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{ "count": 38465, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=21900", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=21700", "results": [ { "pk": 26343, "title": "Learning Non-Adjacent Dependencies in\nContinuous Presentation of an Artificial Language", "subtitle": null, "abstract": "Many grammatical dependencies in natural language\ninvolve elements that are not adjacent, such as between\nthe subject and verb in the child always runs. To date,\nmost experiments showing evidence of learning non-\nadjacent dependencies have used artificial languages in\nwhich the to-be-learned dependencies are presented in\nisolation by presenting the minimal sequences that\ncontain the dependent elements. However,\ndependencies in natural language are not typically\nisolated in this way. In this study we exposed learners\nto non-adjacent dependencies in long sequences of\nwords. We accelerated the speed of presentation and\nlearners showed evidence for learning of non-adjacent\ndependencies. The previous pause-based positional\nmechanisms for learning of non-adjacent dependency\nare challenged.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "implicit learning; non-adjacent\ndependencies" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1r56j5m1", "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/26343/galley/15979/download/" } ] }, { "pk": 26749, "title": "Learning Spiking Neural Controllers for In-Silico Navigation Experiments", "subtitle": null, "abstract": "Artificial neural networks have been employed in many areas of cognitive systems research, ranging from low-levelcontrol tasks to high-level cognition. However, there is only little work on the use of spiking neural networks in these fields.In this project, we developed a virtual environment to explore solving navigation tasks using spiking neural networks. We firstused an existing experimental setup and compared the results to validate the developed environment. An evolutionary approachis used to set the parameters of a spiking neural network controlling a robot to navigate without collisions. In a second set ofexperiments, we trained the network via reinforcement learning which was implemented as a reward-based STDP protocol. Ourresults validate the correctness of the developed virtual environment and demonstrate the usefulness of using such a platform.The virtual environment guarantees the reproducibility of our experiments and can be easily adapted for future research.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5xb3c50f", "frozenauthors": [ { "first_name": "Mahmoud", "middle_name": "", "last_name": "Akl", "name_suffix": "", "institution": "Technical University of Munich", "department": "" }, { "first_name": "Florian", "middle_name": "", "last_name": "Walter", "name_suffix": "", "institution": "Technical University of Munich", "department": "" }, { "first_name": "Florian", "middle_name": "", "last_name": "Rohrbein", "name_suffix": "", "institution": "Technical 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/26749/galley/16385/download/" } ] }, { "pk": 26366, "title": "Learning that numbers are the same, while learning that they are different", "subtitle": null, "abstract": "It has been suggested that the way that number words are used mayplay an important role in the development of number concepts.However, little is currently known about the overall ways in whichnumber words are used in child-directed speech. To address this,we performed an analysis of how number words are used in theCHILDES database. We looked at four statistics: 1) lexicalfrequency, 2) contextual diversity, 3) word co-occurrence, and 4)distributional similarity, to see if these distributional statisticssuggest why some aspects of number acquisition are easy andothers are hard, and if these statistics are informative about specificdebates in number acquisition. We found that that are manyimportant differences in how small and large number words areused (such as differences in frequency, co-occurrence patterns, anddistributional similarity), differences that may play an role inshaping hypotheses about children’s acquisition of numberconcepts. Keywords: number representation, language acquisition,concept acquisition, statistical learning, corpus analyses", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0x45q057", "frozenauthors": [ { "first_name": "Jon", "middle_name": "A.", "last_name": "Willits", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Michael", "middle_name": "N.", "last_name": "Jones", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Landy", "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/26366/galley/16002/download/" } ] }, { "pk": 26055, "title": "Learning to Talk about EventsGrounding Language Acquisition in Intuitive Theories and Event Cognition", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language acquisition; concepts; event cognition;cognitive development; intuitive theories; argument structure" } ], "section": "Workshops", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6mp895m3", "frozenauthors": [ { "first_name": "Eva", "middle_name": "", "last_name": "Wittenberg", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Melissa", "middle_name": "", "last_name": "Kline", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Joshua", "middle_name": "K.", "last_name": "Hartshorne", "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/26055/galley/15691/download/" } ] }, { "pk": 26469, "title": "Left-right mental timeline is robust to visuospatial and verbal interference", "subtitle": null, "abstract": "We test the robustness of American college students’ mentaltimeline to dual tasks that have interfered with spatial andverbal reasoning in prior work. We focus on the left-right axisfor representing sequences of events. We test Americancollege students, who read from left to right. We test forautomatic space-time mappings using two established space-time association tasks. We find that their tendency toassociate earlier events with the left side of space and laterevents with the right remains under conditions of visuospatialand verbal interference. We find this both when participantsmade time judgments about linguistic and non-linguisticstimuli. We discuss the relationship between these results andthose obtained for mental timelines that result from learningnew metaphors in language (Hendricks & Boroditsky, 2015),and the effects of the same interference tasks on number tasks(mental number-line and counting; van Dijck et al., 2009;Frank et al., 2012).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "space; time; mental timeline; metaphor; workingmemory; interference; implicit association" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6sj9g7wd", "frozenauthors": [ { "first_name": "Rose", "middle_name": "K.", "last_name": "Hendricks", "name_suffix": "", "institution": "Thurgood Marshall College", "department": "" }, { "first_name": "Esther", "middle_name": "J.", "last_name": "Walker", "name_suffix": "", "institution": "Thurgood Marshall College", "department": "" }, { "first_name": "Benjamin", "middle_name": "K.", "last_name": "Bergen", "name_suffix": "", "institution": "Thurgood Marshall College", "department": "" }, { "first_name": "Lera", "middle_name": "", "last_name": "Boroditsky", "name_suffix": "", "institution": "Thurgood Marshall College", "department": "" }, { "first_name": "Rafael", "middle_name": "", "last_name": "Núñez", "name_suffix": "", "institution": "Thurgood Marshall 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/26469/galley/16105/download/" } ] }, { "pk": 26466, "title": "Leveling the Field: Talking Levels in Cognitive Science", "subtitle": null, "abstract": "Talk of levels is everywhere in cognitive science. Whether it isin terms of adjudicating longstanding debates or motivatingfoundational concepts, one cannot go far without hearingabout the need to talk at different ‘levels’. Yet in spite of itswidespread application and use, the concept of levels hasreceived little sustained attention within cognitive science.This paper provides an analysis of the various ways the notionof levels has been deployed within cognitive science. Thepaper begins by introducing and motivating discussion viafour representative accounts of levels. It then turns to outliningand relating the four accounts using two dimensions ofcomparison. The result is the creation of a conceptualframework that maps the logical space of levels talk, whichoffers an important step toward making sense of levels talkwithin cognitive science", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "levels; analysis; explanation; organization;cognitive science; conceptual framework" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/03f7f102", "frozenauthors": [ { "first_name": "Luke", "middle_name": "", "last_name": "Kersten", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "West", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Brook", "name_suffix": "", "institution": "Carleton 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/26466/galley/16102/download/" } ] }, { "pk": 26349, "title": "Lexical Complexity of Child-Directed and Overheard Speech:Implications for Learning", "subtitle": null, "abstract": "Although previous studies have found a link between thequantity and quality of child-directed speech learners receiveand their vocabulary development, no previous studies havefound a parallel link between overheard speech measured ata very young age and vocabulary development (Shneidman& Goldin-Meadow, 2012; Shneidman, Arroyo, Levine, &Goldin-Meadow, 2013; Weisleder & Fernald, 2013). This isdespite the fact that children are able to learn words from over-heard speech in laboratory settings (Shneidman & Woodward,2015). Drawing on the idea that children preferentially at-tend to stimuli that are at a manageable level of complexity(Kidd, Piantadosi, & Aslin, 2012, 2014), the present researchexplores the possibility that children do not initially tune intooverheard speech because it is initially too complex for theirstage of lexical development (i.e., contains too great a propor-tion of unfamiliar words). Using transcripts from CHILDESand the Santa Barbara Corpus, and estimates of vocabularyby age from the MB-CDI, we find that child-directed speechis significantly less complex than overheard speech throughat least 30 months. If attention based on complexity at leastpartially accounts for the statistical independence of overheardspeech and vocabulary development in early childhood, thenchildren might only begin learning from more complex, over-heard speech sometime after 30 months.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "lexical development; attention; corpus analysis" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5gt1437j", "frozenauthors": [ { "first_name": "Ruthe", "middle_name": "", "last_name": "Foushee", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Griffiths", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Mahesh", "middle_name": "", "last_name": "Srinivasan", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26349/galley/15985/download/" } ] }, { "pk": 26746, "title": "Lexicalization Typology of Realization Events in Mandarin Chinese", "subtitle": null, "abstract": "There has been a hot debate on the typological status of Mandarin Chinese in Talmyan framework of Verb-framedlanguages (V-languages) and Satellite-framed Languages(S-languages). However, most previous studies focus on motionevents, while other macro-events (Talmy, 2000) receive little attention. The present study aims to investigate event of real-ization in Mandarin Chinese with experimental method. The analysis of elicited data shows that: (1) predicates of Mandarinrealization events are mostly bipolar resultative verb compounds, which have the semantic feature of [+agent], [+instrument],and [+state change]. This proves that “result” is a semantic prime in Chinese verb semantics. (2) Lexicalization patterns ofrealization events in Mandarin represent more of S-language, but Mandarin also shows the characteristics of V-language. Thedifference between S-language patterns and V-language patterns is significant, and the general tendency is: S-language>V-language. Overall, the results indicate that the lexicalization typology of Mandarin realization events falls into a complementarytypological framework.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/69s9c1qh", "frozenauthors": [ { "first_name": "Yu", "middle_name": "", "last_name": "Deng", "name_suffix": "", "institution": "Beihang University", "department": "" }, { "first_name": "Fuyin", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "Beihang 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/26746/galley/16382/download/" } ] }, { "pk": 26587, "title": "Linear separability and human category learning: Revisiting a classic study", "subtitle": null, "abstract": "The ability to acquire non-linearly separable (NLS) classifications is well documented in the study of human categorylearning. In particular, one experiment (Medin & Schwanenflugel, 1981; E4) is viewed as the canonical demonstration that,when within- and between- category similarities are evenly matched, NLS classifications are not more difficult to acquire thanlinearly separable ones. The results of this study are somewhat at issue due to non-standard methodology and small samplesize. We present a replication and extension of this classic experiment. We did not find any evidence of an advantage forlinearly separable classifications. In fact, the marginal NLS advantage observed in the original study was strengthened: wefound a significant advantage for the NLS classification. These results are discussed with respect to accounts provided byformal models of human classification learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8nk9m12s", "frozenauthors": [ { "first_name": "Kimery", "middle_name": "", "last_name": "Levering", "name_suffix": "", "institution": "Marist College", "department": "" }, { "first_name": "Nolan", "middle_name": "", "last_name": "Conaway", "name_suffix": "", "institution": "Binghamton University", "department": "" }, { "first_name": "Kenneth", "middle_name": "", "last_name": "Kurtz", "name_suffix": "", "institution": "Binghamton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26587/galley/16223/download/" } ] }, { "pk": 26622, "title": "Linguistic alignment with artificial entities in the context of second languageacquisition", "subtitle": null, "abstract": "Native-speakers often adapt to non-natives in order to foster mutual understanding and successful communication,sometimes with the negative outcome of interfering with successful second language acquisition (SLA) on a native-speakerlevel. In two experimental studies we explored the potential of artificial tutors to avoid inhibition effects and exploit linguisticalignment processes in HCI for SLA. Study 1 (n=130 non-native speakers) investigated the influence of system voice (text-to-speech vs. pre-recorded speech) and embodiment (virtual agent vs. robot vs. speech based interaction) on participants’perception of the system, their motivation, their lexical and syntactical alignment during interaction and their learning effectafter the interaction, while in Study 2 (n=85) embodiment and the presence of expressive nonverbal behavior were varied. Thevariation of system characteristics had barely influence on the evaluation of the system or participants’ alignment behavior.Moreover, although participants linguistically aligned this did not result in significant short-term learning effects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/02h3s76x", "frozenauthors": [ { "first_name": "Astrid", "middle_name": "Marieke", "last_name": "Rosenthal-von der Putten", "name_suffix": "", "institution": "University of Duisburg-Essen", "department": "" }, { "first_name": "Carolin", "middle_name": "", "last_name": "Straßmann", "name_suffix": "", "institution": "University of Duisburg-Essen", "department": "" }, { "first_name": "Nicole", "middle_name": "", "last_name": "Kramer", "name_suffix": "", "institution": "University of Duisburg-Essen", "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/26622/galley/16258/download/" } ] }, { "pk": 26415, "title": "Linguistic input is tuned to children’s developmental level", "subtitle": null, "abstract": "Children rapidly learn a tremendous amount about languagedespite limitations imposed on them by their developing cog-nitive abilities. One possible explanation for this rapid learn-ing is that caregivers tune the language they produce tothese limitations, titrating the complexity of their speech todevelopmentally-appropriate levels. We test this hypothesis ina large-scale corpus analysis, measuring the contingency be-tween parents’ and children’s speech over the first 5 years.Our results support the linguistic tuning hypothesis, showinga high degree of mostly parent-led coordination early in de-velopment that decreases as children become more proficientlanguage learners and users.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language Acquisition" }, { "word": "Cognitive Development" }, { "word": "computational modelingI" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0mn348d4", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Yurovsky", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Gabriel", "middle_name": "", "last_name": "Doyle", "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/26415/galley/16051/download/" } ] }, { "pk": 26297, "title": "Linguistic niches emerge from pressures at multiple timescales", "subtitle": null, "abstract": "What accounts for the vast diversity in the world’s languages?We explore one possibility: languages adapt to their linguis-tic environment (Linguistic Niche Hypothesis; Lupyan & Dale,2010). Recent studies have found support for this hypothesisthrough correlations between aspects of the environment andlinguistic structure. We synthesize this previous work and findthat languages spoken in cold, small regions tend to be morecomplex across a range of linguistic features. We also testa novel prediction of the Linguistic Niche Hypothesis by ex-amining the learnability of languages for first-language, childlearners.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistic Niche Hypothesis; language evolution" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0hc9j2wb", "frozenauthors": [ { "first_name": "Molly", "middle_name": "", "last_name": "Lewis", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "", "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/26297/galley/15933/download/" } ] }, { "pk": 26485, "title": "Linguistic Priming and Learning Adjacent and Non-Adjacent Dependencies in\nSerial Reaction Time Tasks", "subtitle": null, "abstract": "Although syntactic priming is well studied and\ncommonly assumed to involve implicit learning, the\nmechanisms behind this phenomenon are still under\ndebate. We tested whether implicit learning of adjacent\nand non-adjacent sequences occurs in a non-linguistic,\nfinger sequence task (Serial Reaction Time task), and if\nso, whether these implicitly-learned dependencies can\ncause syntactic priming in the linguistic domain. We\nfollowed the logic that exposure to statistical patterns in\nthe SRT task may influence language users’ relative\nclause (RC) attachment biases, and trained participants\non SRT sequences with adjacent or non-adjacent\ndependencies. Participants then wrote completions to\nrelative clause fragments in a situation where they\ncould opt for adjacent or non-adjacent linguistic\nstructures. Participants successfully learned the adjacent\nand non-adjacent dependency implicitly during the SRT\ntask, but, strikingly, their RC continuations did not\nexhibit priming effects. Implications for theories of\nsyntactic priming and its relations to implicit learning\nare discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "implicit learning; syntactic priming;\nrelative clause attachment bias; non-adjacent\ndependencies" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6sn268bj", "frozenauthors": [ { "first_name": "Felix", "middle_name": "Hao", "last_name": "Wang", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" }, { "first_name": "Elsi", "middle_name": "", "last_name": "Kaiser", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "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/26485/galley/16121/download/" } ] }, { "pk": 26726, "title": "Linguistic recursion and Autism Spectrum Disorder", "subtitle": null, "abstract": "Both first-order and second-order false-belief mastery are important in acquisition of Theory of Mind. Our logicalanalysis of second-order false-belief tasks shows that this sort of reasoning involves recursion. Language involves recursion aswell; recursive possessive and complements clauses are examples.Second-order social reasoning depends on both individual cognitive resources and immersion in a wide range of interactivecontexts. But since the ‘usual’ interactive contexts do not make the same sense to children with Autism Spectrum Disorder(ASD), it has been proposed that they use language as scaffolding in false-belief understanding.We hypothesize that competency in linguistic recursion predicts second-order false-belief mastery for children with ASD.We investigate this by training children with ASD to better comprehend and produce recursive possessive and complementclauses. We have developed and validated a tool to measure the recursion competency in the Danish language, and we applythis in a randomized controlled training study.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/86x9w4v9", "frozenauthors": [ { "first_name": "Irina", "middle_name": "", "last_name": "Polyanskaya", "name_suffix": "", "institution": "Roskilde University", "department": "" }, { "first_name": "Torben", "middle_name": "", "last_name": "Brauner", "name_suffix": "", "institution": "Roskilde University", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Blackburn", "name_suffix": "", "institution": "Roskilde 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/26726/galley/16362/download/" } ] }, { "pk": 26480, "title": "Linguistic Signatures of Cognitive Processes during Writing", "subtitle": null, "abstract": "The relationship between working memory capacity andwriting ability was examined via a linguistic analysis ofstudent essays. Undergraduate students (n = 108) wrotetimed, prompt-based essays and completed a battery ofcognitive assessments. The surface- and discourse-levellinguistic features of students’ essays were then analyzedusing natural language processing tools. The results indicatedthat WM capacity was related to surface-level, but notdiscourse-level features of student essays. Additionally, theresults suggest that these relationships were attenuated forstudents with high inferencing skills, as opposed to those withlower inferencing skills", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "writing; natural language processing;computational linguistics; strategies; working memory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1tp8f26c", "frozenauthors": [ { "first_name": "Laura", "middle_name": "K.", "last_name": "Allen", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Cecile", "middle_name": "", "last_name": "Perret", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Danielle", "middle_name": "S.", "last_name": "McNamara", "name_suffix": "", "institution": "Arizona State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26480/galley/16116/download/" } ] }, { "pk": 26362, "title": "Listener sensitivity to foreign-accented speech with grammatical errors", "subtitle": null, "abstract": "The present accent rating study investigates the interactionbetween accent strength and grammatical correctness on per-ceived accentedness. German native (L1) listeners rated Ger-man sentences produced by L1 and non-native (L2) speakers.Sentences either contained a grammatical error or were gram-matically correct. Results showed that grammatical correct-ness affected the accent rating of sentences produced by L1speakers, but not of those by L2 speakers. The inverse influ-ence of grammatical errors on sentences spoken with strongeraccents suggests that phonological information plays a moreimportant role for global perception of speech accentednessthan grammatical correctness does, revealing a hierarchical im-portance of factors that form an L2 accent. This finding is inline with recent findings from an online processing ERP study(Hanul ́ıkov ́a, van Alphen, van Goch, & Weber, 2012) in whichL1 listeners were tolerant towards grammatical errors made byL2 speakers, i.e. showed no P600 effect for grammatically in-correct sentences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "perceived accent strength; grammatical error" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/84j783qr", "frozenauthors": [ { "first_name": "Yuki", "middle_name": "", "last_name": "Asano", "name_suffix": "", "institution": "Eberhard Karls University Tubingen", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Weber", "name_suffix": "", "institution": "Eberhard Karls University 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/26362/galley/15998/download/" } ] }, { "pk": 26241, "title": "Longitudinal L2 Development of the English Article in Individual Learners", "subtitle": null, "abstract": "We investigate the accuracy development of the Englisharticle by learners of English as a second language. The studyfocuses on individual learners, tracking their learningtrajectories through their writings in the EF-Cambridge OpenLanguage Database (EFCAMDAT), an open access learnercorpus. We draw from 17,859 writings by 1,280 learners andask whether article accuracy in individual learners fluctuatesrandomly or whether learners can be clustered according totheir developmental trajectories. In particular, we apply k-means clustering to automatically cluster in a bottom upfashion learners with similar learning curves. We followlearners for a period covering one CEFR level. Given therelatively short learning window, the majority of learnersfollow a horizontal line. Nevertheless, we also identify groupsof learners showing a power-function and U-shaped curve.Crucially, these groups are ‘hidden’ when the aggregate oflearners is considered, a finding highlighting the importanceof individual level analysis.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "learning curve; clustering; individual variation;second language" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9rv17591", "frozenauthors": [ { "first_name": "Akira", "middle_name": "", "last_name": "Murakami", "name_suffix": "", "institution": "University of Cambridge", "department": "" }, { "first_name": "Theodora", "middle_name": "", "last_name": "Alexopoulou", "name_suffix": "", "institution": "University of Cambridge", "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/26241/galley/15877/download/" } ] }, { "pk": 26709, "title": "Making invisible ”trouble” visible: Self-repair increases abstraction of referringexpressions", "subtitle": null, "abstract": "A central finding in dialogue research is that interlocutors rapidly converge on referring expressions which becomeprogressively contracted and abstract. However, there is currently no consensus on which mechanisms underpin convergence:The interactive alignment model (Pickering and Garrod) favours priming, the grounding model (Clark, 1996) prioritizes positivefeedback, while Healey (2002) demonstrates the importance of miscommunication. To investigate convergence in closer detailwe report a variant of the “maze-task”. Participants communicate via a text-based chat tool which selectively transformsparticipants’ private turn-revisions into public self-repairs that are made visible to the other participant. Dyads who receivedthese artificially transformed turns used more abstract referring expressions, but performed worse at the task. We argue this isdue to self-repairs having a beneficial effect of amplifying naturally occurring miscommunication (Healey et al., 2013), whilealso having a deleterious effect of decreasing participants’ confidence in the conventions established during the task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/74w2z113", "frozenauthors": [ { "first_name": "Gregory", "middle_name": "", "last_name": "Mills", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Gisela", "middle_name": "", "last_name": "Redeker", "name_suffix": "", "institution": "University of Groningen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26709/galley/16345/download/" } ] }, { "pk": 26137, "title": "Making it Right: Can the Right-Hemisphere Compensate for Language Function in\nPatients with Left-Frontal Brain Tumors?", "subtitle": null, "abstract": "Both the degree to which the left-hemisphere is specialized\nfor language and the relative ability of the right-hemisphere\nto subserve language function are underspecified. The\npresent study sought to identify whether the right-frontal\nfMRI activation seen in a number of case studies in patients\nwith left-sided brain lesions exists as a group-level trend in\npatients with left-frontal tumors. It also sought to examine\nthe possible compensatory nature of this activation. Thus, a\nretrospective analysis of 197 brain tumor patients who had\nundergone pre-surgical fMRI language mapping was\nconducted. Patients with left-frontal tumors were found to\nbe more likely to show right- or co-dominant fMRI\nactivation during language mapping tasks compared to\npatients who had tumors elsewhere in the brain. Further,\npatients with left-frontal tumors who were identified as\nright- or co-dominant for language were found to possess\nmore intact language function as measured by the Boston\nNaming Test.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language; neuroplasticity" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3c39353s", "frozenauthors": [ { "first_name": "Ethan", "middle_name": "", "last_name": "Jost", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Nicole", "middle_name": "P.", "last_name": "Brennan", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Kyung", "middle_name": "K.", "last_name": "Peck", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Andrei", "middle_name": "I.", "last_name": "Holodny", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Morten", "middle_name": "H.", "last_name": "Christiansen", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26137/galley/15773/download/" } ] }, { "pk": 26646, "title": "Mandarin-English Bilinguals Match Lexical-Tone Processing to the Language Context", "subtitle": null, "abstract": "Proficient bilingual listening requires differential processing of sound variation in each language context. We consid-ered context-based processing of pitch information by Mandarin-English bilinguals, for whom pitch indicates word distinctionsin one language but not the other. In an eye-tracked word-learning experiment, 58 bilinguals and 28 English monolinguals eachlearned English-like and Mandarin-like wordsets, words referring to images. Wordsets differed primarily in that English-likewords contained final consonants. We explained that some words might differ only in their pitch patterns, and included train-ing on minimal tone pairs. In test, two pictures appeared on the screen with referents differing in either tone or vowel. Onepicture was labeled. Bilinguals processed tones more efficiently (t(78) = 3.54, p = .001) and more accurately (t(84) = 3.78, p <.001) than monolinguals only in the Mandarin context. Mandarin-English bilinguals thus appear to tailor tone processing to thewithin-word language context.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4wj5z8t8", "frozenauthors": [ { "first_name": "Carolyn", "middle_name": "", "last_name": "Quam", "name_suffix": "", "institution": "University of Arizona", "department": "" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Creel", "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/26646/galley/16282/download/" } ] }, { "pk": 26424, "title": "Measuring and modeling distraction by self-referential processing in a complexworking memory span task", "subtitle": null, "abstract": "Two experiments using novel complex working memory spantasks were performed, both requiring the participants toremember a span of letters whilst being distracted by theprocessing of words. Word processing could either be self-referential (SRP) or not. In the first experiment recallperformance was compared between SRP and non-SRPconditions using the same words. In the second experiment,we compared SRP and non-SRP in two tasks equalized insemantic processing but using different words. In bothexperiments recall performance was significantly lower afterSRP compared to non-SRP, indicating that SRP has adisruptive effect on the recall task. A cognitive modelimplemented in PRIMs, using goal competition during SRP,interfering with rehearsal of letters, could account for theobserved experimental results. If SRP interferes withsubsequent tasks in this manner it should also interfere withtasks other than recall, such as SRP occurring in daily life.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "self-referential processing" }, { "word": "distraction" }, { "word": "cognitivemodeling" }, { "word": "complex working memory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/25m9d5t7", "frozenauthors": [ { "first_name": "Jeroen", "middle_name": "", "last_name": "Daamen", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Marieke", "middle_name": "van", "last_name": "Vugt", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Niels", "middle_name": "", "last_name": "Taatgen", "name_suffix": "", "institution": "University of Groningen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26424/galley/16060/download/" } ] }, { "pk": 26604, "title": "Measuring Cognitive Skills through Conversation-Based Assessment", "subtitle": null, "abstract": "Conversation-Based Assessment (CBA) represents a relatively new method of measuring student cognitive skills(e.g., science reasoning) through adaptive dialogues with automated characters. This approach leverages the openness ofnatural language with the interactivity of spoken dialogue to engage students in verbal reasoning and constructive processes(i.e., cognition). These two dimensions differentiate CBA from other assessment items (e.g., multiple choice and essays) byallowing for more freedom in responses along with the ability to adapt and follow-up on particular threads of information.The conversational exchange affords a rich data stream that can provide additional explanatory evidence of students’ cognitionexhibited through conversational content and dialogue paths. The current work, built on the AutoTutor dialogue engine, willdiscuss the affordances and constraints of CBA along with how this approach may complement and enhance other methods ofmeasuring of cognitive skills.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/48v6s08d", "frozenauthors": [ { "first_name": "G.", "middle_name": "Tanner", "last_name": "Jackson", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Katherine", "middle_name": "", "last_name": "Castellano", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Diego", "middle_name": "", "last_name": "Zapata-Rivera", "name_suffix": "", "institution": "Princeton", "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/26604/galley/16240/download/" } ] }, { "pk": 26620, "title": "Measuring individual and developmental differences in children’s sense ofconfidence", "subtitle": null, "abstract": "From something as simple as judging the time to more complicated behaviours like answering trivia questions, ourcognitive systems always provide us with a representation of confidence: the probability of being correct. The developmentof confidence has been a long-standing issue in cognitive and developmental science. However, most studies assess children’sconfidence through either extensively trained numerical or verbal scales (“I am sure”), or by asking children to gamble on theiranswer. These measures stand to confuse metacognition with the development of language and inhibitory control. Here, wevalidate a novel model and task that measures individual and developmental differences in confidence relatively (“Are you moreconfident in X or Y”). Subsequently, we apply this task to demonstrate that metacognitive abilities of children aged 5–8 showsignificant development in the domain of intuitive number representations. These results are discussed in a broader context oftheory and measurement of metacognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7hj931wt", "frozenauthors": [ { "first_name": "Carolyn", "middle_name": "", "last_name": "Baer", "name_suffix": "", "institution": "University of British Columbia", "department": "" }, { "first_name": "Darko", "middle_name": "", "last_name": "Odic", "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/26620/galley/16256/download/" } ] }, { "pk": 26336, "title": "Measuring Interest in Science: The Science Curiosity Scale", "subtitle": null, "abstract": "In the current study, we present the methods for creating andvalidating a science curiosity scale. We find that the scalepresented here is unidimensional and highly reliable.Moreover, it predicts engagement with a science documentaryclip more accurately than do measures of science intelligenceor education. Although more steps are needed, this providesinitial evidence for the utility of our measure of sciencecuriosity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "curiosity; science curiosity; scale; psychometrics;Item Response Theory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2q17w8gk", "frozenauthors": [ { "first_name": "Asheley", "middle_name": "", "last_name": "Landrum", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Joseph", "middle_name": "", "last_name": "Hilgard", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Heather", "middle_name": "", "last_name": "Akin", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Nan", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Dan", "middle_name": "M.", "last_name": "Kahan", "name_suffix": "", "institution": "University of Pennsylvania , Yale 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/26336/galley/15972/download/" } ] }, { "pk": 26126, "title": "Measuring lay theories of parenting and child development", "subtitle": null, "abstract": "Parenting practices are known to play an important role inshaping children’s outcomes. For example, children whoseparents engage them in high-quality conversations and whoare given opportunities for free play are at an advantage forlearning and later academic outcomes. However, communicat-ing the results of relevant scientific findings to parents remainsa challenge. One possible moderator of uptake of parentinginformation is the implicit theories parents hold with regardto child development and parenting. As a first step in inves-tigating this possibility, the present work establishes a newmeasure of parenting attitudes including three subscales cor-responding to attitudes about rules and respect, affection andattachment, and early learning. We then examine whether sub-scale scores predict uptake of new information about children’slearning. Scores on the Early Learning subscale, but not theRules and Respect subscale, predicted generalization from thearticle, providing initial evidence of the validity of this mea-sure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Parenting attitudes; implicit theories" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8gg206fq", "frozenauthors": [ { "first_name": "Emily", "middle_name": "", "last_name": "Hembacher", "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/26126/galley/15762/download/" } ] }, { "pk": 26296, "title": "Measuring the Causal Dynamics of Facial Interactionwith Convergent Cross Mapping", "subtitle": null, "abstract": "The nature of the dynamics of nonverbal interactions is of con-siderable interest to the study of human communication andfuture human-computer interaction. Facial expressions consti-tute an important source of nonverbal social signals. Whereasmost studies have focused on the facial expressions of iso-lated individuals, the aim of this study is to explore the cou-pling dynamics of facial expressions in social dyadic interac-tions. Using a special experimental set-up, the frontal facialdynamics of pairs of socially interacting persons were mea-sured and analyzed simultaneously. We introduce the use ofconvergent cross mapping, a method originating from dynam-ical systems theory, to assess the causal coupling of the dyadicfacial-expression dynamics. The results reveal the presence ofbidirectional causal couplings of the facial dynamics. We con-clude that convergent cross mapping yields encouraging resultsin establishing evidence for causal behavioral interactions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mimicry; convergent cross mapping; facial ex-pressions" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/08p997t9", "frozenauthors": [ { "first_name": "Eric", "middle_name": "", "last_name": "Postma", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Marie", "middle_name": "", "last_name": "Postma-Nilsenova", "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/26296/galley/15932/download/" } ] }, { "pk": 26155, "title": "Mechanisms for storing and accessing event representations in episodic memory,and their expression in language: a neural network model", "subtitle": null, "abstract": "We present a neural network model of how events are storedin and retrieved from episodic long-term memory (LTM). Themodel is novel in giving an explicit account of the workingmemory (WM) medium mediating access to episodic mem-ory: it makes a specific proposal about how representations ofevents and situations in WM interface with representations ofevents and situations in episodic memory. It also provides theframework for an account of how operations accessing tempo-rally remote situations are reported in language.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "episodic memory; working memory; discoursemodels" }, { "word": "Neural Networks" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1210j5nn", "frozenauthors": [ { "first_name": "Martin", "middle_name": "", "last_name": "Takac", "name_suffix": "", "institution": "University of Otago ; Comenius University", "department": "" }, { "first_name": "Alistair", "middle_name": "", "last_name": "Knott", "name_suffix": "", "institution": "University of Otago", "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/26155/galley/15791/download/" } ] }, { "pk": 26674, "title": "Memory-based decision making: Examining the relative influence experimentaland pre-experimental exposure.", "subtitle": null, "abstract": "We examine the role of memory accessibility across two different memory-related judgments: episodic recognition(e.g., ”Was this person’s name presented earlier in the experiment?”) and probabilistic inference (e.g., “How famous do youconsider this person to be?”). For both judgments (episodic recognition and probabilistic inference), we observe the influenceof both pre-experimental exposure, which is approximated by web-frequencies (e.g., Google search results), and experimentalexposure, which is manipulated through an incidental study phase (e.g., a vowel counting task). The results of these experimentsallow for an integrative understanding of how different sources of memory accessibility (experimental vs. pre-experiential) arecombined, and possibly interfere with one another, depending on the type of memory-related judgment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5t92g0hd", "frozenauthors": [ { "first_name": "Justin", "middle_name": "", "last_name": "Olds", "name_suffix": "", "institution": "University of Lausanne", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Marewski", "name_suffix": "", "institution": "University of Lausanne", "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/26674/galley/16310/download/" } ] }, { "pk": 26597, "title": "Memory biases in matching and recall: Evidence from initial consonant clusters", "subtitle": null, "abstract": "Perception and memory of linguistic information is biased in favor of stimuli that conform to structural regularities.At the level of word form, there is evidence that initial consonant clusters varying in grammatical status (e.g., br vs. *bn,*bd, *rb) differentially affect response times in same-different matching (e.g., slower responses to rbif - REBIF than to brif- BERIF; Berent & Lennertz, 2010). Previous results are consistent with two hypotheses: non-conforming clusters could bemodified by a specific ’repair’ (e.g., rbif recoded as rebif), or the encoding of such clusters could be more uncertain and theirrecall more variable. A series of matching and full-recall experiments support the second hypothesis: the response time effectfor non-conforming clusters is observed for both *rbif - REBIF and *rbif - RBIFE, but only the former ’repairs’ the cluster;furthermore, errors made in recall exhibit high variability and do not systematically improve structural well-formedness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/87s5m1t9", "frozenauthors": [ { "first_name": "Mackenzie", "middle_name": "", "last_name": "Young", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Colin", "middle_name": "", "last_name": "Wilson", "name_suffix": "", "institution": "Johns Hopkins 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/26597/galley/16233/download/" } ] }, { "pk": 26440, "title": "Memory for exemplars in category learning", "subtitle": null, "abstract": "Some argue that category learning is mediated by two com-peting learning systems: one explicit, one implicit (Ashby etal., 1998). These systems are hypothesised to be responsi-ble for learning rule-based and information-integration cate-gory structures respectively. However, little experimental workhas directly investigated whether people are conscious of cat-egory knowledge supposedly learned by the implicit system.Here we report one experiment that directly compared explicitrecognition memory for exemplars between these two categorystructures. Contrary to the predictions of the dual-systems ap-proach, we found preliminary evidence of superior exemplarmemory after information-integration category learning com-pared to rule-based learning. This result is consistent with thehypothesis that participants learn information-integration cate-gory structures by using complex rules.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning; memory; dual-systems; recog-nition" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4fs1p8tq", "frozenauthors": [ { "first_name": "C. E. R", "middle_name": "", "last_name": "Edmunds", "name_suffix": "", "institution": "Plymouth University", "department": "" }, { "first_name": "Andy", "middle_name": "J.", "last_name": "Wills", "name_suffix": "", "institution": "Plymouth University", "department": "" }, { "first_name": "Fraser", "middle_name": "N.", "last_name": "Milton", "name_suffix": "", "institution": "", "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/26440/galley/16076/download/" } ] }, { "pk": 26636, "title": "Memory for the Meaningless: Experts’ Advantage at Recalling UnstructuredMaterial", "subtitle": null, "abstract": "The ability to recall domain-specific unstructured material (e.g., random chess positions) is a litmus test for theoriesof expert memory. Theories emphasising high-level memory structures or holistic processing of stimuli predict no differencebetween experts and novices at recalling unstructured material, because no large structure or whole are present in such material.Conversely, theories assuming small memory structures (e.g., chunks) predict a skill effect, because even in scrambled materialsome small meaningful structures occur by chance. This meta-analysis assessed the correlation between expertise and recall ofunstructured material in several domains, including board games, programming, sports, and music. We found a moderate butsignificant overall correlation (r = .42, p < .001), and the presence of an effect in nearly every domain. This outcome suggeststhat experts base their superiority on a vaster knowledge of small memory structures, in addition to high-level structures orholistic processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8gn4z3fz", "frozenauthors": [ { "first_name": "Giovanni", "middle_name": "", "last_name": "Sala", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Fernand", "middle_name": "", "last_name": "Gobet", "name_suffix": "", "institution": "University of Liverpool", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26636/galley/16272/download/" } ] }, { "pk": 26292, "title": "Memory for the Random: A Simulation of Computer Program Recall", "subtitle": null, "abstract": "Contrary to a widely held belief, experts recall randommaterial better than non-experts. This phenomenon, predictedby the CHREST computational model, was first establishedwith chess players. Recently, it has been shown through ameta-analysis that it generalises to nearly all domains wherethe effect has been tested. In this paper, we carry outcomputer simulations to test whether the mechanismpostulated with chess experts – the acquisition and use of alarge number of chunks – also applies to computerprogramming experts. The results show that a simplifiedversion of CHREST (without the learning and use of high-level schemata known as templates) broadly captures the skilleffect with scrambled programs. However, it fails to accountfor the differences found in humans between different types ofrandomisation. To account for these differences, additionalmechanisms are necessary that use semantic processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "chunk; computer programming; expertise;memory recall; random material" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/697292bm", "frozenauthors": [ { "first_name": "Fernand", "middle_name": "", "last_name": "Gobet", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Iain", "middle_name": "", "last_name": "Oliver", "name_suffix": "", "institution": "University of Nottingham", "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/26292/galley/15928/download/" } ] }, { "pk": 26656, "title": "Mental representations and processing of radical expressions", "subtitle": null, "abstract": "Mathematical cognition researchers have studied the mental representations of natural numbers, integers, and frac-tions extensively. We investigated the representations of irrational and perfect square numbers in a laboratory setting. Eightyparticipants performed (1) a magnitude comparison task (MC) by indicating which of two numbers is greater or lesser, (2) anumber line estimation task (NLE) that required subjects to estimate the positions of natural and radical numbers on a numberline, and (3) a numeracy test. On the MC task, participants were slower for radical expressions than for natural numbers andshowed distance and size effects for both. When comparing radical expressions, they were faster when both numbers wereperfect squares. This suggests a privileged mental representation for perfect squares. On the NLE task, participants wereless accurate when locating radical expressions. Performance on the numeracy test revealed broad deficits in conceptual andprocedural knowledge of irrational numbers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3h35b4zc", "frozenauthors": [ { "first_name": "Purav", "middle_name": "", "last_name": "Patel", "name_suffix": "", "institution": "University of Minnesota - Twin Cities", "department": "" }, { "first_name": "Sashank", "middle_name": "", "last_name": "Varma", "name_suffix": "", "institution": "University of Minnesota - Twin Cities", "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/26656/galley/16292/download/" } ] }, { "pk": 26599, "title": "Metaphor and Memory: How Metaphors Instantiate Schemas in and InfluenceMemory of Narrative", "subtitle": null, "abstract": "Metaphoric frames are prominently featured in public discourse. They highlight certain aspects of the target issuesthey are used to describe, thereby encouraging specific patterns of inference. Our goal was to test whether they would influencememory as well. Building off prior work, we contrasted two metaphors for crime: virus and beast. In a pilot study, we identifiedspecific causes, examples, and solutions to crime that were congruent with each frame (one but not the other; e.g., people thought“drug use” better exemplified a crime virus, whereas “murder” better exemplified a crime beast). Participants (n = 469) read orlistened to a short metaphorically-framed crime report, completed a filler task, and were prompted for the information they hadseen/heard. Results indicated the virus metaphor facilitated memory, overall, but not the specific frame-congruent information,suggesting a more general influence of the frame than predicted.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3j70q8st", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "", "last_name": "Cox", "name_suffix": "", "institution": "Oberlin College", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Thibodeau", "name_suffix": "", "institution": "Oberlin 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/26599/galley/16235/download/" } ] }, { "pk": 26575, "title": "Metaphorical Color Representations of Emotional Concepts in English andChinese Speakers", "subtitle": null, "abstract": "This project examined whether the cultural and linguistic experiences of English and Chinese speakers can result indifferent metaphorical representations of emotion in those individuals. The Brief Implicit Association Test (BIAT) techniquewas used to measure how strongly various colors are associated with anger, sadness, happiness, fear, envy, shame and shyness.The results showed that some metaphorical associations like red-anger are common in both English and Chinese speakers,whereas other associations are culturally-specific (e.g., red is also associated with happiness in Chinese, while only Englishindividuals associate blue with sadness). Some interesting gender differences were also obtained, such that Chinese femalesassociate shyness with pink, but males with red. Black was associated with fear in both genders in Chinese, but only presentin English males. This study thus demonstrates that the conceptual representations of different emotions are shaped by anindividual’s linguistic and cultural experience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7xm0j8qc", "frozenauthors": [ { "first_name": "Junqing", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "City University of New York", "department": "" }, { "first_name": "Natalie", "middle_name": "", "last_name": "Kacinik", "name_suffix": "", "institution": "City University of New York", "department": "" }, { "first_name": "Yingjun", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "Shanghai Normal University", "department": "" }, { "first_name": "Nianyang", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "Shanghai Normal 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/26575/galley/16211/download/" } ] }, { "pk": 26280, "title": "Mindfulness meditation as attention control training: A dual-blind investigation", "subtitle": null, "abstract": "Mindfulness meditation is a form of secular meditation thatemphasizes non-judgmental awareness of the presentmoment. Research into mindfulness has greatly expanded inrecent years (Davidson & Kasniak, 2015) and a growingliterature has documented effects of mindfulness training oncognition. However, the specific aspects of mindfulnessmeditation training for novice practitioners that mightinfluence cognition remain unexplored. The present studyused a rigorous, dual-blind design to investigate whether theattention-monitoring component of mindfulness meditationreduces mind-wandering and improves performance duringreading comprehension and sustained attention tasks. Whencompared with relaxation meditation, mindfulness trainingimproved recall of specific details from a text but did notreduce mind-wandering or affect sustained attention. Theresults are discussed with respect to design considerationswhen studying a meditation intervention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mindfulness; meditation; mind-wandering; textcomprehension; sustained attention" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5mp2f9gj", "frozenauthors": [ { "first_name": "Alexa", "middle_name": "R.", "last_name": "Romberg", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Henk", "middle_name": "J.", "last_name": "Haarmann", "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/26280/galley/15916/download/" } ] }, { "pk": 26097, "title": "Mind reading: Discovering individual preferences from eye movements using\nswitching hidden Markov models", "subtitle": null, "abstract": "Here we used a hidden Markov model (HMM) based ap-\nproach to infer individual choices from eye movements in\npreference decision-making. We assumed that during a deci-\nsion making process, participants may switch between explo-\nration and decision-making periods, and this behavior can be\nbetter captured with a Switching HMM (SHMM). Through\nclustering individual eye movement patterns described in\nSHMMs, we automatically discovered two groups of partici-\npants with different decision making behavior. One group\nshowed a strong and early bias to look more often at the to-be\nchosen stimulus (i.e., the gaze cascade effect; Shimojo et al.,\n2003) with a short final decision-making period. The other\ngroup showed a weaker cascade effect with a longer final de-\ncision-making period. The SHMMs also showed capable of\ninferring participants’ preference choice on each trial with\nhigh accuracy. Thus, our SHMM approach made it possible to\nreveal individual differences in decision making and discover\nindividual preferences from eye movement data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "hidden Markov model; gaze preference; eye\nmovement; face recognition." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/27c7n6vv", "frozenauthors": [ { "first_name": "Tim", "middle_name": "", "last_name": "Chuk", "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": "Shinsuke", "middle_name": "(Shin)", "last_name": "Shimojo", "name_suffix": "", "institution": "California Institute of Technology", "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/26097/galley/15733/download/" } ] }, { "pk": 26678, "title": "Mind Wandering during Film Comprehension: The Role of Prior Knowledge andSituational Interest", "subtitle": null, "abstract": "We assessed mind wandering (MW) during film comprehension. We predicted that prior-knowledge would aid in theconstruction of a situation model of the film, which would suppress MW by directing attention towards task-related thoughts,and that interest would moderate this effect. In our experiment, 108 participants either read a short story that depicted the plot(i.e., prior-knowledge condition) or read an unrelated story of equal length (control condition) prior to viewing the 32.5 minutefilm The Red Balloon. Participants self-reported their interest in viewing the film immediately before the film presentationand reported self-caught instances of MW while viewing the film. The prior-knowledge condition reported less MW comparedto the control condition. MW also decreased over the course of the film, but only for the prior-knowledge condition, therebysuggesting a suppression effect. Finally, prior-knowledge effects on MW were only observed when interest was average orhigh.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3gv9w800", "frozenauthors": [ { "first_name": "Sidney", "middle_name": "", "last_name": "Dmello", "name_suffix": "", "institution": "University of Notre Dame", "department": "" }, { "first_name": "Kris", "middle_name": "", "last_name": "Kopp", "name_suffix": "", "institution": "University of Notre Dame", "department": "" }, { "first_name": "Caitlin", "middle_name": "", "last_name": "Mills", "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/26678/galley/16314/download/" } ] }, { "pk": 26294, "title": "Modeling Adaptation to a Novel Accent", "subtitle": null, "abstract": "Listeners quickly adapt to novel accents. There are three mainhypotheses for how they do so. Some suggest that listenersexpand their phonetic categories, allowing more variability inhow a sound is pronounced. Others argue that listeners shifttheir categories instead, only accepting deviations consistentwith the accent. A third hypothesis is that listeners both shiftand expand their categories. Most work has supported thecategory expansion hypotheses, with the key exception of Mayeet al. (2008) who argued for a shifting strategy. Here, we applythe ideal adaptor model from Kleinschmidt & Jaeger (2015)to reexamine what conclusions can be drawn from their data.We compare adaptation models in which categories are shifted,expanded, or both shifted and expanded. We show that modelsinvolving expansion can explain the data as well as, if not betterthan, the shift model, in contrast to what has been previouslyconcluded from these data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "accent adaptation; speech perception" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2vv3m3dm", "frozenauthors": [ { "first_name": "Kasia", "middle_name": "", "last_name": "Hitczenko", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Naomi", "middle_name": "H.", "last_name": "Feldman", "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/26294/galley/15930/download/" } ] }, { "pk": 26078, "title": "Modeling category learning using a dual-system approach: A simulation ofShepard, Hovland and Jenkins (1961) by COVIS", "subtitle": null, "abstract": "This paper examines the ability of a dual-system, formal modelof categorization COVIS (Ashby, Paul & Maddox, 2011) topredict the learning performance of participants on the six cat-egory structures described in Shepard, Hovland and Jenkin’s(1961) seminal study. COVIS assumes that category learningis mediated by two dissociable neural systems that compete tocontrol responding. The verbal system explicitly tests verbal-izable rules, whereas the implicit system gradually associateseach stimulus with the appropriate response. Although COVISis highly influential, there are no published evaluations of theformal model against classic category learning data (COVIS ismost typically applied heuristically to the design of new exper-iments). In the current paper, we begin to address this gap inthe literature. Specifically, we demonstrate that COVIS is ableto accommodate the ordinal pattern found by Shepard et al.,provided that adjustments consistent with the model’s theoret-ical framework are made.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning; computational modelling; dual-system; implicit; explicit;" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4mw2v9rg", "frozenauthors": [ { "first_name": "C. E. R.", "middle_name": "", "last_name": "Edmunds", "name_suffix": "", "institution": "Plymouth University", "department": "" }, { "first_name": "Andy", "middle_name": "J.", "last_name": "Wills", "name_suffix": "", "institution": "Plymouth 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/26078/galley/15714/download/" } ] }, { "pk": 26159, "title": "Modeling Commonsense Reasoning via Analogical Chaining: A Preliminary Report", "subtitle": null, "abstract": "Understanding the nature of commonsense reasoning is one ofthe deepest questions of cognitive science. Prior work hasproposed analogy as a mechanism for commonsense reasoning,with prior simulations focusing on reasoning about continuousbehavior of physical systems. This paper examines howanalogy might be used in commonsense more broadly. The twocontributions are (1) the idea of common sense units,intermediate-sized collections of facts extracted fromexperience (including cultural experience) which improvesanalogical retrieval and simplifies inferencing, and (2)analogical chaining, where multiple rounds of analogicalretrieval and mapping are used to rapidly constructexplanations and predictions. We illustrate these ideas via animplemented computational model, tested on examples froman independently-developed test of commonsense reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Analogical Reasoning; Commonsense Reasoning;Analogical Abduction" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2fw981j5", "frozenauthors": [ { "first_name": "Joseph", "middle_name": "A.", "last_name": "Blass", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Kenneth", "middle_name": "D.", "last_name": "Forbus", "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/26159/galley/15795/download/" } ] }, { "pk": 26442, "title": "Modeling developmental and linguistic relativity effects in color term acquisition", "subtitle": null, "abstract": "We model two patterns related to the acquisition of color termsin Russian and English: children produce overextension errorsfor some colors but not others, and language-specific distinc-tions affect color discrimination in a non-linguistic task. Botheffects, as well as a reasonable convergence with adult linguis-tic behavior, are shown by a Self-Organizing Map trained onnaturalistic input. We investigate the effect of different waysof representing colors, i.e., as perceptual features or in terms ofthe cognitive biases on categorization extracted from crosslin-guistic color naming data. We also consider the influence ofcolor term frequency. Our results suggest effects of all three ofterm frequency, cognitive biases, and perceptual features.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "color terms" }, { "word": "Language Acquisition" }, { "word": "linguistic rela-tivity" }, { "word": "Typological Prevalence Hypothesis" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/30g8x1jq", "frozenauthors": [ { "first_name": "Barend", "middle_name": "", "last_name": "Beekhuizen", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Suzanne", "middle_name": "", "last_name": "Stevenson", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26442/galley/16078/download/" } ] }, { "pk": 26081, "title": "Modeling Impairments in Lexical Development", "subtitle": null, "abstract": "We implemented the connectionist model of social-pragmaticword learning (Caza & Knott, 2012) to test the hypothesis thatreduced joint attention between infant and mother wouldincrease the difference in acquisition between nouns andverbs as observed in Autistic Spectrum Disorder (ASD). Theratio of objects to actions in the observed event stream wasmanipulated to create an original noun-verb asymmetry. Tensimulations were run for each of the combinations of threeconditions of communicative reliability and two conditions ofunfiltered random associative learning, which is regarded bysome researchers as the primary mechanism of languagelearning in ASD. The simulations indicated that the reductionin the reliability of communicative actions does not lead toincreased noun-verb asymmetry within the originally plannedtraining epochs. A trend in the predicted direction appearedtoward the end of training, suggesting that further simulationsmay help resolve the issue within the current architecture.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "connectionist model; lexical development; social-pragmatic approach; joint attention; bootstrapping; ASD; SLI;noun-verb asymmetry; associative learning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2mm74411", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Vinos", "name_suffix": "", "institution": "University of Athens, Greece", "department": "" }, { "first_name": "Angeliki", "middle_name": "", "last_name": "Andrikopoulou", "name_suffix": "", "institution": "University of Athens, Greece", "department": "" }, { "first_name": "Christina", "middle_name": "F.", "last_name": "Papaeliou", "name_suffix": "", "institution": "University of the Aegean, Rhodes, Greece", "department": "" }, { "first_name": "Athanassios", "middle_name": "", "last_name": "Protopapas", "name_suffix": "", "institution": "University of Athens, Greece", "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/26081/galley/15717/download/" } ] }, { "pk": 26215, "title": "Modeling language discrimination in infants using i-vector representations", "subtitle": null, "abstract": "Experimental research suggests that at birth infants can dis-criminate two languages if they belong to different rhythmicclasses, and by 4 months of age they can discriminate two lan-guages within the same class provided they have been previ-ously exposed to at least one of them. In this paper, we presenta novel application of speech technology tools to model lan-guage discrimination, which may help to understand how in-fants achieve high performance on this task. By combininga Gaussian Mixture Model of the acoustic space and low-dimensional representations of novel utterances with a modelof a habituation paradigm, we show that brief exposure toFrench does not allow to discriminate between two previouslyunheard languages with similar phonological properties, butfacilitates discrimination of two phonologically distant lan-guages. The implications of these findings are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language discrimination; speech; acoustics; com-putational models; habituation" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3bz942s2", "frozenauthors": [ { "first_name": "M.", "middle_name": "Julia", "last_name": "Carbajal", "name_suffix": "", "institution": "Laboratoire de Sciences Cognitives et Psycholinguistique, ENS/EHESS/CNRS; 29, rue d’Ulm", "department": "" }, { "first_name": "Radek", "middle_name": "", "last_name": "F ́er", "name_suffix": "", "institution": "Speech@FIT, Faculty of Information Technology, BUT; Bozetechova", "department": "" }, { "first_name": "Emmanuel", "middle_name": "", "last_name": "Dupoux", "name_suffix": "", "institution": "Laboratoire de Sciences Cognitives et Psycholinguistique, ENS/EHESS/CNRS; 29, rue d’Ulm", "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/26215/galley/15851/download/" } ] }, { "pk": 26307, "title": "Modeling N400 amplitude using vector space models of word representation", "subtitle": null, "abstract": "We use a vector space model (VSM) to simulate semantic relat-edness effects in sentence processing, and use this connectionto predict N400 amplitude in an ERP study by Federmeierand Kutas (1999). We find that the VSM-based model is ableto capture key elements of the authors’ manipulations and re-sults, accounting for aspects of the results that are unexplainedby cloze probability. This demonstration provides a proof ofconcept for use of VSMs in modeling the particular contextrepresentations and corresponding facilitation processes thatseem to influence non-cloze-like behavior in the N400.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "N400" }, { "word": "vector space models" }, { "word": "semantic relatedness" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/35n97456", "frozenauthors": [ { "first_name": "Allyson", "middle_name": "", "last_name": "Ettinger", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Naomi", "middle_name": "", "last_name": "Feldman", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Philip", "middle_name": "", "last_name": "Resnik", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Colin", "middle_name": "", "last_name": "Phillips", "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/26307/galley/15943/download/" } ] }, { "pk": 26447, "title": "Modeling sampling duration in decisions from experience", "subtitle": null, "abstract": "Cognitive models of choice almost universally implicate se-quential evidence accumulation as a fundamental element ofthe mechanism by which preferences are formed. When to stop evidence accumulation is an important question that suchmodels do not currently try to answer. We present the first cog-nitive model that accurately predicts stopping decisions in in-dividual economic decisions-from-experience trials, using anonline learning model. Analysis of stopping decisions acrossthree different datasets reveals three useful predictors of sam-pling duration - relative evidence strength, how long it takesparticipants to see all rewards, and a novel indicator of con-vergence of an underlying learning process, which we call pre-dictive volatility. We quantify the relative strengths of thesefactors in predicting observers’ stopping points, finding thatpredictive volatility consistently dominates relative evidencestrength in stopping decisions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "response time; decision-making; evidence accu-mulation; sequential sampling; decisions from experience" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6db3h1j0", "frozenauthors": [ { "first_name": "Nisheeth", "middle_name": "", "last_name": "Srivastava", "name_suffix": "", "institution": "UC San Diego", "department": "" }, { "first_name": "Johannes", "middle_name": "", "last_name": "Muller-Trede", "name_suffix": "", "institution": "UC San Diego", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Schrater", "name_suffix": "", "institution": "University of Minnesota", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Vul", "name_suffix": "", "institution": "UC 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/26447/galley/16083/download/" } ] }, { "pk": 26301, "title": "Modeling the Contribution of Central Versus Peripheral Vision in Scene, Object,and Face Recognition", "subtitle": null, "abstract": "It is commonly believed that the central visual field (fovea andparafovea) is important for recognizing objects and faces, andthe peripheral region is useful for scene recognition. However,the relative importance of central versus peripheral informa-tion for object, scene, and face recognition is unclear. Larsonand Loschky (2009) investigated this question in the context ofscene processing using experimental conditions where a cir-cular region only reveals the central visual field and blocksperipheral information (”Window”), and in a ”Scotoma” con-dition, where only the peripheral region is available. Theymeasured the scene recognition accuracy as a function of vi-sual angle, and demonstrated that peripheral vision was indeedmore useful in recognizing scenes than central vision in termsof achieving maximum recognition accuracy. In this work,we modeled and replicated the result of Larson and Loschky(2009), using deep convolutional neural networks (CNNs).Having fit the data for scenes, we used the model to predictfuture data for large-scale scene recognition as well as for ob-jects and faces. Our results suggest that the relative order ofimportance of using central visual field information is facerecognition>object recognition>scene recognition, and vice-versa for peripheral information. Furthermore, our results pre-dict that central information is more efficient than peripheralinformation on a per-pixel basis across all categories, which isconsistent with Larson and Loschky’s data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "face recognition; object recognition; scene recog-nition; central and peripheral vision; deep neural networks" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5788x57g", "frozenauthors": [ { "first_name": "Panqu", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Garrison", "middle_name": "W.", "last_name": "Cottrell", "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/26301/galley/15937/download/" } ] }, { "pk": 26601, "title": "Modeling the Influence of Knowledge on Recognition: Connecting visualrecognition behavior across development to PDP computational models ofsemantic knowledge", "subtitle": null, "abstract": "Recent behavioral findings in children’s selection of a “real” versus “silly” animal demonstrated a developmentalchange wherein younger children select chimeric animals with regular forms (e.g., a seal with four legs, a camel with no hump)as real. To reduce verbal demands while maintaining the same stimuli, we developed a touch screen change-detection task inwhich children (4 – 7-years-old) were instructed to locate a single changing feature (e.g., a rhinoceros with and without a horn)as fast as possible. Children were faster to find changes when the feature appeared on animals with more prototypic animalforms (e.g., a donkey with and without a hump) when compared to animals with atypical forms (e.g., a camel with and withouta hump). Alongside exploration via computational models, these findings suggest that children’s real-world object recognitionis supported by the interplay of semantic knowledge, informed by covariation among visual features, and visual recognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5tv9w051", "frozenauthors": [ { "first_name": "Clint", "middle_name": "", "last_name": "Jensen", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Vanessa", "middle_name": "", "last_name": "Simmering", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Rogers", "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/26601/galley/16237/download/" } ] }, { "pk": 26486, "title": "Modeling the Visual Word Form Area Using a Deep Convolutional NeuralNetwork", "subtitle": null, "abstract": "The visual word form area (VWFA) is a region of the cortex lo-cated in the left fusiform gyrus, that appears to be a waystationin the reading pathway. The discovery of the VWFA occurredin the late twentieth century with the advancement of func-tional magnetic resonance imaging (fMRI). Since then, therehas been an increasing number of neuroimaging studies to un-derstand the VWFA, and there are disagreements as to its prop-erties. One such disagreement is regarding whether or not theVWFA is more selective for real words over pseudowords1. Arecent study using fMRI adaptation (Glezer, et al., 2009) pro-vided evidence that neurons in the VWFA are selectively tunedto real words. This contradicts the hypothesis that the VWFAis tuned to the sublexical structure of visual words, and there-fore has no preference for real words over pseudowords. Inthis paper, we develop a realistic model of the VWFA by train-ing a deep convolutional neural network to map printed wordsto their labels. The network is able to achieve an accuracy of98.5% on the test set. We then analyze this network to see ifit can account for the data Glezer et al. found for words andpseudowords, and find that it does.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0pn4n283", "frozenauthors": [ { "first_name": "Sandy", "middle_name": "", "last_name": "Wiraatmadja", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Garrison", "middle_name": "W.", "last_name": "Cottrell", "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/26486/galley/16122/download/" } ] }, { "pk": 26472, "title": "Modeling Triage Decision Making", "subtitle": null, "abstract": "With the ever increasing amount of information available, the\nability to prioritize the most relevant items for full processing\nis increasingly necessary to maintain expertise in a domain.\nAs a result, accurate triage decisions--initial decisions about\nthe relevance of a given article, book, or talk in order to\ndetermine whether to pursue that information further--are\nvery important. In the present paper, we present a model of\ntriage decision making that includes both an information\nsearch component to determine reading strategy and a\ndecision making component to make the final decision. We\napply the model to human relevance ratings as well as binary\ndecisions of relevance for a set of emails.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "information search; information foraging;\ndecision making; triage decision making" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1461m8q3", "frozenauthors": [ { "first_name": "J.", "middle_name": "Isaiah", "last_name": "Harbison", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Alan", "middle_name": "", "last_name": "Mishler", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Wallsten", "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/26472/galley/16108/download/" } ] }, { "pk": 26273, "title": "Modelling the co-development of word learning and perspective-taking", "subtitle": null, "abstract": "Word learning involves mapping observable words to unob-servable speaker intentions. The ability to infer referential in-tentions in turn has been shown to depend in part on accessto language. Thus, word learning and intention-reading co-develop. To explore this interaction, we present an agent-basedmodel in which an individual simultaneously learns a lexiconand learns about the speaker’s perspective, given a shared con-text and the speaker’s utterances, by performing Bayesian in-ference. Simulations with this model show that (i) lexicon-learning and perspective-learning are strongly interdependent:learning one is impossible without some knowledge of theother, (ii) lexicon- and perspective-learning can bootstrap eachother, resulting in successful inference of both even when thelearner starts with no knowledge of the lexicon and unhelpfulassumptions about the minds of others, and (iii) receiving ini-tial input from a ‘helpful’ speaker (who adopts the learner’sperspective on the world) paves the way for later learning fromspeakers with perspectives which diverge from the learner’s.This approach represents a first attempt to model the hypoth-esis that language and mindreading co-develop, and a first ex-ploration of the implications for theories of word learning andmindreading development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word learning; perspective-taking; computationalmodel; Bayesian inference;" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9z18h505", "frozenauthors": [ { "first_name": "Marieke", "middle_name": "", "last_name": "Woensdregt", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Kirby", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Cummins", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26273/galley/15909/download/" } ] }, { "pk": 26647, "title": "Modifying Cognitive Load Component Survey for K-12 STEM Testing", "subtitle": null, "abstract": "Test-taker’s capability to answer questions is influenced by available cognitive resources for problem solving. Due tothe limited working memory capacity, excessive cognitive load for interpreting instruction would impact test-taker’s construct-relevant process and test validity. Especially in STEM assessment where multimedia and interactive design are widely used,test-takers can easily get overwhelmed by a large amount of visual or audio information. Testing materials should be designed tominimize the unnecessary cognitive load in order to increase cognitive resources for problem solving in the task. The CognitiveLoad Component Survey is one of the first self-report measurements distinguishing different types of cognitive load: intrinsiccognitive load, extraneous cognitive load, and germane cognitive load. We report modifications of this survey to fit into K-12educational assessment, results of measuring cognitive loads in a simulation-rich science assessment, and implications to usethis survey for future assessment development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8tz830sp", "frozenauthors": [ { "first_name": "Jingyuan", "middle_name": "", "last_name": "Huang", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Janet", "middle_name": "Koster", "last_name": "van Groos", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Michelle", "middle_name": "", "last_name": "Lamar", "name_suffix": "", "institution": "Princeton", "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/26647/galley/16283/download/" } ] }, { "pk": 26614, "title": "Modular versus Integrated Causal Learning", "subtitle": null, "abstract": "Many pieces of information are potentially important to causal inference. Determining whether vitamin C preventscolds may entail knowing the frequency with which colds occur without vitamin C, other cold inhibitors, and the frequencyof vitamin C use. Do reasoners integrate all this information to create coherent beliefs? In contrast to models emphasizingmodular causal learning (e.g., Cheng, 1997), McDonnell, Tsividis, & Rehder (2013) proposed an integrated model, positingthat individuals simultaneously update their beliefs about all components of a causal network. We tested modular versusintegrated learning in two experiments using a retrospective inhibition design. In both, participants learned about two causesof headaches sequentially across two phases. We manipulated the base rate of headaches in phase II to be either consistentor inconsistent with phase I learning. Across experiments, participants failed to use base rate information as predicted by theintegrated model, supporting modular causal modular learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8mr1n55h", "frozenauthors": [ { "first_name": "Bob", "middle_name": "", "last_name": "Rehder", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Kelly", "middle_name": "", "last_name": "Goedert", "name_suffix": "", "institution": "Seton Hall University", "department": "" }, { "first_name": "Ciara", "middle_name": "", "last_name": "Willett", "name_suffix": "", "institution": "Seton Hall University", "department": "" }, { "first_name": "Raymond", "middle_name": "", "last_name": "Blattner", "name_suffix": "", "institution": "Seton Hall 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/26614/galley/16250/download/" } ] }, { "pk": 26229, "title": "Monitoring the Level of Attention by Posture Measurement and EEG", "subtitle": null, "abstract": "Attention is a factor that affects the performance of various in-telligent activities in humans. Up until now, the methods formeasuring the level of attention have been mostly based onsubjective reports or employing large and costly devices. Inthis paper, a new method of estimating the level of attentionis proposed, based on posture and EEG measurements. Thesedata can be recorded using easily available and less burden-some devices. From the obtained data, the time evolution ofattention was explored. Experiments showed that there is neg-ative correlation between posture variance and attention, andalso between EEG and attention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attention" }, { "word": "posture measurement" }, { "word": "EEG" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6t56b7nm", "frozenauthors": [ { "first_name": "Ryohei", "middle_name": "", "last_name": "Furutani", "name_suffix": "", "institution": "University of Tsukuba", "department": "" }, { "first_name": "Yuki", "middle_name": "", "last_name": "Seino", "name_suffix": "", "institution": "University of Tsukuba", "department": "" }, { "first_name": "Taro", "middle_name": "", "last_name": "Tezuka", "name_suffix": "", "institution": "University of Tsukuba", "department": "" }, { "first_name": "Tetsuji", "middle_name": "", "last_name": "Satoh", "name_suffix": "", "institution": "University of Tsukuba", "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/26229/galley/15865/download/" } ] }, { "pk": 26082, "title": "Monolinguals’ and Bilinguals’ Use of Language in Forming Novel Object Categories", "subtitle": null, "abstract": "Monolinguals and bilinguals differ along a number ofdimensions, including way they label existing objectcategories (Pavlenko & Malt, 2011). In the present study, weask whether English monolinguals, Spanish-Englishbilinguals, and English-Spanish bilinguals also differ in theway they use language when forming novel categories.Previous research with monolinguals shows that a sharedlabel encourages children (e.g., Waxman & Markow, 1995)and adults (e.g., Lupyan, Rakison, & McClelland, 2007) toplace objects together. Our results further demonstrate thatwhen two objects shared a Licit Word label like “zeg,”monolinguals and bilinguals alike are encouraged to groupthem together. Illicit Words like “gxz,” on the other hand,only influence the categorization decisions of bilinguals.Thus, bilinguals appear to be more flexible in their use oflinguistic information in categorization. Neither group madeuse of non-linguistic cues (patterned frames), suggesting aunique role for language in category formation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "verbal labels; categorization; bilingualism" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7484163g", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "", "last_name": "Fairchild", "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/26082/galley/15718/download/" } ] }, { "pk": 26184, "title": "Moral Judgments: Studying People with Helping Professions", "subtitle": null, "abstract": "While a considerable amount of research is done in the fieldof moral psychology, to our best knowledge, no systematicstudy of moral judgments made by professional groups whomake moral decisions as part of their occupational dutiesexists (e.g. firefighters, medical doctors, midwives, policeofficers). By their training and practice, such professionals areexpected to exhibit differences in moral judgment comparedto the general population. Here we report data about moraljudgments of firefighters and midwives using moral dilemmasin which one person must be sacrificed in order to save morepeople. The study reveals that midwives and firefighters areconsiderably less utilitarian compared to a control group ofstudents. Midwives almost never find the utilitarian action tobe permissible. This striking result demonstrates that furtherunderstanding of the specific mechanisms involved in specialprofessional groups’ moral judgment is needed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "moral dilemmas; moral judgment; professionalbiases in moral judgment" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0fj785zb", "frozenauthors": [ { "first_name": "Maurice", "middle_name": "", "last_name": "Grinberg", "name_suffix": "", "institution": "New Bulgarian University", "department": "" }, { "first_name": "Evgeniya", "middle_name": "", "last_name": "Hristova", "name_suffix": "", "institution": "New Bulgarian University", "department": "" }, { "first_name": "Veselina", "middle_name": "", "last_name": "Kadreva", "name_suffix": "", "institution": "New Bulgarian 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/26184/galley/15820/download/" } ] }, { "pk": 26603, "title": "Moral language in the Basel Accords: A quantitative analysis", "subtitle": null, "abstract": "Technical documents are generally perceived as objective and free of opinion. The Basel Accords, a global financialregulatory standard, fall into this category. Therefore, political texts have to appear as morally neutral.In this paper we argue that some moral arguments and convictions can be found in most texts, including technical ones. Totest this hypothesis, we employ a novel quantitative analysis, based on corpus statistics and uncover elements of moral languagethat are present in the Basel Accords. In particular, we investigate the differences between the language used in different partsof the Accords and how it evolved over time.Our results show an increase in moral language that emphasizes fairness following the financial crisis of 2007-2009. Incontrast, moral language relating to authority greatly decreased in the most recent version of the Accords.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5dn2f9w0", "frozenauthors": [ { "first_name": "Eyal", "middle_name": "", "last_name": "Sagi", "name_suffix": "", "institution": "University of St. Francis", "department": "" }, { "first_name": "Hadar", "middle_name": "", "last_name": "Jabotinsky", "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/26603/galley/16239/download/" } ] }, { "pk": 26673, "title": "Moral Social Media: Heavy Facebook Users Accept Harsher Moral Criticism forMicroaggressions", "subtitle": null, "abstract": "Microaggressions are unintentional or thoughtless behaviors that convey negative messages to members of minoritygroups. Due to the attributional ambiguity of microaggressions, people often differ in their judgments about how morally badacts of microaggression are. To account for this individual variation, we explored the potential influence of heavy social mediause on individuals’ moral judgments of microaggressive behaviors. We hypothesized that, because of the relative acceptance ofstrong blame expressions on social media, heavy Facebook users would endorse intense moral criticism of microaggressions.Participants read about several agents who committed microaggressions and judged the appropriateness of moral criticism(pretested to vary in degrees from “disapprove of,” “chastise,” “chew out,” to “lash out at”) that a friend directed towards theoffender. Consistent with our hypothesis, we found a strong correlation (r = .47) between increasing degrees of Facebook useand increasing acceptance of harsher moral criticism for microaggressions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/66p4t7sd", "frozenauthors": [ { "first_name": "Boyoung", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Joanna", "middle_name": "", "last_name": "Korman", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Bertram", "middle_name": "F.", "last_name": "Malle", "name_suffix": "", "institution": "Brown 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/26673/galley/16309/download/" } ] }, { "pk": 26372, "title": "More than Words: The Many Ways Extended Discourse\nFacilitates Word Learning", "subtitle": null, "abstract": "Child-directed speech is often temporally organized such that\nsuccessive utterances refer to the same topic. This type of\nextended discourse on the same referent has been shown to\npossess several verbal signatures that could facilitate learning.\nHere, we reveal multiple non-verbal correlates to extended\ndiscourse that could also aid learning. Multimodal analyses of\nextended discourse episodes reveal that during these episodes,\ntoddlers and parents exhibit greater sustained attention on\nobjects, and greater coordination between their behaviors. The\nresults indicate the interconnections between multiple aspects\nof the language-learning environment, and suggest that\nparents’ speech may both shape and be shaped by non-verbal\nprocesses. Implications for understanding how the learning\nenvironment influences development are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language acquisition; word learning; discourse\ndevelopment; child-directed speech; joint attention" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5br3d2cc", "frozenauthors": [ { "first_name": "Sumarga", "middle_name": "H.", "last_name": "Suanda", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Linda", "middle_name": "B.", "last_name": "Smith", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26372/galley/16008/download/" } ] }, { "pk": 26700, "title": "Mothers’ use of emotion words to their 15- to 18- month old children.", "subtitle": null, "abstract": "Young children can apply certain emotion words in a manner that is too wide for facial expressions or situations anduse other emotion words too narrowly. To explore the extent to which children’s overextension or underextension of emotionwords is influenced by mothers’ use of those words, the present study analyzed how mothers talk to their 15- to 18-month-oldchildren. Mothers were asked to explain to their children the emotions of a model using particular facial expressions or thoseof characters in stories. The results indicated that mothers used some emotion words in a manner that was too wide and otheremotion words too narrowly. Mothers’ use of emotion words is partly related to children’s application patterns of those words,especially regarding facial expressions. Regarding the use of emotion words for characters in stories, other factors aside frommothers’ use can contribute to children’s semantic domain of emotion.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/79d744mz", "frozenauthors": [ { "first_name": "Mai", "middle_name": "", "last_name": "Hamana", "name_suffix": "", "institution": "Universtiy of Tokyo", "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/26700/galley/16336/download/" } ] }, { "pk": 26650, "title": "Motion Capture of Phase Change Transitions During Insight Problem Solving", "subtitle": null, "abstract": "Insight problem solving refers to the phenomenon of experiencing a sudden flash of insight when discovering novelproblem solving strategies. This sudden transition in thinking suggests a phase change in human cognition as an emergentproperty of the self-organizing complex system of coupled neural activations. In our study, we developed a method of measuringthis phase change within an embodied cognition paradigm. We used 3D motion capture to measure the precise body movementsof 21 participants at 120 Hz resolution while they solved 3 different types of insight problems. We analyzed a sliding time seriesof postural sway and head displacement using recurrence quantification and spectral analyses to determine changes in entropyin the participants’ movements. These measures allow us to make inferences about changes in level of self-organization as theparticipant’s neural activation transitions from one state to another.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/85s8m2hq", "frozenauthors": [ { "first_name": "John", "middle_name": "", "last_name": "Hart", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Chelsea", "middle_name": "", "last_name": "Johnson", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Nicholas", "middle_name": "", "last_name": "Duran", "name_suffix": "", "institution": "Arizona 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/26650/galley/16286/download/" } ] }, { "pk": 26642, "title": "Motor cortex excitability during processing of handwritten and typednon-action-related text", "subtitle": null, "abstract": "Motor cortex has been found to play a crucial role in processing the semantics of spoken and written action-relatedlanguage as well as in early speech perception. One possibility is that the motor system is always involved in perception andcognition, picking up any available motor information in the environment. If this is true we should see increased corticospinalexcitability when subjects are looking at anything that affords motor behaviors or possible simulation of motor behaviors. Weused Transcranial Magnetic Stimulation and electromyography to investigate corticospinal excitability while participants readhandwritten or typed words and non-words from a computer screen. Results show that for typed words, there is an increase inexcitability for words compared to non-words, while the reverse is true for handwritten words. We discuss implications for thepossible role of the motor system in early language perception in different contexts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7h70479c", "frozenauthors": [ { "first_name": "Chelsea", "middle_name": "", "last_name": "Gordon", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Ramesh", "middle_name": "", "last_name": "Balasubramaniam", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Spivey", "name_suffix": "", "institution": "University of California, Merced", "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/26642/galley/16278/download/" } ] }, { "pk": 26633, "title": "Multimodal Dynamics of Explaining the Mechanisms of Global Warming", "subtitle": null, "abstract": "Human communication is a complex multimodal behavior that is deeply embedded within our environment. Fromnarrative monologues (Dale, 2014) to dyadic task performance (Paxton, Abney, Kello, & Dale, 2014), recent efforts havesought to identify multimodal signatures of different types of communication. We extend these efforts in the current project byinvestigating the multimodal signatures of learning about a pressing but publicly controversial issue: global warming. Here,we explore how personal political stances and previous scientific understanding affect patterns of multimodal behavior (i.e.,language use and gaze patterns) when participants are asked to learn about and then describe the mechanisms behind globalwarming (Ranney et al., 2013). Quantifying understanding – and exploring how personal traits affect that understanding – isnot only vital to better describing communication dynamics overall but may also shed light on emerging efforts to educate thepublic on important scientific concerns.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3m22t5w5", "frozenauthors": [ { "first_name": "Alexandra", "middle_name": "", "last_name": "Paxton", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Drew", "middle_name": "", "last_name": "Abney", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Kristina", "middle_name": "", "last_name": "Castellanos", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Gilbert", "middle_name": "", "last_name": "Sepulveda", "name_suffix": "", "institution": "University of California, Merced", "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/26633/galley/16269/download/" } ] }, { "pk": 26768, "title": "Multimodal Object Recognition and Categorisation by Interactive Behaviours", "subtitle": null, "abstract": "Human beings have an excellent ability which can form and recognise object categories. In this paper, a novel systemof multimodal object recognition and categorisation by perform- ing interactive behaviours is introduced. Video clips are filmedas the raw input of the system. A dataset of 100 objects with 18 categories and 5 different interactions is used to evaluated theperformance. Convolutional neural network is used to train the classifier and learn the categories. The result shows the high-est, lowest and average recognition accuracies of every specific object in every category and the receiver operating character-istic for every category. The connection between the presented system and human cognitive system is discussed in the conclu-sion and future works.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6479h9fw", "frozenauthors": [ { "first_name": "Haojun", "middle_name": "", "last_name": "Guan", "name_suffix": "", "institution": "University of Hamburg", "department": "" }, { "first_name": "Jianwei", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "University of Hamburg", "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/26768/galley/16404/download/" } ] }, { "pk": 26704, "title": "Multiple Systems for Modal Cognition", "subtitle": null, "abstract": "The capacity for representing and reasoning over sets of possibilities, or modal cognition, has long been understoodas central to many high level judgments. To date, however, little empirical research has sought to directly investigate theconnection between these high-level judgments and the underlying cognition that allows humans to represent and reason oversets of possibilities. The present studies build on previous developmental research which suggests that the early emergingsystem for modal cognition treats norm-violations (e.g., immoral actions) as impossible. Across two studies, we provideevidence that a similar system for representing possibilities persists in human adults, despite the development of an additionalcapacity for reasoning about possibilities in a way that is independent of considerations of normality. Study 1 distinguishesbetween these two ways of representing possibilities. Study 2 demonstrates that the early-emerging system is often recruitedwhen adults make high-level cognitive judgments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/53n079s2", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "", "last_name": "Phillips", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Fiery", "middle_name": "", "last_name": "Cushman", "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/26704/galley/16340/download/" } ] }, { "pk": 26316, "title": "Music Reading Expertise Modulates Visual Spans in both Music Note and EnglishLetter Reading", "subtitle": null, "abstract": "Here we investigated how music reading experience modu-lates visual spans in language reading. Participants wereasked to identify music notes, English letters, Chinese charac-ters, and novel symbols (Tibetan letters) presented at randomlocations on the screen while maintaining central fixation. Wefound that for music note reading, musicians outperformednon-musicians at some peripheral positions in both visualfields, and for English letter reading, musicians outperformednon-musicians at some peripheral positions in the RVF butnot in the LVF. In contrast, in both Chinese character andnovel symbol reading, musicians and non-musicians did notdiffer in their performance at peripheral positions. Since bothmusic and English reading involve a left-to-right reading di-rection and a RVF/LH advantage, these results suggest thatthe modulation of music reading experience on visual spans inlanguage reading depends on the similarities in the cognitiveprocesses involved.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Music reading expertise; visual span; Englishreading; Chinese reading; symbol reading" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/16q0h1gk", "frozenauthors": [ { "first_name": "Tze", "middle_name": "Kwan", "last_name": "Li", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Susana", "middle_name": "T. L.", "last_name": "Chung", "name_suffix": "", "institution": "University of California Berkeley", "department": "" }, { "first_name": "Janet", "middle_name": "H.", "last_name": "Hsiao", "name_suffix": "", "institution": "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/26316/galley/15952/download/" } ] }, { "pk": 26407, "title": "N400 amplitudes reflect change in a probabilistic representation of meaning:Evidence from a connectionist model", "subtitle": null, "abstract": "The N400 component of the event-related brain potential iswidely used in research on language and semantic memory,but the cognitive functions underlying N400 amplitudes arestill unclear and actively debated. Recent simulations with aneural network model of word meaning suggest that N400amplitudes might reflect implicit semantic prediction error.Here, we extend these simulations to sentencecomprehension, using a neural network model of sentenceprocessing to simulate a number of N400 effects obtained inempirical research. In the model, sequentially incoming wordsupdate a representation capturing probabilities of elements ofsentence meaning, not only reflecting the constituentspresented so far, but also the model’s best guess at all featuresof the sentence meaning based on the statistical regularities inthe model’s environment internalized in its connectionweights. Simulating influences of semantic congruity, clozeprobability, a word’s position in the sentence, reversalanomalies, semantic and associative priming, categoricallyrelated incongruities, lexical frequency, repetition, andinteractions between repetition and semantic congruity, wefound that the update of the predictive representation ofsentence meaning consistently patterned with N400amplitudes. These results are in line with the idea that N400amplitudes reflect semantic surprise, defined as the change inthe probability distribution over semantic features in anintegrated representation of meaning occasioned by the arrivalof each successive constituent of a sentence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "neural network model; sentence comprehension;language; event-related potentials; N400; semantic surprise" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1rw1s1jf", "frozenauthors": [ { "first_name": "Milena", "middle_name": "", "last_name": "Rabovsky", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Hansen", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "James", "middle_name": "L.", "last_name": "Hansen", "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/26407/galley/16043/download/" } ] }, { "pk": 26494, "title": "Natural science: Active learning in dynamic physical microworlds", "subtitle": null, "abstract": "In this paper, we bring together research on active learningand intuitive physics to explore how people learn about“microworlds” with continuous spatiotemporal dynamics.Participants interacted with objects in simple two-dimensionalworlds governed by a physics simulator, with the goal ofidentifying latent physical properties such as mass, and forcesof attraction or repulsion. We find an advantage for activelearners over passive and yoked controls. Active participantsspontaneously performed several kinds of “natural exper-iments” which reveal the objects’ properties with varyingsuccess. While yoked participants’ judgments were affectedby the quality of the active participant they observed, they didnot share the learning advantage, performing no better thanpassive controls overall. We discuss possible explanations forthe divergence between active and yoked learners, and outlinefurther steps to categorize and explore active learning in thewild.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "active learning; intuitive physics; causality; prob-abilistic inference; mental simulation." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8345k786", "frozenauthors": [ { "first_name": "Neil", "middle_name": "", "last_name": "Bramley", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Gerstenberg", "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/26494/galley/16130/download/" } ] }, { "pk": 26745, "title": "Negation affects processing of correct and incorrect information: A visual-worldparadigm for misinformation", "subtitle": null, "abstract": "The current study investigated how lexical priming and negation affects encoding and retrieval of information.Studies have shown people encode and retrieve misinformation from memory, but the mechanisms of encoding and retrieval arenot well understood. To address this, an eye-tracking paradigm was designed to examine probabilistic activation during retrievalof accurate or inaccurate information. Participants read four different kinds of texts that varied by if they were affirmative ornegated and whether they contained accurate or inaccurate information. After participants read all texts, eye fixations weretracked in a visual world paradigm with four plausible answers on screen in each corner to choose from. Suppression wasobserved in groups that did not produce misinformation. When participants answered correctly, despite reading misinformation,we observed misinformation being inhibited instead of primed. Mechanisms of processing true and false information and theinterplay between language and conceptual formation 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/5jh2w19c", "frozenauthors": [ { "first_name": "Jeffrey", "middle_name": "", "last_name": "Viaud", "name_suffix": "", "institution": "University of Memphis", "department": "" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Huette", "name_suffix": "", "institution": "University of Memphis", "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/26745/galley/16381/download/" } ] }, { "pk": 26617, "title": "Network Analysis of Characters’ Relationship in ”Chronicle of Death foretold”using Graph Theory", "subtitle": null, "abstract": "Over the past decade, there has been an explosion of interest in network analysis research across the social sciencesand computer science. As it is an idea that can be applied in many fields, this study, in particular, its influence in the literature.We present a method for extracting social networks from literature. This study focuses on the relation between novel itself,narration in fiction and was carried out experiments with 89 undergraduate students. They were instructed to write down theirremembered memory of the novel after reading the novel ‘Chronicle of a death foretold.’ We extract features from the socialnetworks of characters in students’ recall story and examine their differentiation with one another, as well as novel’s setting.This study compares graph theory–based cohesion measures characters’ relationship in novel and students’ story. Our resultssuggest an alternative explanation for difference in social networks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1s96q9tx", "frozenauthors": [ { "first_name": "Jongin", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Seoul National University", "department": "" }, { "first_name": "Yohan", "middle_name": "", "last_name": "Moon", "name_suffix": "", "institution": "Sung Kyun Kwan University", "department": "" }, { "first_name": "Hwiyeol", "middle_name": "", "last_name": "Jo", "name_suffix": "", "institution": "Seoul National University", "department": "" }, { "first_name": "Jeong", "middle_name": "", "last_name": "Ryu", "name_suffix": "", "institution": "Yonsei 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/26617/galley/16253/download/" } ] }, { "pk": 26723, "title": "Neural bases of semantic-memory deficits for events", "subtitle": null, "abstract": "This study investigated the neural bases of event-related\nsemantic-memory deficits among people with aphasia due to\nleft-hemisphere (LH) stroke. A novel task using naturalistic\nphotographic stimuli and patient-friendly procedures was\nused to test event-related semantic knowledge. In the task,\nparticipants decided whether depicted events were normal\n(represented in semantic memory) or were abnormal (not\nrepresented in semantic memory). Performance on this Event\ntask was correlated with deficits in action- and object-concept\nprocessing and on standardized language measures, especially\naction- and verb-processing deficits. Logistic regression\nanalyses examined lesion correlates of patient performance on\nthe Event task. Surprisingly, increasing LH lesion size in\naction ROIs was associated with improved performance on\nthe event-knowledge task. These findings suggest that action\nprocessing may play a special role in event-related semantic\nmemory representations. Furthermore, they are consistent\nwith recent claims that the right hemisphere may be\nespecially important for activation of event-related\nknowledge.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantic memory; event-related knowledge; left-\nhemisphere lesion; aphasia; lesion-deficit analysis" } ], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/586917r9", "frozenauthors": [ { "first_name": "Chia-Ming", "middle_name": "", "last_name": "Lei", "name_suffix": "", "institution": "University in Pittsburgh", "department": "" }, { "first_name": "Haley", "middle_name": "C.", "last_name": "Dresang", "name_suffix": "", "institution": "University in Pittsburgh", "department": "" }, { "first_name": "Michelle", "middle_name": "B.", "last_name": "Holcomb", "name_suffix": "", "institution": "University in Pittsburgh", "department": "" }, { "first_name": "Tessa", "middle_name": "C.", "last_name": "Warren", "name_suffix": "", "institution": "University in Pittsburgh", "department": "" }, { "first_name": "Michael", "middle_name": "Walsh", "last_name": "Dickey", "name_suffix": "", "institution": "University in 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/26723/galley/16359/download/" } ] }, { "pk": 26697, "title": "Neural Resonance Theory: Entrainment to Missing Pulse Rhythms", "subtitle": null, "abstract": "Many rhythm perception experiments employ simple isochronous rhythms, in which synchronous neural or behav-ioral responses are observed. However, responses at the stimulus frequency do not allow one to distinguish whether synchronyoccurs as a response to common input, or as the result of an emergent population oscillation that entrains at a particular fre-quency. This study aimed to investigate whether the sensorimotor system, as measured by 32- channel cortical EEG, wouldentrain to a complex rhythm at the pulse frequency even when the complex rhythm contained no spectral power at that fre-quency. Dynamical analysis predicts neural oscillation will emerge at such a “missing” pulse frequency. We report evidence ofresponse in the EEG to missing 2 Hz pulse rhythms. These data support the theory that rhythmic synchrony occurs as the resultof an emergent population oscillation that entrains at this particular frequency. We also discuss generators of the missing pulseresponse.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9p7047bb", "frozenauthors": [ { "first_name": "Charles", "middle_name": "", "last_name": "Wasserman", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Jung", "middle_name": "Nyo", "last_name": "Kim", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Large", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Erika", "middle_name": "", "last_name": "Skoe", "name_suffix": "", "institution": "University of Connecticut", "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/26697/galley/16333/download/" } ] }, { "pk": 26461, "title": "Neurophysiological Effects of Negotiation Framing", "subtitle": null, "abstract": "In this study, we manipulated gain/loss framing context duringa simulated negotiation between a human user and a virtualagent. Task instructions placed users either in a loss or gainframed context, such that those in the loss frame had tominimize expenses whereas those in the gain frame had tomaximize profits. The virtual agent displayed facial emotionsso that we could also test how interpersonal emotions interactwith framing. Results suggest that individuals are moremotivated to minimize their losses than maximizing their gains.The loss frame caused individuals to demand more during thenegotiation, hence to minimize expenses. Neurophysiologicalresults suggest that cardiovascular patterns of challenge (i.e.,positive motivations) were present in the loss frame condition,most strongly when the virtual human smiled. We discuss theseresults in regards to Prospect Theory. This work also hasimplications for designing and rigorously evaluating human-like virtual agents.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Prospect Theory; Negotiation; Context andEmotion; Gain/Loss Framing; Human-agent interaction" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/40m499jf", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Khooshabeh", "name_suffix": "", "institution": "US Army Research Laboratory", "department": "" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Lin", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" }, { "first_name": "Celso", "middle_name": "", "last_name": "Melo", "name_suffix": "", "institution": "University of Southern California, Playa Vista", "department": "" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Gratch", "name_suffix": "", "institution": "University of Southern California, Playa Vista", "department": "" }, { "first_name": "Brett", "middle_name": "", "last_name": "Ouimette", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" }, { "first_name": "Jim", "middle_name": "", "last_name": "Blascovich", "name_suffix": "", "institution": "University of California, Santa Barbara", "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/26461/galley/16097/download/" } ] }, { "pk": 26113, "title": "No Effect of Verbal Labels for the Shapes on Type II Categorization Tasks", "subtitle": null, "abstract": "Category learning is thought to be mediated—in at least some\ncategory structures—by hypothesis-testing processes. Verbal\nlabels for the stimuli and stimulus individuation have been\nshown to facilitate the formation, testing, and application of\nrules of category membership (Fotiadis & Protopapas, 2014).\nWe sought to replicate the phenomenon of facilitation due to\nverbal names for the stimuli by training participants for two\nconsecutive days to either learn new names for abstract\nshapes, or learn shape-ideogram pairings; a third group was\nunexposed to the shapes. After training, participants were\ngiven a Type II categorization task—thought to be mediated\nby verbal processes of rule discovery—utilizing the trained\nshapes. We hypothesized that verbal labels for the shapes and\nshape individuation would provide facilitative effects in\nlearning to categorize. Results revealed no effect of training\non categorization performance. This study suggests that\ncaution should be taken when generalizing findings across\nperceptual modalities or different experimental paradigms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Verbal labels; hypothesis testing; categorization;\nlearning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/24z0r4wh", "frozenauthors": [ { "first_name": "Fotis", "middle_name": "A.", "last_name": "Fotiadis", "name_suffix": "", "institution": "University of Athens", "department": "" }, { "first_name": "Athanassios", "middle_name": "", "last_name": "Protopapas", "name_suffix": "", "institution": "University of Athens", "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/26113/galley/15749/download/" } ] }, { "pk": 26390, "title": "Noisy Parameters in Risky Choice", "subtitle": null, "abstract": "We examine the effect of variability in model parameters on\nthe predictions of expected utility theory and cumulative\nprospect theory, two of the most influential choice models in\ndecision making research. We find that zero-mean and\nsymmetrically distributed noise in the underlying parameters\nof these models can systematically distort choice\nprobabilities, leading to false conclusions. Likewise,\ndifferences in choice proportions across decision makers\nmight be due to differences in the amount of noise affecting\nunderlying parameters rather than to differences in actual\nparameter values. Our results suggest that care and caution\nare needed when trying to infer the underlying preferences of\ndecision makers, or the effects of psychological, biological,\neconomic, and demographic variables on these preferences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Decision making; Random utility; Random\npreference; Risky choice; Prospect theory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/61n8h0k4", "frozenauthors": [ { "first_name": "Sudeep", "middle_name": "", "last_name": "Bhatia", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Graham", "middle_name": "", "last_name": "Loomes", "name_suffix": "", "institution": "University of Warwick", "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/26390/galley/16026/download/" } ] }, { "pk": 36051, "title": "NorthStar Listening and Speaking 5 (4th ed.) - Sherry Preiss", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5z89f9v7", "frozenauthors": [ { "first_name": "Rose", "middle_name": "", "last_name": "Park", "name_suffix": "", "institution": "California State University, Fullerton", "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/36051/galley/26903/download/" } ] }, { "pk": 26131, "title": "No stereotype threat effect in international chess", "subtitle": null, "abstract": "We examine data from over 6.6 million games of tour-nament chess between players rated by the internationalchess authority, FIDE. Previous research has focussed onthe low representation of women in chess. We repli-cate and extend previous analysis (Chabris and Glickman,2006) on an international level. We find no support fordifferential variability, differential drop-out between maleand female players, or social context (in the form of pro-portion of female players at a national level) as drivers ofdrivers of male-female differences. Further, we examinegames between mixed and same gender pairs for evidenceof a ‘stereotype threat’ effect. Contrary to previous re-ports, we find no evidence of stereotype threat. Thoughthis analysis contradicts one specific mechanism wherebygender stereotype may influence players, the persistentdifferences between male and female players suggeststhat systematic factors do exist and remain to be uncov-ered.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "learning; chess; skill acquisition; expertise;" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1kn7h2d1", "frozenauthors": [ { "first_name": "Tom", "middle_name": "", "last_name": "Stafford", "name_suffix": "", "institution": "University of Sheffield", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26131/galley/15767/download/" } ] }, { "pk": 26397, "title": "Not all overlaps are equal: Social affiliation and rare overlaps of preferences", "subtitle": null, "abstract": "Shared preferences are a critical component of social attrac-tion. Knowing that someone likes the same things as you do isindicative of broader underlying similarities that support suc-cessful social partnerships. However, not all overlaps in prefer-ences are equally informative. Here we propose that the rarityof overlaps in preferences may be a particularly salient cue forsocial affiliation. We find evidence that people are sensitiveto the rarity of overlaps in preferences and affiliate themselves(Experiment 1) or predict others’ affiliations (Experiment 2)with potential social partners who share a relatively rare pref-erence. Because preferences provide information about bothwhat people know and what they like, we also tested the ef-fect of overlaps in knowledge (without taste) and overlaps intaste (without knowledge) to understand why we are drawn topeople who share our preferences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social categories; preferences; probabilistic rea-soning" }, { "word": "social affiliation" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4k11s0cj", "frozenauthors": [ { "first_name": "Natalia", "middle_name": "", "last_name": "Velez", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Sophie", "middle_name": "", "last_name": "Bridgers", "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/26397/galley/16033/download/" } ] }, { "pk": 26550, "title": "Noticing causal properties of objects from sequence statistics", "subtitle": null, "abstract": "How do we learn non-physical properties of physical objects? We explored how the statistical structure of eventscan be a source of object property learning. Twenty-five participants saw sequences of visual events surrounding two distinctobjects. Object identity determined 1) the direction of a high transition probability between two events, and 2) the frequency oftwo other events. Learning was unsupervised and unguided. However, participants spontaneously noticed these regularities. Inan explicit, verbal judgment task, they discriminated between frequent vs. rare events (t(24) = 10.7, p< 0.00001) and betweenpredictive vs. non-predictive event pairs (t(24) = 3.04, p<0.01), as appropriate to the object. These statistics gave rise to distinctconceptual interpretations: participants ascribed a causal interpretation to the predictive statistics (t(24) = 1.91, p<0.05) morethan to events frequently co-occurring with the objects (t(24) = 3.00, p<0.01). Such learning may underlie concept acquisition,particularly of functional kinds like artifacts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1km1c8j6", "frozenauthors": [ { "first_name": "Anna", "middle_name": "", "last_name": "Leshinskaya", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Sharon", "middle_name": "L", "last_name": "Thompson-Schill", "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/26550/galley/16186/download/" } ] }, { "pk": 26188, "title": "Numeric Competencies and Anchoring Biases", "subtitle": null, "abstract": "Two experiments were conducted to examine the role of threefacets of numeracy (objective (ONS), subjective (SNS), andsymbolic number mapping (SMap)) in three anchoring tasks(experimenter-given, self-generate, and valuation). We foundthat the three numeric competencies were associated withdifferent anchoring tasks. SMap was associated with none ofthe three anchor tasks, while ONS consistently predictedstronger susceptibility to self-generated anchoring. The roleof ONS and SNS in experimenter-given and valuation taskswere inconsistent. In Experiment 1, where the direction ofadjustment from an anchor is specified, ONS and SNS werepositively associated with anchor susceptibility in a valuationtask, while they were not in an experimenter-given anchortask. On the other hand, in Experiment 2 where the directionof adjustment from an anchor is uncertain, ONS and SNSwere positively associated with anchor susceptibility in anexperimenter-given anchor task, while they were not in avaluation task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "anchoring effect; numeric competencies;individual differences; decision biases; symbolic numbermapping; anchor susceptibility" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0qd653m1", "frozenauthors": [ { "first_name": "Sangsuk", "middle_name": "", "last_name": "Yoon", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Nathan", "middle_name": "", "last_name": "Fong", "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/26188/galley/15824/download/" } ] }, { "pk": 26627, "title": "On Constancy in Spatial Perception", "subtitle": null, "abstract": "The perceptual constancies are at the heart of the scientific and philosophical study of perceptual experience, forthey are responsible for our enjoying stable percepts despite fluctuating proximal stimulation. For some time, it has thereforeseemed natural to appeal to the constancies as a way of explaining the factivity of perception - how (in veridical cases) wepresent or represent our environments as they are. Notably, a number of theorists now reject the suggestion that color constancystraightforwardly allows us to track mind-independent physical properties, such as surface spectral reflectances. In the spatialliteratures, however, the constancies remain tasked with accounting for the perceptual presentation or representation of objectivevalues as they are independent of perceivers. In this presentation, I outline the unacceptable normative consequences of theselatter views, and sketch an alternative, more ecologically plausible understanding of veridicality in spatial perception.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5jb5w52b", "frozenauthors": [ { "first_name": "Louise", "middle_name": "", "last_name": "Daoust", "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/26627/galley/16263/download/" } ] }, { "pk": 26574, "title": "On Measuring the Difficulty of Scrabble-like Problems", "subtitle": null, "abstract": "Scrabble-like tasks have increased in popularity as a means of exploring cognitive phenomena, such as embodiedproblem solving, mastery, and creativity. Many of these tasks make assumptions about the key factors driving relative difficultyof word-finding problems; these factors include average frequency of words produced, number of words produced, and numberof readily apparent bi-grams in the initial presentation of the letters. This study measures the effects of each of these factors oncognitive load by systematically and empirically exploring such factors, comparing how these various attributes influence thenumber of words participants produce in different circumstances.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/664201rk", "frozenauthors": [ { "first_name": "Morgan", "middle_name": "Magnus", "last_name": "Fleming", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Paul", "middle_name": "P.", "last_name": "Maglio", "name_suffix": "", "institution": "University of California, Merced", "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/26574/galley/16210/download/" } ] }, { "pk": 26104, "title": "On the adaptive nature of memory-based false belief", "subtitle": null, "abstract": "Previous studies have shown that people’s memories are\nchangeable, and systematic incorrect memories (e.g., false\nmemory) can be created. We hypothesize that people’s beliefs\nabout the real world can be changed similarly to the way\nsystematic incorrect memories and systematic incorrect\nbeliefs (which we call memory-based false belief) are\ngenerated. We also predict that since memory-based false\nbeliefs are consistent with abstract knowledge that is\nconsisted with prototypical patterns and organization found in\nthe real world, false beliefs work adaptively in making\ninferences about environmental information in the real world.\nWe conducted behavioral and simulation studies in order to\nexamine our hypotheses on people’s beliefs and inferences\nabout the real world. The results showed that participants had\nsystematic false beliefs about cities’ attributes (e.g., whether\nthey have a professional baseball team), and that such false\nbeliefs worked adaptively in making inferences about\npopulation size.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "memory-based false belief; inference about real\nworld; ecological rationality" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9q85s2n1", "frozenauthors": [ { "first_name": "Hidehito", "middle_name": "", "last_name": "Honda", "name_suffix": "", "institution": "The University of Tokyo", "department": "" }, { "first_name": "Toshihiko", "middle_name": "", "last_name": "Matsuka", "name_suffix": "", "institution": "Chiba University", "department": "" }, { "first_name": "Kazuhiro", "middle_name": "", "last_name": "Ueda", "name_suffix": "", "institution": "The University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26104/galley/15740/download/" } ] }, { "pk": 26608, "title": "On the Evaluability of Effort: Influences of Single and Joint Evaluation onJudgments of Subjective Effort in Memorial, Motor, and Perceptual Domains", "subtitle": null, "abstract": "Theories attempting to explain the evaluation of subjective values often stress the importance of the context in whicha judgment is made. One such theory, the General Evaluability Theory (GET; Hsee & Zhang, 2010), suggests judgments areparticularly sensitive to evaluation mode (i.e., a single or joint evaluation). Importantly, deviations in the patterns of judgmentsof a value across single and joint modes are argued to reflect the degree to which individuals can consistently evaluate thatvalue (i.e., the extent of evaluability). We applied this framework to a novel context, specifically the evaluation of effort.Individuals made judgments of effort across memorial, motor, and perceptual domains in single and joint evaluation modes.Results demonstrated that memorial and motor effort judgments remained largely consistent across modes, whereas perceptualeffort judgments did not. These results provide initial evidence that at least some types of effort may not be evaluable.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3tz785xj", "frozenauthors": [ { "first_name": "Timothy", "middle_name": "", "last_name": "Dunn", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Evan", "middle_name": "", "last_name": "Risko", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26608/galley/16244/download/" } ] }, { "pk": 26483, "title": "On the Link between Fact Learning and General Cognitive Ability", "subtitle": null, "abstract": "Adaptive fact learning systems have been developed to makeoptimal use of testing and spacing effects by taking intoaccount individual differences in learning efficiency.Measures derived from these systems, capturing theindividual differences, predict later performance in similarand different fact learning tasks. Additionally, there is a richbody of literature showing that individual differences ingeneral cognitive ability or working memory capacity canpredict scores on achievement tests. If these measures alsoinfluence fact learning, incorporating them might furtherenhance adaptive systems. However, here we provideevidence that performance during fact learning is neitherrelated to working memory capacity nor general cognitiveability. This means that the individual differences captured byour adaptive learning system encapsulate characteristics oflearners that are independent of their general cognitive ability.Consequently, adaptive learning methods should focusprimarily on memory-related processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "learning; memory; working memory capacity;general cognitive ability; fluid intelligence; individualdifferences; computational modeling" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4cr419sq", "frozenauthors": [ { "first_name": "Florian", "middle_name": "", "last_name": "Sense", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Rob", "middle_name": "R.", "last_name": "Meijer", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Hedderik", "middle_name": "van", "last_name": "Rijn", "name_suffix": "", "institution": "University of Groningen", "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/26483/galley/16119/download/" } ] }, { "pk": 26556, "title": "On the psychological reality of linguistic event structures", "subtitle": null, "abstract": "How language represents meaning remains a central topic of debate in linguistics. On some accounts, the nounphrases in a sentence are identified semantically by a list of independent atomic labels (thematic roles), ordered relative to oneanother depending on the position of the nouns around the verb (e.g., AGENT-THEME-GOAL). Others instead capture suchinterdependencies with complex, non-atomic event structures (e.g., [x CAUSE [y TO-COME-TO-BE-AT z]]). Here, we usestructural priming to investigate the psychological reality of these two theories of semantic representation. On the thematicrole approach, we should expect to see priming between theme-first locatives and prepositional-object datives (both VP-NP-PPsyntactically) precisely because their thematic ordering is consistent across the two constructions. The event structure approachposits no such minimal semantic structural similarity, such that we should not see priming cross-constructionally. We find onlywithin-construction priming (N=52) and not across-construction priming (total N=344), in favor of event structures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5042n8rq", "frozenauthors": [ { "first_name": "Jayden", "middle_name": "", "last_name": "Ziegler", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Jesse", "middle_name": "", "last_name": "Snedeker", "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/26556/galley/16192/download/" } ] }, { "pk": 26084, "title": "On the Tragedy of Personnel Evaluation", "subtitle": null, "abstract": "In social-dilemma situations (public-good games) people may\npursue their local, egoistic interests and thereby lower the\nglobal, overall payoff of their group and, paradoxically, even\ntheir own resulting payoff. One may also speak of intra-\nindividual dilemmas, where people pursue local goals at the\nexpense of their overall utility. Our current experiments\ntransfer this idea to the context of personnel evaluation and\npersonnel selection. In our experiments, participants were put\nin the position of a Human Resources manager, who should\nfor instance select workers who optimize the overall payoff of\nthe company, rather than those who optimize only their\nspecific payoffs. The results of the experiments, however,\nsuggest that most, albeit not all, participants tended to focus\non directly comparing individuals without considering the\noverall contribution to a group. Thus employees with the best\noverall effects for a company or organization may be\nevaluated the most negatively. This possible ‘tragedy of\npersonnel evaluation’ may be linked to maladaptive incentive\nstructures (personnel evaluation), advancement of employees\n(personnel promotion) and job offers (personnel selection),\nand may have a substantial negative impact on the\neffectiveness of companies or organizations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "intra-individual dilemmas; social dilemmas;\npersonnel evaluation; personnel selection" }, { "word": "altruism; causal\ninduction; global vs. local optimization; less-is-more effect" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9267v4c3", "frozenauthors": [ { "first_name": "Momme", "middle_name": "von", "last_name": "Sydow", "name_suffix": "", "institution": "University of Munich , University of Heidelberg", "department": "" }, { "first_name": "Niels", "middle_name": "", "last_name": "Braus", "name_suffix": "", "institution": "University of Heidelberg", "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/26084/galley/15720/download/" } ] }, { "pk": 26702, "title": "Optimal Predictions in Illness Cognition", "subtitle": null, "abstract": "People make accurate predictions for many real world events e.g. human life spans (Griffiths & Tenenbaum, 2006).Accurate predictions are particularly important in the domain of health, where illness knowledge directly influences patientoutcomes. To understand how well peoples’ illness expectations were aligned, we asked participants to estimate durationsfor 9 illnesses, and compared their responses to the real-world distributions. We found that for common acute illnesses (e.g.,the cold) people make accurate predictions, whereas for rare chronic illnesses (e.g., COPD) people make comparatively poorpredictions. Further, we found that participants overestimate the prevalence of every illness, especially for those that are morecommon (e.g., the cold). Taken together, these results suggest that people more accurately estimate the duration of commonacute illnesses, but this may cause them to overestimate the prevalence of these illnesses. Results will be discussed in terms ofimplications for both cognition and behavioral health theory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5xk5w6vz", "frozenauthors": [ { "first_name": "Talia", "middle_name": "", "last_name": "Robbins", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Pernille", "middle_name": "", "last_name": "Hemmer", "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/26702/galley/16338/download/" } ] }, { "pk": 26227, "title": "Our morals really depends on our language:The foreign language effect within participants", "subtitle": null, "abstract": "Recent research has suggested that using a foreign languageto present hypothetical moral dilemmas increases the rate ofutilitarian judgments about those dilemmas (e.g., Greene et al,2001) and decreases incoherency between judgments inframing effect tasks (e.g., Tversky & Kahneman, 1981; seeCosta, Foucart, Arnon, Aparici, & Apesteguia, 2014; Costa,Foucart, Hayakawa, Aparici, Apesteguia, Heafner, & Keysar,2014; Keysar, Hayakawa, & An, 2012). However, existingresearch has mainly investigated this effect using between-participants designs (i.e., different participants in the foreignand native language conditions). Such designs are unable toexclude non-equivalent conditions as a confounding variable.In contrast, this study examined the foreign language effectusing a within-subjects design (i.e., all participants respondedto moral dilemmas (Greene et al, 2001) and framing effecttasks (Tversky & Kahneman, 1981) in both their native andforeign languages. The “foreign language effect” wasreplicated, excluding semantic non-equivalence betweenlanguage conditions as a potential confound. This resultsupports the hypothesis that the foreign language effect isindependent of meaning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "foreign language effect; moral dilemmas; framingeffect; individual differences" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/61m0k50b", "frozenauthors": [ { "first_name": "Kuninori", "middle_name": "", "last_name": "Nakamura", "name_suffix": "", "institution": "Seijo 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/26227/galley/15863/download/" } ] }, { "pk": 26341, "title": "Outcome or Strategy? A Bayesian Model of Intelligence Attribution", "subtitle": null, "abstract": "People have a common-sense notion of intelligence and use itto evaluate decisions and decision-makers. One can attributeintelligence by evaluating the strategy or the outcome of agoal-directed agent. We propose a model of intelligence at-tribution, based on inverse planning in Partially ObservableMarkov Decision Processes (POMDPs) in a probabilistic envi-ronment, inferring the most likely planning parameters givenobserved actions. The model explains the agent’s decisionsby a combination of probabilistic planning, a softmax decisionnoise, prior knowledge about the world and forgetting, estimat-ing the agent’s intelligence by a proxy measure of efficientlyoptimising costs and rewards. Behavioural evidence from twoexperiments shows that people cluster into those who attributeintelligence to the strategy and those who attribute intelligenceto the outcome of the observed actions. People in the strat-egy cluster attribute more intelligence to decisions that min-imise the agent’s overall cost, even if the outcome is unlucky.People in the outcome cluster attribute intelligence to the out-come, judging low-cost outcomes as a sign of intelligence evenif the outcome is accidental and make neutral judgements be-fore they observe the result. Our model explains human in-telligence judgements better than perceptual cues such as thenumber of revisits or moves.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Theory of mind; Intelligence attribution; Socialcognition; Bayesian inference; Partially Observable MarkovDecision Processes; Inverse planning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1gv4r5p7", "frozenauthors": [ { "first_name": "Marta", "middle_name": "", "last_name": "Kryven", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Tomer", "middle_name": "", "last_name": "Ullman", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "William", "middle_name": "", "last_name": "Cowan", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "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/26341/galley/15977/download/" } ] }, { "pk": 26610, "title": "Parsing Selective Attention and Executive Function in Children", "subtitle": null, "abstract": "Selective attention is related to a range of cognitive abilities, including executive function (Lawson et al., 2014).Orienting attention to visual and auditory targets are component skills inherent in many cognitive assessments, making it oftendifficult to parse cognitive capacities from selective attention abilities.The fundamental, early-developing nature of somatosen-sory processing (Saby et al., 2015) make it a compelling sensory domain within which to study top-down attentional processes.This presentation describes the initial results of a study examining how the electrophysiological indicators of selective atten-tion, specifically the ability to focus attention on tactile stimuli, relate to children’s executive function. Results will parse therelations between a composite of executive function tasks and the EEG mu rhythm response of participants when anticipatingtactile stimulation of the hand. The implications of individual differences in somatosensory selective attention are discussed inlight of cognitive assessment design, SES-related discrepancies in attention, and bodily awareness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8vm5b307", "frozenauthors": [ { "first_name": "Staci", "middle_name": "", "last_name": "Weiss", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Marshall", "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/26610/galley/16246/download/" } ] }, { "pk": 26437, "title": "Perceived Momentum Influences Responsibility Judgments", "subtitle": null, "abstract": "This work examines the extent to which people hold\nindependent sequential events (e.g., players making\ncorrect/incorrect guesses) responsible for overall outcomes\n(e.g., the team winning/losing the game). Two types of\nevents are found to garner the majority of responsibility for\noverall outcomes: (1) final events and (2) events that are\nperceived to disrupt momentum (e.g., an incorrect guess\nafter a sequence of correct guesses). While previous research\nhas shown that final events tend to be perceived as more\nresponsible for overall outcomes, the current experiments\nare the first to document the role of perceived momentum on\nresponsibility judgments. Specifically, we demonstrate that\nthe effect is mediated by perceived momentum changes after\nthe time of the event and moderated when exogenous factors\n(e.g., a delay between events) disrupt perceived momentum.\nWe discuss how these findings relate to pivotality, the\ncounterfactual simulation model, and the role of\nunexpectedness in responsibility judgments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "perceived momentum; responsibility\njudgments; perceived causality" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/89j72651", "frozenauthors": [ { "first_name": "Jeffrey", "middle_name": "", "last_name": "Parker", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Iman", "middle_name": "", "last_name": "Paul", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Nicholas", "middle_name": "", "last_name": "Reinholtz", "name_suffix": "", "institution": "University of Colorado Boulder", "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/26437/galley/16073/download/" } ] }, { "pk": 26277, "title": "Perceiving Fully Occluded Objects via Physical Simulation", "subtitle": null, "abstract": "Conventional theories of visual object recognition treat objectseffectively as abstract, arbitrary patterns of image features.They do not explicitly represent objects as physical entities inthe world, with physical properties such as three-dimensionalshape, mass, stiffness, elasticity, surface friction, and so on.However, for many purposes, an object’s physical existence iscentral to our ability to recognize it and think about it. Thisis certainly true for recognition via haptic perception, i.e., per-ceiving objects by touch, but even in the visual domain an ob-ject’s physical properties may directly determine how it looksand thereby how we recognize it. Here we show how a physi-cal object representation can allow the solution of visual prob-lems, like perceiving an object under a cloth, that are other-wise difficult to accomplish without extensive experience, andwe provide behavioral and computational evidence that peoplecan use such a representation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "physical object representations; analysis-by-synthesis; object perception; occlusion; psychophysics" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0cp7162x", "frozenauthors": [ { "first_name": "Ilker", "middle_name": "", "last_name": "Yildirim", "name_suffix": "", "institution": "The Rockefeller University, MIT , BCS", "department": "" }, { "first_name": "Max", "middle_name": "H.", "last_name": "Siegel", "name_suffix": "", "institution": "BCS, MIT", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "BCS, MIT", "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/26277/galley/15913/download/" } ] }, { "pk": 26566, "title": "Perception of math and non-math content in children’s storybooks", "subtitle": null, "abstract": "Young children acquire informal math ideas through everyday experiences. Research demonstrates that storybookscan link their informal notions to abstract concepts (Murphy, 1999). The integration of visual and written depictions of math-ematics, along with conversations arising from the story, can bolster children’s capacity to communicate and think mathemati-cally. Despite the growing literature supporting use of math storybooks, little is understood about how educators perceive andinterpret the embedded math content. Our study presents storybook pages to educators and asks questions to determine whetherthey are more likely to identify concepts in math (e.g., number) or non-math (e.g., vocabulary) domains. We also analyze theassociation between domain and the degree of abstraction in the language used to describe content in that domain. Preliminarydata suggest that educators ask questions about number concepts at higher levels than expected and character’s actions at lowerlevels than expected.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4dr98041", "frozenauthors": [ { "first_name": "Colleen", "middle_name": "", "last_name": "Uscianowski", "name_suffix": "", "institution": "Teachers College Columbia University", "department": "" }, { "first_name": "Ma.", "middle_name": "Victoria", "last_name": "Almeda", "name_suffix": "", "institution": "Teachers College Columbia 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/26566/galley/16202/download/" } ] }, { "pk": 26757, "title": "Perceptual Decision Making of Humans and Deep Learning Machines: aBehavioral Study", "subtitle": null, "abstract": "Human visual perception system is a key issue of the cognitive researches. It is also an inspiring prototype of thecutting-edge artificial intelligence researches - deep learning. It is interesting to investigate the behaviors of humans and deeplearning machines on vision tasks. In this paper, we focus on the perceptual decision making and object recognition on distortedimages. We found that in a wide range of distortion levels, the recognition rates of human subjects are smoothly increased alongwith the decreases of distortions. Although the deep learning machines perform obviously worse than human subjects, theirrecognition rates vary with the similar trends. It indicates that the deep learning machines make a good simulation to the humanbeing on the perceptual decision making tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/701304cs", "frozenauthors": [ { "first_name": "Ge", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "Beihang University", "department": "" }, { "first_name": "Yuzhong", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Beihang University", "department": "" }, { "first_name": "Qiyang", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "Beihang 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/26757/galley/16393/download/" } ] }, { "pk": 26455, "title": "Performance Pressure and Comparison in Relational Category Learning", "subtitle": null, "abstract": "An important objective in higher-order cognition research isto understand how relational categories are acquired andapplied. Much of the research on relational category learninghas investigated the role of within-category comparisonopportunities in category acquisition and transfer – guided bypredictions from structure mapping theory that alignmentleads to highlighting and abstraction of shared relationalstructure (Gentner, 1983). Recent research has yielded awithin-category comparison advantage under the supervisedobservational learning mode (relative to twice as many single-item trials), but not under the supervised classification mode(Patterson & Kurtz, 2015). In the present study we investigatethe role that pressure to succeed at the training task – a criticaldifference between the two learning modes – plays in theapparent ineffectiveness of learning by comparison within theclassification mode. In a 2x2 between-subjects design wecrossed two levels of performance pressure (elevated andstandard) with two presentation formats (single-item andwithin-category pairs). The main findings are: (1) asignificant interaction showing a negative impact of increasedperformance pressure for single-item learners, but not forcomparison learners; and (2) a theoretically predicted, butempirically elusive effect of comparison over single-item inthe classification mode. We conclude that: (1) performancepressure exerts a deleterious effect on relational categorylearning (in accord with findings in the attribute categoryliterature) that opportunities to compare may compensate for;and (2) pressure to perform does not appear to underlielackluster comparison + classification performance (relativeto observational learning). Further, we offer new evidence onthe role that within-category comparison plays in relationalcategory learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "relational categories; structural alignment;comparison; classification learning; transfer; performancepressure" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4kd6x7b1", "frozenauthors": [ { "first_name": "John", "middle_name": "D.", "last_name": "Patterson", "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/26455/galley/16091/download/" } ] }, { "pk": 36034, "title": "Perspectives on Teaching and Learning English Literacy in China - Jiening Ruan and Cynthia Leung (Eds.)", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/75n756r3", "frozenauthors": [ { "first_name": "Tracy", "middle_name": "", "last_name": "Tang", "name_suffix": "", "institution": "San José 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/36034/galley/26886/download/" } ] }, { "pk": 26671, "title": "Plasticity of Categorization: Developmental Differences in Category Learning andTransfer between Children and Adults", "subtitle": null, "abstract": "How do people learn categories and transfer learning? This study addressed this question by examining the roleof attention in the development of category learning and transfer. Participants (adults and 4-year-olds) were trained with twocategories including deterministic and probabilistic features and their attention was directed to either type of features. Aftertraining, participants learned two new categories and their categorization and memory for exemplars were tested. Resultsindicated that adults and 4-year-olds were able to be trained to use either a similarity-based or rule-based strategy. However,adults failed to transfer and went back to their default rule-based strategy in novel situations, whereas 4-year-olds transferredthe learned strategy. Furthermore, in contrast to adults exhibiting better memory for features used in categorization, 4-year-oldsremembered multiple features well regardless of categorization. These results have important implications for understandingthe development of categorization and the role of attention in cognitive development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/88h0d18w", "frozenauthors": [ { "first_name": "Sophia", "middle_name": "", "last_name": "Deng", "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/26671/galley/16307/download/" } ] }, { "pk": 26720, "title": "Pragmatic inference in definite and indefinite contexts", "subtitle": null, "abstract": "Previous studies have shown that children have difficulty inferring intended referents of definite/indefinite determin-ers: e.g., that ”Give me the ball” implies a specific ball, while ”Give me a ball” requests any ball from a larger set. Here, weshow that these findings need not indicate a fragile capacity for pragmatic reasoning because adults only make such inferenceswithin specific contexts. Across four studies, we found that when presented with novel labels in definite contexts (the dax),adults consistently selected unique objects as the referent (though they were not at ceiling), suggesting they interpreted thedefinite as conveying specificity. Strikingly, however, when presented in indefinite contexts (a dax), subjects did not reliablylink novel labels to objects of a larger set of kind-members, unless the context explicitly encouraged them to reason aboutthe intended addressee. Together, these findings suggest that failures to make inferences about definiteness need not reflectpragmatic incompetence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4wd226fv", "frozenauthors": [ { "first_name": "Kelsey", "middle_name": "", "last_name": "Moty", "name_suffix": "", "institution": "Lehigh University", "department": "" }, { "first_name": "Mahesh", "middle_name": "", "last_name": "Srinivasan", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26720/galley/16356/download/" } ] }, { "pk": 26282, "title": "Pragmatic relativity: Gender and context affect the use of personal pronouns in\ndiscourse differentially across languages", "subtitle": null, "abstract": "Speakers need to use a variety of referring expressions (REs)\n(e.g. full noun phrases, pronouns or null forms) in\npragmatically appropriate ways to produce coherent\nnarratives. Languages, however, differ from each other in\nterms of a) whether REs as arguments can be dropped or not\nand b) whether personal pronouns encode gender or not. Here\nwe examine two languages that differ from each other in these\ntwo aspects and ask whether the co-reference context (i.e.,\nreferents are maintained or re-introduced) and the gender\nencoding options affect the use of REs differentially. We\nelicited narratives from Dutch and Turkish speakers about\ntwo types of three-person events, one including people of the\nsame and the other of mixed-gender. Speakers of both\nlanguages followed a general principle of using full forms\nsuch as noun phrases (NPs) while re-introducing a previously\nmentioned referent into the discourse and reduced forms\n(overt or null pronoun) while maintaining the same referent; a\nlanguage independent strategy in discourse production.\nTurkish speakers, unlike Dutch speakers, used pronouns\nmainly to mark emphasis. Furthermore, Dutch but not Turkish\nspeakers used pronouns differentially across the two videos.\nThus, we argue that linguistic possibilities available in\ntypologically different languages might tune speakers into\ntaking different principles into account to establish coherence\nin narratives in pragmatically coherent ways.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "referring expressions; gender encoding;\npronouns; cross-linguistic comparison; discourse production" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3fx1f6d4", "frozenauthors": [ { "first_name": "Zeynep", "middle_name": "", "last_name": "Azar", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Ad", "middle_name": "", "last_name": "Backus", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Aslı", "middle_name": "", "last_name": "Özyürek", "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/26282/galley/15918/download/" } ] } ] }