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{ "count": 38465, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=22100", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=21900", "results": [ { "pk": 36050, "title": "Teaching L2 Composition: Purpose, Process, and Practice (3rd ed.) - Dana Ferris and John Hedgcock", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2wk8t5pq", "frozenauthors": [ { "first_name": "Gillian", "middle_name": "A.", "last_name": "Estes", "name_suffix": "", "institution": "Sonoma State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36050/galley/26902/download/" } ] }, { "pk": 26652, "title": "Technological Shaping of Verbal Working Memory: A Difference between ChinesePhonology-Based and Orthography-Based Typing", "subtitle": null, "abstract": "Typing Chinese words on a computer can be carried out with a phonology-based or an orthography-based method.Phonological typing constantly engages typists’ verbal working memory (VWM), while orthographic typing engages theirvisual-spatial working memory (VSWM). Accordingly, habitual phonological typists would develop a better VWM capacity,while habitual orthographic typists would have a better VSWM capacity. Five VWM tests and five VSWM tests were adminis-tered to 24 phonological typists and 23 orthographic typists. The results showed that the phonological typists scored higher thanthe orthographic typists on the VWM tests, but no significant differences on the VSWM scores were observed. The latter resultis attributed to the notoriously abundance of homophones in Chinese, which forces the phonological typists to keep attending tothe orthographic forms of the characters being typed. Our findings suggest that individual cognitive systems develop and adaptflexibly, subject to shaping by technology within a life’s time.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2897t7cp", "frozenauthors": [ { "first_name": "Jenn-Yeu", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "National Taiwan Normal University", "department": "" }, { "first_name": "Adam", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "National Taiwan Normal University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26652/galley/16288/download/" } ] }, { "pk": 26193, "title": "Temporal Causal Strength Learning with Multiple Causes", "subtitle": null, "abstract": "When learning the relation between a cause and effect, howdo people control for all the other factors that influence thesame effect? Two experiments tested a hypothesis that peoplefocus on events in which the target cause changes and allother factors remain stable. In both four-cause (Experiment 1)and eight-cause (Experiment 2) scenarios, participants learnedcausal relations more accurately when they viewed datasets inwhich only one cause changed at a time. However,participants in the comparison condition, in which multiplecauses changed simultaneously, performed fairly well; inaddition to focusing on events when a single cause changed,they also used events in which multiple causes changed forupdating their beliefs about causal strength. These findingshelp explain how people are able to learn causal relations insituations when there are many alternative factors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal learning; causality; causal strength;conditionalizing" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8q51f4z3", "frozenauthors": [ { "first_name": "Cory", "middle_name": "J.", "last_name": "Derringer", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Benjamin", "middle_name": "M.", "last_name": "Rottman", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26193/galley/15829/download/" } ] }, { "pk": 26623, "title": "Temporal event clustering in speech versus music", "subtitle": null, "abstract": "Both speech and music can be organized as hierarchical, nested groupings of units. In speech, for instance, phonemescan group to form syllables, which group to form words, which group to form sentences, and so on. In music, notes can groupto form phrases, which group to form chord progressions, which group to form verses, and so on. We present a new methodfor extracting events (amplitude peaks in Hilbert envelopes of filter banks) from speech and music recordings, and quantifyingthe degree of nesting in temporal clusters of events across timescales (using Allan Factor analysis). We apply this method tomonologue recordings of speech (TED talks) and also to solo musical performances of similar lengths. We found that bothtypes of recordings exhibit nested clustering, revealing similar organizational principles, but that clustering is more pronouncedon shorter timescales (milliseconds) for speech, but longer timescales (seconds+) for music.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4k21q82z", "frozenauthors": [ { "first_name": "Butovens", "middle_name": "", "last_name": "Mede", "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": "Chris", "middle_name": "", "last_name": "Kello", "name_suffix": "", "institution": "University of California Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26623/galley/16259/download/" } ] }, { "pk": 26378, "title": "Temporal Expressions in Speech and Gesture", "subtitle": null, "abstract": "People use spatial metaphors to talk about temporal concepts.They also gesture frequently during speech. Thecharacteristics of these gestures give information regardingthe mental timelines people form to experience time. Thepresent study investigates the expression of temporal conceptson a natural setting with Turkish speakers. We found thatTurkish speakers used more metaphoric temporal phrases(e.g., short period, time flies quickly) than words referring totime without spatial content (e.g., today, nowadays) in asession where they talked about people’s fortune.Spontaneous gestures were mainly classified as metaphoricand beat gestures and were mostly produced on the sagittalaxis, which contradicts with the previous findings. Yet, wealso found that people used vertical axis to represent currentand future events. These findings suggest that lateral axis maynot always be the most common direction for co-speechtemporal gesture use, and the pragmatic constraints of theenvironment may influence the spatial conceptualization oftime.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "time" }, { "word": "spatial metaphors" }, { "word": "temporal gestures" }, { "word": "Turkish" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/54n6s609", "frozenauthors": [ { "first_name": "İdil", "middle_name": "", "last_name": "Bostan", "name_suffix": "", "institution": "Koç University", "department": "" }, { "first_name": "Ahmet", "middle_name": "", "last_name": "Börütecene", "name_suffix": "", "institution": "Koç University", "department": "" }, { "first_name": "Oğuzhan", "middle_name": "", "last_name": "Özcan", "name_suffix": "", "institution": "Koç University", "department": "" }, { "first_name": "Tilbe", "middle_name": "", "last_name": "Göksun", "name_suffix": "", "institution": "Koç University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26378/galley/16014/download/" } ] }, { "pk": 26400, "title": "Temporal Horizons and Decision-Making: A Big Data Approach", "subtitle": null, "abstract": "Human behavior is plagued by shortsightedness. When faced withtwo options, smaller rewards are often chosen over larger rewards,even when such choices are potentially costly. In threeexperiments, we use big data techniques to examine how suchchoices might be driven by people’s temporal horizons. InExperiment 1, we determine the average distance into the futurepeople talk about in their tweets in order to determine the temporalhorizon of each U.S. state. States with further future horizons hadlower rates of risk taking behavior (smoking, binge drinking) andhigher rates of investment (e.g., education, infrastructure). InExperiment 2, we used an individual’s tweets to establish theirtemporal horizon and found that those with longer temporalhorizons were more willing to wait for larger rewards. InExperiment 3, we were once again able to predict the choicebehaviors of individuals from their tweets, this time showing thatthose with longer future horizons were less likely to take risks. Thefindings help establish a powerful relationship between people’sthoughts about the future and their decisions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "prospection; future thinking; big data" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/12b9025v", "frozenauthors": [ { "first_name": "Robert", "middle_name": "", "last_name": "Thorstad", "name_suffix": "", "institution": "Emory University", "department": "" }, { "first_name": "Phillip", "middle_name": "", "last_name": "Wolff", "name_suffix": "", "institution": "Emory University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26400/galley/16036/download/" } ] }, { "pk": 26190, "title": "Temporal Structure Modulates ERP Correlates of Visual Sequential Learning", "subtitle": null, "abstract": "Sequential learning (SL) refers to the ability to learn thetemporal and ordinal patterns of one’s environment. Whereasresearch on the learning of ordinal patterns is common, thelearning of temporal patterns within sequential events hasbeen far less studied. The current study examines the effectsof synchronous and asynchronous temporal patterns on visualsequential learning. We hypothesize that entrainment (i.e.exposure to a regular rhythmic pattern) allows for betterprocessing of the ordinal structure of sequential events.Twenty healthy adult participants (11 females, 18–34 yearsold) performed two versions of a visual sequential learningparadigm while event-related potentials (ERPs) wererecorded. The SL task involved the visual presentation ofcolored circles, wherein a target circle was embedded thatwas partially predictable based on preceding predictorstimuli. One version of the task incorporated synchronoustemporal presentation of the stimuli whereas the other versioninvolved asynchronous presentation of stimuli using arandomized ISI on every trial. Reaction time datademonstrated that learning occurred in both temporalconditions. On the other hand, the mean ERP amplitudesbetween 350 and 750ms post-predictor onset in the posteriorregions of interest revealed that learning of the statisticalcontingencies between stimuli was disrupted for theasynchronous temporal condition but intact for thesynchronous condition. These neurophysiological datasuggest that the brain processes regular and irregular timingevents differently, with statistical learning of ordinal visualpatterns being improved by a synchronous temporal structure,possibly a result of heightened attention to the stimuli due toentrainment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Sequential learning; statistical learning; temporalprocessing; entrainment; ERPs" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/49k3s2bn", "frozenauthors": [ { "first_name": "Kimberly", "middle_name": "M.", "last_name": "Ross", "name_suffix": "", "institution": "Georgia State University", "department": "" }, { "first_name": "Christopher", "middle_name": "M.", "last_name": "Conway", "name_suffix": "", "institution": "Georgia State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26190/galley/15826/download/" } ] }, { "pk": 26453, "title": "Testing the Tolerance Principle: Children form productive rules when it is morecomputationally efficient to do so", "subtitle": null, "abstract": "During language acquisition, children must learn when togeneralize a pattern – applying it broadly and to new words(‘add –ed’ in English) – and when to restrict generalization,storing the pattern only with specific lexical items. One effortto quantify the conditions for generalization, the TolerancePrinciple, has been shown to accurately predict children’sgeneralizations in dozens of corpus-based studies. Thisprinciple hypothesizes that a general rule will be formedwhen it is computationally more efficient than storing lexicalforms individually. It is formalized as: a rule R will generalizeif the number of exceptions does not exceed the number ofwords in the category N divided by the natural log of N(N/lnN). Here we test the principle in an artificial language of9 nonsense nouns. As predicted, children exposed to 5 regularforms and 4 exceptions generalized, applying the regular formto 100% of novel test words. Children exposed to 3 regularforms and 6 exceptions did not extend the rule, even thoughthe token frequency of the regular form was still high in thiscondition. The Tolerance Principle thus appears to capture abasic principle of generalization in rule formation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "artificial language; language acquisition;productivity; morphology; computational modeling." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1cn5n52p", "frozenauthors": [ { "first_name": "Kathryn", "middle_name": "D.", "last_name": "Schuler", "name_suffix": "", "institution": "Georgetown University", "department": "" }, { "first_name": "Charles", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Elissa", "middle_name": "L.", "last_name": "Newport", "name_suffix": "", "institution": "Georgetown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26453/galley/16089/download/" } ] }, { "pk": 26218, "title": "The Aging Lexicon: Differences in the Semantic Networks of Younger and OlderAdults", "subtitle": null, "abstract": "How does the mental lexicon, the network of learned words inour semantic memory, change in old age? To address thisquestion, we employ a new network inference method to infernetworks from verbal fluency data of a group of younger andolder adults. We find that older adults produce more uniquewords in verbal fluency tasks than younger adults. In line withrecent theorizing, this suggests a larger mental lexicon forolder than for younger adults. Moreover, we find that relativeto the mental lexicon of younger adults, the mental lexicon ofolder adults is less small-world-like. Based on severalfindings linking network clustering to processing speed, thisfinding suggests that not only the size, but also the structureof the mental lexicon may contribute to apparent cognitivedecline in old age.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantic representation" }, { "word": "networks" }, { "word": "small world" }, { "word": "verbal fluency" }, { "word": "aging." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0jz483dm", "frozenauthors": [ { "first_name": "Dirk", "middle_name": "U.", "last_name": "Wulff", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Thomas", "middle_name": "T.", "last_name": "Hills", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Margie", "middle_name": "", "last_name": "Lachman", "name_suffix": "", "institution": "Brandeis University", "department": "" }, { "first_name": "Rui", "middle_name": "", "last_name": "Mata", "name_suffix": "", "institution": "University of Basel", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26218/galley/15854/download/" } ] }, { "pk": 26302, "title": "The Charon Model of Moral Judgment", "subtitle": null, "abstract": "We present a model of moral judgment, Charon, which addsto previous models several factors that have been shown toinfluence moral judgment: 1) a more sophisticated account ofprior mental state, 2) imagination, 3) empathy, 4) thefeedback process between emotion and reason, 5) self-interest, and 6) self-control. We discuss previous classes ofmodels and demonstrate Charon’s extended explanatorypower with a focus on psychopathy and autism.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "morals" }, { "word": "Morality" }, { "word": "Ethics" }, { "word": "Ethical Reasoning" }, { "word": "moralreasoning" }, { "word": "moral judgment" }, { "word": "philosophy" }, { "word": "deontological" }, { "word": "utilitarian" }, { "word": "dual-process" }, { "word": "modeling" }, { "word": "psychopathy" }, { "word": "Autism" }, { "word": "Reasoning" }, { "word": "Emotion" }, { "word": "emotions" }, { "word": "self-interest" }, { "word": "Empathy" }, { "word": "compassion" }, { "word": "willpower" }, { "word": "self-control" }, { "word": "imagination." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7st7p9hf", "frozenauthors": [ { "first_name": "Deirdre", "middle_name": "", "last_name": "Kelly", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Jim", "middle_name": "", "last_name": "Davies", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26302/galley/15938/download/" } ] }, { "pk": 26287, "title": "The Combinatorial Power of Experience", "subtitle": null, "abstract": "Recent research in the artificial grammar literature has found\nthat a simple exemplar model of memory can account for a\nwide variety of artificial grammar results (Jamieson &\nMewhort, 2009, 2010, 2011). This classic type of model has\nalso been extended to account for natural language sentence\nprocessing effects (Johns & Jones, 2015). The current article\nextends this work to account for sentence production, and\ndemonstrates that the structure of language itself provides\nsufficient power to generate syntactically correct sentences,\neven with no higher-level information about language provided\nto the model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language production; Computational models of\nlanguage; Corpus-based models." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6k50h3wz", "frozenauthors": [ { "first_name": "Brendan", "middle_name": "T.", "last_name": "Johns", "name_suffix": "", "institution": "University at Buffalo", "department": "" }, { "first_name": "Randall", "middle_name": "K.", "last_name": "Jamieson", "name_suffix": "", "institution": "University of Manitoba", "department": "" }, { "first_name": "Matthew", "middle_name": "J. C.", "last_name": "Crump", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Michael", "middle_name": "N.", "last_name": "Jones", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Douglas", "middle_name": "J. K.", "last_name": "Mewhort", "name_suffix": "", "institution": "Queen’s University, Kingston", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26287/galley/15923/download/" } ] }, { "pk": 26168, "title": "The Comprehension of English Garden-path Sentences byMandarin and Korean Learners of English as a Second Language", "subtitle": null, "abstract": "How the properties of a first language (Mandarin, Korean)influence the comprehension of sentences in a secondlanguage (English) was investigated in a series of self-pacedreading time studies. Native Mandarin- and Korean-speakinglearners of English were compared with native Englishspeakers on how they resolved a temporary ambiguity aboutthe relationship between a verb and the noun following it in asentence (e.g., The club members understood [that] thebylaws would be applied to everyone.). Frequency biases ofverbs’ subcategorization structure (direct-object-bias vs.sentential-complement-bias) was manipulated in Experiment1. Results showed that L1-Mandarin learners of L2-Englishwere able to use both the verb bias and the complementizercue, and their usage of these cues was not modulated byproficiency. L1-Mandarin learners’ use of the verb bias cuecontrasts with previously reported findings with L1-Koreanlearners of L2-English, who showed sensitivity to verb biasonly in higher proficiency learners (Lee, Lu, & Garnsey,2013). The difference between L1-Mandarin and L1-Koreanlearners suggests that L1 word order (Mandarin & English,SVO; Korean SOV) influences how quickly L2 learners learnword-order-dependent cues about structures in the L2.Experiment 2 added plausibility manipulation (e.g., The clubmembers understood the bylaws/the pool...). Neither thenative speakers or the L2 groups (L1-Mandarin L2-English &L1-Korean L2-English) used plausibility to disambiguatesentences, challenging the claims that L2 learners rely moreheavily on plausibility than syntactic cues during sentenceprocessing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "verb bias; plausibility; garden-path sentences" }, { "word": "L2sentence processing" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/58x1t7v6", "frozenauthors": [ { "first_name": "Zhiying", "middle_name": "", "last_name": "Qian", "name_suffix": "", "institution": "University of Illinois", "department": "" }, { "first_name": "Eun-Kyung", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "Yonsei University", "department": "" }, { "first_name": "Dora", "middle_name": "Hsin-Yi", "last_name": "Lu", "name_suffix": "", "institution": "National Taipei University", "department": "" }, { "first_name": "Susan", "middle_name": "M.", "last_name": "Garnsey", "name_suffix": "", "institution": "University of Illinois", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26168/galley/15804/download/" } ] }, { "pk": 26737, "title": "The Concept of Transcendent God and the Emergence of Cognitive Level D in theFour-Level-Cognitive-Development Theory", "subtitle": null, "abstract": "The author addresses the emergence of cognitive level D in the Four-Level-Cognitive-Development Theory(FLCDT). He argues that the concept of transcendent God, ‘Maker of Heaven and Earth and of all things visible and invis-ible’ was an important factor for that. The problem of God’s qualities and the view of numbers in medieval Christian andArabic philosophy are examined as some arguments for the key point of this paper.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9c37s30w", "frozenauthors": [ { "first_name": "Vladimir", "middle_name": "", "last_name": "Glebkin", "name_suffix": "", "institution": "RANEPA", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26737/galley/16373/download/" } ] }, { "pk": 26618, "title": "The construction of function representations", "subtitle": null, "abstract": "Whether learning how pressing on the gas pedal of rental car will affect its acceleration or learning how changingthe volume of speakers affects the perceived loudness of the sound they produce, humans can quickly learn functions from afew examples. Recent hybrid models (Lucas et al., 2015) combine the structure of rule-based models with the flexibility ofsimilarity-based models by exploiting the equivalence of Bayesian linear regression and Gaussian processes. We expand onthese models by taking advantage of the compositional nature of Gaussian processes and imposing a generative grammar overa set of base components in order to build the structured but diverse hypothesis spaces that appear to be represented by people.Subsequent testing will compare this model’s ability to reproduce people’s learning difficulty rankings of different functions,extrapolation results, and representations of multiple overlapping functions to that of other hybrid models.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8gk7r06m", "frozenauthors": [ { "first_name": "Brian", "middle_name": "", "last_name": "Montambault", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Lucas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Joseph", "middle_name": "", "last_name": "Austerweil", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26618/galley/16254/download/" } ] }, { "pk": 36026, "title": "The Creative Teacher: Learning From Psychology and Art Education to Develop Our Creative Processes in Teaching English to Speakers of Other Languages", "subtitle": null, "abstract": "This article explores the teaching of English to speakers of other languages as an art, and as such, how teachers can engage in\nthe creative process to develop their own teaching and encourage students to gain more meaningful and effective language\nskills. Drawing on the work of psychologists, art educators, and\ncreative pedagogy, the writer details four stages in the creative\nprocess (Wallas, 1926/2014) and eight habits (Hetland, Winner,\nVeenema, & Sheridan, 2013) to practice within those stages to\nhelp all teachers identify, evaluate, and develop their creativity.\nA grammar lesson from the writer’s work as an ESL instructor in\nreading/writing for graduate students in art and design is used to\nexemplify how we can all become more creative and successful\nfacilitators of language learning.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Creativity in Language Teaching", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9304h1sz", "frozenauthors": [ { "first_name": "Susannah", "middle_name": "", "last_name": "Schoff", "name_suffix": "", "institution": "Academy of Art University, San Francisco", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36026/galley/26878/download/" } ] }, { "pk": 26069, "title": "The cultural evolution of cognition", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive evolution; culture; language; materiali-ty; conceptual tools." } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2z47d9ws", "frozenauthors": [ { "first_name": "Sieghard", "middle_name": "", "last_name": "Beller", "name_suffix": "", "institution": "University of Bergen", "department": "" }, { "first_name": "Christine", "middle_name": "A.", "last_name": "Caldwell", "name_suffix": "", "institution": "University of Stirling", "department": "" }, { "first_name": "Morten", "middle_name": "H.", "last_name": "Christiansen", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Karenleigh", "middle_name": "A.", "last_name": "Overmann", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Bender", "name_suffix": "", "institution": "University of Bergen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26069/galley/15705/download/" } ] }, { "pk": 26504, "title": "The Description-ExperienceGap in Risky Choice Framing", "subtitle": null, "abstract": "We examined whether the classical framing effect observedwith the Asian Disease problem could be reversed when peoplemake decisions from experience. Ninety-five universitystudents were randomly allocated to one of three conditions:Description, Sampling (where the participants were allowed tosample through the outcomes presented as a pack of cards) andInteractive (where the participants were invited to spread outall possible outcomes in a sample) and made three gain-framedchoices and three loss-framed choices, with two filler tasksafter the first three choices. The results revealed a significantinteraction effect between framing and choice condition. In theDescription choice condition, participants were more risk-seeking with loss-framed problems. This pattern was reversedin the Sampling choice condition where participants were morerisk-seeking with gain frames. Finally, the Interactive choicecondition resulted in a classic pattern of framing effect,whereby people were more risk averse in the domain of gains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "description-experience gap; risk-taking; framingeffect; Asian disease problem; interactivity; distributedcognition." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/84s8k2dp", "frozenauthors": [ { "first_name": "Gaëlle", "middle_name": "", "last_name": "Vallée-Tourangeau", "name_suffix": "", "institution": "Kingston University London", "department": "" }, { "first_name": "Frédéric", "middle_name": "", "last_name": "Vallée-Tourangeau", "name_suffix": "", "institution": "Kingston University London", "department": "" }, { "first_name": "Madhuri", "middle_name": "", "last_name": "Ramasubramanian", "name_suffix": "", "institution": "University of Madras", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26504/galley/16140/download/" } ] }, { "pk": 26329, "title": "The Determinants of Knowability", "subtitle": null, "abstract": "Many propositions are not known to be true or false, andmany phenomena are not understood. What determineswhat propositions and phenomena are perceived asknowable or unknowable? We tested whether factorsrelated to scientific methodology (a proposition’sreducibility and falsifiability), its intrinsic metaphysics (themateriality of the phenomena and its scope ofapplicability), and its relation to other knowledge (itscentrality to one’s other beliefs and values) influenceknowability. Across a wide range of naturalistic scientificand pseudoscientific phenomena (Studies 1 and 2), as wellas artificial stimuli (Study 3), we found that reducibilityand falsifiability have strong direct effects on knowability,that materiality and scope have strong indirect effects (viareducibility and falsifiability), and that belief and valuecentrality have inconsistent and weak effects onknowability. We conclude that people evaluate theknowability of propositions consistently with principlesproposed by epistemologists and practicing scientists.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Lay epistemology; folk science; experimentalphilosophy; psychology of religion." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8mw0c90j", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "G. B.", "last_name": "Johnson", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Kristen", "middle_name": "J.", "last_name": "Kim", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Frank", "middle_name": "C.", "last_name": "Keil", "name_suffix": "", "institution": "Yale Universit", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26329/galley/15965/download/" } ] }, { "pk": 26311, "title": "The Developmental Trajectory of Children's Statistical Learning Abilities", "subtitle": null, "abstract": "Infants, children and adults are capable of implicitly\nextracting regularities from their environment through\nstatistical learning (SL). SL is present from early infancy and\nfound across tasks and modalities, raising questions about the\ndomain generality of SL. However, little is known about its’\ndevelopmental trajectory: Is SL fully developed capacity in\ninfancy, or does it improve with age, like other cognitive\nskills? While SL is well established in infants and adults, only\nfew studies have looked at SL across development with\nconflicting results: some find age-related improvements while\nothers do not. Importantly, despite its postulated role in\nlanguage learning, no study has examined the developmental\ntrajectory of auditory SL throughout childhood. Here, we\nconduct a large-scale study of children's auditory SL across a\nwide age-range (5-12y, N=115). Results show that auditory\nSL does not change much across development. We discuss\nimplications for modality-based differences in SL and for its\nrole in language acquisition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "statistical learning; developmental differences" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1bh7r95f", "frozenauthors": [ { "first_name": "Limor", "middle_name": "", "last_name": "Raviv", "name_suffix": "", "institution": "Hebrew University", "department": "" }, { "first_name": "Inbal", "middle_name": "", "last_name": "Arnon", "name_suffix": "", "institution": "Hebrew University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26311/galley/15947/download/" } ] }, { "pk": 26419, "title": "The development of heuristics in children: Base-rate neglect and representativeness", "subtitle": null, "abstract": "This paper examines the development of therepresentativeness heuristic in early childhood. Using a novelparadigm, we investigated 3- to 6-year-old children’s abilityto use base-rate and individuating information in theirpredictive inferences. In Experiment 1, we presented childrenwith base-rate and individuating information separately to testtheir ability to use each independently. In Experiment 2, wepresented children with base-rate and individuatinginformation together. Two critical trial types were used, onein which the base-rate information and individuatinginformation pointed to the same response and one in whichthe base-rate and individuating information pointed toconflicting responses. Results suggest that children progressto adult-like heuristic-based responding at 6 years of age.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision making" }, { "word": "base-rate neglect" }, { "word": "Heuristics" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/57q5v3vx", "frozenauthors": [ { "first_name": "Samantha", "middle_name": "", "last_name": "Gualtieri", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Denison", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26419/galley/16055/download/" } ] }, { "pk": 26648, "title": "The Development of Intuitions about the Controllability of Thoughts, Emotions,and Behavior", "subtitle": null, "abstract": "From early in development children show impressive knowledge about mental states such as beliefs and desires.However, less is known about the development of knowledge about more sophisticated aspects of mental activity, including theadult intuition that the mind is an independent agent over which we have some but not total control. This project explored 8- to11-year-olds’ (n = 46) and adults’ (n = 48) beliefs about the extent to which thoughts, emotions, and behaviors are controllable.Results indicated that both children and adults viewed thoughts and emotions (in contrast to behavior) as relatively involuntary.Children and adults also generally rejected the notion that mental activities and behaviors are chronic. However, while adultswere skeptical about whether people can stop their own thoughts, emotions, and behavior, children fully endorsed this typeof control. Overall, data suggest that intuitions about the controllability of mental activities continue to mature throughoutchildhood.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5fb2m6v7", "frozenauthors": [ { "first_name": "Brittany", "middle_name": "", "last_name": "Klimek", "name_suffix": "", "institution": "Lehigh University", "department": "" }, { "first_name": "Amanda", "middle_name": "", "last_name": "Brandone", "name_suffix": "", "institution": "Lehigh University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26648/galley/16284/download/" } ] }, { "pk": 26536, "title": "The distorting effect of deciding to stop sampling", "subtitle": null, "abstract": "usually collect information to serve specific goals andoften end up with samples that are unrepresentative of the un-derlying population. This can introduce biases on later judg-ments that generalize from these samples. Here we show thatgoals influence not only what information we collect, but alsowhen we decide to terminate search. Using an optimal stop-ping analysis, we demonstrate that even when learners have nocontrol over the content of a sample (i.e., natural sampling),the simple decision of when to stop sampling can yield sampledistributions that are non-representative and could potentiallybias future decision making. We test the prediction of thesetheoretical analyses with two behavioral experiments", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "information search; stopping rules; sampling;decision-making" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1255g3gs", "frozenauthors": [ { "first_name": "Anna", "middle_name": "", "last_name": "Coenen", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Todd", "middle_name": "", "last_name": "Gureckis", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26536/galley/16172/download/" } ] }, { "pk": 26663, "title": "The Effect of Book Design on Beginning Readers’ Attention Allocation", "subtitle": null, "abstract": "Books for beginning readers typically intermix text and pictures in close proximity. The proximity of difficult-to-decode text to pictures may induce competition between these sources of information. As a result, children may frequently shiftgaze between text and pictures, which may degrade memory representations of the text and reduce comprehension. A mobileeye tracker was used to measure children’s attention allocation while reading commercially available books for beginningreaders. Preliminary evidence suggests that pictures capture young children’s (N=12, Mage=7.14 years) attention while theyare engaged in guided reading. Even when the text was short (on average 6.94 words per page), children frequently shifted theirattention between text and pictures. Per page, children made on average 2.80 alterations from text to pictures (Range: 0.93 to6.57 alterations). These findings are consistent with the hypothesis that the close proximity of text and pictures may result incompetition between these sources of information", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7s0409hn", "frozenauthors": [ { "first_name": "Karrie", "middle_name": "", "last_name": "Godwin", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26663/galley/16299/download/" } ] }, { "pk": 26611, "title": "The effect of disfluency on mind wandering during text comprehension", "subtitle": null, "abstract": "Perceptual disfluency of a text can operate as a desirable difficulty, presumably because it leads to better comprehen-sion. However, little is known about what cognitive mechanisms support this benefit. Here, we investigate whether sustainedattention, as measured by reports of mind wandering (i.e., lapses in attention) during reading, mediates the relationship be-tween disfluency and text comprehension. We manipulated the typeface (fluent: Arial; disfluent: Comic Sans) of two textson research methods. A total of 208 participants recruited online read either one of these texts, either in a fluent or disfluenttypeface, followed by a series of text level and inference level comprehension questions. We found that mind wandering wasless frequent when participants read disfluent text. Importantly, our results show that the relationship between disfluency andtext level comprehension was indirectly mediated by mind wandering, suggesting that sustained attention is one of the cognitivemechanisms by which disfluency influences comprehension.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1v04h9dr", "frozenauthors": [ { "first_name": "Myrthe", "middle_name": "", "last_name": "Faber", "name_suffix": "", "institution": "University of Notre Dame", "department": "" }, { "first_name": "Caitlin", "middle_name": "", "last_name": "Mills", "name_suffix": "", "institution": "University of Notre Dame", "department": "" }, { "first_name": "Kristopher", "middle_name": "", "last_name": "Kopp", "name_suffix": "", "institution": "University of Notre Dame", "department": "" }, { "first_name": "Sidney", "middle_name": "", "last_name": "D’mello", "name_suffix": "", "institution": "University of Notre Dame", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26611/galley/16247/download/" } ] }, { "pk": 26355, "title": "The Effect of Emotion and Induced Arousal on Numerical Processing", "subtitle": null, "abstract": "Prominent theories suggest that time and number arerepresented by a common magnitude system. However,distinct patterns of temporal and numerical processingoccur in the presence of emotional stimuli, calling intoquestion theories of a common magnitude system, whilealso unveiling questions regarding the mechanismsunderlying these temporal and numerical biases. Wetested whether numerical processing, like temporalprocessing, may be impacted by increased arousal levels,yet have a higher threshold level in order to impactestimates. If so, then induced arousal may reverse thetypical pattern of numerical underestimation in thepresence of emotions. Adults (N = 85) participated ineither a stress-induction or a control version of the task.Then, participants completed a numerical bisection task inthe presence and absence of emotional content. Increasingarousal had no impact on numerical processing, except inthe presence of happy faces, providing further evidencefor distinct processing mechanisms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "quantity processing; numerical cognition;temporal processing; emotion; stress" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6wc1q8f2", "frozenauthors": [ { "first_name": "Karina", "middle_name": "", "last_name": "Hamamouche", "name_suffix": "", "institution": "Boston College", "department": "" }, { "first_name": "Michelle", "middle_name": "", "last_name": "Hurst", "name_suffix": "", "institution": "Boston College", "department": "" }, { "first_name": "Sara", "middle_name": "", "last_name": "Cordes", "name_suffix": "", "institution": "Boston College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26355/galley/15991/download/" } ] }, { "pk": 26680, "title": "The effect of language impairment on non-symbolic exact quantity representation", "subtitle": null, "abstract": "Both English-speakers whose access to number language is artificially compromised by verbal interference and thePirah ̃a (an Amazonian tribe without exact number words) appear to rely on analog magnitude estimation for representing non-symbolic exact quantities greater than 3. Here, 10 participants with aphasia from stroke performed the same 5 counting tasksfrom these previous studies. Performance was poorest when targets were not visible during response (70% correct) and bestwhen targets were presented as subitizable groups of 2 and 3 (98% correct). Western Aphasia Battery-Revised subtest scoreswere reliably correlated with performance across counting tasks suggesting ways that both speech and naming may contributeto errors. Coefficients of variation for particular tasks, and significant correlations between target magnitude with both errorrate and size across tasks suggests use of analog magnitude estimation for verbally impaired participants. Diverse forms oflanguage impairment may contribute to errors on nonverbal counting tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1255j43c", "frozenauthors": [ { "first_name": "John", "middle_name": "", "last_name": "Verbos", "name_suffix": "", "institution": "Duquesne University", "department": "" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Wallace", "name_suffix": "", "institution": "Duquesne University", "department": "" }, { "first_name": "Alexander", "middle_name": "", "last_name": "Kranjec", "name_suffix": "", "institution": "Duquesne University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26680/galley/16316/download/" } ] }, { "pk": 26595, "title": "The effect of loss and gain expression in the riddle on insight problem solving", "subtitle": null, "abstract": "Previous studies suggested that heuristics sometimes obstructed solving particular insight problems (e.g. Knoblich,1999). Abe & Nakagawa (2008) took up the Cheater Detection Model (CDM: Cosmides, 1989) as an adaptive heuristic withinsocial environment, and suggested that it has a negative influence on the ‘missing dollar’ riddle. In this study, we examined thesame type of insight problem from a different point of view, i.e., the balance of loss and gain. We made two isomorphic riddles:in one riddle some amount of money was lost and was never found (the loss condition), and in another riddle the same amountof money was spent for additional service (the benefit condition). The percentage of correct answer was significantly higher forthe latter. The result suggested that the balance of loss and gain influenced the cognitive set of the participants. The occurrenceof loss might draw their attention on outflow of the money.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9236j2rp", "frozenauthors": [ { "first_name": "Reiko", "middle_name": "", "last_name": "Yakushijin", "name_suffix": "", "institution": "AOYAMA GAKUIN UNIVERSITY", "department": "" }, { "first_name": "Katsutochi", "middle_name": "", "last_name": "Endo", "name_suffix": "", "institution": "AOYAMA GAKUIN UNIVERSITY", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26595/galley/16231/download/" } ] }, { "pk": 26203, "title": "The effect of ”mood”: Group-based collaborative problem solving by takingdifferent perspectives", "subtitle": null, "abstract": "Collaborative problem solving based on different perspectivesis an effective strategy for constructing new knowledge anddiscoveries. It remains unclear what kind of interaction pro-cess underlies development of an abstract or integrated per-spective upon experiencing conflict with different perspectivesin a group. The present study investigates two factors in anexperimental setting: (1) groups with a single opposing per-spective (maverick) would hold an advantage over groups and(2) groups with positive moods would hold an advantage overgroups with negativity. We investigate the factors influencingperspective taking in problem-solving groups using conversa-tional agents. Results showed that (1) a single different per-spective in the group can be accepted for perspective takingcompared to several members with an opposing perspective,and (2) positive mood generated by group members facilitat-ing perspective taking compared to negative mood.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Collaborative problem solving; minority influ-ence; emotion and cognition; perspective taking; conversa-tional agents." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7669v4p4", "frozenauthors": [ { "first_name": "Yugo", "middle_name": "", "last_name": "Hayashi", "name_suffix": "", "institution": "Ritsumeikan University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26203/galley/15839/download/" } ] }, { "pk": 26705, "title": "The Effect of Varying Problem Contexts on Learning Probability Rules", "subtitle": null, "abstract": "While previous research shows that varying problem contexts generally facilitates learning (Ranzijin, 1991), it isstill unknown how much variability is ideal. Since it is often more economical for teachers to use consistent problem contexts,it is valuable to know how much variability is needed. We examined this in teaching probability. Students randomly assignedto one of three groups learned four rules with four worked examples each, differing in context variability: One group learnedfour rules with the same cover story (all examples for all rules used cards), the second group with different cover stories perrule (multiplication taught with cards, permutation, with spinners), and the third group with varying cover stories within eachrule (addition taught with cards, spinners, marbles, and dice). Learning with context varying within rules led to the greatestlearning gains from pretest to posttest. We discuss implications of these findings and underway follow-up research.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6hj2s8kp", "frozenauthors": [ { "first_name": "Tiantian", "middle_name": "", "last_name": "Jin", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "Marianna", "middle_name": "", "last_name": "Lamnina", "name_suffix": "", "institution": "Columbia University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26705/galley/16341/download/" } ] }, { "pk": 26213, "title": "The Effects of Discourse Cues on Garden-path Processing", "subtitle": null, "abstract": "We report a self-paced reading study that investigated garden-path sentences like While the boy washed {a/the} dog barkedloudly and While the man hunted {a/the} deer ran into thewoods. In such sentences, the critical noun phrase (dog, deer)tends to be misparsed as an object of the preceding verb, andhas to be re-analyzed as a subject of the following clause whenthe disambiguating verb (e.g. barked, ran) is encountered. Tobetter understand how discourse level information guides real-time processing, we build on earlier corpus work in linguisticswhich found a relationship between syntactic function andinformation status: Entities in subject position tend to bealready-mentioned (old/given) information and definite, whileentities in object position are typically new information andindefinite. We investigated whether the information status ofthe ambiguous noun influences the extent of processingdifficulty, and whether this effect also depends on the argumentstructure of the first verb. Results from self-paced readingshowed that information status matters when processing theambiguous NP after optionally transitive verbs (e.g. hunt) butnot after reflexive absolute verbs (e.g. wash). These resultssuggest that access to discourse-level representations during re-analysis of the noun phrase is modulated by verb argumentstructure", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "garden-path" }, { "word": "information status" }, { "word": "definiteness" }, { "word": "givenness" }, { "word": "verb argument structure" }, { "word": "sentence processing" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4xh8287h", "frozenauthors": [ { "first_name": "Ana", "middle_name": "", "last_name": "Besserman", "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": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26213/galley/15849/download/" } ] }, { "pk": 26402, "title": "The Effects of Gender Stereotypes for Structure Mapping in Mathematics", "subtitle": null, "abstract": "Fear of a negative stereotype about one’s performance canlead to temporary underperformance on tests; e.g. womenmay underperform on a math test when prompted to thinkabout gender. The current study extends this literature toexamine whether stereotype threat not only leads tounderperformance on tests, but also may impact reasoningand learning more broadly. We focus in particular on theeffects of stereotype threat on analogical learning, a complexreasoning process that imposes a high working memory load.In this study, we examined the effects of gender stereotypeswhen females were asked to learn by comparing themathematical concepts of combinations and permutations.Overall, participants given a threat before learning gained lessfrom the instruction, as reflected by assessments administeredimmediately after the lesson and after a 1-week delay. Thiscould lead to systematic differences in the quality of abstractrepresentational knowledge for individuals from negativelystereotyped groups.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Gender stereotype threat; analogy; comparison;mathematics education; video stimulus; working memory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1m80p2k5", "frozenauthors": [ { "first_name": "Kreshnik", "middle_name": "", "last_name": "Begolli", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Brooke", "middle_name": "", "last_name": "Herd", "name_suffix": "", "institution": "University of California, Irvine", "department": "" }, { "first_name": "Hannah", "middle_name": "", "last_name": "Sayonno", "name_suffix": "", "institution": "University of California, Irvine", "department": "" }, { "first_name": "Susanne", "middle_name": "", "last_name": "Jaeggi", "name_suffix": "", "institution": "University of California, Irvine", "department": "" }, { "first_name": "Lindsey", "middle_name": "", "last_name": "Richland", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26402/galley/16038/download/" } ] }, { "pk": 26577, "title": "The Effects of Grammatical Aspect and Visual Perspective on ImagingingAccomplishments", "subtitle": null, "abstract": "We examined how grammatical aspect and visual perspective taking (first- or third-person) influence the abilityto imagine accomplishments. Our main prediction was that it would be easier to imagine completed (I had built the fence.)than ongoing events (I was building the fence.) because accomplishments include natural temporal end points. Slow corticalbrain potentials were examined as an index of the difficulty associated with imagining. Our results showed that participantshad more difficulty imagining ongoing than completed accomplishments, and that it was easier to imagine from the third-versus first-person perspective. The ability of participants to imagine from different visual perspectives was not influencedby grammatical aspect. Participants indicated that the people in their imagined events were more vivid when they imaginedongoing versus completed accomplishments, as well as when they imagined from a third- versus first-person perspective. Asexpected, grammatical aspect influenced which temporal components of events were imagined.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8qf4k1mt", "frozenauthors": [ { "first_name": "Deanna", "middle_name": "", "last_name": "Hall", "name_suffix": "", "institution": "Wilfrid Laurier University", "department": "" }, { "first_name": "Todd", "middle_name": "", "last_name": "Ferretti", "name_suffix": "", "institution": "Wilfrid Laurier University", "department": "" }, { "first_name": "Jeffrey", "middle_name": "", "last_name": "Hong", "name_suffix": "", "institution": "Wilfrid Laurier University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26577/galley/16213/download/" } ] }, { "pk": 26068, "title": "The Emergence of Conventions", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8xj3p8xq", "frozenauthors": [ { "first_name": "Robert", "middle_name": "X. D.", "last_name": "Hawkins", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Noah", "middle_name": "D.", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Olga", "middle_name": "", "last_name": "Feher", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Robert", "middle_name": "L.", "last_name": "Goldstone", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Griffiths", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26068/galley/15704/download/" } ] }, { "pk": 26101, "title": "The Emergence of Linguistic Consciousness and the ‘hard problem’", "subtitle": null, "abstract": "Ray Jackendoff (2007) claims that most work on consciousness deals “almost exclusively with visualexperience” and suggests to focus more on linguistic awareness. Jackendoff proposes that phonologicalability – to divide utterances into words and syllables – is at the core of linguistic consciousness. Thisaccount can be supplemented by empirical research on language acquisition. Focusing on the step-by-stepemergence of linguistic consciousness in infancy can offer new and potentially fruitful angles forinvestigating states of consciousness. In addition computational models of word segmentation andpossible implications for linguistic consciousness are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9zn4p150", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26101/galley/15737/download/" } ] }, { "pk": 26152, "title": "The face-space duality hypothesis: a computational model", "subtitle": null, "abstract": "Valentine’s face-space suggests that faces are represented in apsychological multidimensional space according to their per-ceived properties. However, the proposed framework was ini-tially designed as an account of invariant facial features only,and explanations for dynamic features representation were ne-glected. In this paper we propose, develop and evaluate a com-putational model for a twofold structure of the face-space, ableto unify both identity and expression representations in a singleimplemented model. To capture both invariant and dynamicfacial features we introduce the face-space duality hypothesisand subsequently validate it through a mathematical presen-tation using a general approach to dimensionality reduction.Two experiments with real facial images show that the pro-posed face-space: (1) supports both identity and expressionrecognition, and (2) has a twofold structure anticipated by ourformal argument.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "face perception; face processing; face-space; du-ality hypothesis; dimensionality reduction" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/49t3p1zp", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "", "last_name": "Vitale", "name_suffix": "", "institution": "University of Technology, Sydney", "department": "" }, { "first_name": "Mary-Anne", "middle_name": "", "last_name": "Williams", "name_suffix": "", "institution": "University of Technology, Sydney", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Johnston", "name_suffix": "", "institution": "University of Technology, Sydney", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26152/galley/15788/download/" } ] }, { "pk": 26237, "title": "The Illusion of Explanatory Depth in a Misunderstood Field:The IOED in Mental Disorders", "subtitle": null, "abstract": "Humans fail to understand the world around them and alsofail to recognize this lack of understanding. The illusion ofexplanatory depth (IOED) exemplifies these failures: peoplebelieve they understand the world more deeply than theyactually do and only realize that this belief is an illusion whenthey attempt to explain elements of the world. An unexploredfactor of the IOED is how people may become overconfidentby confusing their own understanding with others’understanding. In two experiments, we examine the IOED inmental disorders, a domain where society has a limitedunderstanding. In Experiment 1, we demonstrate that peopledisplay an IOED for mental disorders as well as devices, butthat it is smaller for mental disorders. In Experiment 2, weshow that exposing the IOED is specifically linked togenerating an explanation, rather than more generallythinking about a phenomenon.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "illusion of explanatory depth; domaindifferences; explanation" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5b65181x", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "S.", "last_name": "Zeveney", "name_suffix": "", "institution": "Lehigh University", "department": "" }, { "first_name": "Jessecae", "middle_name": "K.", "last_name": "Marsh", "name_suffix": "", "institution": "Lehigh University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26237/galley/15873/download/" } ] }, { "pk": 26140, "title": "The impact of biased hypothesis generation on self-directed learning", "subtitle": null, "abstract": "Self-directed learning confers a number of advantages relativeto passive observation, including the ability to test hypothe-ses rather than learn from data generated by the environment.However, it remains unclear to what extent self-directed learn-ing is constrained by basic cognitive processes and how thoselimits are related to the structure of the to-be-learned material.The present study examined how hypothesis generation af-fects the success of self-directed learning of categorical rules.Two experiments manipulated the hypothesis generation pro-cess and assessed its impact on the ability to learn 1D and 2Drules. Performance was strongly influenced by whether thestimulus representation facilitated the generation of hypothe-ses consistent with the target rule. Broadly speaking, the find-ings suggest that the opportunity to actively gather informa-tion is not enough to guarantee successful learning, and thatthe efficacy of self-directed learning closely depends on howhypothesis generation is shaped by the structure of the learn-ing environment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "self-directed learning" }, { "word": "category learning" }, { "word": "activelearning" }, { "word": "information search" }, { "word": "hypothesis generation" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0bw050s2", "frozenauthors": [ { "first_name": "Doug", "middle_name": "", "last_name": "Markant", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26140/galley/15776/download/" } ] }, { "pk": 26533, "title": "The Impact of Granularity on the Effectiveness of Students’ Pedagogical Decision", "subtitle": null, "abstract": "In this study we explored the impact of student versus tutorpedagogical decision-making on learning. More specifically,we examined what would happen if we let students decidehow to handle the next task: to view it as a worked exam-ple or to solve it as a problem solving. We examined this im-pact at two levels of task granularity: problem vs. step. This2 × 2 study was conducted on an existing Intelligent TutoringSystem (ITS) called Pyrenees. 279 students were randomlyassigned to four conditions and the domain content and re-quired steps were strictly controlled to be equivalent acrossfour conditions: all students used the same system, followedthe same general procedure, studied the same training materi-als, and worked through the same training problems. The onlysubstantive differences among the four conditions were deci-sion agency {Student vs. Tutor} and granularity {Problem vs.Step}. That is: who decided to present an example or to solvea problem; and was the decision made problem-by-problem orstep-by-step? Our results showed that there was a significantinteraction effect between decision agency and granularity onstudent learning and a significant main effect of granularity ontime on training. That is, step level decisions can be more ef-fective than problem level decisions but the students were morelikely to make effective pedagogical decisions at problem levelthan step level. In general, on both problem and step levels, thestudents were significantly more likely to decide to do problemsolving rather than study it as a worked example.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "pedagogical policy" }, { "word": "student-centered learning" }, { "word": "problem solving" }, { "word": "faded worked example" }, { "word": "granularity" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5d9850z5", "frozenauthors": [ { "first_name": "Guojing", "middle_name": "", "last_name": "Zhou", "name_suffix": "", "institution": "North Carolina State University", "department": "" }, { "first_name": "Collin", "middle_name": "", "last_name": "Lynch", "name_suffix": "", "institution": "North Carolina State University", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Price", "name_suffix": "", "institution": "North Carolina State University", "department": "" }, { "first_name": "Tiffany", "middle_name": "", "last_name": "Barnes", "name_suffix": "", "institution": "North Carolina State University", "department": "" }, { "first_name": "Min", "middle_name": "", "last_name": "Chi", "name_suffix": "", "institution": "North Carolina State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26533/galley/16169/download/" } ] }, { "pk": 26204, "title": "The Impact of Interactivity on Simulation-Based Science Inquiry\nwith Variable-Setting Controls", "subtitle": null, "abstract": "The current study investigated how interactivity of simulation\ncontrols affects data collection in science inquiry. A\nchemistry simulation was designed to allow either low or high\ninteractivity in setting experimental variables. Adult\nparticipants were randomly assigned to one of the\ninteractivity conditions and solved a series of assessment\nitems. The results from the first item indicated that the highly\ninteractive controls posed challenges in conducting a\nthorough investigation. Performance in the last item which is\na repetition of the first item suggested that the participants\nwere able to overcome the initial challenges over the course\nof their investigations. The results provide implications for\ndesigning educational simulations for learning and\nassessment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "interactivity; simulation; science inquiry;\neducation; assessment" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/16r5998c", "frozenauthors": [ { "first_name": "Jung", "middle_name": "Aa", "last_name": "Moon", "name_suffix": "", "institution": "Educational Testing Service\nPrinceton", "department": "" }, { "first_name": "Michelle", "middle_name": "", "last_name": "LaMar", "name_suffix": "", "institution": "Educational Testing Service\nSan Francisco", "department": "" }, { "first_name": "Carol", "middle_name": "M.", "last_name": "Forsyth", "name_suffix": "", "institution": "Educational Testing Service\nSan Francisco", "department": "" }, { "first_name": "Madeleine", "middle_name": "", "last_name": "Keehner", "name_suffix": "", "institution": "Educational Testing Service\nSan Francisco", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26204/galley/15840/download/" } ] }, { "pk": 26422, "title": "The Influence of Group Interaction on Creativity in Engineering Design", "subtitle": null, "abstract": "Group work is frequently part of idea generation, despite\nevidence that group interaction may reduce productivity during\nbrainstorming sessions. Idea quantity is one aspect of\ncreativity, but the originality of ideas generated is also\nimportant. In this paper, we examine how different aspects of\ngroup interaction, such as who makes the most contributions to\nan idea and the number of group members contribute to an idea,\nimpact the originality of concepts generated by engineering\nstudents. We found that the most original concepts were\nproduced when the concept originator was the top contributor\nto the design, and when the majority of group members\ncontributed to the concept, particularly among senior students.\nThese results are discussed in relation to previous work and\nsuggestions are made for future research that assesses the\ninteraction between design fixation and group processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "creativity; group processes; engineering" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2rr780d3", "frozenauthors": [ { "first_name": "Trina", "middle_name": "C.", "last_name": "Kershaw", "name_suffix": "", "institution": "University of Massachusetts Dartmouth", "department": "" }, { "first_name": "Rebecca", "middle_name": "L.", "last_name": "Peterson", "name_suffix": "", "institution": "University of Massachusetts Dartmouth", "department": "" }, { "first_name": "Sankha", "middle_name": "", "last_name": "Bhowmick", "name_suffix": "", "institution": "University of Massachusetts Dartmouth", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26422/galley/16058/download/" } ] }, { "pk": 26383, "title": "The Influence of Language-specific Auditory Cues on the Learnability of\nCenter-embedded Recursion", "subtitle": null, "abstract": "The learnability of center-embedded recursive structures has\nattracted much attention (Corballis, 2007; Friederici, 2004;\nRey, Perruchet, & Fagot, 2012). However, most of the\nprevious studies adopted the artificial grammar learning\nparadigm (Reber, 1967) and did not apply natural language\nstimuli. Rather, they applied synthetic meaningless training\nmaterials, which hardly represent the richness and complexity\nof natural language. Accordingly, in the current study, we\nattempt to tighten the link between artificial language learning\nand natural language acquisition in the auditory modality, by\nenriching our learning environment with phonological cues\nthat occur in natural, spoken information; in particular,\nChinese tones. In a grammaticality judgment task, we\nexamined the syntactical processing by participants from\ndifferent language backgrounds. Through the cross-language\ncomparison between Chinese and Dutch native speakers, we\naim to test the influence of language-specific phonological\ncues on processing complex linguistic structures. The results\nshowed that tones had a more beneficial learning effect for\nChinese than for Dutch participants. In other words, when\nparticipants learned a new language, they were likely to bring\ntheir own language routines implicitly from the familiar\nnative language into processing the unfamiliar one.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Phonological cues; Language-specific; Artificial\nlanguage; Syntactical processing; Auditory modality" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/04z4m945", "frozenauthors": [ { "first_name": "Jun", "middle_name": "", "last_name": "Lai", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Chiara", "middle_name": "", "last_name": "de Jong", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Dingguo", "middle_name": "", "last_name": "Gao", "name_suffix": "", "institution": "Sun Yat-sen University", "department": "" }, { "first_name": "Ren", "middle_name": "", "last_name": "Huang", "name_suffix": "", "institution": "Sun Yat-sen University", "department": "" }, { "first_name": "Emiel", "middle_name": "", "last_name": "Krahmer", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Jan", "middle_name": "", "last_name": "Sprenger", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26383/galley/16019/download/" } ] }, { "pk": 26267, "title": "The Influence of Religious Beliefs on False Memory of Fabricated Events", "subtitle": null, "abstract": "Previous research has indicated that memories can be\nmodified in conjunction with one’s attitudes, in particular,\npolitical beliefs. The current study extended this finding by\nfocusing on the relationship between differing religious\nbeliefs and false memories for news events. We predicted\nthat religious people would be more inclined to remember\nfabricated news events positively depicting religion and\nless likely to remember events negatively depicting religion\ncompared to non-religious people. Opposite effects were\npredicted for events depicting atheism. In contrast, we\nfound that religious people were more likely to falsely\nremember both events depicting religion positively and\nnegatively compared to non-religious individuals.\nHowever, the extent to which individuals felt positively\nabout the events interacted with religious beliefs to predict\nreported false memories. Religious individuals were more\nlikely to remember events if they felt positively about them\nwhereas atheists were more likely to remember events if\nthey felt negatively about them", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "religiosity; false memory; beliefs" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0nd3t1kn", "frozenauthors": [ { "first_name": "Ellen", "middle_name": "", "last_name": "Searle", "name_suffix": "", "institution": "Oakland University", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Vonk", "name_suffix": "", "institution": "Oakland University", "department": "" }, { "first_name": "Brock", "middle_name": "", "last_name": "Brothers", "name_suffix": "", "institution": "Oakland University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26267/galley/15903/download/" } ] }, { "pk": 26110, "title": "The Influence of Reputation Concerns and Social Biases on Children’s SharingBehavior", "subtitle": null, "abstract": "The present research builds on prior work on the social-contextualnature of children’s generosity by systematically examining bothobserver effects and whether the recipient is an in-group or out-group member. Although previous research has examined thesefactors independently, no study to date has examined them inconjunction. We also extend prior research by including bothmeasures of sharing behavior and children’s evaluations of sharingscenarios, and by investigating a larger sample (N=164) with abroader age range than is typical of prior research (5- to 9-year-olds). We found that, across the entire age range tested, childrenwere generous when observed and gave more to in-group membersthan out-group members, and that there was no interaction betweenthese effects. We also found that children’s own sharing behaviorpredicted their evaluations of sharing scenarios, with childrenrating in-group sharing as \"nicer\" than out-group sharing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "sharing; prosocial behavior; in-group/out-group;reputation concerns; observer effects" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9fr3m0j5", "frozenauthors": [ { "first_name": "Haleh", "middle_name": "", "last_name": "Yazdi", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Barner", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Gail", "middle_name": "D.", "last_name": "Heyman", "name_suffix": "", "institution": "University of California San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26110/galley/15746/download/" } ] }, { "pk": 26685, "title": "The influence of temporal order on the recognition of causal relations", "subtitle": null, "abstract": "Fenker, Waldmann, & Holyoak (2005) found that participants are faster to recognize a causal relation between wordspresented in predictive (cause first) than in diagnostic order (effect first). We extended these findings to a comparison of abstractand concrete word pairs. Causality may play a more prominent role in abstract concept relations. Given that causally relatedabstract concepts are not always observable, they may often involve diagnostic reasoning (e.g. inferring motives). Across twoexperiments, participants made timed judgments of whether abstract and concrete word pairs of equal bidirectional associativestrength were causally related. Items were presented in blocks comprising pairs in either predictive or diagnostic order. Reactiontimes were significantly lower for predictive order compared to diagnostic. This was not moderated by abstractness, but therewas a slightly greater effect for concrete pairs. These data indicate that causal relations are likely stored in memory for bothabstract and concrete concepts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4gh994xh", "frozenauthors": [ { "first_name": "Jane", "middle_name": "", "last_name": "Neal", "name_suffix": "", "institution": "Northern Illinois University", "department": "" }, { "first_name": "Katja", "middle_name": "", "last_name": "Wiemer", "name_suffix": "", "institution": "Northern Illinois University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26685/galley/16321/download/" } ] }, { "pk": 26451, "title": "The Interaction of Memory and Attention in Novel Word Generalization:A Computational Investigation", "subtitle": null, "abstract": "People exhibit a tendency to generalize a novel noun to thebasic-level of a hierarchical taxonomy – a cognitively salientcategory such as “dog” – with the degree of generalization de-pending on the number and type of exemplars. Recently, achange in the presentation timing of exemplars has also beenshown to have an effect, surprisingly reversing the prior ob-served pattern of basic-level generalization. We explore theprecise mechanisms that could lead to such behavior by ex-tending a computational model of word learning and word gen-eralization to integrate cognitive processes of memory and at-tention. Our results show that the interaction of forgetting andattention to novelty, as well as sensitivity to both type and to-ken frequencies of exemplars, enables the model to replicatethe empirical results from different presentation timings. Ourresults reinforce the need to incorporate general cognitive pro-cesses within word learning models to better understand therange of observed behaviors in vocabulary acquisition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "novel word generalization; word learning; compu-tational modeling" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6gg364g9", "frozenauthors": [ { "first_name": "Erin", "middle_name": "", "last_name": "Grant", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Aida", "middle_name": "", "last_name": "Nematzadeh", "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": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26451/galley/16087/download/" } ] }, { "pk": 26473, "title": "The mismeasurement of mind:How neuropsychological testing creates a false picture of cognitive aging", "subtitle": null, "abstract": "Age-related declines in scores on neuropsychological tests arewidely believed to reveal that human cognitive capacitiesdecline across the lifespan. In a computational simulation, weshow how the behavioral patterns observed in PairedAssociate Learning (PAL), a particularly sensitive measure ofage-related performance change (Rabbitt & Lowe, 2000), arepredicted by the models used to formalize associative learningprocesses in other areas of behavioral and neuroscientificresearch. The simulation further predicts that manipulatinglanguage exposure will reproduce the experience-relatedperformance differences erroneously attributed to age-relateddecline in age-matched adults. Consistent with this, olderbilinguals outperformed native speakers in a German PALtest, an advantage that increased with age. These analyses andresults show that age-related PAL performance changesreflect the predictable effects of learning on the associabilityof test items, and indicate that failing to control for theseeffects is distorting our understanding of cognitive and braindevelopment in adulthood.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "aging" }, { "word": "learning" }, { "word": "cognitive modeling" }, { "word": "bilingualism" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/27p2z8r9", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Ramscar", "name_suffix": "", "institution": "Universität Tübingen", "department": "" }, { "first_name": "Ching", "middle_name": "Chu", "last_name": "Sun", "name_suffix": "", "institution": "Universität Tübingen", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Hendrix", "name_suffix": "", "institution": "Universität Tübingen", "department": "" }, { "first_name": "Harald", "middle_name": "", "last_name": "Baayen", "name_suffix": "", "institution": "Universität Tübingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26473/galley/16109/download/" } ] }, { "pk": 26405, "title": "The Naïve Utility Calculus unifies spatial and statistical routes to preference", "subtitle": null, "abstract": "Humans can seamlessly infer what other people like, based onwhat they do. Broadly, two types of accounts have beenproposed to explain different aspects of this ability. A firstaccount focuses on inferences from spatial information:agents choose and move towards things they like. A secondaccount focuses on inferences from statistical information:uncommon choices reveal preferences more clearly comparedto common choices. Here we argue that these two kinds ofinferences can be explained by the assumption that agentsmaximize utilities. We test this idea in a task where adultparticipants infer an agent’s preferences using a combinationof spatial and statistical information. We show that our modelpredicts human answers with higher accuracy than a set ofplausible alternative models.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Computational modeling; Naïve Utility Calculus;Theory of mind; Social cognition." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4240s63s", "frozenauthors": [ { "first_name": "Julian", "middle_name": "", "last_name": "Jara-Ettinger", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Felix", "middle_name": "", "last_name": "Sun", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "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": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26405/galley/16041/download/" } ] }, { "pk": 26715, "title": "The Neurorobotics Platform of the Human Brain Project", "subtitle": null, "abstract": "The aim of the neurorobotics platform of the Human Brain Project (HBP) is to offer scientists from various fieldsa software and hardware infrastructure that allows them to connect brain models to detailed simulations of robot bodies andenvironments. In the ramp-up phase of the HBP a first version of this platform has been developed, which allows researchersto design and run simple experiments in cognitive neuroscience using simulated robots and simulated environments linkedto simplified versions of HBP brain models. The developed tools, i.e., various designers, simulation engines and simulationviewers, allow researchers to operate robots remotely, to repeat in-silico experiments and to visualize the behavior of the robotsin real-time. Together with five other ICT platforms developed in the HBP, these technologies will also enable the developmentof brain-inspired computing systems. The first version of this platform has been released March 2016 and is described in thiscontribution.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2vd0n8rg", "frozenauthors": [ { "first_name": "Florian", "middle_name": "", "last_name": "Roehrbein", "name_suffix": "", "institution": "Technical University of Munich", "department": "" }, { "first_name": "Marc-Oliver", "middle_name": "", "last_name": "Gewaltig", "name_suffix": "", "institution": "Ecole Polytechnique F ́ed ́erale de Lausanne", "department": "" }, { "first_name": "Cecilia", "middle_name": "", "last_name": "Laschi", "name_suffix": "", "institution": "Scuola Superiore Sant’ Anna", "department": "" }, { "first_name": "Gudrun", "middle_name": "", "last_name": "Klinker", "name_suffix": "", "institution": "Technical University of Munich", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Levi", "name_suffix": "", "institution": "Forschungszentrum Informatik", "department": "" }, { "first_name": "Alois", "middle_name": "", "last_name": "Knoll", "name_suffix": "", "institution": "Technical University of Munich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26715/galley/16351/download/" } ] }, { "pk": 26713, "title": "The ON/IN scale of semantic extensions of adpositions: testing through artificiallanguage learning", "subtitle": null, "abstract": "Cross-linguistically, the semantic extensions of certain adpositions obey an implicational scale, ranging from thesituation class of prototypical ON (support from below) to prototypical IN (full containment) (Bowerman & Pederson 1992,Levinson & Meira 2003, Feist 2008). However, the nature of this phenomenon remains unresolved. Two general accounts arepossible: 1) the patterned output is the simply the result of diachronic factors and speakers learn which extensions go with eachadposition without any particular analysis, or 2) there may be some online psychological reality to the scale.Language learning may be a fruitful domain to test this second account. Using an artificial language learning paradigm,subjects are trained on alternative forms paired with scenes representing some situation classes on the scale. In testing, theygeneralize the use of these forms to novel classes. Preliminary findings suggest a generalization of forms to uses in waysconsistent with a psychological representation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4vt938st", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "", "last_name": "Stave", "name_suffix": "", "institution": "University of Oregon", "department": "" }, { "first_name": "Eric", "middle_name": "", "last_name": "Pederson", "name_suffix": "", "institution": "University of Oregon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26713/galley/16349/download/" } ] }, { "pk": 26484, "title": "The paradox of relational development: Could language learning be (temporarily)\nharmful?", "subtitle": null, "abstract": "Recent studies report a striking decline in children’s ability to\nnotice same-different relations around age 3 (Walker et al.,\n2015). We propose that such a decline results from an object\nfocus related to children’s avid noun-learning. To test this, we\nexamine children’s performance on a classic relational task –\nthe relational match-to-sample task (RMTS). Prior work has\nshown that 4-year-olds can pass this task (Christie & Gentner,\n2014). However, if nominal language induces an object focus,\ntheir performance should be disrupted by a noun-labeling\npretask. In two experiments, 4-year-olds either labeled objects\nor actions in a naming pretask. Then they completed the\nRMTS task. Consistent with the noun-focus explanation, the\nobject-naming group failed the RMTS task, whereas the\naction-naming group and a control group both succeeded.\nThis suggests that nominal language can lead to an object\nfocus, and that this could explain the temporary decline in\nchildren’s relational processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Development" }, { "word": "relational processing" }, { "word": "learning" }, { "word": "Language" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3wx9j64b", "frozenauthors": [ { "first_name": "Christian", "middle_name": "", "last_name": "Hoyos", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Ruxue", "middle_name": "", "last_name": "Shao", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26484/galley/16120/download/" } ] }, { "pk": 26418, "title": "The Permeability of Fictional Worlds", "subtitle": null, "abstract": "Real people sometimes appear in fiction, for example,Napoleon in War and Peace. Readers may also believe that aperson who never actually appears in a novel couldpotentially appear there. In two experiments, we find evidencethat readers think that a real person could appear in specificnovels and physically interact with a character. This effect ismagnified when the person and character share spatial andtemporal elements of their setting.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "fictional worlds; world knowledge; novels" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4906z4cb", "frozenauthors": [ { "first_name": "Meghan", "middle_name": "M.", "last_name": "Salomon", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Lance", "middle_name": "J.", "last_name": "Rips", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26418/galley/16054/download/" } ] }, { "pk": 26416, "title": "The Plausible Impossible: Causal Constraints on Magical Reasoning", "subtitle": null, "abstract": "A common intuition, often captured in fiction, is that some\nimpossible events (e.g., levitating a stone) are “more\nimpossible” than others (e.g., levitating a feather). We\ninvestigated the source of this intuition, hypothesizing that\ngraded notions of impossibility arise from explanatory\nconsiderations logically precluded by the violation at hand but\nstill taken into account. Studies 1-2 involved college\nundergraduates (n = 192), and Study 3 involved preschool-aged\nchildren (n = 32). In Study 1, participants saw pairs of magical\nevents (spells) that violated one of 18 causal principles—six\nphysical, six biological, and six psychological—and were\nasked to indicate which spell would be more difficult to learn.\nBoth spells violated the same causal principle but differed in\ntheir relation to a subsidiary principle. Participants’ judgments\nof spell difficulty honored the subsidiary principle, even when\nparticipants were given the option of judging the two spells\nequally difficult. Study 2 replicated the effects of Study 1 with\nLikert-type ratings, and Study 3 replicated those effects in\nchildren. Taken together, these findings suggest that events that\ndefy causal explanation are interpreted in terms of explanatory\nconsiderations that hold in the absence of such violations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal inference" }, { "word": "explanation" }, { "word": "imagination" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/109644g6", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "", "last_name": "Shtulman", "name_suffix": "", "institution": "Occidental College", "department": "" }, { "first_name": "Caitlin", "middle_name": "", "last_name": "Morgan", "name_suffix": "", "institution": "Occidental College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26416/galley/16052/download/" } ] }, { "pk": 26335, "title": "The Pragmatics of Spatial Language", "subtitle": null, "abstract": "How do people understand the pragmatics of spatial language?We propose a rational-speech act model for spatial reasoning,and apply it to the terms ‘in’ and ‘near’. We examine people’sfine-grain spatial reasoning in this domain by having them lo-cate where an event occurred, given an utterance. Our prag-matic listener model provides a quantitative and qualitative fitto people’s inferences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Pragmatics" }, { "word": "Implicature" }, { "word": "Spatial Language" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5wg913w8", "frozenauthors": [ { "first_name": "Tomer", "middle_name": "D.", "last_name": "Ullman", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Yang", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Noah", "middle_name": "D.", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26335/galley/15971/download/" } ] }, { "pk": 26613, "title": "The presence of meaning constrains productive language processes: A test of thelanguage game hypothesis in type writing.", "subtitle": null, "abstract": "How does meaning influence cognitive processes involved in the production and reception of language? Thelanguage-game hypothesis (LGH) states that meaning acts to constrain the cognitive processes involved in language comprehen-sion. The degree of constraint can be gauged by measures of structuredness of a process, e.g. using Recurrence QuantificationAnalysis (RQA). LGH was originally formulated in the area of reading. The present study investigate its generalization toproductive language processes, i.e. writing. In this study participants copy-typed a comprehensible text, written in their nativelanguage, and an incomprehensible text, written in an unfamiliar language. The writing process was recorded via key-loggingand the time-series of inter-stroke-intervals was subjected to RQA. Results showed that comprehensible texts significantly in-creased the degree of structuredness of the writing process compared to incomprehensible texts. This suggests that meaningdoes indeed constrain language processes, and that this is the case for receptive and productive language tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6922c5t7", "frozenauthors": [ { "first_name": "Sebastian", "middle_name": "", "last_name": "Wallot", "name_suffix": "", "institution": "Max Planck Institute for Empirical Aesthetics", "department": "" }, { "first_name": "Joachim", "middle_name": "", "last_name": "Grabowski", "name_suffix": "", "institution": "University of Hannover", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26613/galley/16249/download/" } ] }, { "pk": 26272, "title": "The Primary and Convergent Retrieval Model of Recall", "subtitle": null, "abstract": "Memory models typically assume that recall is a two-stage\nprocess with learning affecting both processes to the same\ndegree. This equal learning assumption is difficult to reconcile\nwith studies of the 'testing effect', which reveal different\nforgetting rates following learning from test practice versus\nlearning from restudy. Here we present a new memory model,\ntermed Primary and Convergent Retrieval (PCR) that assumes\nsuccessful recall leads to a selective enhancement for the\nsecond stage of recall (Convergent Retrieval). We applied this\nmodel to existing testing effect data. In two new experiments,\nwe confirmed novel predictions of the PCR model for transfer\nbetween retrieval cues and for recall latencies. This is the first\nformally specified model of the testing effect and it has broad\nimplications for the nature of learning and retrieval.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Memory Modeling; The Testing Effect" }, { "word": "Retrieval\nPractice" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4q0143wh", "frozenauthors": [ { "first_name": "William", "middle_name": "J.", "last_name": "Hopper", "name_suffix": "", "institution": "University of Massachusetts Amherst", "department": "" }, { "first_name": "David", "middle_name": "E.", "last_name": "Huber", "name_suffix": "", "institution": "University of Massachusetts Amherst", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26272/galley/15908/download/" } ] }, { "pk": 26423, "title": "There is more to gesture than meets the eye: Visual attention to gesture’s referents cannot account for itsfacilitative effects during math instruction", "subtitle": null, "abstract": "Teaching a new concept with gestures – hand movements thataccompany speech – facilitates learning above-and-beyondinstruction through speech alone (e.g., Singer & Goldin-Meadow, 2005). However, the mechanisms underlying thisphenomenon are still being explored. Here, we use eyetracking to explore one mechanism – gesture’s ability todirect visual attention. We examine how children allocatetheir visual attention during a mathematical equivalencelesson that either contains gesture or does not. We show thatgesture instruction improves posttest performance, andadditionally that gesture does change how children visuallyattend to instruction: children look more to the problem beingexplained, and less to the instructor. However lookingpatterns alone cannot explain gesture’s effect, as posttestperformance is not predicted by any of our looking-timemeasures. These findings suggest that gesture does guidevisual attention, but that attention alone cannot account for itsfacilitative learning effects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Gesture; eye tracking; learning; visual attention" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2xf396s5", "frozenauthors": [ { "first_name": "Miriam", "middle_name": "", "last_name": "Novack", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Wakefield", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Eliza", "middle_name": "", "last_name": "Congdon", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Franconeri", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Goldin-Meadow", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26423/galley/16059/download/" } ] }, { "pk": 26508, "title": "The Relational SNARC: Spatial Representation of Nonsymbolic Ratios?", "subtitle": null, "abstract": "Recent research has highlighted the operation of a ratioprocessing system that represents the analog magnitudes ofnonsymbolic ratios. This study investigated whether suchrepresentations would demonstrate spatial associationsparallel to the SNARC (spatial numeric association ofresponse codes) effect previously demonstrated with wholenumber magnitudes. Participants judged whethernonsymbolic ratio test stimuli were larger or smaller thanreference stimuli using response keys located alternatelyeither on the left or on the right side of space. Larger ratiomagnitudes were associated with the right side of space andsmaller magnitudes with the left. These results demonstratethat nonsymbolic ratio magnitudes – defined relationally bypairs of components – are characterized by a left-to-rightspatial mapping. The current focus on ratio magnitudesexpands our understanding of the basic human perceptualapparatus and how it might provide tools that grant intuitiveaccess to more advanced numerical concepts beyond wholenumbers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "fractions; nonsymbolic ratios; ratio processingsystem; SNARC effect; mental number line; magnituderepresentation" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0g23p9pn", "frozenauthors": [ { "first_name": "Percival", "middle_name": "", "last_name": "Matthews", "name_suffix": "", "institution": "University in Madison, Wisconsin", "department": "" }, { "first_name": "Rui", "middle_name": "", "last_name": "Meng", "name_suffix": "", "institution": "University in Madison, Wisconsin", "department": "" }, { "first_name": "Elizabeth", "middle_name": "Y.", "last_name": "Toomarian", "name_suffix": "", "institution": "University in Madison, Wisconsin", "department": "" }, { "first_name": "Edward", "middle_name": "M.", "last_name": "Hubbard", "name_suffix": "", "institution": "University in Madison, Wisconsin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26508/galley/16144/download/" } ] }, { "pk": 26195, "title": "The Relationship Between Inhibitory Control and Free Will Beliefs in 4-to 6-Year-Old-Children", "subtitle": null, "abstract": "This study explores the relationship between beliefs aboutself-control and the ability to exercise self-control in 4- to 6-year-old children. Sixty-eight children were asked a series ofquestions to gauge whether they believed that they couldfreely choose to act against their desires or inhibit themselvesfrom performing desired actions. Children were also asked toprovide qualitative explanations for why they could or couldnot exercise free will, and to complete two inhibitory controltasks: forbidden toy and day/night. Choice responses werenegatively correlated with performance on the forbidden toytask, when children performed that task first. There was also anegative correlation between a belief in an internal locus ofcontrol, and success on the forbidden toy measure. Refrainingfrom touching a forbidden toy appears to be correlated to lessbelief in free will. Though this may appear counter-intuitive,it is consistent with cross-cultural research.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; executive function; socialcognition; choice; free will; inhibitory control" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3q5793bd", "frozenauthors": [ { "first_name": "Adrienne", "middle_name": "O.", "last_name": "Wente", "name_suffix": "", "institution": "Tolman Hall Berkeley", "department": "" }, { "first_name": "Titus", "middle_name": "", "last_name": "Ting", "name_suffix": "", "institution": "Tolman Hall Berkeley", "department": "" }, { "first_name": "Rosie", "middle_name": "", "last_name": "Aboody", "name_suffix": "", "institution": "Tolman Hall Berkeley", "department": "" }, { "first_name": "Tamar", "middle_name": "", "last_name": "Kushnir", "name_suffix": "", "institution": "Tolman Hall Berkeley", "department": "" }, { "first_name": "Alison", "middle_name": "", "last_name": "Gopnik", "name_suffix": "", "institution": "Tolman Hall Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26195/galley/15831/download/" } ] }, { "pk": 26638, "title": "The Relationship Between Mental-state Language and False-belief Understandingin Adulthood", "subtitle": null, "abstract": "Research has revealed a robust relationship between preschooler’s use of mental-state language (e.g. think, know)and performance on false-belief tasks (e.g. Ruffman, Slade & Crow, 2002). However, investigations of this relationship withschool-aged children have shown mixed results, making it unclear whether mental-state talk continues to play a role in false-belief understanding following the preschool years (e.g. Charman & Shmueli-Goetz, 1998; Grazzini & Ornaghi, 2012). Thisdiscrepancy may result from the fact that preschooler’s talk has consistently been assessed during interpersonal interactions withpeers, siblings, and parents, while school-aged children’s talk has been assessed via descriptions of wordless picture books orabsent friends. The present study bridges this gap by exploring whether adults’ use of mental-state language during interactioncorrelates with their false-belief performance. In doing so, we help to shed light on an important issue in theoretical accountsof the development of false-belief understanding.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/04b0d1wk", "frozenauthors": [ { "first_name": "Erin", "middle_name": "", "last_name": "Roby", "name_suffix": "", "institution": "University of California Merced", "department": "" }, { "first_name": "Alexandra", "middle_name": "", "last_name": "Paxton", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Rick", "middle_name": "", "last_name": "Dale", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Rose", "middle_name": "", "last_name": "Scott", "name_suffix": "", "institution": "University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26638/galley/16274/download/" } ] }, { "pk": 26326, "title": "The Relationship Between the Numerical Distance Effect and Approximate Number\nSystem Acuity is Non-Linear", "subtitle": null, "abstract": "People can estimate numerical quantities, like the number of\ngrapes in a bunch, using the Approximate Number System\n(ANS). Individual differences in this ability (ANS acuity) are\nemerging as an important predictor in research areas ranging\nfrom math skills to judgment and decision making. One\ncommonly used ANS acuity metric is the size of the\nNumerical Distance Effect (NDE): the amount of savings in\nRT or errors when distinguishing stimuli values as the\nnumerical distance between them increases. However, the\nvalidity of this metric has recently been questioned. Here, we\nmodel the relationship between the NDE-size and ANS\nacuity. We demonstrate that the relationship between NDE-\nsize and ANS acuity should not be linear, but rather should\nresemble an inverted J-shaped distribution, with the largest\nNDE-sizes typically being found for near average ANS\nacuities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Numerical Distance effect; Estimation;\nApproximate Number system" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/22t369xh", "frozenauthors": [ { "first_name": "Dana", "middle_name": "", "last_name": "Chesney", "name_suffix": "", "institution": "St. John’s University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26326/galley/15962/download/" } ] }, { "pk": 26225, "title": "Thermodynamics and Cognition: Towards a Lawful Explanation of the Mind", "subtitle": null, "abstract": "An argument is developed to show that explanations ofbiological and physical systems can be unified via the secondlaw of thermodynamics (SLT). The SLT’s influence on theevolutionary history of life at the scale of the global Earthsystem justifies reunifying phenomena—i.e., mind andmatter—whose separation dates back to Modern Westernphilosophy and still influences contemporary scientificinvestigations. From this perspective it appears that thenecessity of ever-increasing entropy in nature may constrainthe organization and behavior of living organisms andcognitive processes. Via an example of explaining memory atthe scale of the brain-body-environment system, werecommend understanding cognition with respect to its role inincreasing entropy in nature. This framework may lead to afruitful understanding of cognition by appealing to thenecessity of physical laws.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "action selection" }, { "word": "cognition" }, { "word": "entropy" }, { "word": "memory" }, { "word": "Thermodynamics" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/12m815ct", "frozenauthors": [ { "first_name": "Larry", "middle_name": "A.", "last_name": "Moralez", "name_suffix": "", "institution": "University of Central Florida", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26225/galley/15861/download/" } ] }, { "pk": 26675, "title": "The role of emotional mediation in musical and vocal sound-color correspondence", "subtitle": null, "abstract": "This study investigates the role of emotional mediation in sound-color cross-modal correspondence, using twocomplementary sets of validated stimuli: the Montreal Affective Voices (MAV; Belin et al., 2008), and Musical EmotionalBursts (MEB; Paquette et al., 2013). These stimuli were presented to participants for color associations, emotional associations,and rated for arousal and valence. The results demonstrated that the same pattern of color association applied across both vocaland musical sounds, which strongly correlated with the perceived emotional connotation of the sound. Sounds across bothdomains that were rated as high arousal/negative valence were associated with red (anger), sounds rated as high arousal/positivevalence were associated with yellow (happiness), and sounds rated as low arousal/negative valence were associated with blue(sadness). The results thus replicate previous research indicating that arousal and valence govern sound-color correspondence,suggesting that cross-modal associations may reflect reciprocal interactions between the connotative meanings of differentstimuli.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5qz4w0hx", "frozenauthors": [ { "first_name": "Erin", "middle_name": "", "last_name": "Isbilen", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26675/galley/16311/download/" } ] }, { "pk": 26740, "title": "The role of grammatical form in generalizing principled and statistical properties", "subtitle": null, "abstract": "Asymmetric generalization patterns for definite and indefinite singular genericsIn two experiments, we investigated the role of grammatical form in inferring the conceptual status of properties in genericsentences. We trained participants on novel properties in pseudoword sentences with bare plural (BP), indefinite (IS) and definitesingular (DS) subjects. In the test phase, participants rated the relationship between trained properties and novel subjects: Wefound that, compared to BP, properties trained in the IS condition increase expectations of principled connections whereasDS-trained properties diminish expectations of statistical connections. BP subjects acted as a control since they were equallyjudged to be statistically or principally connected. These results support the theoretical claim that IS have quantificational forceand DS directly refer to kinds. They leave open the puzzle of the nature of BP subjects which seem to be ambiguous betweenthe two and also the only one to convey statistical connections.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/62m703jz", "frozenauthors": [ { "first_name": "Kim", "middle_name": "Kristina", "last_name": "Fuellenbach", "name_suffix": "", "institution": "Oxford University", "department": "" }, { "first_name": "E.", "middle_name": "Matthew", "last_name": "Husband", "name_suffix": "", "institution": "Oxford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26740/galley/16376/download/" } ] }, { "pk": 26635, "title": "The role of higher order relational structure in relational category label extension", "subtitle": null, "abstract": "The perceived soundness of an analogy is influenced by shared relational structure between the analogs with higher-order relational (HOR) structure being the primary determinant (Gentner, Rattermann, & Forbus, 1993). We conducted areplication and extension to investigate whether the same pattern holds when deciding whether to extend a relational categorylabel from a base example to a target. Participants were assigned to judge either category extension or analogical soundness(using a more direct version of the original measure) across four targets that shared HOR structure, surface similarity, neither, orboth (literal similarity) with the base passage. We found that shared HOR structure led to a higher likelihood of both extendingthe category label and judging the analogy to be good. No effect of surface similarity was found. These results suggest thatthe generalization of relational categories follows the same principles of structure-mapping theory that are seen in analogicalprocessing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1km3v089", "frozenauthors": [ { "first_name": "Sean", "middle_name": "", "last_name": "Snoddy", "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": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26635/galley/16271/download/" } ] }, { "pk": 26579, "title": "The role of regional topography in route planning", "subtitle": null, "abstract": "When planning the most efficient route from one location to another, people tend to prefer southern routes overnorthern routes of equal length and complexity. This asymmetry has been attributed to implicit associations between cardinaldirection and relative elevation (i.e., north = higher), and holds even when regional topography conflicts with these associations.No such asymmetry has been observed between eastern and western routes. Here we provide evidence for an eastern-westernasymmetry in participants residing in an environment with east-west topography differences. Residents of Colorado Springs,CO, where topography is mountainous to the west, showed a reliable preference for eastern routes over equal-length westernroutes on a Colorado Springs map, but not an unfamiliar map. This pattern held even though the represented areas contain min-imal elevation differences. Our findings suggest that regional topography can induce a novel, physically unfounded asymmetryin otherwise unbiased representations of the spatial environment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/74j621xx", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "", "last_name": "Deslauriers", "name_suffix": "", "institution": "Colorado College", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Holmes", "name_suffix": "", "institution": "Colorado College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26579/galley/16215/download/" } ] }, { "pk": 26121, "title": "The Role of Similarity in Constructive Memory: Evidence from Tasks with\nChildren and Adults", "subtitle": null, "abstract": "Literature on memory research shows that when memorizing,\npeople may blend two situations, i.e. when memorizing one\nstory, they add elements from another story. Most of the\ncognitive models assume that the superficial similarity\nbetween two episodes is the primary factor for blending.\nHowever, there is evidence that people blend dissimilar\nstories as well, if these stories share the same relational\nstructure. We contrasted the two factors in a single study and\nperformed experiments with the same design and stimuli with\nadults and with 4-5-year-old children. The results show that\nthere is no qualitative difference between the performance of\nadults and children. Also, both adults and children blend\neither pictures that have surface or structural similarity\ndepending on the abstractness of the objects in them.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "constructive memory; development; analogy-making." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2g17f12c", "frozenauthors": [ { "first_name": "Georgi", "middle_name": "", "last_name": "Petkov", "name_suffix": "", "institution": "New Bulgarian University", "department": "" }, { "first_name": "Margarita", "middle_name": "", "last_name": "Pavlova", "name_suffix": "", "institution": "New Bulgarian University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26121/galley/15757/download/" } ] }, { "pk": 26100, "title": "The Role of the Prefrontal Cortex in Inductive Reasoning: An fNIRS Study", "subtitle": null, "abstract": "This study examined neural activity associated with inductive\ninference using functional Near Infrared Spectroscopy\n(fNIRS). Induction is a powerful way of generating new\nknowledge by generalizing known information to novel items\nor contexts. Two key bases for identifying targets for induction\nare perceptual similarity, and rules that specify category-\nrelevant features. Similarity- and rule-based induction have\nbeen argued to represent distinct mechanisms, such that only\nrule-based induction requires executive function processes\nassociated with the prefrontal cortex (PFC), namely: active\nmaintenance of representations and inhibition of salient but\nirrelevant features. Here, we address the lack of direct\nempirical evidence supporting this possibility by recording\nPFC activity using fNIRS while adult participants (n=24)\nperformed an inductive inference task. We found that PFC\nactivity during induction was greater when participants had\nbeen taught a category-inclusion rule versus when participants\ncould only rely on overall similarity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "inductive inference; fNIRS; PFC" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5x59f8h1", "frozenauthors": [ { "first_name": "Layla", "middle_name": "", "last_name": "Unger", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Jaeah", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Theodore", "middle_name": "", "last_name": "Huppert", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Julia", "middle_name": "", "last_name": "Badger", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Anna", "middle_name": "V.", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26100/galley/15736/download/" } ] }, { "pk": 26569, "title": "The role of viewpoint in event segmentation", "subtitle": null, "abstract": "The ability to perceive and understand experience is influenced by a process that divides it into meaningful parts.This process, called event segmentation, is frequently studied by asking participants to identify meaningful units of activity infilms that depict it from a third person perspective. However, because segmentation is associated with changes in the perceptualand conceptual features of film, it could differ for films that present the same activity from a first person perspective. This studytherefore examined segmentation for simultaneously recorded films that depicted identical activities from different perspectives.In several experiments participants were asked to segment these movies into natural and meaningful units of activity. Measuresof segmentation frequency and agreement provided little evidence that segmentation reliably differed across first and thirdperson perspectives. These preliminary findings suggest that participants identify similar events when they are viewed fromdifferent perspectives.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8w42p98n", "frozenauthors": [ { "first_name": "Khena", "middle_name": "", "last_name": "Swallow", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Ayse", "middle_name": "", "last_name": "Candan", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Jovan", "middle_name": "", "last_name": "Kemp", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26569/galley/16205/download/" } ] }, { "pk": 26177, "title": "The role of word-word co-occurrence in word meaning learning", "subtitle": null, "abstract": "A growing body of research on early word learning suggeststhat learners gather word-object co-occurrence statistics acrosslearning situations. Here we test a new mechanism wherebylearners are also sensitive to word-word co-occurrence statis-tics. Indeed, we find that participants can infer the likely ref-erent of a novel word based on its co-occurrence with otherwords, in a way that mimics a machine learning algorithmdubbed ‘zero-shot learning’. We suggest that the interactionbetween referential and distributional regularities can bring ro-bustness to the process of word acquisition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word learning; semantics; cross-situational learn-ing; distributional semantic models; zero-shot learning." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7gp5v09b", "frozenauthors": [ { "first_name": "Abdellah", "middle_name": "", "last_name": "Fourtassi", "name_suffix": "", "institution": "The Euro-Mediterranean University of Fes, Stanford University", "department": "" }, { "first_name": "Emmanuel", "middle_name": "", "last_name": "Dupoux", "name_suffix": "", "institution": "PSL Research University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26177/galley/15813/download/" } ] }, { "pk": 26544, "title": "The Sapir-Whorf Hypothesis and Probabilistic Inference:Evidence from the Domain of Color", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Sapir-Whorf hypothesis; linguistic relativity;color memory; category effects; probabilistic inference." } ], "section": "Publication-Based Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1z80f3bx", "frozenauthors": [ { "first_name": "Emily", "middle_name": "", "last_name": "Cibelli", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Yang", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Joseph", "middle_name": "L.", "last_name": "Austerweil", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Terry", "middle_name": "", "last_name": "Regier", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26544/galley/16180/download/" } ] }, { "pk": 26659, "title": "The Semantic Stroop Effect: An Ex-Gaussian Analysis", "subtitle": null, "abstract": "The standard Stroop effect (which typically uses color words that form part of the response set) is robust and welldocumented in mean RT. Ex-Gaussian analyses reveal that this effect is seen in the mean of the normal distribution (mu),in the standard deviation of the normal distribution (sigma), and (c) in the tail (tau) of the ex-Gaussian distribution. Thepresent experiments investigate whether the semantically based Stroop effect (which contrasts incongruent color-associatedwords with neutral controls) is seen in the three ex-Gaussian parameters. This analysis yielded a semantic Stroop effect in thearithmetic mean and mu, but no semantic Stroop effect was observed in tau. These data are consistent with the conclusion thatinterference associated with response competition on incongruent trials is absent in the semantic Stroop effect (at least in thetail of the distribution).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0p58p0cc", "frozenauthors": [ { "first_name": "Darcy", "middle_name": "", "last_name": "White", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Evan", "middle_name": "", "last_name": "Risko", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Derek", "middle_name": "", "last_name": "Besner", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26659/galley/16295/download/" } ] }, { "pk": 26592, "title": "The sequence of study changes what is encoded during category learning.", "subtitle": null, "abstract": "This work investigates how the sequence of study influences encoding and memory for different properties of thecategories studied. We used a transfer task with different types of items and show that following blocked study learners aresensitive to category properties that were presented frequently in the category (but were not diagnostic of category member-ship). However, following interleaved study learners do not seem to be sensitive to changes on these non-diagnostic properties.Moreover, when asked to judge different properties for their relevance for category learning (cue and category validity), partic-ipants rate discriminating properties more highly than similarities following interleaved study, but not following blocked study.These results are consistent with previous evidence and are captured by an exemplar model that takes into account the sequenceof exemplars during learning by changing the likelihood of attending to and encoding different object properties depending onsequential similarities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/00h2s3vc", "frozenauthors": [ { "first_name": "Paulo", "middle_name": "", "last_name": "Carvalho", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Goldstone", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26592/galley/16228/download/" } ] }, { "pk": 26134, "title": "The St. Petersburg Paradox: A Subjective Probability Solution", "subtitle": null, "abstract": "The St. Petersburg Paradox (SPP), where people are willing topay only a modest amount for a lottery with infinite expectedgain, has been a famous showcase of human (ir)rationality.Since inception multiple solutions have been proposed,including the influential expected utility theory. Criticismsremain due to the lack of a priori justification for the utilityfunction. Here we report a new solution to the long-standingparadox, which focuses on the probability weightingcomponent (rather than the value/utility component) incalculating the expected value of the game. We show that anew Additional Transition Time (AT) based measure,motivated by both physics and psychology, can naturally leadto a converging expected value and therefore solve theparadox.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "human judgment and decision making" }, { "word": "probability" }, { "word": "St. Petersburg Paradox" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7890m30v", "frozenauthors": [ { "first_name": "Hongbin", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "Texas A&M University", "department": "" }, { "first_name": "Yanlong", "middle_name": "", "last_name": "Sun", "name_suffix": "", "institution": "Texas A&M University", "department": "" }, { "first_name": "Jack", "middle_name": "W.", "last_name": "Smith", "name_suffix": "", "institution": "Texas A&M University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26134/galley/15770/download/" } ] }, { "pk": 26360, "title": "The Structure of Names in Memory:Deviations from Uniform Entropy Impair Memory for Linguistic Sequences", "subtitle": null, "abstract": "Human languages can be seen as socially evolved systems thathave been structured to optimize information flow incommunication. Communication appears to proceed both moreefficiently and more fluently when information is distributedevenly across the linguistic signal. In previous work (Ramscaret al., 2013), we used tools from information theory to examinehow naming systems evolved to meet this requirementhistorically, and how, over the past several hundred years,social legislation and rapid population growth have disruptednaming practices in the West, making names ever harder toprocess and remember. In support of these observations, wepresent findings from three experiments investigating namefluency, recognition, and recall. These results provideconverging empirical evidence for an optimal solution to namedesign, and offer a more nuanced understanding of how socialengineering has impaired the structure of names in memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "sequence learning; information theory; artificialgrammar; associative memory; category fluency" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7x55z8n4", "frozenauthors": [ { "first_name": "Melody", "middle_name": "", "last_name": "Dye", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Brendan", "middle_name": "", "last_name": "Johns", "name_suffix": "", "institution": "University at Buffalo", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Jones", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Ramscar", "name_suffix": "", "institution": "University of Tübingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26360/galley/15996/download/" } ] }, { "pk": 26759, "title": "The Temporal Cheerleader Effect: Attractiveness Judgments Depend onSurrounding Faces Through Time", "subtitle": null, "abstract": "Previous research has found that people are seen as more attractive when they appear in a group rather than inisolation. Do faces that surround us in time also affect how attractive we seem? Participants rated the attractiveness of famousfemale faces presented in a sequence of three and in isolation. We found that people do integrate information about attractivenessover time, but that temporal context has the opposite effect of static context. People perceived faces as less attractive in a seriesthan when those same faces were presented in isolation. We also varied the attractiveness of surrounding faces in order toexamine how the serial position of contextual information figures into people’s judgments of a face. Faces presented early inthe sequence figured more heavily into people’s judgments than did faces presented at the end. These findings highlight therole that temporal context plays in the perception of attractiveness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0vn9w1nz", "frozenauthors": [ { "first_name": "Alexia", "middle_name": "Toskos", "last_name": "Dils", "name_suffix": "", "institution": "Purchase College, SUNY", "department": "" }, { "first_name": "Scott", "middle_name": "", "last_name": "Niedopytalski", "name_suffix": "", "institution": "Purchase College, SUNY", "department": "" }, { "first_name": "Jeffrey", "middle_name": "", "last_name": "Arroyo", "name_suffix": "", "institution": "Purchase College, SUNY", "department": "" }, { "first_name": "Stephen", "middle_name": "", "last_name": "Flusberg", "name_suffix": "", "institution": "Purchase College, SUNY", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26759/galley/16395/download/" } ] }, { "pk": 26639, "title": "The use of dispositional cues to causality in judgements of mechanical and living", "subtitle": null, "abstract": "White (2013) stated that dispositional causal thinking derives from experiences of acting on objects aquired early inlife. He made evident that, under uncertainty, particular cues in an interaction between an agent and a patient (e.g., two entities,agent focuses on patient, contact, effect in patient) guide people’s perception of causality. This study systematically examinesthe predictive strength of eight causal cues worked out by White (2013) and aims at comparing people’s reliance on these cuesin the physical and the biological domain.Children (7-year-old) and adults judged a prototype (mechanical collision event or stinging event) and another nine prototyperelated events, with systematically omitted cues.A general linear mixed models analysis revealed a significant effect for the number of cues in an event. Both age groupsrely on singular causal cues when interpreting physical and biological events. Moreover, the disposition of causality appears toharden with increasing age.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6vt6z788", "frozenauthors": [ { "first_name": "Julia", "middle_name": "", "last_name": "Schneider", "name_suffix": "", "institution": "University of Berne", "department": "" }, { "first_name": "Sufi", "middle_name": "", "last_name": "Abbaspour", "name_suffix": "", "institution": "University of Berne", "department": "" }, { "first_name": "Trix", "middle_name": "", "last_name": "Cacchione", "name_suffix": "", "institution": "University of Berne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26639/galley/16275/download/" } ] }, { "pk": 26202, "title": "The Variable Relationship Between On-Task Behavior and Learning", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "On-task behavior; Attention; Learning;Achievement" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0nd2r72t", "frozenauthors": [ { "first_name": "Karrie", "middle_name": "E.", "last_name": "Godwin", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Howard", "middle_name": "", "last_name": "Seltman", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Ma. Victoria", "middle_name": "Q.", "last_name": "Almeda", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "Shimin", "middle_name": "", "last_name": "Kai", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "Ryan", "middle_name": "S.", "last_name": "Baker", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "Anna", "middle_name": "V.", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26202/galley/15838/download/" } ] }, { "pk": 26487, "title": "Think Fast! Mental-state Language is Related to the Speed of False-belief Reasoning\nin Adulthood", "subtitle": null, "abstract": "When tested appropriately, infants appear to demonstrate\nfalse-belief understanding in the first year of life. Some have\nargued that this is inconsistent with the well-established\nrelationship between social experience and preschoolers’\nfalse-belief performance. We argue that these two sets of\nfindings are not inconsistent because the ability to attribute\nfalse beliefs to others is necessary but not sufficient for false-\nbelief performance, and we propose several ways that one\nsocial factor, hearing and using mental-state language, might\nrelate to false-belief performance throughout the lifespan. We\ntested this account by examining the relationship between\nadults’ use of mental-state language and their false-belief\nunderstanding. Participants’ use of mental-state language was\nrelated to how quickly they could accurately predict the\nbehavior of agents on the basis of desires and beliefs. These\nfindings provide the first evidence that mental-state talk and\nfalse-belief performance are related into adulthood.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "false-belief understanding; theory of mind;\nmental-state reasoning; social cognition" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/20k770m7", "frozenauthors": [ { "first_name": "Erin", "middle_name": "", "last_name": "Roby", "name_suffix": "", "institution": "University of Califonia, Merced", "department": "" }, { "first_name": "Rose", "middle_name": "M.", "last_name": "Scott", "name_suffix": "", "institution": "University of Califonia, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26487/galley/16123/download/" } ] }, { "pk": 26278, "title": "“This problem has no solution”: when closing one of two doors results in failure to\naccess any.", "subtitle": null, "abstract": "We investigated what happens when the spontaneous\nencoding of a problem is incongruent with its solving\nstrategy. We created word problems from which two distinct\nsemantic representations could be abstracted. Only one of\nthese representations was consistent with the solving strategy.\nWe tested whether participants could recode a semantically\nincongruent representation in order to access another, less\nsalient, solving strategy. In experiment 1, participants had to\nsolve arithmetic problems and to indicate which problems\nwere unsolvable. In experiment 2, participants received\nsolved problems and had to decide whether the solution was\nappropriate or not. In both experiments, participants had more\ndifficulties acknowledging that problems inducing an\nincongruent representation could be solved than they had for\nproblems inducing a congruent representation. This was\nconfirmed by response times. These results highlight how\nsemantic aspects can lead even adults to fail or succeed in the\nsolving of arithmetic problems requiring basic mathematical\nknowledge.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "arithmetic problem solving; semantic\nstructures; semantic encoding; strategy choice." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1cd268h5", "frozenauthors": [ { "first_name": "Hippolyte", "middle_name": "", "last_name": "Gros", "name_suffix": "", "institution": "University Paris Descartes", "department": "" }, { "first_name": "Emmanuel", "middle_name": "", "last_name": "Sander", "name_suffix": "", "institution": "University Paris 8", "department": "" }, { "first_name": "Jean-Pierre", "middle_name": "", "last_name": "Thibaut", "name_suffix": "", "institution": "Université de Bourgogne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26278/galley/15914/download/" } ] }, { "pk": 26096, "title": "Three barriers to effective thought experiments, as revealed by a system thatexternalizes students’ thinking", "subtitle": null, "abstract": "This study aimed to develop a Thought Experiment External-izer (TE-ext) and to apply it in order to observe barriers toproblem solving. TE-ext enables students to visualize a prob-lem situation. Users of TE-ext can implement changes in thesituation and see the result as an animation. Experimentaluse of TE-ext identified three barriers to conducting an effec-tive thought experiment (TE). First, participants tended not tochange the situation from the original one; second, incorrect orinappropriate knowledge was applied to the situation; third, theparticipants did not apply the results of their TE to other situa-tions. These factors prevented participants from rejecting theirinitial incorrect model and finding a new one through TEs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Thought experiment; scientific reasoning; scienceeducation system; problem solving" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8bw9q45p", "frozenauthors": [ { "first_name": "Miki", "middle_name": "", "last_name": "Matsumuro", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Kazuhisa", "middle_name": "", "last_name": "Miwa", "name_suffix": "", "institution": "Nagoya University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26096/galley/15732/download/" } ] }, { "pk": 26714, "title": "Time Course of Fidelity and Contributing Factors to Long-Term Memory", "subtitle": null, "abstract": "Various models have been implemented to explain long-term memory (Brady, et al., 2013; Lew, et al., 2015), withsome being derived from studies of visual working memory (Bays, et al. 2009; Zhang & Luck, 2008). The implicit assumptionis that processes and mechanisms of working memory also exist in long-term memory. However, the findings of fidelity andcontributing factors are highly varied (e.g., Persaud & Hemmer, 2014; Schurgin & Flombaum, 2015) To address what happensto memory traces as they transition from visual working into long-term memory and what factors, such as prior knowledgeand guessing, contribute to the “lifespan” of long-term memory, we implemented three models: the standard remember-guessmodel, a three-component remember-guess model, and a Bayesian mixture model and evaluated these models against data froma continuous recall task. The results clarify the time course of fidelity in long-term memory and pinpoints specific factors thatcontribute to memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5mj9p4bq", "frozenauthors": [ { "first_name": "Kimele", "middle_name": "", "last_name": "Persaud", "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": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26714/galley/16350/download/" } ] }, { "pk": 26530, "title": "Tit-‐‑for-‐‑Tat: Effects of Feedback and Speaker Reliability on ListenerComprehension Effort", "subtitle": null, "abstract": "Miscommunication is often seen as a detrimental aspectof human communication. However, miscommunicationcan differ in cause as well as severity. What distinguishesa miscommunication where conversation partnerscontinue to put forth the effort from miscommunicationwhere conversation partners simply give up? In this eye-‐‑tracking study, participants heard globally ambiguousstatements that were either a result of an experimentalerror or speaker underspecification; participants eitherreceived positive or negative feedback on theseambiguous trials. We found that negative feedback,paired with the reliability of the message, will impact theamount of processing effort a comprehender putsforth—specifically, listeners were less forgiving of errorswhen they were penalized and when speakers’instructions lacked effort. This suggests that languageusers weigh conversational contexts and outcomes aswell as linguistic content during communication.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "ambiguity; intentions; communication;comprehension; context" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0rn78112", "frozenauthors": [ { "first_name": "Nicole", "middle_name": "", "last_name": "Craycraft", "name_suffix": "", "institution": "University of Illinois", "department": "" }, { "first_name": "Zoe", "middle_name": "", "last_name": "Kriegel", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "Michael", "middle_name": "K.", "last_name": "Tanenhaus", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Roche", "name_suffix": "", "institution": "Kent State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26530/galley/16166/download/" } ] }, { "pk": 26644, "title": "Toward a Simulation Platform for Comparing Computational CognitiveNeuroscience Models", "subtitle": null, "abstract": "While computational cognitive models serve many purposes, perhaps their primary utility is in formalizing specifichypotheses in order to facilitate evaluation in light of empirical results. Such evaluations are inherently relative, comparing theexplanatory power of proposed models to alternatives. Direct comparisons are hindered, however, when competing hypothesesare framed within different cognitive architectures, as the contributions of non-focal aspects of those architectures cannot nec-essarily be yoked. In order to help address this problem, a novel computational framework for model comparison is proposed,grounded in gross neuroanatomy. This framework supports the hierarchical specification of connections between brain systems,producing computational architectures based on neuroscientific data. This approach shifts from modeling particular cognitiveprocesses, which might differ across cognitive architectures, to modeling established brain systems, for which there may begreater consensus. The framework supports the direct comparison of models of a given system by fixing the function of othersystems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8p41g617", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Noelle", "name_suffix": "", "institution": "University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26644/galley/16280/download/" } ] }, { "pk": 26430, "title": "Towards a Cognitively Realistic Representation of Word Associations", "subtitle": null, "abstract": "The ability to associate words is an important cognitive skill.In this study we investigate different methods for representingword associations in the brain, using the Remote AssociatesTest (RAT) as a task. We explore representations derived fromfree association norms and statistical n-gram data. Althoughn-gram representations yield better performance on the test, acloser match with the human performance is obtained with rep-resentations derived from free associations. We propose thatword association strengths derived from free associations playan important role in the process of RAT solving. Furthermore,we show that this model can be implemented in spiking neu-rons, and estimate the number of biologically realistic neuronsthat would suffice for an accurate representation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantic spaces; vector representations; spikingneurons; insight; remote associates test" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/62z8g95d", "frozenauthors": [ { "first_name": "Ivana", "middle_name": "", "last_name": "Kaji ́", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Jan", "middle_name": "", "last_name": "Gosmann", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Terrence", "middle_name": "C.", "last_name": "Stewart", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Wennekers", "name_suffix": "", "institution": "Plymouth University", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Eliasmith", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26430/galley/16066/download/" } ] }, { "pk": 26609, "title": "Towards a Pre-Newtonian Intuitive Physics of Object Collisions", "subtitle": null, "abstract": "Some researchers have argued that mass perception, causal ascriptions, and predictions in simple billiard ball in-teractions can be modeled as inductive Bayesian inference over a (noisy) Newtonian representation of the world. However,there are phenomena, such as the asymmetrical ascription of forces to colliding objects, that are conceptually incompatible withthe symmetry of Newtonian physics. We propose that human inference in physical scenarios operates over a pre-Newtonianphysical representation that is based on impetus intuitions. Impetus theories assume that object movements are caused by aninternal force, impetus, that is transferred and reflected when objects collide with each other. Moreover, impetus interactionsare inherently asymmetric. We present a mathematical model that implements impetus theory and show that the theory is wellsuited to model perceived causal asymmetry. Moreover, the theory can also explain phenomena that so far have been presentedas unique evidence for (noisy) Newtonian representations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4vb8545x", "frozenauthors": [ { "first_name": "Ralf", "middle_name": "", "last_name": "Mayrhofer", "name_suffix": "", "institution": "University of G ̈ottingen", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Waldmann", "name_suffix": "", "institution": "University of G ̈ottingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26609/galley/16245/download/" } ] }, { "pk": 26426, "title": "Training Prospective Abilities through Conversation about the Extended Self", "subtitle": null, "abstract": "Prospection is an important cognitive achievement, and isrelated to uniquely human abilities such as planning, delay ofgratification, and goal attainment. While prospection developsrapidly during early childhood, little is known about themechanisms that support its development. Here we exploredwhether encouraging children to talk about their extendedselves (self outside the present context) boosts theirprospective abilities. Preschoolers (N = 81) participated in a5-minute interaction with an adult in which they were askedto talk about events in the near future, distant future, nearpast, or present. Compared with children discussing theirpresent and distant future, children asked to discuss events intheir near future or near past displayed better planning andprospective memory. Additionally, those two conditions weremost effective in eliciting self-projection (use of personalpronouns). Results suggest that experience communicatingabout the close-in-time, extended self contributes tochildren’s future-oriented thinking.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "prospection" }, { "word": "future thinking" }, { "word": "preschoolers" }, { "word": "Conversation" }, { "word": "social context" }, { "word": "extended self" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/82g5m30r", "frozenauthors": [ { "first_name": "Nadia", "middle_name": "", "last_name": "Chernyak", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "Kathryn", "middle_name": "A.", "last_name": "Leech", "name_suffix": "", "institution": "University of Maryland , Harvard Graduate School of Education", "department": "" }, { "first_name": "Meredith", "middle_name": "L.", "last_name": "Rowe", "name_suffix": "", "institution": "Harvard Graduate School of Education", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26426/galley/16062/download/" } ] }, { "pk": 26770, "title": "Transfer at the Level of Human-Computer System: Problem Solving usingProcedure-Automation Software", "subtitle": null, "abstract": "Issues of transfer and of human-computer systems are central, but largely separate questions in cognitive science.We take the human-computer system as the unit of analysis and explore how well a human-computer system transfers to tasksoutside the scope of the humans’ training and the software’s design. In two experiments, participants used the procedure au-tomation software (PRIDE) to control simulations of International Space Station habitat systems. Both the software design andthe user training addressed routine procedure execution. In the transfer problems the conditions assumed for routine procedureexecution were not met, requiring novel problem solving. We report on our methods for complex behavior analysis and ourresults showing high though imperfect transfer, noteworthy given the widespread difficulty of transfer. Further investigationof transfer at the level of human-computer system is important for understanding what combinations of technology design anduser experience enable effectively dealing with the unexpected.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/00p7k06w", "frozenauthors": [ { "first_name": "Dorrit", "middle_name": "", "last_name": "Billman", "name_suffix": "", "institution": "San Jose State University", "department": "" }, { "first_name": "Debra", "middle_name": "", "last_name": "Schereckenghost", "name_suffix": "", "institution": "TRACLabs", "department": "" }, { "first_name": "Zachary", "middle_name": "", "last_name": "Caddick", "name_suffix": "", "institution": "San Jose State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26770/galley/16406/download/" } ] }, { "pk": 26503, "title": "Transfer of Cognitive Skills in Developmental Tasks", "subtitle": null, "abstract": "The main question we try to answer in this paper is whetherstage-like progression in cognitive development can beexplained by transfer of cognitive skill among tasks. Wefocus on the following question: To what extent does trainingon one task improve the performance on another task? Thetasks are Piaget’s (1959) Balance Scale Task and NumberConservation Task, and a task that we will call the Une-Sentence Task, which is taken from Karmiloff-Smith's (1979)experiment on the acquisition of determiners in French. Were-implemented already existing models within theframework of the PRIMs cognitive architecture (Taatgen,2013). Each task was subdivided in certain stages related tothe complexity of the problem-solving strategies. We showthat mastery of a certain stage of a problem becomes easier ifa higher stage of another task is mastered first.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "transfer" }, { "word": "PRIMs" }, { "word": "cognitive architecture" }, { "word": "Developmental Tasks" }, { "word": "cognitive modeling" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/77c5m1ds", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "", "last_name": "Rupp", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Niels", "middle_name": "A.", "last_name": "Taatgen", "name_suffix": "", "institution": "University of Groningen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26503/galley/16139/download/" } ] }, { "pk": 36047, "title": "Transformative Professional Development and the Promotion of Literacy Through Culturally Responsive Pedagogy", "subtitle": null, "abstract": "This article recounts a narrative of professional transformation\ninspired by the works of Paulo Freire and Gloria Ladson-Billings\nand advanced by a participatory action research (PAR) project.\nThe PAR team for this case study, consisting of the university\nteacher educator as a “coach” and a high school classroom teacher\nalong with her students, examines the use of community-based\nknowledge in a form of corrido (ballads) studies. In this process,\nthe ballads become the basis for learners’ engagement with literacy activities in the context of what is known as a heritage language\nSpanish class. The analysis focuses on the process of designing\na culturally relevant pedagogy and ensuring its effectiveness\nthrough the examination of pre- and postwriting samples and\nstudents’ fluid identification with various ethnic labels.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Doing the Identity Work in ESL Learning and Teaching", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8fc864mj", "frozenauthors": [ { "first_name": "Sara", "middle_name": "S.", "last_name": "Garcia", "name_suffix": "", "institution": "Santa Clara University", "department": "" }, { "first_name": "Christina", "middle_name": "Favela", "last_name": "Garcia", "name_suffix": "", "institution": "East Side Union High School District San Jose", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36047/galley/26899/download/" } ] }, { "pk": 26284, "title": "Translating testimonial claims into evidence for category-based induction", "subtitle": null, "abstract": "Inductive generalizations about the properties of kinds arebased on evidence. But evidence can come either from ourobservations, or from the testimony of knowledgeableinformants. The current study explores how we combineinformation from these two sources to make inductiveinferences. Participants learned about a novel object category,and observed the property occur with some frequency in asample of category members. Different groups of participantsalso heard an informant making either Generic, Quantified, orSpecific claims about the prevalence of the property.Participants who heard generic claims were more resistant toa straightforward use of statistical evidence in theirgeneralizations. Moreover, participants who rated theinformant as more knowledgeable (across conditions) gavehigher prevalence estimates. The results suggest twopathways through which testimony translates into evidencefor category learning, and raise questions on how to bestcombine evidence from these different sources into acommon representational form.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category-based induction; probabilisticreasoning; generics; rational models; testimony; epistemictrust" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7sv9p3pm", "frozenauthors": [ { "first_name": "Tamar", "middle_name": "", "last_name": "Kushnir", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Susan", "middle_name": "A.", "last_name": "Gelman", "name_suffix": "", "institution": "University of Michigan", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26284/galley/15920/download/" } ] }, { "pk": 26094, "title": "Trump supported it?! A Bayesian source credibility model applied to appeals tospecific American presidential candidates’ opinions", "subtitle": null, "abstract": "The credibility of politicians is crucial to their persuasivenessas election candidates. The paper applies a parameter-freeBaysian source credibility model (integrating trustworthinessand epistemic authority) in a real-life test predictingparticipants’ posterior belief in the goodness of an unnamedpolicy after a named candidate has publically supported orattacked it.Two studies test model predictions against policy supportand attack of five presidential candidates from the USA.Model predictions were measured against observed posteriorbelief in the goodness of the policy.The results strongly suggest the model captures essentialtraits of how participants update beliefs in policies givenappeals to a candidates’ support of attack. Further, individualdifferences suggest that people consider other factors thanthe ones elicited for the study. More studies into appeals tospecific candidates are warranted to construct more accuratemodels of the influence of source credibility on politicalreasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bayseian source credibility" }, { "word": "trustworthiness" }, { "word": "epistemic authority" }, { "word": "political reasoning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9v8245cs", "frozenauthors": [ { "first_name": "Jens", "middle_name": "Koed", "last_name": "Madsen", "name_suffix": "", "institution": "University of London, University of Oxford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26094/galley/15730/download/" } ] }, { "pk": 26261, "title": "Trust, Communication, and Inequality", "subtitle": null, "abstract": "Inequality in wealth is a pressing concern in many contempo-rary societies, where it has been show to co-occur with polit-ical polarization and policy volatility, however its causes areunclear. Here we demonstrate in a simple model where socialbehavior spreads through learning that inequality can covaryreliably with other cooperative behavior, despite a lack of ex-ogenous cause or deliberate coordination. In the context ofsimulated cultural evolution selecting for trust and cooperativeexchange, we find both cooperation and inequality to be moreprevalent in contexts where the same agents play both the rolesof the trusting investor and the trusted investee, in contrast tothe condition where these roles are divided between disjointpopulations. Cooperation is more likely in contexts of hightransparency about potential partners and with a high amountof partner choice; while inequality is more likely with highinformation but no choice in partners for those that want to in-vest. While not yet a full model of contemporary society, ourapproach holds promise for examining the causality and socialcontexts underlying shifts in income inequality.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "trust; cooperation; inequality; behavioral ecology;agent-based modeling; social learning; cultural evolution" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8h88x4zt", "frozenauthors": [ { "first_name": "Joanna", "middle_name": "", "last_name": "Bryson", "name_suffix": "", "institution": "University of Bath, Princeton University", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Rauwolf", "name_suffix": "", "institution": "Oxford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26261/galley/15897/download/" } ] }, { "pk": 26064, "title": "Tutorial: Meta-Analytic Methods for Cognitive Science", "subtitle": null, "abstract": "Meta-analysis is a powerful yet underused tool in cognitive sci-ence. It allows researchers to leverage entire bodies of litera-ture to get a broad and quantitative overview of a particularphenomenon, thereby promoting theory development, and tomake more precise estimates of effect sizes, which enablesrobust planning of prospective studies (e.g. through power-analyses). In this tutorial, we will introduce meta-analysis as atool with which to inform everyday research, and provide par-ticipants with hands-on experience conducting their own meta-analysis. We will also present an online platform we have de-veloped for conducting meta-analyses in the field of languagedevelopment: MetaLab (http://metalab.stanford.edu)", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "meta-analysis; reproducibility" } ], "section": "Tutorials", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7b40w1sr", "frozenauthors": [ { "first_name": "Sho", "middle_name": "", "last_name": "Tsuji", "name_suffix": "", "institution": "Ecole Normale Sup ́erieure", "department": "" }, { "first_name": "Molly", "middle_name": "", "last_name": "Lewis", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Christina", "middle_name": "", "last_name": "Bergmann", "name_suffix": "", "institution": "Ecole Normale Sup ́erieure", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Alejandrina", "middle_name": "", "last_name": "Cristia", "name_suffix": "", "institution": "Ecole Normale Sup ́erieure", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26064/galley/15700/download/" } ] }, { "pk": 26057, "title": "Tutorial Workshop on Contemporary Deep Neural Network Models", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "deep learning; neural networks; unsupervised\nlearning; computational modeling; reinforcement learning" }, { "word": "simulation tools" } ], "section": "Workshops", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/15n9q0dm", "frozenauthors": [ { "first_name": "James", "middle_name": "L.", "last_name": "McClelland", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Hansen", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Saxe", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26057/galley/15693/download/" } ] }, { "pk": 36039, "title": "\"Two Heads Are Better Than One”: A Curricular Innovation Through Peer Feedback in a Low-Proficiency ESL Writing Class", "subtitle": null, "abstract": "Peer feedback benefits in composition have been researched in\nvarious EFL and ESL contexts. Typically carried out in intermediate to advanced proficiency–level contexts, little has been done\nwith low-level students, potentially because of greater perceived\nchallenges with syntactic, grammatical, and linguistic knowledge.\nThis curriculum-inquiry project investigates the effects of using\na collaborative approach rather than an evaluative approach for\npeer feedback in low-proficiency–level writing tasks. Working\nalongside an existing reading and writing curriculum, the peer\nfeedback innovation seeks to support the overall course goals\nwhile providing explicit, scaffolded support to navigate the necessary pragmalinguistic knowledge, collaborative attitudes, and\npeer feedback tasks. In addition to the student-reported benefits\nof feedback and linguistic evidence of their ability/inability to incorporate collaborative attitudes, the inquiry ends with practical\nsuggestions for writing instructors of low-proficiency students.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - 2015 Graduate Student Research Contest", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1jp499jv", "frozenauthors": [ { "first_name": "Lindsey", "middle_name": "", "last_name": "Sivaslian", "name_suffix": "", "institution": "San Francisco State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36039/galley/26891/download/" } ] }, { "pk": 26373, "title": "Two Potential Mechanisms Underlying the Link between Approximate NumberRepresentations and Symbolic Math in Preschool Children", "subtitle": null, "abstract": "The approximate number system (ANS) is frequentlyconsidered to be a foundation for the acquisition of uniquelyhuman symbolic numerical capabilities. However, themechanism by which the ANS influences symbolic numberrepresentations and mathematical thought remains poorlyunderstood. Here, we tested the relation between ANS acuity,cardinal number knowledge, approximate arithmetic, andsymbolic math achievement in a one-year longitudinalinvestigation of preschoolers’ early math abilities. Our resultssuggest that cardinal number knowledge is an intermediaryfactor in the relation between ANS acuity and symbolic mathachievement. Furthermore, approximate arithmeticperformance contributes unique variance to math achievementthat is not accounted for by ANS acuity. These findingssuggest that there are multiple routes by which the ANSinfluences math achievement. Therefore, interventionstargeting both the precision and manipulability of the ANSmay prove to be more beneficial for improving mathematicalreasoning compared to interventions targeting only one ofthese factors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "approximate number representations; numericalcognition; math cognition" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4s591881", "frozenauthors": [ { "first_name": "Ariel", "middle_name": "", "last_name": "Starr", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Rachel", "middle_name": "C.", "last_name": "Roberts", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Elizabeth", "middle_name": "M.", "last_name": "Brannon", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26373/galley/16009/download/" } ] }, { "pk": 26384, "title": "U-INVITE: Estimating Individual Semantic Networks from Fluency Data", "subtitle": null, "abstract": "Semantic networks have been used extensively in psychologyto describe how humans organize facts and knowledge inmemory. Numerous methods have been proposed to constructsemantic networks using data from memory retrieval tasks,such as the semantic fluency task (listing items in a category).However these methods typically generate group-levelnetworks, and sometimes require a very large amount ofparticipant data. We present a novel computational methodfor estimating an individual’s semantic network usingsemantic fluency data that requires very little data. Weestablish its efficacy by examining the semantic relatedness ofassociations estimated by the model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantic networks; memory retrieval; fluency;random walk; probabilistic modeling" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1st4x5c3", "frozenauthors": [ { "first_name": "Jeffrey", "middle_name": "C.", "last_name": "Zemla", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Yoed", "middle_name": "N.", "last_name": "Kenett", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Kwang-Sung", "middle_name": "", "last_name": "Jun", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Joseph", "middle_name": "L.", "last_name": "Austerweil", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26384/galley/16020/download/" } ] }, { "pk": 26312, "title": "Under Pressure: How Time-Limited Cognition Explains Statistical Learning by8-Month Old Infants", "subtitle": null, "abstract": "In a classic experiment, Saffran, Aslin, and Newport (1996)used a headturn preference procedure to show that infants candiscriminate between familiar syllable sequences (“words”)and new syllable sequences (“non-words” and “part-words”).While several computational models have simulated aspects oftheir data and proposed that the learning of transitional prob-abilities could be mediated by neural-net or chunking mech-anisms, none have simulated the absolute values of infants’listening times in the different experimental conditions. In thispaper, we used CHREST, a model based on chunking, to sim-ulate these listening times. The model simulated the fact thatinfants listened longer to novel words (non-words and part-words) than familiar words. While the times observed with themodel were longer than those observed with infants, we makea novel finding with regard to phonological store trace decay.We also propose how to modify CHREST to produce data thatfits closer to the human data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "chunking; CHREST; headturn preference proce-dure; transitional probability; word segmentation" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2g43w7st", "frozenauthors": [ { "first_name": "Martyn", "middle_name": "", "last_name": "Lloyd-Kelly", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Fernand", "middle_name": "", "last_name": "Gobet", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Peter", "middle_name": "C.R.", "last_name": "Lane", "name_suffix": "", "institution": "University of Hertfordshire", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26312/galley/15948/download/" } ] }, { "pk": 26529, "title": "Understanding “almost”: Empirical and computational studies of near misses", "subtitle": null, "abstract": "When did something almost happen? In this paper, we in-vestigate what brings counterfactual worlds close. In Exper-iments 1 and 2, we find that participants’ judgments aboutwhether something almost happened are determined by thecausal proximity of the alternative outcome. Something almosthappened, when a small perturbation to the relevant causalevent would have been sufficient to bring it about. In contrastto previous work that has argued that prior expectations areneglected when judging the closeness of counterfactual worlds(Kahneman & Varey, 1990), we show in Experiment 3 thatparticipants are more likely to say something almost happenedwhen they did not expect it. Both prior expectations and causaldistance influence judgments of “almost”. In Experiment 4, weshow how both causal proximity and beliefs about what wouldhave happened in the absence of the cause jointly explain judg-ments of “almost caused” and “almost prevented”.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causality; counterfactuals; almost; mental simula-tion; intuitive physics." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2st6v0tw", "frozenauthors": [ { "first_name": "Tobias", "middle_name": "", "last_name": "Gerstenberg", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "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": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26529/galley/16165/download/" } ] }, { "pk": 36027, "title": "Understanding Culturally Influenced Approaches to Creativity in an English for Art Purposes Program", "subtitle": null, "abstract": "“To lead, one must follow.” Lao-Tzu’s quote embodies the belief\nthat many 1st-semester students at our institution hold regarding their approach to creativity. Whether working on an essay or\nan art project, many have a tendency to imitate a more skilled\nperson’s work as a way of learning, improving, and building confidence. Conversely, it is not uncommon for their instructors to\npush them to generate original ideas and think outside of the box.\nThese conflicting approaches and other opposing cultural tendencies can lead to a host of challenges for both instructors and\nour student artists, especially students from Confucian heritage\ncultures. This article shares observations of these challenges and\nsuggestions for addressing them.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Creativity in Language Teaching", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3n39x1bt", "frozenauthors": [ { "first_name": "Anne", "middle_name": "", "last_name": "Connors", "name_suffix": "", "institution": "Academy of Art University,\nSan Francisco", "department": "" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Gardner", "name_suffix": "", "institution": "Academy of Art University,\nSan Francisco", "department": "" }, { "first_name": "Marifel", "middle_name": "", "last_name": "Angeles", "name_suffix": "", "institution": "Academy of Art University,\nSan Francisco", "department": "" }, { "first_name": "Allison", "middle_name": "", "last_name": "Payne", "name_suffix": "", "institution": "Academy of Art University,\nSan Francisco", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36027/galley/26879/download/" } ] } ] }