name_suffix": "", "institution": "Naval Research Laboratory, Washington, DC", "department": "" }, { "first_name": "Phil", "middle_name": "N.", "last_name": "Johnson-Laird", "name_suffix": "", "institution": "Princeton University, Princeton NJ,New York University, New York, NY", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26427/galley/16063/download/" } ] }, { "pk": 26118, "title": "How should autonomous vehicles behave in moral dilemmas? Humanjudgments reflect abstract moral principles", "subtitle": null, "abstract": "Self-driving autonomous vehicles (AVs) have the potential tomake the world a safer and cleaner place. A challengeconfronting the development of AVs is how these vehiclesshould behave in traffic situations where harm is unavoidable.It is important that AVs behave in ethically appropriate waysto mitigate harm. Ideally, they should obey a system ofprinciples that both concur with human moral judgments andare ethically defensible. Here we compare people’s moraljudgments of AV programming with their judgments aboutthe behavior of human drivers, with the goal of beginning toidentify such principles. As many debates within ethicsremain unresolved, empirical investigations like ours mayguide the development of ethical AVs (Bonnefon et al., 2015).In addition, people’s judgments about the behavior of AVsmay serve as a window into the abstract principles peopleapply in their moral reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Ethics; Moral Judgment; Robotics" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1tk4p6w9", "frozenauthors": [ { "first_name": "Derek", "middle_name": "", "last_name": "Powell", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Patricia", "middle_name": "", "last_name": "Cheng", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Michael", "middle_name": "R.", "last_name": "Waldmann", "name_suffix": "", "institution": "University of Göttingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26118/galley/15754/download/" } ] }, { "pk": 26654, "title": "How Spatial Ability and Stress Impact Escape Path", "subtitle": null, "abstract": "Individual differences and situational factors can both affect how and how well one navigates. This study examinedthe effects of stress and spatial ability, measured as mental rotation ability, on navigation during an emergency situation.Participants learned a virtual mall environment and were subsequently either told to meet a friend at the far exit (control) orto use the far exit to escape a fire. In an emergency, participants made an initial movement faster, made more errors duringnavigation, and overestimated the amount of time they took to exit relative to controls. Relative to controls, emergency lowspatial participants more often reversed a learned path to exit the mall, whereas high spatial participants more often directlyused a previously learned path. The results illustrate that stress from an emergency situation negatively impacts navigation, andthat the behavioral consequences of this are in part dependent upon one’s spatial abilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/175823qd", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "", "last_name": "Nelligan", "name_suffix": "", "institution": "University of Notre Dame; Johns Hopkins University", "department": "" }, { "first_name": "Alexandra", "middle_name": "", "last_name": "Amorati", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Deanne", "middle_name": "", "last_name": "Adams", "name_suffix": "", "institution": "Microsoft", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Galeucia", "name_suffix": "", "institution": "University of Notre Dame", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Carlson", "name_suffix": "", "institution": "University of Notre Dame", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26654/galley/16290/download/" } ] }, { "pk": 26564, "title": "How the Physicality of Space Affects How We Think about Time", "subtitle": null, "abstract": "Time is an abstract concept that is better understood when it is mapped onto space. One mechanism to accomplishthis mapping is a reference frame. Previous research has shown the orientation and direction parameters of a spatial referenceframe are involved in understanding time. For example, for English speakers, time is organized horizontally and runs from left(past) to right (future). The current experiments focus on the scale parameter. Experiment 1 changes temporal scale across trials,and illustrates that the scale parameter is set, as evidenced by a cost when the parameter value changes. Experiment 2 examinesthe correspondence between the spatial scale and the temporal scale, requiring participants to map small or large temporaldistances to small or large spatial distances. The results illustrate flexibility in this mapping. Together these experimentssupport the idea that all the parameters of a spatial reference frame are used when understanding time.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1mk0m2t7", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "", "last_name": "Kolesari", "name_suffix": "", "institution": "University of Notre Dame", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Carlson", "name_suffix": "", "institution": "University of Notre Dame", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26564/galley/16200/download/" } ] }, { "pk": 26662, "title": "Human-object interaction understanding without objects", "subtitle": null, "abstract": "During object manipulation the actor’s eye movements are directed to the target of the interaction and to the relevantsites where this takes place. Eye movements during grasping observation are influenced by low-level motor information, help-ing inferring the target from hand shape. In an eye-tracking experiment, we investigated which factors influence understandingwhen observing bimanual object interactions, if no objects are visible but only the movements reproduced by an avatar. Par-ticipants watched ten different actions (e.g., pour water from a bottle into a cup) and guessed among ten possibilities. Alsoperspective was varied (frontal, side, head-centered). Preliminary results show higher response accuracy in the frontal perspec-tive. During the interaction phase participants spent more time fixating closer to the interaction point between the hands, wherethe objects would be, than on the single hands, suggesting this is the best vantage point to make sense of the observed actionwithout other cues.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/57d7d94q", "frozenauthors": [ { "first_name": "Anna", "middle_name": "", "last_name": "Belardinelli", "name_suffix": "", "institution": "University of Tubingen", "department": "" }, { "first_name": "Johannes", "middle_name": "", "last_name": "Lohmann", "name_suffix": "", "institution": "University of Tubingen", "department": "" }, { "first_name": "Martin", "middle_name": "V.", "last_name": "Butz", "name_suffix": "", "institution": "University of Tubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26662/galley/16298/download/" } ] }, { "pk": 26099, "title": "Human Reinforcement Learning of Sequential Action", "subtitle": null, "abstract": "Learning sequential actions is an essential human ability, formost daily activities are sequential. We modify the serial reac-tion time (SRT) task, originally used to teach people a con-sistent sequence of button presses by cueing them with thenext target response, to record mouse movements, collectingcontinuous response trajectories. Further, we introduce a rein-forcement learning version of the paradigm in which the nexttarget is not cued. Instead, learners must explore response al-ternatives, and receive a penalty for each incorrect response,as well as a reward for a correct response. Participants arenot told that they are to learn a single deterministic sequenceof responses, nor that it will repeat (nor how often), nor howlong it is. Given the difficulty of the task, it is unsurprisingthat some learners performed poorly. However, many learn-ers performed remarkably well, and some acquired the full 10-item sequence within 10 repetitions. We compare the high- andlow-performers’ detailed results in this reinforcement learning(RL) task with a cued trajectory SRT task, finding both simi-larities and discrepancies. Finally, we note that humans in thistask outperform three standard RL models and have differentpatterns of errors that suggest future modeling directions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Sequence learning; serial reaction time task; se-quential action; reinforcement learning; movement trajectory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/81n806mm", "frozenauthors": [ { "first_name": "George", "middle_name": "", "last_name": "Kachergis", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Floris", "middle_name": "", "last_name": "Berends", "name_suffix": "", "institution": "Leiden University", "department": "" }, { "first_name": "Roy", "middle_name": "", "last_name": "Kleijn", "name_suffix": "", "institution": "Leiden University", "department": "" }, { "first_name": "Bernhard", "middle_name": "", "last_name": "Hommel", "name_suffix": "", "institution": "Leiden University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26099/galley/15735/download/" } ] }, { "pk": 26161, "title": "Hysteresis in Processing of Perceptual Ambiguity on Three DifferentTimescales", "subtitle": null, "abstract": "Sensory information is a priori incomplete andambiguous. Our perceptual system has to makepredictions about the sources of the sensoryinformation, based on concepts from perceptualmemory in order to create stable and reliablepercepts. We presented ambiguous anddisambiguated lattice stimuli (variants of the Neckercube) in order to measure a hysteresis effects invisual perception. Fifteen healthy participantsobserved two periods of ordered sequences oflattices with increasing and decreasing ambiguityand indicated their percepts, in two experimentalconditions with different starting stimuli of theordered sequence. We compared the stimulusparameters at the perceptual reversal betweenconditions and periods and found significantdifferences between conditions and periods,indicating memory contributions to perceptualoutcomes on three different time scales frommilliseconds over seconds up to lifetime memory.Our results demonstrate the fruitful application ofphysical concepts like hysteresis andcomplementarity to visual perception.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "perception" }, { "word": "ambiguous figures;hysteresis" }, { "word": "memory-effects" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/62s8w33t", "frozenauthors": [ { "first_name": "Marieke", "middle_name": "M. J. W.", "last_name": "van Rooij", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Harald", "middle_name": "", "last_name": "Atmanspacher", "name_suffix": "", "institution": "University of Zürich", "department": "" }, { "first_name": "Jürgen", "middle_name": "", "last_name": "Kornmeier", "name_suffix": "", "institution": "University of Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26161/galley/15797/download/" } ] }, { "pk": 36046, "title": "Identify the Cracks; That’s Where the Light Slips In: The Narratives of Latina/o Bilingual Middle-Class Youth", "subtitle": null, "abstract": "In this qualitative study, I examine the intersections of learner\nidentity, power, and language through the experiences and insights of Latina/o 2nd-generation middle-class children who occupy a unique positionality between the discourses surrounding\nbilingual education. Through narrative inquiry, emerging bilingual middle-class students actualize nonbinary thinking, able to\ndepict identity as an inherently multifaceted process of construction. Their ways of knowing and experiences as language learners\nultimately shape an outsider-within space, rupturing traditional\nbinaries within bilingual education, namely EO/EL (English only\nversus English learner) and class binaries. They also proffer queer\nand cyber identities as additional salient variables that plow into\nlanguage identity. In the end, these learners frame the contradiction and nuance of language learner identity, not as one of struggle, but as one of differential agency, the ability to move in and\nout of contradictory identities as both strong and advantageous\ntactics.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Doing the Identity Work in ESL Learning and Teaching", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3z08v2w0", "frozenauthors": [ { "first_name": "Yvette", "middle_name": "V.", "last_name": "Lapayese", "name_suffix": "", "institution": "Loyola Marymount University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36046/galley/26898/download/" } ] }, { "pk": 26634, "title": "Imagining activities: The role of perspective and grammatical aspect", "subtitle": null, "abstract": "The ability to imagine events is important to regular thought processes such as remembering and understanding theworld in general. Two EEG experiments were conducted to investigate the difficulty associated with imagining activities fromdifferent visual perspectives. Experiment 1 involved participants imagining ongoing activities (e.g., I was skating) from a firstand third person perspective. Experiment 2 involved completed activities (I skated) and also included a condition in whichparticipants imagined other people from a third person perspective (Karen skated). Slow cortical brain potentials revealed thatthe third-person perspective was generally the most difficult to imagine and that the third-person-self perspective was moredifficult than the third-person-other perspective. Imagining activities as ongoing or completed did not influence the pattern ofresults. This research provides novel neurocognitive and behavioural insight into how event representation is influenced bytemporal information associated with verbs and the perspective from which an event is represented.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8nj399pf", "frozenauthors": [ { "first_name": "Jeffrey", "middle_name": "", "last_name": "Hong", "name_suffix": "", "institution": "Wilfrid Laurier University", "department": "" }, { "first_name": "Todd", "middle_name": "", "last_name": "Ferretti", "name_suffix": "", "institution": "Wilfrid Laurier University", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Siklos-Whillans", "name_suffix": "", "institution": "Wilfrid Laurier University", "department": "" }, { "first_name": "Deanna", "middle_name": "", "last_name": "Hall", "name_suffix": "", "institution": "Wilfrid Laurier University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26634/galley/16270/download/" } ] }, { "pk": 26547, "title": "Implicit Emotional Priming of Traumatic Events: The Effects of Semantic Leveland Emotional Activation", "subtitle": null, "abstract": "Vivid representations are often made by traumatic events with intense emotions. The emotions may be activatedautomatically from memory on the mere exposure of an affect-loaded stimulus. The aims of this study were to investigate theimplicit emotional processing of traumatic events and the moderation of priming by semantic level of the events, using primednaming task at short stimulus onset asynchrony (150ms). A 3 semantic level of traumatic primed events (general, domestic,or foreign words) by 3 target emotions (high-arousal negative, moderate positive, low-arousal negative words) repeated designwas used. When the primed words were general (e.g. terror) or domestic (e.g. Sewol ferry disaster) events, response time ofhigh-arousal negative words (e.g. fear or angry) were significantly longer than other emotion words (e.g. happy or sadness).Our findings suggest contrast effects of affective priming as a result of automatic implicit regulation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1zr9d3nf", "frozenauthors": [ { "first_name": "Jae-Ho", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "Keimyung University", "department": "" }, { "first_name": "Yun-Kyeung", "middle_name": "", "last_name": "Choi", "name_suffix": "", "institution": "Keimyung University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26547/galley/16183/download/" } ] }, { "pk": 26357, "title": "Implicit measurement of motivated causal attribution", "subtitle": null, "abstract": "Moral judgment often involves pinning causation for harm toa particular person. Since it reveals “who one sides with”, ex-pression of moral judgment can be a costly social act that peo-ple may be motivated to conceal. Here, we demonstrate thata simple, well-studied psycholinguistic task (implicit causal-ity) can be leveraged as a novel implicit measure of morallyrelevant causal attributions. Participants decided whether tocontinue sentences like “Amy killed Bob because...” with ei-ther the pronoun he or she. We found that (1) implicit causal-ity selections predicted explicit causal judgments, (2) select-ing the object (victim) for harm/force events (e.g., kill, rape)predicted endorsement of moral values previously linked tovictim-blame, and (3) higher hostile sexism predicted select-ing the female as the cause in male-on-female harm/force. Theimplicit causality task is a new measure of morally motivatedcausal attribution that may circumvent social desirability con-cerns.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "implicit cognition; causation; psycholinguistics;moral psychology; implicit causality; semantics" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/20d9h3rx", "frozenauthors": [ { "first_name": "Laura", "middle_name": "", "last_name": "Niemi", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "Hartshorne", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Gerstenberg", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Liane", "middle_name": "", "last_name": "Young", "name_suffix": "", "institution": "Boston College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26357/galley/15993/download/" } ] }, { "pk": 26732, "title": "Implicit updating of object representation via predictive associations", "subtitle": null, "abstract": "An adaptive function of the visual system is that it flexibly updates existing representations of objects upon changes.Such updating can also alter the representations of associated objects that are not directly observable. What mechanism supportsthis process? We propose that statistical learning provides a channel through which changes in one object are automaticallytransferred to related objects. Observers viewed a temporal sequence of paired circles. One circle in each pair then changed insize, and observers recalled the size of the other circle. When the first circle enlarged (or shrank), the second circle was judgedto be larger (or smaller), suggesting that the change was automatically transferred to the predicted object (Experiment 1). Thesame, however, was not true if the second circle changed in size (Experiment 2). No observer was explicitly aware of the circlepairs. Thus, statistical learning enables the implicit updating of representations through predictive associations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7641t2r5", "frozenauthors": [ { "first_name": "Ru", "middle_name": "Qi", "last_name": "Yu", "name_suffix": "", "institution": "University of British Columbia", "department": "" }, { "first_name": "Jiaying", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "University of British Columbia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26732/galley/16368/download/" } ] }, { "pk": 26738, "title": "Implicit versus explicit language learning: Differential effects of working memoryand learning styles", "subtitle": null, "abstract": "Understanding the process of adult language learning has recently undergone advances due to the consideration ofhow individual differences (IDs) in cognitive processing, such as working memory (WM), affect acquisition. We know thatimplicit versus explicit learning conditions also influence learning, however, the potential interactions between IDs, the efficacyof implicit versus explicit learning, and different types of linguistic information are largely unknown. In this study, we testedlearning of syntax and grammatical case under two conditions: incidental and explicit rule-provision (“instructed”). We alsoassessed individuals’ WM, phonological working memory (PWM), and learning styles. Significant learning effects were foundfor word order and case in both learning conditions. For case, but not for word order, the instructed group outperformed theincidental group. Regarding IDs, incidental learning of case was marginally related to individuals’ WM; instructed learning ofcase was related to PWM. For learning styles, there was a negative relationship between learning of word order in the instructedcondition and a deductive learning style. These results reveal the complex relationships among cognitive processes in explicitand implicit language learning across different aspects of language structure, and in relation to cognitive IDs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1h94z703", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "", "last_name": "Grey", "name_suffix": "", "institution": "Fordham University Pennsylvania State University", "department": "" }, { "first_name": "Christine", "middle_name": "", "last_name": "Schoetensack", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Kimberly", "middle_name": "", "last_name": "Bell", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Padraic", "middle_name": "", "last_name": "Monaghan", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Rebuschat", "name_suffix": "", "institution": "Lancaster University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26738/galley/16374/download/" } ] }, { "pk": 26125, "title": "Improving Visual Memory with Auditory Input", "subtitle": null, "abstract": "Can input in one sensory modality strengthen memory in adifferent sensory modality? To address this question, weasked participants to encode images presented in variouslocations (e.g., a depicted dog in the top left corner of thescreen) while they heard spatially uninformative sounds.Some of these sounds matched the image (e.g., the word“dog” or a barking sound) while others did not. In asubsequent memory test, participants were better atremembering the locations of images that were encoded witha matching sound, even though these sounds were spatiallyuninformative – an effect that was mediated by whether thesounds were verbal or non-verbal. Because the sounds did notprovide any relevant location information, better spatialmemory cannot be attributed to auditory memory; rather, it isattributed to visual memory being strengthened by thematching auditory input. These findings provide the firstbehavioral evidence for cross-modal interactions in memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Audio-Visual Integration; Memory; MultisensoryProcessing; Visual Spatial Memory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/89z2r360", "frozenauthors": [ { "first_name": "Scott", "middle_name": "R.", "last_name": "Schroeder", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Viorica", "middle_name": "", "last_name": "Marian", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26125/galley/15761/download/" } ] }, { "pk": 26403, "title": "Improving with Practice: A Neural Model of Mathematical Development", "subtitle": null, "abstract": "The ability to improve in speed and accuracy as a result of re-peating some task is an important hallmark of intelligent bio-logical systems. Although gradual behavioural improvementsfrom practice have been modelled in spiking neural networks,few such models have attempted to explain cognitive devel-opment of a task as complex as addition. In this work, wemodel the progression from a counting-based strategy for ad-dition to a recall-based strategy. The model consists of twonetworks working in parallel: a slower basal ganglia loop, anda faster cortical network. The slow network methodically com-putes the count from one digit given another, correspondingto the addition of two digits, while the fast network gradually“memorizes” the output from the slow network. The faster net-work eventually learns how to add the same digits that initiallydrove the behaviour of the slower network. Performance ofthis model is demonstrated by simulating a fully spiking neu-ral network that includes basal ganglia, thalamus and variouscortical areas. Consequently, the model incorporates variousneuroanatomical data, in terms of brain areas used for calcula-tion and makes psychologically testable predictions related tofrequency of rehearsal. Furthermore, the model replicates de-velopmental progression through addition strategies in termsof reaction times and accuracy, and naturally explains observedsymptoms of dyscalculia.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "neural engineering framework; semantic pointerarchitecture; nengo; cognitive modelling; mathematical abil-ity; dyscalculia; skill consolidation" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1c35v77f", "frozenauthors": [ { "first_name": "Sean", "middle_name": "", "last_name": "Aubin", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Aaron", "middle_name": "R.", "last_name": "Voelker", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Eliasmith", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26403/galley/16039/download/" } ] }, { "pk": 26495, "title": "Inattentional Blindness in a Coupled Perceptual–Cognitive System", "subtitle": null, "abstract": "Attention is thought to be a part of a larger cluster of mecha-nisms that serve to orient a cognitive system, to filter contentswith respect to their task relevance, and to devote more com-putation to certain options than to others. All these activitiesproceed under the plausible assumption that not all informationcan be or ought to be processed for a system to satisfice in anever changing world. In this paper, we describe an attention-centric cognitive system called ARCADIA that demonstratesthe orienting, filtering, and resource-skewing functions men-tioned above. The demonstration involves maintaining focuson cognitive tasks in a dynamic environment. While ARCA-DIA carries out a task, limits on its attentional capacity resultin “inattentional blindness” under circumstances analogous tothose where people fail to perceive otherwise salient stimuli.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attention; perception; vision; cognitive model;inattentional blindness" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7v66v149", "frozenauthors": [ { "first_name": "Will", "middle_name": "", "last_name": "Bridewell", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" }, { "first_name": "Paul", "middle_name": "F.", "last_name": "Bello", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26495/galley/16131/download/" } ] }, { "pk": 26158, "title": "Individual Differences in Pupil Dilation during Naming Task", "subtitle": null, "abstract": "The present study investigates individual differences in pupildilation during standard word naming. We looked at (i) howindividual subjects’ pupil size changes over the course of timeand (ii) how well pupil size is predicted by the frequency ofthe stimuli. The time course of the pupil size was analysedwith generalized additive modeling. The results show large in-dividual variations in the pupil response pattern in this verysimple task. Although, we see a pupil response to both stimu-lus onset and articulation onset and offset, both the amplitudeof change and the direction of change differ substantially be-tween subjects. This raises the question of what makes thepupil response functions so diverse, and one factor indicatedby the frequency effect or the lack thereof might be shallowreading versus reading for content.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "pupillometry; word naming task; individual dif-ferences; word frequency; lexical processing" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/373558mh", "frozenauthors": [ { "first_name": "Kaidi", "middle_name": "", "last_name": "Loo", "name_suffix": "", "institution": "University of Alberta", "department": "" }, { "first_name": "Jacolien", "middle_name": "Van", "last_name": "Rij", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Juhani", "middle_name": "", "last_name": "Jarvikivi", "name_suffix": "", "institution": "University of Alberta", "department": "" }, { "first_name": "Harald", "middle_name": "", "last_name": "Baayen", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26158/galley/15794/download/" } ] }, { "pk": 26632, "title": "Individual Differences in the Acquisition of Strategies in a Complex Task", "subtitle": null, "abstract": "A multi-session experiment explored the relationship between individual differences and the development of strate-gies in a complex task environment. In the first session, participants completed measures of working memory and adaptivity.Participants then performed 4.5 hours of a multitasking activity that involved prioritizing, selecting, and sorting objects intobins under time pressure. The analyses reported here focus on how participants prioritized objects in a queue of objects andselected objects from that queue for sorting. Priority selection strategies were automatically extracted using machine learningmethods. Differences in strategy use were related to measures of working memory and adaptivity. Strategy use and strategychange mediated the relationship between task performance and individual differences. A hierarchical clustering analysis re-vealed patterns of strategy shifts that distinguished between participants who improved and those who did not. These resultsprovide a basis for examining strategy training geared toward individuals’ cognitive abilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6jz0j2ft", "frozenauthors": [ { "first_name": "Edward", "middle_name": "", "last_name": "Cranford", "name_suffix": "", "institution": "Mississippi State University", "department": "" }, { "first_name": "Aaron", "middle_name": "", "last_name": "Wong", "name_suffix": "", "institution": "Mississippi State University", "department": "" }, { "first_name": "Jaymes", "middle_name": "", "last_name": "Durriseau", "name_suffix": "", "institution": "Mississippi State University", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Barnes", "name_suffix": "", "institution": "Mississippi State University", "department": "" }, { "first_name": "Winston", "middle_name": "", "last_name": "Jones", "name_suffix": "", "institution": "Mississippi State University", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Bradshaw", "name_suffix": "", "institution": "Mississippi State University", "department": "" }, { "first_name": "Jarrod", "middle_name": "", "last_name": "Moss", "name_suffix": "", "institution": "Mississippi State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26632/galley/16268/download/" } ] }, { "pk": 26570, "title": "Individual differences in verbalization predict change detection performance: Anew perspective on the language-thought debate", "subtitle": null, "abstract": "The question of whether language affects nonlinguistic processes remains unresolved. Whereas many studies findthat effects of language on such processes are disrupted when verbalization is inhibited, others show that they persist. Weexplored individual differences in the tendency to verbalize as a potential resolution to this discrepancy. We hypothesized thatif language is spontaneously accessed during nonlinguistic tasks, individual differences in verbalization should predict taskperformance. Participants completed a visual change-detection task and the Verbalizer-Visualizer Questionnaire (VVQ), a self-report measure of cognitive styles linked to modality-specific neural systems. We found that higher scores on the “verbalizer”dimension of the VVQ predicted faster but less accurate change detection. These results suggest that some individuals aremore likely than others to use language when performing tasks that do not require it, and hence that effects of language onnonlinguistic processes are more likely to be observed in such individuals.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3tr108n2", "frozenauthors": [ { "first_name": "Junko", "middle_name": "", "last_name": "Kanero", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Eileen", "middle_name": "", "last_name": "Kitrick", "name_suffix": "", "institution": "Colorado College", "department": "" }, { "first_name": "Kathy", "middle_name": "", "last_name": "Hirsh-Pasek", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Holmes", "name_suffix": "", "institution": "Colorado College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26570/galley/16206/download/" } ] }, { "pk": 26450, "title": "Inductive Ethics: A Bottom-Up Taxonomy of the Moral Domain", "subtitle": null, "abstract": "Moral Foundations Theory (MFT) posits that people moralize\nat least six distinct kinds of virtues. These virtues are divided\ninto “individualizing” and “binding” virtues. Despite\nwidespread enthusiasm for MFT, it is unknown how plausible\nit is as a model of people’s conceptualizations of the moral\ndomain. In this research, we take a bottom-up approach to\ncharacterizing people’s conceptualization of the moral\ndomain, and derive a taxonomy of morality that does not\nresemble MFT. We find that this model more accurately\nreflects people’s theories of morality than does MFT.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "morality; inductive reasoning; concepts;\ncategorization; taxonomies" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7708g234", "frozenauthors": [ { "first_name": "Justin", "middle_name": "L.", "last_name": "Landy", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Daniel", "middle_name": "M.", "last_name": "Bartels", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26450/galley/16086/download/" } ] }, { "pk": 26619, "title": "Infants’ Developing Coordinated Visual-Manual Object Exploration and Linkswith Vocabulary Development", "subtitle": null, "abstract": "Research has demonstrated links between visual and manual object exploration and infants’ object perception (e.g.,Soska, Adolph, & Johnson, 2010). However, systematic investigation of the development of visual and manual object explo-ration and potential cascading effects on early word learning is lacking. In a longitudinal study of infants aged 9 to 24 months,we captured dynamic visual and manual information using head-mounted eye tracking and motion tracking of infants’ handsas infants and their parents played with objects. Parents completed the MCDI vocabulary assessment at every visit. We willpresent preliminary data investigating individual and developmental differences in visual and manual object exploration, theresulting object views that are generated, and their relation to word learning. The results will inform our understanding of therelations between motor development, visual attention, and word learning in infancy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5sq4k1kx", "frozenauthors": [ { "first_name": "Lauren", "middle_name": "", "last_name": "Slone", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Linda", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26619/galley/16255/download/" } ] }, { "pk": 26252, "title": "Infants’ speech and gesture production in Mozambique and the Netherlands", "subtitle": null, "abstract": "In this paper, we explore the cultural differences in theproduction of speech and speech+gesture combinations byinfants at the age of 17-18 months in Mozambique and theNetherlands. We found that Dutch infants produce morespeech and gestures compared to Mozambican infants. Infantsin both communities make most use of content words. Theresults further show that Dutch infants make more use ofproximal pointing than Mozambicans, whereas Mozambicansmake more use of the offering gesture. Finally, the amount ofsemantically coherent speech+gesture combinations of theMozambican infants is higher than of the Dutch infants", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Child language acquisition; culture; infantspeech; infant gesture; semantic coherence; speech+gesturecombinations." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6kk4b1w6", "frozenauthors": [ { "first_name": "Chiara", "middle_name": "de", "last_name": "Jong", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Vogt", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26252/galley/15888/download/" } ] }, { "pk": 26710, "title": "Inferring actions, intentions, and causal relations in a neural network", "subtitle": null, "abstract": "From a young age, we can select actions to achieve desired goals, infer the goals of other agents, and learn causalrelations in our environment through social interactions. Crucially, these abilities are productive or generative: for instance,we can impute desires to others that we have never held ourselves. This capacity has been captured by the powerful BayesianTheory of Mind formalism, but it remains to forge connections to the rich neural data around action selection, goal inference,and social causal learning. How can productive inference about actions and intentions arise within the neural circuitry of thebrain? Using the recently-developed linearly solvable Markov decision process, we present a neural network model whichpermits a distributed representation of tasks. Such a representation allows the expression of infinite possibilities by combininga finite set of bases, enabling truly generative inference of actions, goals, and causal relations in a neural network framework.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0nk556tw", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "", "last_name": "Saxe", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26710/galley/16346/download/" } ] }, { "pk": 26207, "title": "Inferring Generic Meaning From Pragmatic Reference Failure", "subtitle": null, "abstract": "Generic sentences (e.g., “birds lay eggs”) express generaliza-tions about kinds, in contrast to non-generic sentences thatexpress facts about specific individuals or sets of individuals(e.g., “all birds lay eggs”). Although generics are pervasive innatural language, there is no unique linguistic marker of gener-icity, making the identification of generics a challenge. We in-vestigate the morphosyntactic cues that listeners use to identifywhether a sentence should receive a generic interpretation ornot. We find that two factors – the definiteness of a sentence’ssubject NP and the tense of the sentence – are extremely im-portant in guiding intuitions about whether a sentence shouldreceive a generic interpretation. We argue that the importanceof these factors can be explained by taking generic interpreta-tions to arise due to a failure to ground expressions as referringto specific entities or events.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psycholinguistics; pragmatics; generics" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7s3632sz", "frozenauthors": [ { "first_name": "Phil", "middle_name": "", "last_name": "Crone", "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": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26207/galley/15843/download/" } ] }, { "pk": 26537, "title": "Inferring Individual Differences Between and Within Exemplar andDecision-Bound Models of Categorization", "subtitle": null, "abstract": "Different models of categorization are often treated as compet-ing accounts, but specific models are often used to understandindividual differences, by estimating individual-level param-eters. We develop an approach to understanding categoriza-tion that allows for individual differences both between andwithin models, using two prominent categorization models thatmake different theoretical assumptions: the Generalized Con-text Model (GCM) and General Recognition Theory (GRT).We develop a latent-mixture model for inferring whether anindividual uses the GCM or GRT, while simultaneously allow-ing for the use of special-case simpler strategies. The GCMsimple strategies involve attending to a single stimulus dimen-sion, while the GRT simple strategies involve using unidimen-sional decision bounds. Our model also allows for simple con-taminant strategies. We apply the model to four previouslypublished categorization experiments, finding large and inter-pretable individual differences in the use of both models andspecific strategies, depending on the nature of the stimuli andcategory structures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning; exemplar models; decisionbound models; General Recognition Theory; GeneralizedContext Model; Bayesian inference" }, { "word": "latent-mixture model" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1fg2r2tq", "frozenauthors": [ { "first_name": "Irina", "middle_name": "", "last_name": "Danileiko", "name_suffix": "", "institution": "University of California, Irvine", "department": "" }, { "first_name": "Michael", "middle_name": "D.", "last_name": "Lee", "name_suffix": "", "institution": "University of California, Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26537/galley/16173/download/" } ] }, { "pk": 26499, "title": "Inferring priors in compositional cognitive models", "subtitle": null, "abstract": "We apply Bayesian data analysis to a structured cognitivemodel in order to determine the priors that support humangeneralizations in a simple concept learning task. We mod-eled 250,000 ratings in a “number game” experiment wheresubjects took examples of a numbers produced by a program(e.g. 4, 16, 32) and rated how likely other numbers (e.g. 8vs. 9) would be to be generated. This paper develops a dataanalysis technique for a family of compositional “Language ofThought” (LOT) models which permits discovery of subjects’prior probability of mental operations (e.g. addition, multi-plication, etc.) in this domain. Our results reveal high cor-relations between model mean predictions and subject gener-alizations, but with some qualitative mismatch for a stronglycompositional prior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Concepts and categories; learning; Bayesian mod-eling; machine learning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/43s5z8jj", "frozenauthors": [ { "first_name": "Eric", "middle_name": "J.", "last_name": "Bigelow", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Steven", "middle_name": "T.", "last_name": "Piantadosi", "name_suffix": "", "institution": "University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26499/galley/16135/download/" } ] }, { "pk": 26136, "title": "Influence of 3D images and 3D-printed objects on spatial reasoning", "subtitle": null, "abstract": "In this study, we experimentally investigated the influence ofa three-dimensional (3D) graphic image and a 3D-printed ob-ject on a spatial reasoning task in which participants were re-quired to infer cross sections of a liver in a situation where liverresection surgery was presupposed. The results of the studyindicated that using a 3D-printed object produced more accu-rate task performance and faster mental model construction ofa liver structure than a 3D image. During the task, using a3D-printed object was assumed to reduce cognitive load andinformation accessing cost more than using a 3D image.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "External representation; 3D print; Spatial reason-ing; Mental model" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/43m748t7", "frozenauthors": [ { "first_name": "Akihiro", "middle_name": "", "last_name": "Maehigashi", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Kazuhisa", "middle_name": "", "last_name": "Miwa", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Masahiro", "middle_name": "", "last_name": "Oda", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Yoshihiko", "middle_name": "", "last_name": "Nakamura", "name_suffix": "", "institution": "National Institute of Technology", "department": "" }, { "first_name": "Kensaku", "middle_name": "", "last_name": "Mori", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Tsuyoshi", "middle_name": "", "last_name": "Igami", "name_suffix": "", "institution": "Nagoya University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26136/galley/15772/download/" } ] }, { "pk": 26585, "title": "Influence of Need for Cognition and Cognitive Closure on Magic Perceptions", "subtitle": null, "abstract": "From children’s parties to acts in Las Vegas, magic is one of the world’s most timeless forms of entertainment.Current psychological research on magic has started to focus on how magicians are best able to elicit the observer reactionsassociated with their craft, such as what methods are most successful, as well as what cognitive mechanisms are specificallydriving the observers’ reactions. However, while research examining the practice of magic from a psychological perspectivehas been expanding, few studies have looked at how cognitive individual differences influence an observer’s magic perceptionsand experiences. In a collaboration with award-winning magician, Joshua Jay, we examined the impacts of Need for Cognition(NFC) and Need for Cognitive Closure (NFCC) on magic perceptions. Results showed that NFC and NFCC had opposite effectson engagement (i.e., rewatching and solution generation) and that frustration levels were behavior drivers for participants withhigh NFC or low NFCC.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2w77q2cg", "frozenauthors": [ { "first_name": "Lisa", "middle_name": "", "last_name": "Grimm", "name_suffix": "", "institution": "The College of New Jersey", "department": "" }, { "first_name": "Nicholas", "middle_name": "", "last_name": "Spanola", "name_suffix": "", "institution": "The College of New Jersey", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26585/galley/16221/download/" } ] }, { "pk": 26238, "title": "Influences of Speaker-Listener Similarity on Shadowing and Comprehension", "subtitle": null, "abstract": "We routinely encounter speakers with different accents andspeaking styles. The speech perception literature offersexamples of disruption of comprehension for unfamiliarspeech and also of listeners’ rapid accommodation tounfamiliar accents. Much of this research uses a singlemeasure and/or focuses on isolated word perception. Weinvestigated listeners’ abilities to comprehend and shadowconnected speech spoken in a familiar or unfamiliar accent.We found increases in shadowing latencies andcomprehension errors in the Dissimilar Speech relative toSimilar Speech conditions—especially for relatively informalrather than more academic style speech. Additionally, therewas less accommodation over time to Dissimilar than SimilarSpeech. These results suggest that there are costs both in theimmediate timescale of processing speech (necessary forshadowing) and in the longer time scale of listeningcomprehension when accent and other speech quality is verydifferent from one’s own speech.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "speech perception; accented speech; speechshadowing; listening comprehension" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0441304q", "frozenauthors": [ { "first_name": "Lynn", "middle_name": "K.", "last_name": "Perry", "name_suffix": "", "institution": "University of Miami", "department": "" }, { "first_name": "Emily", "middle_name": "N.", "last_name": "Mech", "name_suffix": "", "institution": "UNIVERSITY of WISCONSIN–MADISON", "department": "" }, { "first_name": "Maryellen", "middle_name": "C.", "last_name": "MacDonald", "name_suffix": "", "institution": "UNIVERSITY of WISCONSIN–MADISON", "department": "" }, { "first_name": "Mark", "middle_name": "S.", "last_name": "Seidenberg", "name_suffix": "", "institution": "UNIVERSITY of WISCONSIN–MADISON", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26238/galley/15874/download/" } ] }, { "pk": 26144, "title": "Influencing Categorical Choices Through Physical Object Interaction", "subtitle": null, "abstract": "Recent research has shown that action knowledgeinfluences categorical decisions (Borghi, Flumini, Natraj &Wheaton, 2012; Chao & Martin, 2000; Iachini, Borghi &Senese, 2008; Kalénine, Shapiro, Flumini, Borghi &Buxbaum, 2013). Shipp, Vallée-Tourangeau, and Anthony,(2014) showed that action influences categorisation in aforced-choice triad task when combined with taxonomicinformation and presented within a functional context. Thepresent experiment examined whether participants wouldbe more likely to match items in a triad task based onshared actions following priming with the functionalactions of the objects. Participants engaged in the triad taskused in Shipp et al. after a priming phase where they eitherinteracted with a series of objects for their functionalcapacity (Action Priming), grouped them into categories(Taxonomic Priming) or moved them from one table toanother (Movement Priming). Items within the triads werepresented as an image either on a white background(context-lean condition) or as a functional scene with theobject being used by an agent (context-rich condition).Consistent with Shipp et al. the results showed that actionwas primarily used to base choices on the triad task whenthe action choice also shared a taxonomic relation, and waspresented in context. Additionally, participants were morelikely to select the action related item when they had beenprimed with the functional action of the objects. The resultsare discussed in terms of the transfer effect from the objectinteraction task that facilitates how the objects aresimulated (Barsalou, 1999, 2003; Yeh & Barsalou, 2006).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Action; Triads; Categorisation; Priming" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9db1k90w", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": "", "last_name": "Shipp", "name_suffix": "", "institution": "University of Hertfordshire", "department": "" }, { "first_name": "Frédéric", "middle_name": "", "last_name": "Vallée-Tourangeau", "name_suffix": "", "institution": "Kingston University", "department": "" }, { "first_name": "Susan", "middle_name": "H.", "last_name": "Anthony", "name_suffix": "", "institution": "University of Hertfordshire", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26144/galley/15780/download/" } ] }, { "pk": 26581, "title": "Informant effort expenditure impacts young children’s learning, eye gaze, andtrust", "subtitle": null, "abstract": "Abstract: Recent research has suggested informant trust is an important factor in preschoolers’ observational learn-ing. This poster will present data from an ongoing study examining if 3.5- to 6.5-year-old children (current n=24) relateperceptions of effort and trust. Children watched two informants solving problems using different solutions, exerting eitherhigh or low effort. Children’s eye gaze, trust of each informant, and learning from informants were measured. There were nosignificant differences in trust of the two informants, but children were significantly more likely to learn the solution demon-strated by the high effort informant, t(23) = 2.161, p = 0.041. High effort informant trust was also significantly related totime spent looking at the high effort informant, r = 0.675, p < 0.01. These findings indicate children are more likely to watchinformants who exert high effort and are more likely to use those solutions when faced with a novel problem.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7jc509qf", "frozenauthors": [ { "first_name": "Molly", "middle_name": "", "last_name": "Schlesinger", "name_suffix": "", "institution": "University of California Riverside", "department": "" }, { "first_name": "Rebekah", "middle_name": "", "last_name": "Richert", "name_suffix": "", "institution": "University of California Riverside", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26581/galley/16217/download/" } ] }, { "pk": 26760, "title": "Information Acquisition: Stopping Rules For Varying Levels of Probabilities andConsequences", "subtitle": null, "abstract": "We performed an exploratory experiment aiming to assess the use of stopping rules in information acquisition.Participants were requested to make a decision or procrastinate on 24 economic/financial scenarios after buying informationpieces. Behavioral and EEG data were recorded for analysis. Results showed that participants decided according to Bayesiancalculations to stop information acquisition and decide. Moreover, information acquisition strategies seemed consistent withprospect theory, with participants weighing information pieces differently and seeking more or less information given differentmanipulations in scenario probability, consequence valence and intensity. EEG data suggests a lateralization at frontal electrodesites. With probabilities stated, low negative consequence scenarios showed a positive peak at F3 around 200 ms before adecision was made. When probabilities were not stated, high positive consequences scenarios evoked a negative deflection atF4 around 400 ms before a decision.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5z59g3tw", "frozenauthors": [ { "first_name": "Gustavo", "middle_name": "", "last_name": "Gauer", "name_suffix": "", "institution": "Universidade Federal do Rio Grande do Sul", "department": "" }, { "first_name": "Roberto", "middle_name": "", "last_name": "Nonohay", "name_suffix": "", "institution": "Universidade Federal do Rio Grande do Sul , University of Michigan;", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Gonzalez", "name_suffix": "", "institution": "University of Michigan", "department": "" }, { "first_name": "Guilherme", "middle_name": "", "last_name": "Lannig", "name_suffix": "", "institution": "Universidade Federal do Rio Grande do Sul", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26760/galley/16396/download/" } ] }, { "pk": 26696, "title": "Information Processing during Intertemporal Choice: An Investigation using EyeMovement Data", "subtitle": null, "abstract": "Intertemporal choices consist of trade-offs between reward magnitude and the delay until those rewards are received.Distaste for delay (i.e., impatience) is related to various undesirable variables including drug use, credit card debt, and lowgrade point average. These findings have underscored the critical need to better understand intertemporal preferences. Previouswork has shown that forcing participants to wait 9 seconds before making an intertemporal choice yields greater patience thanwhen they are forced to wait 3 seconds. Unfortunately, the mechanisms that produced this effect are currently unknown. Thecurrent study uses a similar choice paradigm but collects eye movement data in order to non-invasively investigate decisionmakers’ information processing strategies under short and long deliberation times. Eye movements over the various piecesof choice-relevant information (i.e., delays and magnitudes of rewards) were related to the deliberation time manipulation,individual choices, and individual differences in patience. Theoretical implications are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7hk876rm", "frozenauthors": [ { "first_name": "Kelli", "middle_name": "L.", "last_name": "Johnson", "name_suffix": "", "institution": "Stony Brook University", "department": "" }, { "first_name": "Michael", "middle_name": "T.", "last_name": "Bixter", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Christian", "middle_name": "C.", "last_name": "Luhmann", "name_suffix": "", "institution": "Stony Brook University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26696/galley/16332/download/" } ] }, { "pk": 26232, "title": "Information Search with Depleting and Non-Depleting Resources", "subtitle": null, "abstract": "Predictions about information search behavior have been\ninformed by extensive research in food foraging behavior.\nHowever, information foraging environments may differ in\nkey ways from food foraging environments, and these\ndifferences may impact search behavior. We investigated the\neffect of patch distribution (depleting or non-depleting) and\nability to return to previously searched patches on\nparticipants’ decision to switch from one patch to another\nwhile searching. Whether or not a participant could return\nafter leaving a patch led to fewer samples and fewer relevant\nitems found. Whether or not the patches depleted and whether\nit was possible to return to a patch influenced stopping rules,\nindicating that these factors may alter the size of the\nincrement applied through the Incremental Rule.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "information foraging" }, { "word": "marginal value theorem" }, { "word": "stopping rules" }, { "word": "patch distribution" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1z845887", "frozenauthors": [ { "first_name": "Amber", "middle_name": "", "last_name": "Bloomfield", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "J.", "middle_name": "", "last_name": "Harbison", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Campbell", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Petra", "middle_name": "", "last_name": "Bradley", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Lelyn", "middle_name": "", "last_name": "Saner", "name_suffix": "", "institution": "University of Maryland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26232/galley/15868/download/" } ] }, { "pk": 26365, "title": "Information-Seeking, Learning and the Marginal Value Theorem:\nA Normative Approach to Adaptive Exploration", "subtitle": null, "abstract": "Daily life often makes us decide between two goals:\nmaximizing immediate rewards (exploitation) and learning\nabout the environment so as to improve our options for future\nrewards (exploration). An adaptive organism therefore should\nplace value on information independent of immediate reward,\nand affective states may signal such value (e.g., curiosity vs.\nboredom: Hill & Perkins, 1985; Eastwood et al. 2012). This\ntradeoff has been well studied in “bandit” tasks involving\nchoice among a fixed number of options, but is equally\npertinent in situations such as foraging, hunting, or job search,\nwhere one encounters a series of new options sequentially.\nHere, we augment the classic serial foraging scenario to more\nexplicitly reward the development of knowledge. We develop\na formal model that quantifies the value of information in this\nsetting and how it should impact decision making, paralleling\nthe treatment of reward by the marginal value theorem (MVT)\nin the foraging literature. We then present the results of an\nexperiment designed to provide an initial test of this model,\nand discuss the implications of this information-foraging\nframework on boredom and task disengagement.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Exploration" }, { "word": "explore-exploit tradeoff" }, { "word": "information-seeking" }, { "word": "decision making." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5339f64z", "frozenauthors": [ { "first_name": "Andra", "middle_name": "", "last_name": "Geana", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Robert", "middle_name": "C.", "last_name": "Wilson", "name_suffix": "", "institution": "University of Arizona", "department": "" }, { "first_name": "Nathaniel", "middle_name": "", "last_name": "Daw", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Jonathan", "middle_name": "D.", "last_name": "Cohen", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26365/galley/16001/download/" } ] }, { "pk": 26694, "title": "Instance-based Learning in Multi-cue Diagnosis", "subtitle": null, "abstract": "Decision heuristics are often described as fast and frugal, taking little time and few computations to make a gooddecision (Gigerenzer & Todd, 1999). Fast & Frugal Trees (F&FTs) are a type of decision heuristic that are a special case ofdecision trees in which there is a possible exit out of the decision process at every node in the tree (Luan, Schooler, & Gigerenzer,2011). We present predictions from a computational process model of learning in a multi-cue diagnosis task with and withoutinformation acquisition costs and across different penalty values for errors. The model uses Instance-Based Learning Theory(IBLT) to acquire new knowledge and makes precise performance predictions across a range of dependent variables. We willcompare the a priori model predictions to F&FT-constrained machine learning results on the same stimuli and also to empiricalresults collected from human participants making decisions in the same environment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5sz5x0m0", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "", "last_name": "Myers", "name_suffix": "", "institution": "Air Force Research Laboratory", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Gluck", "name_suffix": "", "institution": "Air Force Research Laboratory", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Halsey", "name_suffix": "", "institution": "Air Force Research Laboratory", "department": "" }, { "first_name": "Jack", "middle_name": "", "last_name": "Harris", "name_suffix": "", "institution": "Air Force Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26694/galley/16330/download/" } ] }, { "pk": 26482, "title": "Integrating identification and perception: A case study of familiar and unfamiliarface processing", "subtitle": null, "abstract": "We are very familiar with certain objects; we can quickly rec-ognize our cars, friends and collaborators despite heavy occlu-sion, unusual lighting, or extreme viewing angles. We can alsodetermine if two very different views of a stranger are indeedof the same person. How can we recognize familiar objectsquickly, while performing deliberate, perceptual inference onunfamiliar objects? We describe a model combining an iden-tity classification network for familiar faces with an analysis bysynthesis approach for unfamiliar faces to make rich inferencesabout any observed face. We additionally develop an onlinenon-parametric clustering algorithm for recognition of repeat-edly experienced unfamiliar faces, and show how new facescan become familiar by being consolidated into the identityrecognition network. Finally, we show that this model predictshuman behavior in viewpoint generalization and identity clus-tering tasks, and predicts processing time differences betweenfamiliar and unfamiliar faces.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "face recognition;analysis-by-synthesis; neural networks; computational" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/67j2v6kr", "frozenauthors": [ { "first_name": "Kelsey", "middle_name": "", "last_name": "Yildirim", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Ilker", "middle_name": "", "last_name": "Allen", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26482/galley/16118/download/" } ] }, { "pk": 26641, "title": "Intensional Probability Judgments and Inclusion Fallacies With GenericsMomme von Sydow", "subtitle": null, "abstract": "The discussion of conjunction fallacies or, more generally, inclusion fallacies (IFs) is usually limited to dyadic rela-tionships. Bayesian logic formalizes a rational intensional probability, predicting IFs and supplementing standard extensionalprobabilities (von Sydow, 2011, 2016). They treat logical patterns as explanatory patterns (explanans) given some data (theexplanandum). We here address the even more basic issue of nested hypotheses in a single polytomous dimension (von Sydow,2015) and present a corresponding variant of Bayesian logic (BL). The experiments use materials from the Linda tasks (oneconcerned with jobs, the other with political attitude) and they explore the polysemous character of ‘AND’ (Hertwig, Benz &Krauss, 2008; von Sydow, 2014). BL stresses that pattern probabilities should depend on the representation of subclasses. Aspredicted, the results show substantial deviations from standard probability and here corroborate a pattern approach. They arealso at odds with a confirmation account.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5sx381dx", "frozenauthors": [ { "first_name": "Momme", "middle_name": "von", "last_name": "Sydow", "name_suffix": "", "institution": "University of Munich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26641/galley/16277/download/" } ] }, { "pk": 26257, "title": "Intentionality and the Role of Labels in Categorization", "subtitle": null, "abstract": "Language has been shown to influence the ability to formcategories. Here we investigate whether linguistic labels areprivileged compared to other types of cues (e.g., numbers orsymbols), and whether labels exert their effects regardless ofwhether they are introduced intentionally. In a categorizationtask, we found that adults were more likely to use labels to de-termine category boundaries compared to numbers or symbols,and that these effects persisted in all intentionality manipula-tions. These findings suggest that labels have a powerful effecton categorization compared to other cues; most strikingly, la-bels (but not other cues) are used during categorization evenwhen people are specifically asked to ignore them. These re-sults provide novel support for the position that labels indicatecategory membership.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "categorization; labels; intentionality" }, { "word": "categorymarkers" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8qh08086", "frozenauthors": [ { "first_name": "Felix", "middle_name": "", "last_name": "Gervits", "name_suffix": "", "institution": "Tufts University,", "department": "" }, { "first_name": "Megan", "middle_name": "", "last_name": "Johanson", "name_suffix": "", "institution": "University of Delaware", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Papafragou", "name_suffix": "", "institution": "University of Delaware", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26257/galley/15893/download/" } ] }, { "pk": 26728, "title": "Interaction, abstraction and complexity", "subtitle": null, "abstract": "In an experimental study, we test the hypothesis that constitutive properties of social interaction - such as diversityin cognitive styles, knowledge and experience - enhance cognitive processes of abstraction. Through three sessions, individualsand dyads categorized aliens based on combinations of features such as the shape and color of their body parts. We manipulatedrelations among the features to elicit increasingly complex categories. Furthermore, to assess the character of participants’evolving categories, after each training session they were presented to a new test set of aliens that differed in appearance, butshared relations among features with aliens from the training set. We found that dyads outcompete individuals in categorizationaccuracy across levels of complexity. We also found that this effect is due to the more abstract and rule-based character ofdyads emerging representations as evidenced by their performance on test items.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/02h9t06g", "frozenauthors": [ { "first_name": "Kristian", "middle_name": "", "last_name": "Tylen", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Riccardo", "middle_name": "", "last_name": "Fusaroli", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Pernille", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Jakob", "middle_name": "", "last_name": "Arnoldi", "name_suffix": "", "institution": "Aarhus University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26728/galley/16364/download/" } ] }, { "pk": 26112, "title": "Interaction of Instructional Material Order and Subgoal Labels on Learning in\nProgramming", "subtitle": null, "abstract": "Subgoal labeled expository instructions and worked examples\nhave been shown to positively impact student learning and\nperformance in computer science education. This study\nexamined whether problem solving performance differed\nbased on the order of expository instructions and worked\nexamples and the presence of subgoal labels within the\ninstructions for creating applications (Apps) for phones.\nParticipants were 132 undergraduates. A significant\ninteraction showed that when learners were presented with\nthe worked example followed by the expository instructions\ncontaining subgoal labels, the learner was better at outlining\nthe procedure for creating an application. However, the\nmanipulations did not affect novel problem solving\nperformance or explanations of solutions,. These results\nsuggest that some limited benefit can be gained from\npresenting a worked example before expository instructions\nwhen subgoal labels are included.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "instructional design; STEM education;\nprogramming." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6kg6135z", "frozenauthors": [ { "first_name": "Laura", "middle_name": "M.", "last_name": "Schaeffer", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Lauren", "middle_name": "", "last_name": "Margulieux", "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": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26112/galley/15748/download/" } ] }, { "pk": 26059, "title": "Interactive spatiotemporal cognition:Data, theories, architectures, and autonomy", "subtitle": null, "abstract": "Everyday interactions often depend on thinking about spaceand time: collaborators need to know where events takeplace – and in what order – to, e.g., communicate drivingdirections, build pieces of furniture, or carry out strategicoperations in military and sports settings (Núñez &Cooperrider, 2013). A simple set of driving directions mayrequire a listener to interpret and reason about the spatialrelations – such as next to and behind – and the temporalrelations – such as after and during – that a speakerdescribes. The speaker may also use gestures to substitute,supplement, or disambiguate linguistic descriptions (Holle& Gunter, 2007; Perzanowski, Schultz, & Williams, 1998).Such rapid, rich, and productive interactions are transientand difficult to analyze behaviorally, and so they pose achallenge for experimenters. They are grounded in thephysical world, and accordingly challenge computationalmodels that cannot digest rich perceptual and environmentalinput in real time. Robotic systems are geared towardsprocessing and acting upon the physical world – and theyincreasingly support human-robotic interaction (e.g., Fonget al., 2006; Kawamura et al., 2003; Kortenkamp et al.,1999). But they, too, are uniquely challenged in maintainingproductive interactive exchanges with human teammates,because they must be tolerant of human idiosyncrasies,preferences, limitations, and errors (Trafton et al., 2013).Because these challenges cut across broad interests incognitive science – such as linguistics, artificial intelligence,robotics, and psychology – progress is unlikely without theengagement of multiple approaches, from psychologicalexperimentation to the construction of autonomous,embodied systems. In recent years, progress towardsunderstanding interactive spatiotemporal cognition hasaccelerated along parallel paths: there exist new behavioraland imaging methodologies to study event segmentation(e.g., Radvansky & Zacks, 2014), spatial inference (e.g.,Knauff & Ragni, 2013), and gestural cognition (e.g.,Novack et al., 2016); novel computational theories ofunderstanding physical reasoning (e.g., Battaglia et al.,2013) and mental simulation (e.g., Khemlani & Johnson-Laird, 2013); cognitive architectures that support richinteractivity (Huffman & Laird, 2014; Trafton et al., 2013);and a wide variety of technological platforms on which totransform theory into embodied interaction.The goal of the workshop is to allow these parallelapproaches to converge. Discussants will share recent dataand theory, consider novel architectural approaches, anddemonstrate burgeoning technological advances thatadvance the science of spatiotemporal inference. Theworkshop will promote interdisciplinary collaboration byfocusing on three unifying themes", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "spatiotemporal cognition; interactive inference;context; pragmatics; gesture; architectures" } ], "section": "Workshops", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4gr5q2g6", "frozenauthors": [ { "first_name": "Sangeet", "middle_name": "", "last_name": "Khemlani", "name_suffix": "", "institution": "Navy Center for Applied Research in Artificial Intelligence", "department": "" }, { "first_name": "J.", "middle_name": "Gregory", "last_name": "Trafton", "name_suffix": "", "institution": "Navy Center for Applied Research in Artificial Intelligence", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26059/galley/15695/download/" } ] }, { "pk": 26456, "title": "Intermediate Judgments Inhibit Belief Updating: Zeno’s Paradox in Decision", "subtitle": null, "abstract": "Rational agents should update their beliefs in the light of newevidence. Equally, changes in belief should depend only onthe quality of the evidence, and not on factors such as the or-der in which the evidence is acquired, or whether intermedi-ate judgements are requested during evidence acquisition. Incontrast we show that requests for intermediate judgments caninhibit belief updating for real decision makers, which repre-sents a new type of decision making fallacy. This behaviour isparadoxical from the point of view of classical Bayesian mod-els, but we show that it is consistent with an a priori, parameterfree prediction of a cognitive model based on quantum theory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognition; decision making; quantum probability" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6950n430", "frozenauthors": [ { "first_name": "James", "middle_name": "M.", "last_name": "Yearsley", "name_suffix": "", "institution": "Vanderbilt Universit", "department": "" }, { "first_name": "Emmanuel", "middle_name": "M.", "last_name": "Pothos", "name_suffix": "", "institution": "City University London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26456/galley/16092/download/" } ] }, { "pk": 26735, "title": "In the event of a turn exchange: Visual information the perception of turn-takingbehavior in natural conversation", "subtitle": null, "abstract": "Everyday conversation is composed of a rapid exchange of turns between talkers as they communicate. The speedof these exchanges implies simultaneous perception and production of conversational cues relevant to turn-taking behavior.Natural face-to-face conversation involves a rich set of these social cues including visual information whose contribution toperception of turns has yet to be examined. Our studies investigated the influence of visual information in perceiving a turnexchange. We examined the time-course of the use of these visual cues during turn judgments. Results show that visualinformation is sufficient but not necessary for perceiving turn exchanges. Further, the temporal precision with which auditorycues influence turn perception is greater than that of visual information. We suggest that although auditory cues dominatethe perception of turn exchanges, reliance on the various sources of information is flexible and may follow highly sensitivetimelines.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0pv5f6t6", "frozenauthors": [ { "first_name": "Nida", "middle_name": "", "last_name": "Latif", "name_suffix": "", "institution": "Queen’s University", "department": "" }, { "first_name": "Ages", "middle_name": "", "last_name": "Alsius", "name_suffix": "", "institution": "Queen’s University", "department": "" }, { "first_name": "K.g.", "middle_name": "", "last_name": "Munhall", "name_suffix": "", "institution": "Queen’s University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26735/galley/16371/download/" } ] }, { "pk": 26643, "title": "In the nick of time: Using temporal cues to examine ongoing event representations", "subtitle": null, "abstract": "Time cues are ubiquitous in language and the ability to interpret them is essential for understanding events duringdiscourse comprehension. Temporal markers that signal ongoing versus completed events, like the progressive and simplepast tense, prompt distinct mental event representations. However, the detailed properties of ongoing event representationsremain unexplored. Drawing from both the simulation and semantic association approaches to knowledge representation, thisstudy examines the novel prediction that ongoing events engender incremental discourse representation updating processes.Experimental sentences cued either early or late phases of an ongoing event (e.g. Alice had recently started/almost finishedbaking a cake). Targets in a post-sentential lexical decision task were strongly associated with either early or late event phases(e.g. EGGS/AROMA). Facilitation priming was predicted for congruent sentence-target pairs. Implications of the results formodels of knowledge representation, theories of semantic priming, and discourse model updating 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/592861vb", "frozenauthors": [ { "first_name": "Victoria", "middle_name": "", "last_name": "Scharp", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Connie", "middle_name": "", "last_name": "Tompkins", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Dickey", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26643/galley/16279/download/" } ] }, { "pk": 36042, "title": "Introduction to the Theme Section", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Doing the Identity Work in ESL Learning and Teaching", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2g85q98g", "frozenauthors": [ { "first_name": "Maliheh", "middle_name": "Mansuripur", "last_name": "Vafai", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36042/galley/26894/download/" } ] }, { "pk": 36025, "title": "Introduction to the Theme Section: The Value of Creativity in English Language Education", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Creativity in Language Teaching", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2m47p2vn", "frozenauthors": [ { "first_name": "Susannah", "middle_name": "", "last_name": "Schoff", "name_suffix": "", "institution": "Academy of Art University, San Francisco", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36025/galley/26877/download/" } ] }, { "pk": 26283, "title": "Investigating Rational Analogy in the Spirit of John Stuart Mill:Bayesian Analysis of Confidence about Inferences across Aligned Simple Systems", "subtitle": null, "abstract": "What does it mean for analogy to be rational? John StuartMill described a probabilistic underpinning for analogicalinference based on the the odds of observing systemicpairwise correspondence across otherwise independentsystems by mere chance. Although proponents and criticshave debated its validity, Mill’s approach has yet to beimplemented computationally or studied psychologically. Inthis paper we examine Mill’s approach and show how it canbe instantiated using Bayes theorem. Then we describe twoexperiments that present subjects with partially-revealed,aligned binary strings with varying degrees of intra- and inter-string regularity. Experimental results are compared to aformal rational analysis of the stimuli revealing conditionswhereby participants exhibit confidence patterns consistentand inconsistent with Mill’s rational basis of analogy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogy" }, { "word": "bayes" }, { "word": "Confidence" }, { "word": "J.S. Mill" }, { "word": "Rationality" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7p2300t0", "frozenauthors": [ { "first_name": "Brad", "middle_name": "", "last_name": "Rogers", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Landy", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26283/galley/15919/download/" } ] }, { "pk": 26303, "title": "Investigating Semantic Conflict between General Knowledge and Novel Information\nin Real-Time Sentence Processing", "subtitle": null, "abstract": "There is extensive evidence that listeners use general\nknowledge to predict upcoming sentence endings; however,\nless is known about how novel information is integrated when\nthere is disagreement between general knowledge and novel\ninformation. The present studies use the visual world\nparadigm to study the semantic competition between new\ninformation and general knowledge. Experiment 1\ndemonstrates that listeners learn to use limited exposure to\nnew information and their general knowledge to anticipate\nsentence endings that align with the action of the sentence.\nExperiment 2 demonstrates participants learn to use\ncombinatorial information from stories to elicit anticipatory\neye movements to the target over the general knowledge\ndistractor. Evidence from these experiments indicates even in\nthe presence of semantic conflict with general knowledge,\nlisteners rapidly increase the weight of novel information\nrather than general knowledge.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "visual world paradigm; sentence processing; general\nknowledge" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0vp0g3w9", "frozenauthors": [ { "first_name": "Angele", "middle_name": "", "last_name": "Yazbec", "name_suffix": "", "institution": "Florida State University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Kaschak", "name_suffix": "", "institution": "Florida State University", "department": "" }, { "first_name": "Arielle", "middle_name": "", "last_name": "Borovsky", "name_suffix": "", "institution": "Florida State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26303/galley/15939/download/" } ] }, { "pk": 26660, "title": "Investigating the Effect of Experience on Concrete and Abstract Word Processing", "subtitle": null, "abstract": "As shown in previous studies, semantic processing of words is mainly affected by frequency, context and con-creteness. Recently sensory, motor and emotional components are also examined to explain the concreteness effect within theembodiment framework. Concreteness effect, which adopts the processing advantages of concrete words over abstract ones,is supported by studies, which show better remembering, faster processing and faster recognizing performances for concretewords. In this study, concreteness effect was examined via two experiments on experts and controls in which verbal fluencyand lexical decision tasks were employed. Lawyers were considered as an expert group with their intense deal with abstractconcepts. A novice lawyer group and age-matched participants other than lawyers were used as control groups. Results showedthat concreteness effect disappeared in the expert group as a matter of expert’s verbal experience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0pd4k77r", "frozenauthors": [ { "first_name": "Selgun", "middle_name": "", "last_name": "Yuceil", "name_suffix": "", "institution": "Middle East Technical University", "department": "" }, { "first_name": "Didem", "middle_name": "", "last_name": "Gokcay", "name_suffix": "", "institution": "Middle East Technical University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26660/galley/16296/download/" } ] }, { "pk": 26076, "title": "Investigating the Effects of Transparency and Ambiguity on Idiom Learning", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Idioms; Language Learning; FigurativeLanguage; Individual Differences" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2357n5j9", "frozenauthors": [ { "first_name": "Mehrgol", "middle_name": "", "last_name": "Tiv", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Evelyn", "middle_name": "", "last_name": "Milburn", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Tessa", "middle_name": "", "last_name": "Warren", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26076/galley/15712/download/" } ] }, { "pk": 26772, "title": "Investigating the Explore/Exploit Trade-off in Adult Causal Inferences", "subtitle": null, "abstract": "We explore how adults learn counterintuitive causal relationships, and whether they interpret evidence and discoverhypotheses by incrementally revising beliefs. We examined how adults learned a novel, unusual causal rule when given datathat initially appeared to follow a simpler, more salient rule. Adults watched a video of blocks placed sequentially on a detectorthat activated when a block was a ”blicket”, then were asked to determine the underlying causal structure. We contrasted twocausal learning problems. In both cases, one rule could be used to determine which objects were blickets; in the first problemthis rule was complex, but could be found by making incremental improvements to a simple and salient initial hypothesis. Thesecond problem’s rule was simpler, but to adopt it, participants had to ignore initial beliefs. Our results provide some of thefirst evidence for an inference trade-off analogous to the ”explore-exploit” trade-off in active learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2sd2726c", "frozenauthors": [ { "first_name": "Erik", "middle_name": "", "last_name": "Herbst", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Lucas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Daphna", "middle_name": "", "last_name": "Buchsbaum", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26772/galley/16408/download/" } ] }, { "pk": 26600, "title": "Is human learning driven by Prediction Error?", "subtitle": null, "abstract": "Prediction Error [PE] is a core component of some of the most influential theories of how animals use experiencesto update their knowledge (e.g, Rescorla & Wagner, 1972). The classic demonstration of PE is the single-cell recording doneby Schultz and colleagues (1997). However, there is no evidence that this signal plays any role in learning.Only two studies have related a neural correlate of PE to learning performance so far (Gl ̈ascher, Daw, Dayan, & O’Doherty,2010; McGuire, Nassar, Gold, & Kable, 2014). We provide a formal analysis demonstrating that non-PE learning can alsoexplain the results of these studies if the imaging signal they identify relates to the size of weight updates instead of PE.We conclude that the case for PE driving many forms of animal learning is not yet sufficiently proven, and identify approacheswhich can potentially resolve this question in future.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9c62436g", "frozenauthors": [ { "first_name": "Jiri", "middle_name": "", "last_name": "Cevora", "name_suffix": "", "institution": "Cognition and Brain Sciences Unit, Medical Research Council", "department": "" }, { "first_name": "Mate", "middle_name": "", "last_name": "Lengyel", "name_suffix": "", "institution": "University of Cambridge", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Henson", "name_suffix": "", "institution": "Cognition and Brain Sciences Unit, Medical Research Council", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26600/galley/16236/download/" } ] }, { "pk": 26221, "title": "Is it a nine, or a six? Prosocial and selective perspective taking in four-year-olds", "subtitle": null, "abstract": "To successfully navigate the complex social world, peopleoften need to solve the problem of perspective selection:Between two conflicting viewpoints of the self and the other,whose perspective should one take? In two experiments, weshow that four-year-olds use others’ knowledge and goals todecide when to engage in visual perspective taking. Childrenwere more likely to take a social partner’s perspective todescribe an ambiguous symbol when she did not knownumbers and wanted to learn than when she knew numbersand wanted to teach. These results were shown in children’sown responses (Experiment 1) and in their evaluations ofothers’ responses (Experiment 2). By preschool years,children understand when perspective taking is appropriateand necessary and selectively take others’ perspectives insocial interactions. These results provide novel insights intothe nature and the development of perspective taking.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social cognition; cognitive development;perspective taking; theory of mind; pedagogy" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5598h7wp", "frozenauthors": [ { "first_name": "Xuan", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Bertram", "middle_name": "", "last_name": "Malle", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Hyowon", "middle_name": "", "last_name": "Gweon", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26221/galley/15857/download/" } ] }, { "pk": 26754, "title": "Is it Living? Insights from Modeling Event-Oriented, Self-Motivated, Acting,Learning and Conversing Game Agents", "subtitle": null, "abstract": "A cognitive architecture is presented, which combines insights from artificial intelligence with cognitive psychology,biology, and linguistics. Using a Super Mario clone, we equipped the simulated agents with (i) motivational behavioral systems,(ii) reasoning and planning capabilities, (iii) event-based schema learning and sensorimotor exploration, and (iv) speech com-prehension and generation mechanisms. The motivational system activates goal events to maintain internal homeostasis. Toinvoke selected events, hierarchical action planning and control unfolds both on an event-schematic and a sensorimotor level.Schema learning is based on the detection of event changes, which are not predicted by the basic sensorimotor forward model.Language is comprehended and generated using context-free grammars linked to the schema-based knowledge structure. Thework offers an approach to develop and thus to ground conceptual, semantic world knowledge in sensorimotor interactions andto couple this knowledge with a language to generate and comprehend language about the agent’s virtual world meaningfully.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/968827th", "frozenauthors": [ { "first_name": "Martin", "middle_name": "", "last_name": "Butz", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" }, { "first_name": "Mihael", "middle_name": "", "last_name": "Simonic", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" }, { "first_name": "Marcel", "middle_name": "", "last_name": "Binz", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" }, { "first_name": "Jonas", "middle_name": "", "last_name": "Einig", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" }, { "first_name": "Stephan", "middle_name": "", "last_name": "Ehrenfeld", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" }, { "first_name": "Fabian", "middle_name": "", "last_name": "Schrodt", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26754/galley/16390/download/" } ] }, { "pk": 26354, "title": "Is the Self-Concept like other Concepts? The Causal Structure of Identity", "subtitle": null, "abstract": "We investigate the age-old questions of what makes us whowe are and what features of identity, if changed, would makeus a different person. Previous approaches to identity havesuggested that there is a type of feature that is most definingof identity (e.g., autobiographical memories or moralqualities). We propose a new approach to identity thatsuggests that, like concepts in general, more causally centralfeatures are perceived as more defining of the self-concept. Inthree experiments, using both measured and manipulatedcausal centrality, we find that changes to features of identitythat are perceived as more causally central are moredisruptive to both the identity of the self and others.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "self-concept; concepts and categories; causalreasoning; personal identity" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8fw8t402", "frozenauthors": [ { "first_name": "Stephanie", "middle_name": "Y.", "last_name": "Chen", "name_suffix": "", "institution": "University of Chicago Booth School of Business", "department": "" }, { "first_name": "Daniel", "middle_name": "M.", "last_name": "Bartels", "name_suffix": "", "institution": "University of Chicago Booth School of Business", "department": "" }, { "first_name": "Oleg", "middle_name": "", "last_name": "Urminsky", "name_suffix": "", "institution": "University of Chicago Booth School of Business", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26354/galley/15990/download/" } ] }, { "pk": 26763, "title": "Kindergarteners and adults learn fraction-rules in a categorization task", "subtitle": null, "abstract": "Both children and adults can learn new categories when presented with a rule about a perceptual feature. Likecategorization, numerical abstraction requires the ability to ignore irrelevant (non-numeric) perceptual features when makingdecisions about relevant (numeric) features. The present study fuses these two lines of research by training 5-7 year oldsand adults in a categorization task, in which they must form a rule about a fraction-based category. Can children form thismathematical category readily? Will they be able to do so without any formal instruction? How does this ability developor change across the lifespan? We find that young children and adults readily form fraction-based categories, indicating thatchildren can think about proportional information prior to formal schooling. Additionally, an ability to map between visual andsymbolic representations aided both children and adults in this numeric categorization task, with children showing additionalgains in traditional fraction knowledge.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6hh0454j", "frozenauthors": [ { "first_name": "Tasha", "middle_name": "", "last_name": "Posid", "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": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26763/galley/16399/download/" } ] }, { "pk": 26191, "title": "Knowledge and use of price distributions by populations and individuals", "subtitle": null, "abstract": "How much do individuals, compared to the population, knowabout the distribution of values in the world? Participantsreported the prices of consumer goods such as watches andbelts and we compared how accurately individuals vs. theoverall population knew the mean and dispersion of prices.Although individuals and the population both knew objects’average prices and relative standard deviations, the populationwas more sensitive to the absolute standard deviation ofprices. In a second experiment, we examined whetherindividuals’ impoverished distribution knowledge impairstheir ability to interpret advertisements. Consistent withpeople using Bayesian inference, the higher an object’s actualprice dispersion, the more participants relied onadvertisements; however, this effect is considerably smallerthan a simple proportional offset, suggesting again thatindividuals underestimate dispersion. Thus, despite having asense of the distribution of real world quantities, individualstend to know only a fraction of the world distribution.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Probabilistic inference; decision-making;behavioral economics; prior knowledge" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9hw7w44q", "frozenauthors": [ { "first_name": "Timothy", "middle_name": "", "last_name": "Lew", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Vul", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26191/galley/15827/download/" } ] }, { "pk": 26298, "title": "Know Your Adversary: Insights for a Better Adversarial Behavioral Model", "subtitle": null, "abstract": "Given the global challenges of security, both in physical and\ncyber worlds, security agencies must optimize the use of their\nlimited resources. To that end, many security agencies have\nbegun to use \"security game\" algorithms, which optimally plan\ndefender allocations, using models of adversary behavior that\nhave originated in behavioral game theory. To advance our\nunderstanding of adversary behavior, this paper presents\nresults from a study involving an opportunistic crime security\ngame (OSG), where human participants play as opportunistic\nadversaries against an algorithm that optimizes defender\nallocations. In contrast with previous work which often\nassumes homogeneous adversarial behavior, our work\ndemonstrates that participants are naturally grouped into\nmultiple distinct categories that share similar behaviors. We\ncapture the observed adversarial behaviors in a set of diverse\nmodels from different research traditions, behavioral game\ntheory, and Cognitive Science, illustrating the need for\nheterogeneity in adversarial models.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Human Behavioral Modeling" }, { "word": "Opportunistic\nSecurity Game" }, { "word": "Cognitive Models" }, { "word": "Heterogonous Adversaries" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9m64v190", "frozenauthors": [ { "first_name": "Yasaman", "middle_name": "D.", "last_name": "Abbasi", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Noam", "middle_name": "", "last_name": "Ben-Asher", "name_suffix": "", "institution": "US Army Research Labs & IBM T.J.Watson Research Center", "department": "" }, { "first_name": "Cleotilde", "middle_name": "", "last_name": "Gonzalez", "name_suffix": "", "institution": "Carnegie Melon University", "department": "" }, { "first_name": "Debarun", "middle_name": "", "last_name": "Kar", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Don", "middle_name": "", "last_name": "Morrison", "name_suffix": "", "institution": "Carnegie Melon University", "department": "" }, { "first_name": "Nicole", "middle_name": "", "last_name": "Sintov", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Milind", "middle_name": "", "last_name": "Tambe", "name_suffix": "", "institution": "University of Southern California", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26298/galley/15934/download/" } ] }, { "pk": 26467, "title": "Know Your Enemy: Applying Cognitive Modeling in Security Domain", "subtitle": null, "abstract": "Game Theory -based decision aids have been successfully em-ployed in real-world policing, anti-terrorism, and wildlife con-servation efforts (Tambe, Jiang, An, & Jain, 2013). Cognitivemodeling, in concert with model tracing and dynamic parame-ter fitting techniques, may be used to improve the performanceof such decision aids by predicting individual attacker behav-ior in repeated security games. We present three simulations,showing that (1) cognitive modeling can aid in greatly improv-ing decision-aid performance in the security domain; and (2)despite the fact that individual attackers will differ in initialpreferences and in how they learn, model parameters can beadjusted dynamically to make useful predictions for each at-tacker.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive modeling; game theory; behavioralgame theory; strategy selection; agent simulation; model trac-ing" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4h9395m9", "frozenauthors": [ { "first_name": "Vladislav", "middle_name": "D.", "last_name": "Veksler", "name_suffix": "", "institution": "U.S. Army Research Laboratory", "department": "" }, { "first_name": "Norbou", "middle_name": "", "last_name": "Buchler", "name_suffix": "", "institution": "U.S. Army Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26467/galley/16103/download/" } ] }, { "pk": 26369, "title": "L2 Idiom Processing: Figurative Attunement in Highly Idiomatic Contexts", "subtitle": null, "abstract": "Using cross-modal priming, we investigated the processing of\nidioms in non-native listeners in varying experimental\ncontexts. As idiomatic processing models have presented\nevidence for an idiomatic mode of processing that can be\nactivated for non-native speakers in highly figurative contexts\n(Bobrow & Bell, 1973), this experiment revisits those claims\nwhile also examining access to figurative meaning in addition\nto the literal meaning of individual words within an idiom. This\nexperiment showed increased priming for visual targets related\nto the figurative meaning of an idiom when the experimental\nlist contained a large proportion of idiomatic sentences\ncompared to when the list contained only a small proportion of\nidiomatic sentences. Non-native speakers not only showed\nonline access to figurative meaning but were also sensitive to\nhighly idiomatic contexts; though, responses to the targets\nrelated to literal meaning of the final word of the idiom were\nfaster in all instances than figuratively-related targets.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cross-modal priming; L2 listening; figurative\nlanguage; idioms; context; attunement" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/44g3r3cc", "frozenauthors": [ { "first_name": "Sara", "middle_name": "D.", "last_name": "Beck", "name_suffix": "", "institution": "University of Tübingen", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Weber", "name_suffix": "", "institution": "University of Tübingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26369/galley/16005/download/" } ] }, { "pk": 26703, "title": "Language acquisition as sparse foraging: mapping path-dependence in word", "subtitle": null, "abstract": "How does the acquisition of a new word affect the successive acquired ones? We model language acquisition interms of foraging in an unprecedentedly fine-grained 1-child corpus (0-3y, RoyEtAl2015). We assess whether successive wordsare learned in close semantic clusters or not (exploitation vs. exploration) and the structure of these clusters. Words are definedin terms of topic distribution in the parental input (Latent Dirichlet Allocation). Distance between successively learned wordsis measured as cosine distance between their topic distribution.Word acquisition can be accurately described as foraging in a sparse resource environment with very local path dependence(power law distribution: alpha=3.9±0.2; detrended fluctuation analysis: alpha=0.6). Words are acquired in semantically closeclusters of 2-4 successive words (Recurrence Quantification Analysis: L=2, LMAX=4, V=2, VMAX=4). The effects remainwhen controlling for shuffled baselines and temporal distance between word acquisition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7st288w7", "frozenauthors": [ { "first_name": "Riccardo", "middle_name": "", "last_name": "Fusaroli", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Malte", "middle_name": "Lau", "last_name": "Petersen", "name_suffix": "", "institution": "Aarhus University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26703/galley/16339/download/" } ] }, { "pk": 26090, "title": "Language does not explain the wine-specific memory advantage of wine experts", "subtitle": null, "abstract": "Although people are poor at naming odors, naming a smell\nhelps to remember that odor. Previous studies show wine\nexperts have better memory for smells, and they also name\nwine and wine-related smells differently than novices. This\nleads us to ask whether wine experts’ odor memory is\nverbally mediated? In addition, does the odor memory\nadvantage that experts have over novices generalize to all\nodors, or is it restricted to odors in their domain of expertise?\nTwenty-four wine experts and 24 novices smelled wines,\nwine-related odors and common odors, and were asked to\nremember these. Critically, half of the participants were asked\nto name the smells in addition to memorizing them, while the\nother half just remembered the smells. Wine experts had\nbetter memory for wines, but not for wine-related or common\nodors, indicating their memory is restricted to odors from\ntheir domain of expertise. Wine experts were also found to be\nmore consistent and accurate than novices in their\ndescriptions. But there was no relationship between experts’\nability to name odors and their memory for odors. This\nsuggests experts’ odor memory advantage is not linguistically\nmediated, but may be the result of differential perceptual\nlearning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "expertise" }, { "word": "wine experts" }, { "word": "Olfaction" }, { "word": "Language" }, { "word": "memory" }, { "word": "language and thought" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/58d7w9hm", "frozenauthors": [ { "first_name": "Ilja", "middle_name": "", "last_name": "Croijmans", "name_suffix": "", "institution": "Radboud University , International Max Planck Research School for Language Sciences", "department": "" }, { "first_name": "Asifa", "middle_name": "", "last_name": "Majid", "name_suffix": "", "institution": "Radboud University, Max Planck Institute for Psycholinguistics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26090/galley/15726/download/" } ] }, { "pk": 26340, "title": "Language Evolution in the Lab: The Case of Child Learners", "subtitle": null, "abstract": "Recent work suggests that cultural transmission can lead to\nthe emergence of linguistic structure as speakers’ weak\nindividual biases become amplified through iterated learning.\nHowever, to date, no published study has demonstrated a\nsimilar emergence of linguistic structure in children. This gap\nis problematic given that languages are mainly learned by\nchildren and that adults may bring existing linguistic biases to\nthe task. Here, we conduct a large-scale study of iterated\nlanguage learning in both children and adults, using a novel,\nchild-friendly paradigm. The results show that while children\nmake more mistakes overall, their languages become more\nlearnable and show learnability biases similar to those of\nadults. Child languages did not show a significant increase in\nlinguistic structure over time, but consistent mappings\nbetween meanings and signals did emerge on many\noccasions, as found with adults. This provides the first\ndemonstration that cultural transmission affects the languages\nchildren and adults produce similarly.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language evolution; cultural transmission;\niterated learning; developmental differences" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6gk76070", "frozenauthors": [ { "first_name": "Limor", "middle_name": "", "last_name": "Raviv", "name_suffix": "", "institution": "Hebrew University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26340/galley/15976/download/" } ] }, { "pk": 26668, "title": "Language influences attention to Japanese event components in nativeEnglish-speaking 21- to 24-month-olds", "subtitle": null, "abstract": "Japanese and American 13-15-month-old infants distinguish between crossing a bounded ground (e.g., a street)versus an unbounded ground (e.g., a field). In English, the same verb – crossing – expresses both types. While language hasbeen hypothesized to guide infants’ progression from language-general to language-specific event perception (G ̈oksun et al.,2011), no prior studies examined this hypothesis. We presented toddlers who no longer perceive this Japanese distinction inevents with novel spatial prepositions (N = 24) or nonlinguistic tones (N = 12) to label bounded versus unbounded grounds.Children presented with labels, but not tones, attended to the differences in ground categories by looking significantly longer tothe novel ground type at test. This suggests that above and beyond the attention-getting function associated with non-linguisticauditory stimuli, language uniquely facilitates categorization of event components.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/79x2958z", "frozenauthors": [ { "first_name": "Natalie", "middle_name": "", "last_name": "Brezack", "name_suffix": "", "institution": "University of Delaware", "department": "" }, { "first_name": "Haruka", "middle_name": "", "last_name": "Konishi", "name_suffix": "", "institution": "Michigan State University", "department": "" }, { "first_name": "Roberta", "middle_name": "", "last_name": "Golinkoff", "name_suffix": "", "institution": "University of Delaware", "department": "" }, { "first_name": "Kathryn", "middle_name": "", "last_name": "Hirsh-Pasek", "name_suffix": "", "institution": "Temple University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26668/galley/16304/download/" } ] }, { "pk": 26244, "title": "Language Informativity:\nIs starfish more of a fish in English than in Dutch?", "subtitle": null, "abstract": "Two studies examined how lexical information contained in\nwords affects people’s category representations. Some words\nare lexically suggestive regarding the taxonomic position of\ntheir referent (e.g., bumblebee, starfish). However, this\ninformation differs from language to language (e.g., in Dutch\nthe equivalent words hold no taxonomic information:\nhommel, vlinder). Three language groups, Dutch, English, and\nIndonesian speakers, were tested in similarity and typicality\njudgment tasks. The results show that the lexical information\naffects only the users of the language (e.g., Dutch speakers\nrated Dutch-informative items, both in similarity and\ntypicality tasks, higher than English and Indonesian speakers).\nResults are discussed in light of theories of concept\nrepresentation and the language relativity hypothesis.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "lexical; similarity; typicality; cognitive; concepts" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/24n131kh", "frozenauthors": [ { "first_name": "Farah", "middle_name": "", "last_name": "Djalal", "name_suffix": "", "institution": "University of Leuven", "department": "" }, { "first_name": "Wouter", "middle_name": "", "last_name": "Voorspoels", "name_suffix": "", "institution": "University of Leuven", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Heyman", "name_suffix": "", "institution": "University of Leuven", "department": "" }, { "first_name": "Gert", "middle_name": "", "last_name": "Storms", "name_suffix": "", "institution": "University of Leuven", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26244/galley/15880/download/" } ] }, { "pk": 26117, "title": "Lasting Political Attitude Change Induced by False Feedback About Own SurveyResponses", "subtitle": null, "abstract": "False feedback on choices has been documented to inducelasting preference change. Here we extend such effects to thepolitical domainand investigatethetemporal persistence ofinduced preferences, as well as, the possible role the length ofconfabulatory justifications may play. We conducted a two-day choice blindness experiment using political statements,with sessions being roughly one week apart. Changes inpolitical preferences remained one week after initialresponses, and were most prominent in participants who wereallowed to confabulate freely. These findings, being the firstto demonstrate lasting preference change using choiceblindness, are discussed in light of constructivist approachesto attitude formation through a process of self-perception.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "political attitudes; attitude change; choiceblindness; persuasion; confabulation" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6h13g2pf", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Sivén", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Strandberg", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "Lars", "middle_name": "", "last_name": "Hall", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "Petter", "middle_name": "", "last_name": "Johansson", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "Philip", "middle_name": "", "last_name": "Pärnamets", "name_suffix": "", "institution": "Lund University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26117/galley/15753/download/" } ] }, { "pk": 26228, "title": "Learning and making novel predictions about others’ preferences", "subtitle": null, "abstract": "We often make decisions on behalf of others, such as pickingout gifts or making restaurant recommendations. Yet, withoutdirect access to others’ preferences, our choices on behalf ofothers depend on what we think they like. Across twoexperiments, we examined whether and how accuratelypeople are able to infer others’ preferences by observing theirchoices. Our results suggest that people are capable of makingreasonably accurate predictions about what others will choosenext, given what they have chosen before. These results laythe groundwork to systematically study how people makenovel predictions about others’ preferences, and whendifferent strategies might be appropriate.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "preference learning; social cognition; Theory ofMind; decision-making" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8214k0ng", "frozenauthors": [ { "first_name": "Natalia", "middle_name": "", "last_name": "Vélez", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Yuan", "middle_name": "Chang", "last_name": "Leong", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Chelsey", "middle_name": "", "last_name": "Pan", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Jamil", "middle_name": "", "last_name": "Zaki", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Hyowon", "middle_name": "", "last_name": "Gweon", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26228/galley/15864/download/" } ] }, { "pk": 26364, "title": "Learning Behavior-Grounded Event Segmentations", "subtitle": null, "abstract": "The event segmentation theory (EST) postulates that humanssystematically segment the continuous sensorimotor informa-tion flow into events and event boundaries. The basis for theobserved segmentation tendencies, however, remains largelyunknown. We introduce a computational model that groundsEST in the interaction abilities of a system. The model learnsevents and event boundaries based on actively gathered senso-rimotor signals. It segments the signals based on principles ofprobabilistic predictive coding and surprise. The implementedmodel essentially simulates, anticipates, and learns event pro-gressions and event transitions online while interacting withthe environment by means of dynamic, predictive Bayesianmodels. Besides the model’s event segmentation capabilities,we show that the learned encodings can be used for higher-order planning. Moreover, the encodings systematically con-ceptualize environmental interactions and they help to identifythe factors that are critical for ensuring interaction success.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "event models; object interaction; predictive encod-ing; event segmentation; higher order planning; factorization;conceptualization" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/51t4q8kj", "frozenauthors": [ { "first_name": "Christian", "middle_name": "", "last_name": "Gumbsch", "name_suffix": "", "institution": "Eberhard Karls University of T ̈ubingen", "department": "" }, { "first_name": "Jan", "middle_name": "", "last_name": "Kneissler", "name_suffix": "", "institution": "Eberhard Karls University of T ̈ubingen", "department": "" }, { "first_name": "Martin", "middle_name": "V.", "last_name": "Butz", "name_suffix": "", "institution": "Eberhard Karls University of T ̈ubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26364/galley/16000/download/" } ] }, { "pk": 26413, "title": "Learning biases may prevent lexicalization of pragmatic inferences:a case study combining iterated (Bayesian) learning and functional selection", "subtitle": null, "abstract": "Natural languages exhibit properties that are difficult to explainfrom a purely functional perspective. One of these properties isthe systematic lack of upper-bounds in the literal meaning ofscalar expressions. This investigation addresses the develop-ment and selection of such semantics from a space of possiblealternatives. To do so we put forward a model that integratesBayesian learning into the replicator-mutator dynamics com-monly used in evolutionary game theory. We argue this syn-thesis to provide a suitable and general model to analyze thedynamics involved in the use and transmission of language.Our results shed light on the semantics-pragmatics divide andshow how a learning bias in tandem with functional pressuremay prevent the lexicalization of pragmatic inferences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantics; pragmatics; iterated learning; evolu-tionary game theory; scalar expressions" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8kf6d2wx", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "", "last_name": "Brochhagen", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Franke", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" }, { "first_name": "Robert", "middle_name": "van", "last_name": "Rooij", "name_suffix": "", "institution": "University of Amsterdam", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26413/galley/16049/download/" } ] }, { "pk": 26640, "title": "Learning Hierarchical Labels through Cross-situational Learning", "subtitle": null, "abstract": "An increasing body of research has demonstrated that human learners are able to use co-occurrences among wordsand objects to form word-object associations (e.g., Yu & Smith, 2007). In this study, we further investigated learners’ ability touse statistical information to learn labels at different hierarchical levels. Participants were presented with objects and words inambiguous learning trials. In some learning trials, participants saw multiple objects and heard their individual labels presentedin a random order, while in other trials, category labels were presented instead. Results from three experiments providedconverging evidence that adults were able to use word-object co-occurrences across different situations to learn hierarchicallabels. Moreover, participants generalized category labels to novel members at the same level but not to superordinate-levelinstances. There was also an interaction between the level of ambiguity in learning contexts and performance in label learningand generalization.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/92145456", "frozenauthors": [ { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Chi-hsin", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26640/galley/16276/download/" } ] }, { "pk": 26083, "title": "Learning How To Throw Darts\nThe Effect Of Modeling Type And Reflection On Dart-Throwing Skills", "subtitle": null, "abstract": "In this study we investigate the effect of modeling type and\nreflection on the acquisition of dart-throwing skills, self-\nefficacy beliefs and self-reaction scores by replicating a study\nby Kitsantas, Zimmerman, and Cleary (2000). Participants\nobserving a coping model were expected to surpass\nparticipants observing a mastery model who in turn were\nexpected to outperform participants who learned without a\nmodel. Reflection was hypothesized to have a positive effect.\nNinety undergraduate students were tested three times on\ndart-throwing skills, self-efficacy beliefs, and self-reaction\nscores. Contrary to what was expected, we found no main\neffects of modeling type and reflection. No interaction effects\nwere found either. There was an effect of trial, indicating that\nparticipants improved dart-throwing skills, self-efficacy\nbeliefs, and self-reaction scores over time. Furthermore, self-\nefficacy beliefs and dart-throwing skill were highly\ncorrelated. Our results suggest that learners do not benefit\nfrom observing a model and reflecting, but practice makes\nperfect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "observational learning; modeling type; reflection;\ndart throwing; motor skills" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8294c6vr", "frozenauthors": [ { "first_name": "Janneke", "middle_name": "van der", "last_name": "Loo", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Eefje", "middle_name": "", "last_name": "Frissen", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Emiel", "middle_name": "", "last_name": "Krahmer", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26083/galley/15719/download/" } ] }, { "pk": 26521, "title": "Learning in the wild - how labels influence what we learn", "subtitle": null, "abstract": "Learning concepts and categories in the real world is often ac-companied by verbal labels. The existing theoretical accountsof how labels influence what we learn range from facilitationto overshadowing, with changes occurring over development.Studies investigating how labels influence what people learnhave typically been confined to a category learning framework,where participants were tasked to learn how to discriminatecategories or infer missing category properties. Here, we in-vestigate how the absence or presence of labels, both commonand unique, alter how people attend and what they remember ina more general setting. Our results suggest that unique labelsmay promote visual exploration of objects; whereas, there wasno evidence to support the claim that hearing the same labelassociated with different members of a to-be-learned categorydirected attention to common features.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "categorization; cross-modal processing; attention;learning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0353x3mz", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "", "last_name": "Rivera", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Christopher", "middle_name": "W.", "last_name": "Robinson", "name_suffix": "", "institution": "The Ohio State University Newark", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26521/galley/16157/download/" } ] } ] }