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{ "count": 38465, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=22200", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=22000", "results": [ { "pk": 26716, "title": "Understanding human facial attractiveness from multiple views", "subtitle": null, "abstract": "Facial attractiveness has long been a topic of interest for cognitive scientists. Early psychological research has foundthat averageness, distinctiveness and familiarity of a face can influence facial attractiveness. However, faces also convey richsocial information. How various social features are related to facial attractiveness hasn’t been systematically studied before.We investigate facial attractiveness in the context of social feature evaluation and find that social attributes like appearinginteresting and sociable contribute to facial attractiveness whereas appearing boring, and humble are negatively correlated withattractiveness. We further compare social features of faces with the physical configuration of faces and we are able to usegeometric features to predict facial attractiveness. We further study the individual differences on attractiveness perception andfind out that. Our study illustrates that social attributes and pixel information can go hand in hand to facilitate attractivenessprediction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3dd1b98c", "frozenauthors": [ { "first_name": "Amanda", "middle_name": "", "last_name": "Song", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Linjie", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Vicente", "middle_name": "", "last_name": "Malave", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Cottrell", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Angela", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "University of California San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26716/galley/16352/download/" } ] }, { "pk": 26108, "title": "Unifying Conflicting Perspectives in Group Activities:Roles of Minority Individuals", "subtitle": null, "abstract": "For drawing higher-level perspectives in group activi-ties, resolving conflicts among group members is cru-cial. We investigated group activities with four memberswherein one member had a different perspective fromthe other three. Four members engaged in a rule discov-ery task in which they were required to unify conflictsfor the solution. Through two experiments, we investi-gated two hypotheses: 1) Innovative high-level perspec-tives are more likely to emerge from a minority individ-ual than from the majority of group members, 2) Groupmembers on the majority side might tend to have moreegocentric perspectives than an individual on the minor-ity side. Both hypotheses were supported.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Emergence" }, { "word": "Minority" }, { "word": "Majority" }, { "word": "Group problemsolving." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1sz963d1", "frozenauthors": [ { "first_name": "Kazuhisa", "middle_name": "", "last_name": "Miwa", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Yugo", "middle_name": "", "last_name": "Hayashi", "name_suffix": "", "institution": "Ritsumeikan University", "department": "" }, { "first_name": "Hitoshi", "middle_name": "", "last_name": "Terai", "name_suffix": "", "institution": "kinki University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26108/galley/15744/download/" } ] }, { "pk": 26132, "title": "‘Unlikely’ Outcomes Might Never Occur, But What About\n‘Unlikely (20% Chance)’ Outcomes?", "subtitle": null, "abstract": "A commonly suggested solution to reduce misinterpretations\nof verbal probability expressions in risk communications is to\nuse a verbal-numerical (mixed format) approach, but it is not\nknown whether this increases understanding over and above a\npurely numerical format. Using the ‘which outcome’\nmethodology (Teigen & Filkuková, 2013), we examined the\neffect of using verbal, numerical and mixed communication\nformats, as well as investigating whether marking outcomes as\nsalient would alter the outcomes people perceived as ‘unlikely’\nor having a 20% chance of occurring. We observed no effect\nof saliency, but replicated previous findings, with general\npreference for values at the high end of a distribution (including\nmaximum/above maximum values) present in both verbal and\nmixed communication formats. This demonstrates the\nrelevance of these findings for real-world consequential risk\ncommunication. Whilst the estimates differed between the\nmixed and numerical formats, we found that the mixed format\nyielded the more accurate estimates.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "verbal probability expressions; numerical\nprobabilities; risk communication; geological hazards" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8wk139ct", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "", "last_name": "Jenkins", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Adam", "middle_name": "J. L.", "last_name": "Harris", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "R.M", "middle_name": "", "last_name": "Lark", "name_suffix": "", "institution": "British Geological Survey", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26132/galley/15768/download/" } ] }, { "pk": 26672, "title": "Unsupervised learning of VerbNet argument structure", "subtitle": null, "abstract": "The relationship between a verb and the syntactic frames in which it can appear has been closely studied by psychol-ogists and linguists. Research suggests that the semantics of a verb and its arguments determine the verb’s syntactic frames,but various theories (Levin & Hovav, 2005) disagree on the nature and complexity of these relationships, in part because mostinvestigations have focused on a small subset of verbs that may not generalize. Investigating the semantic and syntactic rela-tionships present in larger sets of verbs would provide more substantial evidence for evaluating and selecting theories of verbargument structure. We report on initial analyses of the 6000+ verbs and 280+ syntactic frames of VerbNet (Kipper et al., 2008),the largest English verb syntax resource available, using nonparametric Bayesian methods (e.g. Shafto et al., 2006) for clusteranalysis and dimensionality reduction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/22j3x6s6", "frozenauthors": [ { "first_name": "Jesse", "middle_name": "", "last_name": "Mu", "name_suffix": "", "institution": "Boston College", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "O’Donnell", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "Hartshorne", "name_suffix": "", "institution": "Boston College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26672/galley/16308/download/" } ] }, { "pk": 26665, "title": "Using analogical comparison to help children learn the day-night cycle", "subtitle": null, "abstract": "Children have difficulty reconciling their observations of the sky (an Earth-based perspective) with scientific modelsof the solar system (space-based perspectives) (e.g., Vosniadou & Brewer, 1994). Analogical comparison could be an effectiveway to address this cognitive challenge. By comparing and aligning different perspectives on events, such as sunrise, childrenmay develop a more coherent understanding of the solar system. The present experiment tested this theory by varying the pres-ence of explicit comparisons between Earth-based and space-based perspectives during a multi-day lesson about the day-nightcycle. Children (N=63, Mean age=8.57) were randomly assigned to one of four learning conditions: one that involved guidedcomparison of perspectives, two that involved similar tasks but without comparison, or a control (no instruction) condition. Wefound that children in the guided comparison condition had the greatest learning gains on a task that involved demonstratingthe day-night cycle using a model Earth and Sun.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6vh7n6rf", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "", "last_name": "Jee", "name_suffix": "", "institution": "Worcester State University", "department": "" }, { "first_name": "Florencia", "middle_name": "", "last_name": "Anggoro", "name_suffix": "", "institution": "College of the Holy Cross", "department": "" }, { "first_name": "Natalie", "middle_name": "", "last_name": "Evans", "name_suffix": "", "institution": "College of the Holy Cross", "department": "" }, { "first_name": "Caitlin", "middle_name": "", "last_name": "Murphy", "name_suffix": "", "institution": "College of the Holy Cross", "department": "" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Tran", "name_suffix": "", "institution": "College of the Holy Cross", "department": "" }, { "first_name": "Caroline", "middle_name": "", "last_name": "Morano", "name_suffix": "", "institution": "College of the Holy Cross", "department": "" }, { "first_name": "Amanda", "middle_name": "", "last_name": "McCarthy", "name_suffix": "", "institution": "College of the Holy Cross", "department": "" }, { "first_name": "Victoria", "middle_name": "", "last_name": "Jackson", "name_suffix": "", "institution": "College of the Holy Cross", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26665/galley/16301/download/" } ] }, { "pk": 26175, "title": "Using a smartphone game to promote transfer of skills in a real world environment", "subtitle": null, "abstract": "This article presents an experiment in which participant’sworking memory, tasks-switching and focusing skills aretrained in a game called Wollie on a smartphone. Before andafter the training period they performed three task (a recall,Stroop and task-switching). The goal of this research was tosee how the participants, from the test group, learn withinthe game and how this affects the three tasks. Only in theStroop results a clear difference between the two groups wasfound. However, we found that participants who had the mosttrouble in playing Wollie, improved the most on Stroop andtask-switching, indicating that these participants still lackedthe relevant skills for all these tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "transfer; smartphone; working memory; task-switching; games" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7z78r9hs", "frozenauthors": [ { "first_name": "Inge", "middle_name": "", "last_name": "Doesburg", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Niels", "middle_name": "", "last_name": "Taatgen", "name_suffix": "", "institution": "University of Groningen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26175/galley/15811/download/" } ] }, { "pk": 26265, "title": "Using determiners as contextual cues in sentence comprehension:\nA comparison between younger and older adults", "subtitle": null, "abstract": "Younger adults use both semantic and phonological cues to\nquickly and efficiently localize the referent during sentence\ncomprehension. While some behavioral studies suggest that\nolder adults use contextual information even more strongly\nthan younger adults, ERP studies have shown that this\npopulation, as a group, is less apt at using contextual semantic\ncues to predict upcoming words. The current study extends\nthe investigation of contextual cue processing in auditory\nsentence comprehension beyond semantic cue processing, by\ncomparing younger and older adults in their ability to use\nphonological cues in indefinite articles (a/an) to localize the\nreferent in an eye-tracking visual world paradigm. Our results\nsuggest that both age groups use such phonological\ninformation for referent localization, but with different\ntimelines: younger adults use the cues to anticipate an\nupcoming word, whereas older adults show delayed cue\nprocessing after the target word has been spoken. Together\nwith findings from semantic context processing, these results\nsupport a model of sentence comprehension in which the use\nof contextual cues continues with aging, but is no longer as\nefficient as in the young system for anticipatory word\nretrieval.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "aging; sentence comprehension; context;\ndeterminers; indefinite articles; eye-tracking." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9r13w1pk", "frozenauthors": [ { "first_name": "Nazbanou", "middle_name": "", "last_name": "Nozari", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Mirman", "name_suffix": "", "institution": "Drexel University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26265/galley/15901/download/" } ] }, { "pk": 26721, "title": "Using eye tracking data to compare models of numerical estimation", "subtitle": null, "abstract": "People accurately compare and estimate means without using formal calculations, however, little is known aboutthe cognitive processes underlying these behaviors. We used objective, behavioral data (e.g., eye fixation patterns), which arecompatible with multiple representations, to compare cognitive models. Specifically, we compared seven cognitive modelsincluding working memory activation (weighting values as a function of the number of and duration of fixations), workingmemory constraint (e.g., recency + primacy, last four), or Bayesian models (e.g., first fixation set as prior).Our task presented sets of 5 to 10 3-digit numbers (framed as the result of a home run derby) and asked participants to predicthow far the next ball would be hit. The same fixation data were loaded into each model to create a unique estimate, which wasthen compared to the participant’s actual prediction. The difference between the model and actual was calculated to create anaccuracy index.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1nv25307", "frozenauthors": [ { "first_name": "Bradley", "middle_name": "", "last_name": "Morris", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Was", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "Amy", "middle_name": "", "last_name": "Masnick", "name_suffix": "", "institution": "Hofstra University", "department": "" }, { "first_name": "Bushra", "middle_name": "", "last_name": "Aldosari", "name_suffix": "", "institution": "Kent State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26721/galley/16357/download/" } ] }, { "pk": 26306, "title": "Using Motor Dynamics to Explore Real-time Competition in Cross-situational WordLearning: Evidence From Two Novel Paradigms", "subtitle": null, "abstract": "Children and adults can use cross-situational information toidentify words’ referents. What do learners retain about thepotential referents that occur with a word: do they encodemultiple referents or a single guess? We tested this questionusing novel mouse tracking and finger tracking paradigms.Adults were exposed to novel words in a series of ambiguoustraining trials and then tested on the words’ referents. In sometest trials, participants saw the target and three referents thathad never occurred with the word; other test trials included ahigh-probability competitor that had repeatedly occurred withthe word. Participants’ mouse movements were slower, lessaccurate, and took a more complex path to the selectedreferent when the competitor was present, indicating thatparticipants were aware that both the target and competitorhad previously occurred with the word. This suggests thatlearners can accrue information about multiple potentialreferents for a word, and that mouse tracking provides apromising way of assessing this knowledge. However, thisknowledge was not evident in participants’ finger movements,suggesting that the dynamics of finger movements might notcapture real-time competition between referents.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cross-situational learning; language acquisition;mouse tracking" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/19h7j342", "frozenauthors": [ { "first_name": "John", "middle_name": "P.", "last_name": "Bunce", "name_suffix": "", "institution": "University of California Merced", "department": "" }, { "first_name": "Drew", "middle_name": "H.", "last_name": "Abney", "name_suffix": "", "institution": "University of California Merced", "department": "" }, { "first_name": "Chelsea", "middle_name": "L.", "last_name": "Gordon", "name_suffix": "", "institution": "University of California Merced", "department": "" }, { "first_name": "Michael", "middle_name": "J.", "last_name": "Spivey", "name_suffix": "", "institution": "University of California Merced", "department": "" }, { "first_name": "Rose", "middle_name": "M.", "last_name": "Scott", "name_suffix": "", "institution": "University of California Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26306/galley/15942/download/" } ] }, { "pk": 26729, "title": "Using Nature Language Processing to Improve Optical Character Recognition", "subtitle": null, "abstract": "OCR (Optical Character Recognition) has developed over 100 years. However, if the document or picture is stained,it could not work well. Considering that words in text can be connected by logical relationship, with the help of the idea thatreducing the size of word stock which references from license plate recognition, this paper established N-GRAM model, usedthe results of Google search engine to improve its text sparsity. The use of residual features of the original stained characterscan improve the recognition rate and accuracy with the help of a smaller size of the word stock successfully.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sp146hq", "frozenauthors": [ { "first_name": "Lining", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "Tsinghua University", "department": "" }, { "first_name": "Yongxu", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "Beijing Information Science and Technology University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26729/galley/16365/download/" } ] }, { "pk": 26079, "title": "Using Prior Data to Inform Model Parameters\nin the Predictive Performance Equation", "subtitle": null, "abstract": "The predictive performance equation (PPE) is a mathematical\nmodel of learning and retention that attempts to capitalize on the\nregularities seen in human learning to predict future performance.\nTo generate predictions, PPE’s free parameters must be calibrated\nto a minimum amount of historical performance data, leaving PPE\nunable to generate valid predictions for initial learning events. We\nexamined the feasibility of using the data from other individuals,\nwho performed the same task in the past, to inform PPE’s free\nparameters for new individuals (prior-informed predictions). This\napproach could enable earlier and more accurate performance\npredictions. To assess the predictive validity of this methodology,\nthe accuracy of PPE’s individualized and prior-informed\npredictions before the point in time where PPE can be fully\ncalibrated using an individual’s unique performance history. Our\nresults show that the prior data can be used to inform PPE’s free\nparameters, allowing earlier performance predictions to be made.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Mathematical model; Performance predictions; Skill\nlearning; Parameter generalization; Educational data mining" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1hn733kx", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Collins", "name_suffix": "", "institution": "Air Force Research Laboratory", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Gluck", "name_suffix": "", "institution": "Air Force Research Laboratory", "department": "" }, { "first_name": "Mathew", "middle_name": "", "last_name": "Walsh", "name_suffix": "", "institution": "TiER1 Performance Solutions", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Krusmark", "name_suffix": "", "institution": "Air Force Research Laboratory", "department": "" }, { "first_name": "Glenn", "middle_name": "", "last_name": "Gunzelmann", "name_suffix": "", "institution": "Air Force Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26079/galley/15715/download/" } ] }, { "pk": 26080, "title": "Using Statistics to Learn Words and Grammatical Categories:How High Frequency Words Assist Language Acquisition", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "statistical language learning" }, { "word": "speech segmentation" }, { "word": "grammatical categorisation." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0ds574kz", "frozenauthors": [ { "first_name": "Rebecca", "middle_name": "L. A.", "last_name": "Frost", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Padraic", "middle_name": "", "last_name": "Monaghan", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Morten", "middle_name": "H.", "last_name": "Christiansen", "name_suffix": "", "institution": "Lancaster University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26080/galley/15716/download/" } ] }, { "pk": 26401, "title": "Using Subgoal Learning and Self-Explanation to Improve Programming Education", "subtitle": null, "abstract": "The present study explored passive, active, and constructive\nmethods of learning problem solving procedures. Using\nsubgoal learning, which has promoted retention and transfer\nin procedural domains, the study compared the efficacy of\ndifferent methods for learning a programming procedure. The\nresults suggest that constructive methods produced better\nproblem solving performance than passive or active methods.\nThe amount of instructional support that learners received in\nthe three different constructive interventions also affected\nperformance. Learners performed best when they either\nreceived hints about the subgoals of the procedure or received\nfeedback on the subgoal labels that they constructed, but not\nwhen they received both. These findings suggest that in some\ncases constructing subgoal labels is better than passively or\nactively engaging with subgoal labels. There is an optimal\nlevel of instructional support for students engaging in\nconstructive learning and that providing too much support can\nbe equally as detrimental as providing too little support.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "subgoal learning; self-explanation; worked\nexamples; computing education." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/35z8842x", "frozenauthors": [ { "first_name": "Lauren", "middle_name": "E.", "last_name": "Margulieux", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Catrambone", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26401/galley/16037/download/" } ] }, { "pk": 26436, "title": "Using Violations of Fitts’ Law to Communicate during Joint Action", "subtitle": null, "abstract": "When people perform joint actions together, task knowledge\nis sometimes distributed asymmetrically such that one person\nhas information that another person lacks. In such situations,\ninterpersonal action coordination can be achieved if the\nknowledgeable person modulates basic parameters of her\ngoal-directed actions in a way that provides relevant infor-\nmation to the less knowledgeable partner. We investigated\nwhether systematic violations of predicted movement\nduration provide a sufficient basis for such communication.\nResults of a joint movement task show that knowledgeable\npartners spontaneously and systematically violated the pre-\ndictions of Fitts’ law in order to communicate if their partners\ncould not see their movements. Unknowing partners had a\nbenefit from these violations and more so if the violations\nprovided a good signal-to-noise ratio. Together, our findings\nsuggest that generating and perceiving systematic deviations\nfrom the predicted duration of a goal-directed action can\nenable non-conventionalized forms of communication during\njoint action.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Joint action; signaling; coordination strategy;\ncooperation; communication; social cognition." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/41j8z52k", "frozenauthors": [ { "first_name": "Cordula", "middle_name": "", "last_name": "Vesper", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Schmitz", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Günther", "middle_name": "", "last_name": "Knoblich", "name_suffix": "", "institution": "Central European University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26436/galley/16072/download/" } ] }, { "pk": 26454, "title": "Variability in category learning:The Effect of Context Change and Item Variation on Knowledge Generalization", "subtitle": null, "abstract": "We explore how context change and item variation duringnatural category learning influence memory and generalizationto new examples. Participants studied either images of the samebird or varied birds from each of several categories. Theseimages could be presented in a constant background color ordifferent background colors. During test, birds were presentedin only one of the studied background colors. Performance attest depended on the context overlap between study and test,with better performance when there was minimal contextchange during study. Also, contrary to previous findings, wefound that learners generalized better when items wererepeated during study and remembered old items better whenitems were varied during study. When there is a moderatedegree of context change, there is no benefit of repetition orvariation for either novel or old items. These results indicatethat context change and item variation have complementaryeffects on learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "concept learning" }, { "word": "memory" }, { "word": "Context" }, { "word": "variability" }, { "word": "repetition." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/53p3z3gx", "frozenauthors": [ { "first_name": "Dustin", "middle_name": "D.", "last_name": "Finch", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Paulo", "middle_name": "F.", "last_name": "Carvalho", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Robert", "middle_name": "L.", "last_name": "Goldstone", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26454/galley/16090/download/" } ] }, { "pk": 26523, "title": "Varieties of experience: A new look at folk philosophy of mind", "subtitle": null, "abstract": "Philosophers, psychologists, and neuroscientists have oftendivided the mind into fundamental component parts. Does thisintuition carry over into folk philosophy of mind? In a seriesof large-scale studies, we explore intuitive distinctions amongdifferent kinds of mental phenomena and consider how thesedistinctions might organize the conceptual space of thediverse “intelligent” and “social” entities in the modernworld. Across studies, independent exploratory factoranalyses reveal a common latent structure underlying mentalcapacity attributions, centered on three types of phenomenalexperiences: physiological experiences of biological needs(e.g., hunger, pain); social-emotional experiences of self- andother-relevant emotions (e.g., guilt, pride); and perceptual-cognitive abilities to detect and use information about theenvironment (e.g., hearing, memory). We argue for anexpanded model of folk philosophy of mind that goes beyondagency and experience (H. M. Gray, Gray, & Wegner, 2007)to make basic and important distinctions among differentvarieties of experience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mind perception; folk theories; sentience." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/68c1143m", "frozenauthors": [ { "first_name": "Kara", "middle_name": "", "last_name": "Weisman", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Carol", "middle_name": "S.", "last_name": "Dweck", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Ellen", "middle_name": "M.", "last_name": "Markman", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26523/galley/16159/download/" } ] }, { "pk": 26389, "title": "Vector Space Semantic Models\nPredict Subjective Probability Judgments for Real-World Events", "subtitle": null, "abstract": "We examine how people judge the probabilities of real-world\nevents, such as natural disasters in different countries. We\nfind that the associations between the words and phrases that\nconstitute these events, as assessed by vector space semantic\nmodels, strongly correlate with the probabilities assigned to\nthese events by participants. Thus, for example, the semantic\nproximity of “earthquake” and “Japan” accurately predicts\njudgments regarding the probability of an earthquake in\nJapan. Our results suggest that the mechanisms and\nrepresentations at play in language are also active in high-\nlevel domains, such as judgment and decision making, and\nthat existing insights regarding these representations can be\nused to make precise, quantitative, a priori predictions\nregarding the probability estimates of individuals.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Judgement and decision making; Subjective\nprobability; Semantic representation; Semantic space models" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/12v27809", "frozenauthors": [ { "first_name": "Sudeep", "middle_name": "", "last_name": "Bhatia", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26389/galley/16025/download/" } ] }, { "pk": 26543, "title": "Verbalizing navigation: Explicit and implicit concepts", "subtitle": null, "abstract": "Every day, we navigate our environments with astonishingease. Most of our paths are familiar to us and can benavigated without (much) conscious thought; in other cases,we use various strategies to find our way (Tenbrink &Wiener, 2007). Since these processes are at the heart ofhuman spatial cognition they have been researchedextensively, often based on route directions as the mostcommon verbalizations of navigation. Our research extendsthis tradition across various wayfinding contexts, addressingstreet network scenarios (Hölscher, Tenbrink, & Wiener,2011), complex buildings (Tenbrink, Bergmann, &Konieczny, 2011), alpine environments (Egorova, Tenbrink,& Purves, 2015), and including effects of automatic systemsas producers (Tenbrink & Winter, 2009) or recipients(Moratz & Tenbrink, 2006; Tenbrink et al., 2010) of spatialdirections. In all of these studies natural language data areused to address concepts of navigation, some of which areexpressed explicitly, while others remain implicit and onlyindirectly reflected through the ways in which speakers uselanguage in spatial navigation contexts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Discourse Analysis; spatial cognition;verbalization; cognitive processes; reference frames" } ], "section": "Publication-Based Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8qk4496c", "frozenauthors": [ { "first_name": "Thora", "middle_name": "", "last_name": "Tenbrink", "name_suffix": "", "institution": "Bangor University (Wales)", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26543/galley/16179/download/" } ] }, { "pk": 26616, "title": "Verbs of Explanandum seem Crucial in Evaluating Explanations", "subtitle": null, "abstract": "Many previous studies have assumed that the domain of the explanandum determines which type of explanation,mechanistic or teleological, people prefer (domain theory). In this study, I proposed that the explanandum’s thematic relation,which is mostly determined by the predicate, i.e., action verb or state verb, is crucial for the explanation type preference(thematic relation theory). To compare the two theories, participants were asked to read a sentence describing the explanandum,and then judge the appropriateness of two explanations for the explanandum, mechanistic and teleological, one after the other.Order of the two explanations were counterbalanced over participants. The domain and thematic relations were manipulated byvarying the subject and the predicate of the explanandum. Mechanistic explanations were preferred when the predicate was astate verb, whereas teleological explanations were preferred for an action verb. Results of the experiment gave support for thethematic relation theory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6010t6qj", "frozenauthors": [ { "first_name": "Kwanghyeon", "middle_name": "", "last_name": "Yoo", "name_suffix": "", "institution": "Sungkyunkwan University", "department": "" }, { "first_name": "Kyung", "middle_name": "Soo", "last_name": "Do", "name_suffix": "", "institution": "Sungkyunkwan University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26616/galley/16252/download/" } ] }, { "pk": 26667, "title": "Verifying who ”jumped more” or ”higher” in simple events", "subtitle": null, "abstract": "Sentences with “more” can be used to compare along many different dimensions (e.g., number, height, etc.). Barner,Wagner, and Snedeker (2008) found that participants strongly preferred number as the relevant dimension for comparatives withdeverbal nominals like “more jumping,” even when height was an available choice. Would this preference manifest as a choiceof number over height pitting the two dimensions against one another with verbal “jumped more”? We animated two objects, Aand B, and varied each’s height, duration, and number of jumps, counterbalancing how often A “won” along each dimension.In separate blocks, participants judged whether “A jumped higher/longer/more times/more than B,” and unambiguously choseheight with “higher,” duration with “longer,” and number with “more times.” With bare “more,” however, participants said“yes” both by height and number. This study challenges Barner et al’s (2008) idea that the lexical root “jump” determines acomparison by number with “more”.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/29c7j9b3", "frozenauthors": [ { "first_name": "Haley", "middle_name": "", "last_name": "Farkas", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Alexis", "middle_name": "", "last_name": "Wellwood", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26667/galley/16303/download/" } ] }, { "pk": 26093, "title": "Viewing time affects overspecification:Evidence for two strategies of attribute selection during reference production", "subtitle": null, "abstract": "Speakers often produce definite referring expressions that areoverspecified: they tend to include more attributes than neces-sary to distinguish the target referent. The current paper inves-tigates how the occurrence of overspecification is affected byviewing time. We conducted an experiment in which speakerswere asked to refer to target objects in visual domains. Half ofthe speakers had unlimited time to inspect the domains, whileviewing time was limited (1000 ms) for the other half. The re-sults reveal that limited viewing time induces the occurrenceof overspecification. We conjecture that limited viewing timecaused speakers to rely heavily on quick heuristics during at-tribute selection, which urge them to select attributes that areperceptually salient. In the case of unlimited inspection time,speakers seem to rely on a combination of heuristic and moredeliberate selection strategies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Definite reference; overspecification; heuristics;viewing time." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/34x1d0qc", "frozenauthors": [ { "first_name": "Ruud", "middle_name": "", "last_name": "Koolen", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Albert", "middle_name": "", "last_name": "Gatt", "name_suffix": "", "institution": "University of Malta", "department": "" }, { "first_name": "Roger", "middle_name": "P.G.", "last_name": "van Gompel", "name_suffix": "", "institution": "University of Dundee", "department": "" }, { "first_name": "Emiel", "middle_name": "", "last_name": "Krahmer", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Kees", "middle_name": "van", "last_name": "Deemter", "name_suffix": "", "institution": "University of Aberdeen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26093/galley/15729/download/" } ] }, { "pk": 26163, "title": "Visual constraints modulate stereotypical predictability of agents during situatedlanguage comprehension", "subtitle": null, "abstract": "We investigated how constraints imposed by the concurrentvisual context modulate the effects of prior gender and actioncues as well as of stereotypical knowledge during situatedlanguage comprehension. Participants saw videos of female ormale hands performing an action and then inspected a displayshowing the faces of two potential agents (one male and onefemale face) as they listened to German OVS sentences aboutstereotypically female or male actions. Unlike previousexperiments (Rodriguez et al., 2015), the display concurrentwith the sentence also showed a picture of the object of thevideotaped action and a ‘competitor object’ (with oppositestereotypical valence) that had not appeared in the video butcould be mentioned in the sentence. We measured eyemovements to the faces of the agents during comprehension.The design manipulated the match between the videotapedaction and the action described by the sentence (action-verb(phrase) match) and the match between the stereotypicalvalence of the verbally described action and the gender of theagent of the previous video (conveyed only by the hands;stereotypicality match). We replicated the results obtained inRodríguez et al. (2015): an overall target agent preference (i.e.the agent whose gender matched that of the hands seen in theprevious video), reduced by action-verb mismatches. However,unlike in their study, mismatch effects emerged earlier. Inaddition, stereotypicality effects emerged in the verb region.The earlier mismatch effects and added stereotypicality effectssuggest that the visual availability of the objects, perhapsjointly with the verbal input, facilitated the activation ofrepresentations from the recent videos (speeding up mismatcheffects) and the consideration of alternative representations,favoring stereotypical expectations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Visual constraints; situated languagecomprehension; gender; stereotypes; eye-tracking." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0x25x396", "frozenauthors": [ { "first_name": "Alba", "middle_name": "", "last_name": "Rodríguez", "name_suffix": "", "institution": "Bielefeld University", "department": "" }, { "first_name": "Michele", "middle_name": "", "last_name": "Burigo", "name_suffix": "", "institution": "Bielefeld University", "department": "" }, { "first_name": "Pia", "middle_name": "", "last_name": "Knoeferle", "name_suffix": "", "institution": "Humboldt University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26163/galley/15799/download/" } ] }, { "pk": 26541, "title": "Visualizing Events:Simulating Meaning in Language", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "event semantics; simulation semantics; habitats;affordances; qualia structure; dynamic event models" } ], "section": "Publication-Based Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9vb8d3pg", "frozenauthors": [ { "first_name": "James", "middle_name": "", "last_name": "Pustejovsky", "name_suffix": "", "institution": "Brandeis University", "department": "" }, { "first_name": "Nikhil", "middle_name": "", "last_name": "Krishnaswamy", "name_suffix": "", "institution": "Brandeis University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26541/galley/16177/download/" } ] }, { "pk": 26133, "title": "Visual Statistical Learning Deficits in Children with Developmental Dyslexia:an Event Related Potential Study", "subtitle": null, "abstract": "A growing body of research suggests that individuals withdevelopmental dyslexia perform below typical readers onnon-linguistic cognitive tasks involving the learning andencoding of statistical-sequential patterns. However, theneural mechanisms underlying such a deficit have not beenwell examined. The aim of the present study was toinvestigate the ERP correlates of sequence processing in asample of children diagnosed with dyslexia using aprobabilistic visual serial learning paradigm. The behavioralresults revealed that whereas age-matched typicallydeveloping children (n=12) showed learning in the task asreflected by their response times, the children with dyslexia(n=8) likely showed difficulty in learning. In conjunction withthese behavioral results, the ERPs of the typically developingchildren showed a P300-like response indicative of thisparadigm (Jost et al., 2015); whereas, the children diagnosedwith a reading disorder showed no such ERP effects. Thesefindings are consistent with the idea that differences instatistical-sequential learning ability might underlie thereading deficits observed in developmental dyslexia.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Developmental dyslexia; statistical learning;sequential learning; implicit learning; ERPs." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8nr1m78m", "frozenauthors": [ { "first_name": "Sonia", "middle_name": "", "last_name": "Singh", "name_suffix": "", "institution": "Georgia State University", "department": "" }, { "first_name": "Anne", "middle_name": "M.", "last_name": "Walk", "name_suffix": "", "institution": "University of Illinois", "department": "" }, { "first_name": "Christopher", "middle_name": "M.", "last_name": "Conway", "name_suffix": "", "institution": "Georgia State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26133/galley/15769/download/" } ] }, { "pk": 26061, "title": "Wallace: Automating Cultural Evolution Experiments Through Crowdsourcing", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cultural transmission" }, { "word": "crowdsourcing" }, { "word": "iteratedlearning" }, { "word": "research software" } ], "section": "Tutorials", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/49s1r0kd", "frozenauthors": [ { "first_name": "Jordan", "middle_name": "W.", "last_name": "Suchow", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Thomas", "middle_name": "J. H.", "last_name": "Morgan", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Jessica", "middle_name": "B.", "last_name": "Hamrick", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Michael", "middle_name": "D.", "last_name": "Pacer", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Stephan", "middle_name": "C.", "last_name": "Meylan", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26061/galley/15697/download/" } ] }, { "pk": 36045, "title": "What About Sam—The Kid in the Corner Whose Voice Doesn’t Come Out?—Tensions Between Open Discussions and Inclusive Educational Opportunities for English Learners", "subtitle": null, "abstract": "This article identifies a tension between a teacher’s intention and\nan English learner’s interpretation of his experiences in a US\nhigh school English class for native users of English and English learners. The tension highlights two issues. First, democratic\nclassroom practices, frequently advocated by second language\nacquisition theorists, may be misunderstood or misused in general education classrooms. For example, respecting students by\ngiving them the choice to speak or be silent can negatively affect\nEnglish learners’ opportunities to acquire language, subject-area\ncontent knowledge, and social status as knowers. Second, many\ngeneral education teachers believe they are unprepared to help\nEnglish learners develop English or subject-area content skills\nand knowledge. Their lack of preparation can present obstacles\nfor English learners. The author contends that structured, inclusive discussion can benefit English learners’ cognitive, academic,\nlinguistic, and social development, while unstructured, open discussion compromises learning opportunities for all students.", "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/78t6m34j", "frozenauthors": [ { "first_name": "Karen", "middle_name": "Miller", "last_name": "Gourd", "name_suffix": "", "institution": "University of Washington, Bothell", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36045/galley/26897/download/" } ] }, { "pk": 26398, "title": "What Causal Illusions Might Tell us about the Identification of Causes", "subtitle": null, "abstract": "According to existing accounts of causation, people rely on asingle criterion to identify the cause of an event. Thephenomenon of causal illusions raises problems for suchviews. Causal illusions arise when a particular factor isperceived to be causal despite knowledge indicatingotherwise. According to what we will call the Dual-ProcessHypothesis of Causal Identification, identifying a causeinvolves two cognitive processes: 1) an automatic, intuitiveprocess that identifies possible causes on the basis ofperceptual cues (spatial and temporal) and 2) a slow,reflective process that identifies possible causes on the basisof causal inference, in particular, a consideration of possiblemechanism. Consistent with this hypothesis, we found that inresponse to a causal illusion shown in a naturalistic setting,people’s initial judgments of causation were higher than theirultimate judgments of causation (Experiment 1). Using anonline measure of the time-course of people’s causaljudgments, we found that people initially view animations ofcausal illusions as causal before concluding that they are non-causal (Experiment 2). Finally, we obtained similar resultsusing a deadline procedure, while also finding that the lowerthe cognitive reflectiveness (as measured by the CRT), thestronger people’s impressions of causation were (Experiment3). Implications for different classes of theories of causationare discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal reasoning; thinking & reasoning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1vs7w0sc", "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": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26398/galley/16034/download/" } ] }, { "pk": 26183, "title": "What Determines Human Certainty?", "subtitle": null, "abstract": "Previous work on concept learning has focused on how con-cepts are acquired without addressing metacognitive aspectsof this process. An important part of concept learning froma learner’s perspective is subjectively knowing when a newconcept has been effectively learned. Here, we investigatelearners’ certainty in a classic Boolean concept-learning task.We collected certainty judgements during the concept-learningtask from 552 participants on Amazon Mechanical Turk. Wecompare different models of certainty in order to determineexactly what learners’ subjective certainty judgments encode.Our results suggest that learners’ certainty is best explained bylocal accuracy rather than plausible alternatives such as totalentropy or the maximum a posteriori hypothesis of an idealizedBayesian learner. This result suggests that certainty predomi-nately reflects learners’ performance and feedback, rather thanany metacognition about the inferential task they are solving.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Concepts; metacognition; learning; human exper-imentation; symbolic computational modeling; certainty; ideallearning model" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8vq433p7", "frozenauthors": [ { "first_name": "Louis", "middle_name": "", "last_name": "Marti", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Francis", "middle_name": "", "last_name": "Mollica", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Piantadosi", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Celeste", "middle_name": "", "last_name": "Kidd", "name_suffix": "", "institution": "University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26183/galley/15819/download/" } ] }, { "pk": 26511, "title": "What does the crowd believe? A hierarchical approach to estimating subjectivebeliefs from empirical data", "subtitle": null, "abstract": "People’s beliefs about everyday events are both of theoreti-cal interest in their own right and an important ingredient inmodel building—especially in Bayesian cognitive models ofphenomena such as logical reasoning, future predictions, andlanguage use. Here, we explore several recently used methodsfor measuring subjective beliefs about unidimensional contigu-ous properties, such as the likely price of a new watch. Asa first step towards a way of assessing and comparing beliefelicitation methods, we use hierarchical Bayesian modeling forinferring likely population-level beliefs as the central tendencyof participants’ individual-level beliefs. Three different depen-dent measures are considered: (i) slider ratings of (relative)likelihood of intervals of values, (ii) a give-a-number task, and(iii) choice of the more likely of two intervals of values. Ourresults suggest that using averaged normalized slider ratingsfor binned quantities is a practical and fairly good approxima-tor of inferred population-level beliefs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "subjective beliefs" }, { "word": "hierarchical modeling" }, { "word": "Bayesian data analysis" }, { "word": "Bayesian cognitive modelsv" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4sf6p70s", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Franke", "name_suffix": "", "institution": "Eberhard Karls University of Tübingen", "department": "" }, { "first_name": "Fabian", "middle_name": "", "last_name": "Dablander", "name_suffix": "", "institution": "Eberhard Karls University of Tübingen", "department": "" }, { "first_name": "Anthea", "middle_name": "", "last_name": "Sch ̈oller", "name_suffix": "", "institution": "Eberhard Karls University of Tübingen", "department": "" }, { "first_name": "Erin", "middle_name": "", "last_name": "Bennett", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Judith", "middle_name": "", "last_name": "Degen", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "Henry", "last_name": "Tessler", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Justine", "middle_name": "", "last_name": "Kao", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Noah", "middle_name": "D.", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26511/galley/16147/download/" } ] }, { "pk": 26361, "title": "What Do We Learn from Rating Metaphors?", "subtitle": null, "abstract": "What makes some metaphors easier to understand than oth-ers? Theoretical accounts of metaphor processing appeal todimensions like conventionality and aptness to explain vari-ability in metaphor comprehensibility. In a typical experiment,one group of naive participants rates a set of metaphoric sen-tences along these dimensions, while another is timed readingthe same sentences. Then, the ratings are used to predict re-sponse times in order to identify the most relevant linguistic di-mension for metaphor comprehension. However, surprisinglyhigh correlations between ratings of theoretically orthogonalconstructs and the results of an experiment in which a con-text manipulation affected ratings of metaphor conventionalityand aptness suggest that these measures should be treated asdependent, rather than explanatory, variables. We discuss theimplications of this perspective for theories of language pro-cessing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Metaphor" }, { "word": "analogy" }, { "word": "measurement" }, { "word": "conventional-ity" }, { "word": "Language" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8w8617ft", "frozenauthors": [ { "first_name": "Paul", "middle_name": "H.", "last_name": "Thibodeau", "name_suffix": "", "institution": "Oberlin College", "department": "" }, { "first_name": "Les", "middle_name": "", "last_name": "Sikos", "name_suffix": "", "institution": "Swarthmore College", "department": "" }, { "first_name": "Frank", "middle_name": "H.", "last_name": "Durgin", "name_suffix": "", "institution": "Swarthmore College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26361/galley/15997/download/" } ] }, { "pk": 26458, "title": "What do you expect from an unfamiliar talker?", "subtitle": null, "abstract": "Speech perception is made much harder by variability betweentalkers. As a result, listeners need to adapt to each differenttalker’s particular acoustic cue distributions. Thinking of thisadaptation as a form of statistical inference, we explore the rolethat listeners’ prior expectations play in adapting to an unfa-miliar talker. Specifically, we test the hypothesis that listenerswill have a harder time adapting to talkers whose cue distribu-tions fall outside the range of normal variation across talkers.We also show that it is possible to infer listeners’ shared priorexpectations based on patterns of adaptation to different cuedistributions. This provides a potentially powerful tool for di-rectly probing listeners’ prior expectations about talkers thatdoes not rely on speech produced by many different talkers,which is costly to collect and annotate, and only indirectly re-lated to listeners’ subjective expectations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Science" }, { "word": "Linguistics" }, { "word": "psychology" }, { "word": "Lan-guage understanding" }, { "word": "learning" }, { "word": "Speech recognition" }, { "word": "Bayesianmodeling" }, { "word": "Experimental research with adult humans" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7h31v1x7", "frozenauthors": [ { "first_name": "Dave", "middle_name": "F.", "last_name": "Kleinschmidt", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "T.", "middle_name": "Florian", "last_name": "Jaeger", "name_suffix": "", "institution": "University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26458/galley/16094/download/" } ] }, { "pk": 26771, "title": "What Makes Campaign Messages Popular On Twitter ?", "subtitle": null, "abstract": "The rapid adoption of social media by billions of people from all over the world has unleashed unprecedentedopportunities for marketers and cognitive scientists to better understand why some message become popular while other diequickly. We designed a novel technique for automatically learning to differentiate popular tweets from unpopular ones and topredict how popular a given tweet will become in a given target audience. To demonstrate the effectiveness of our approach,we applied it to real world data collected from six social media messaging campaigns run by a variety of marketing as wellas non-profit organizations including Proctor and Gamble’s Always Campaign. The studies showed that our approach can behighly effective (achieving accuracy scores from 92% to 99%) for automatically learning what makes a message popular in anygiven group as well as for automatically predicting how popular a message will be in a given target audience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4js4m0hs", "frozenauthors": [ { "first_name": "M.", "middle_name": "Afzal", "last_name": "Upal", "name_suffix": "", "institution": "Defence R & D Canada", "department": "" }, { "first_name": "Pritham", "middle_name": "", "last_name": "Marupaka", "name_suffix": "", "institution": "Defence R & D Canada", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26771/galley/16407/download/" } ] }, { "pk": 26156, "title": "What Makes You Feel You Are Learning: Cues to Self-Regulated Learning", "subtitle": null, "abstract": "While learning in a multitext environment increases with therise of electronic environments, little is known about whatmakes learners feel that they should continue learning oralready learn enough from one text. The current study aimedat examining what cues learners use to regulate their effortamong multiple sources in a multitext environment. Bymanipulating the amount of new information and conceptualoverlap across texts within a topic, we created three types oftext environments to generate different trajectories of twocues to perceived learning, new information (measured byrating of perceived new information) and encoding fluency(measured by ratings of reading ease). Results showed thatthe dominant cue to gauge perceived learning was theperceived amount of new information. The study extendedtheories in animal foraging and metacognition, andestablished a novel paradigm to better investigate adultlearning in the wild.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "nformation foraging" }, { "word": "metacognition" }, { "word": "self-regulated learning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/36d8h6tw", "frozenauthors": [ { "first_name": "Jessie", "middle_name": "", "last_name": "Chin", "name_suffix": "", "institution": "University of Illinois", "department": "" }, { "first_name": "Elizabeth", "middle_name": "A. L.", "last_name": "Stine-Morrow", "name_suffix": "", "institution": "University of Illinois", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26156/galley/15792/download/" } ] }, { "pk": 26262, "title": "What Were They Thinking? Diagnostic Coding of Conceptual Errors ina Mathematics Learning Software Data Archive", "subtitle": null, "abstract": "Decades of research have demonstrated that students facecritical conceptual challenges in learning mathematics. Asnew adaptive learning technologies become ubiquitous ineducation, they bring opportunities both to facilitateconceptual development in more focused ways and to gatherdata that may yield new insights into students’ learningprocesses. The present study analyzes data archives from aperceptual learning intervention designed to help studentsmaster key concepts related to linear measurement andfractions. Using algorithmic data coding on a database of78,034 errors from a sample of sixth graders, both conceptualerrors and other errors were captured and analyzed for changeover time. Results indicate that conceptual errors decreasedsignificantly. This approach suggests additional ways thatsuch datasets can be exploited to better understand how thesoftware impacts different students and how next generationsof adaptive software may be designed to code and respond tocommon error patterns in real time.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "adaptive learning; conceptual development;educational software; learning technology; mathematicscognition; perceptual learning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/39m4b1nx", "frozenauthors": [ { "first_name": "Christine", "middle_name": "M.", "last_name": "Massey", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Jennifer", "middle_name": "D.", "last_name": "Kregor", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Laura", "middle_name": "E.", "last_name": "Cosgrove", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Himchan", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26262/galley/15898/download/" } ] }, { "pk": 26474, "title": "When are representations of causal events quantum versus classical?", "subtitle": null, "abstract": "Throughout our lives, we are faced with a variety of causalreasoning problems. Arguably, the most successful models ofcausal reasoning, Causal Graphical Models (CGMs), performwell in some situations, but there is considerable variation inhow well they are able to account for data, both across scenar-ios and between individuals. We propose a model of causalreasoning based on quantum probability (QP) theory that ac-counts for behavior in situations where CGMs fail. WhetherQP or classical models are appropriate depends on the repre-sentation of events constructed by the reasoner. We describean experiment that suggests the representation of events canchange with experience to become more classical, and that therepresentation constructed can vary between individuals, in away that correlates with a simple measure of cognitive ability,The Cognitive Reflection Task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal reasoning" }, { "word": "quantum probability theory" }, { "word": "Bayes networks" }, { "word": "order effects" }, { "word": "Bayesian parameter estimation" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7ms4z211", "frozenauthors": [ { "first_name": "James", "middle_name": "M.", "last_name": "Yearsley", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Jennifer", "middle_name": "S.", "last_name": "Trueblood", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Emmanuel", "middle_name": "M.", "last_name": "Pothos", "name_suffix": "", "institution": "City University London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26474/galley/16110/download/" } ] }, { "pk": 26476, "title": "When does passive learning improve the effectiveness of active learning?", "subtitle": null, "abstract": "Much of what we learn comes from a mix of information thatwe select (active) and information that we receive (passive).But which type of training is better for different kinds of learn-ing problems? Here, we explore this question by comparingdifferent sequences of active/passive training in an abstractconcept learning task. First, we replicate the active learningadvantage from Markant & Gureckis (2014) (Experiments 1aand 1b). Then, we provide a test of whether experiencing ac-tive learning first or passive learning first improves the effec-tiveness of concept learning (Experiment 2). Across both ex-periments, active training led to better learning of the targetconcept, but “passive-first” learners were more accurate than“active-first” learners and more efficient than “active-only”learners. These findings broaden our understanding of whendifferent sequences of active/passive learning are more effec-tive, suggesting that for certain problems active explorationcan be enhanced with prior passive experience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "active learning" }, { "word": "concept learning" }, { "word": "replication" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7vc91183", "frozenauthors": [ { "first_name": "Kyle", "middle_name": "", "last_name": "MacDonald", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26476/galley/16112/download/" } ] }, { "pk": 26224, "title": "When High WMC Promotes Mental Set: A Model of the Water Jar Task", "subtitle": null, "abstract": "Differences in working memory capacity (WM C) relate to\nperformance on a variety of problem solving tasks. High WM C is\nbeneficial for solving analytical problems, but can hinder\nperformance on insight problems (DeCaro & Beilock, 2010). One\nsuggested reason for WM C-related differences in problem solving\nperformance is differences in strategy selection, in which high\nWM C individuals tend toward complex algorithmic strategies\n(Engle, 2002). High WM C might increase the likelihood of non-\noptimal performance on Luchins’ (1942) water jar task because high\nWM C solvers tend toward longer solutions, not noticing when\nshorter solutions become available. We present empirical data\nshowing this effect, and a computational model that replicates the\nfindings by choosing among problem solving strategies with\ndifferent WM demands. The high WM C model used a memory-\nintensive strategy, which led to long solutions when shorter ones\nwere available. The low WM C model was unable to use that\nstrategy, and switched to shorter solutions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Working memory capacity; problem solving;\nstrategy selection; computational modeling" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8gz9d6m4", "frozenauthors": [ { "first_name": "Erin", "middle_name": "E.", "last_name": "Sovansky", "name_suffix": "", "institution": "University of Illinois", "department": "" }, { "first_name": "Stellan", "middle_name": "", "last_name": "Ohlsson", "name_suffix": "", "institution": "University of Illinois", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26224/galley/15860/download/" } ] }, { "pk": 26352, "title": "When the Words Don’t Matter: Arbitrary labels improve categorical alignmentthrough the anchoring of categories", "subtitle": null, "abstract": "Novel labels provide feedback that may enhance categoricalalignment between interlocutors. However, the nature of thisfeedback may not always be linguistic. Lupyan (2008) hasdemonstrated the effects of labels on individualcategorization, and even non-word labels have seeminglyproduced greater consistency in sorting strategies (Lupyan &Casasanto, 2014). We extend this to alignment bydemonstrating that arbitrary labels can increase sortingconsistency to bring people’s categories closer together, evenwithout dialogue. Importantly, we argue that increasedalignment is not always due to labeling in a linguistic sense.Results suggest that it is not the content of the non-wordlabels driving the alignment effects, but the very presence ofthe labels acting as ‘anchors’ for category formation. Thisdemonstrates a more general cognitive effect of arbitrarylabels on categorization.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Alignment; Categorization; Labels; LexicalEffects." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/84f574sf", "frozenauthors": [ { "first_name": "Ellise", "middle_name": "", "last_name": "Suffill", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Holly", "middle_name": "", "last_name": "Branigan", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Martin", "middle_name": "", "last_name": "Pickering", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26352/galley/15988/download/" } ] }, { "pk": 26411, "title": "When to Block versus Interleave Practice?Evidence Against Teaching Fraction Addition before Fraction Multiplication", "subtitle": null, "abstract": "In practice, mathematics education is blocked (i.e., teachingone topic at a time; CCSS, 2010), but research generallypromotes interleaving (i.e., teaching multiple topics together;Rohrer & Taylor, 2007). For example, fraction arithmetic isblocked with students being taught fraction addition beforefraction multiplication. Since students often confuse fractionoperations to produce arithmetic errors, interleaved fractionarithmetic instruction might be more productive than blockedinstruction to teach students to discriminate between theoperations. Additionally, a cognitive task analysis suggeststhat fraction multiplication may be a prerequisite to fractionaddition and thus reversing the blocking order may enhancelearning. Two experiments with fraction addition and fractionmultiplication were run. Experiments 1 and 2 show thatinterleaved instruction is generally better than the currentblocked instruction. Experiment 2 provides evidence thatblocking that reverses the standard order -- providing practiceon fraction multiplication before fraction addition -- producesbetter learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "blocking; interleaving; fractions" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4h12h31r", "frozenauthors": [ { "first_name": "Rony", "middle_name": "", "last_name": "Patel", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Ran", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Kenneth", "middle_name": "", "last_name": "Koedinger", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26411/galley/16047/download/" } ] }, { "pk": 26178, "title": "Where Should Researchers Look for Strategy Discoveries during the Acquisition of Complex Task Performance? The Case of Space Fortress", "subtitle": null, "abstract": "In complex task domains, such as games, students may ex-ceed their teachers. Such tasks afford diverse means to trade-off one type of performance for another, combining task ele-ments in novel ways to yield method variations and strategydiscoveries that, if mastered, might produce large or smallleaps in performance. For the researcher interested in the de-velopment of extreme expertise in the wild, the problem posedby such tasks is “where to look” to capture the explorations,trials, errors, and successes that eventually lead to the inven-tion of superior performance. In this paper, we present severalsuccessful discoveries of methods for superior performance.For these discoveries we used Symbolic Aggregate Approx-imation as our method of identifying changepoints withinscore progressions in the venerable game of Space Fortress.By decomposing performance at these changepoints, we findpreviously unknown strategies that even the designers of thetask had not anticipated.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "expertise" }, { "word": "performance" }, { "word": "Space Fortress" }, { "word": "SAX" }, { "word": "changepoint analysis" }, { "word": "skill acquisition" }, { "word": "plateaus" }, { "word": "dips" }, { "word": "leaps" }, { "word": "strategy discovery" }, { "word": "method invention" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5vz6t146", "frozenauthors": [ { "first_name": "Marc", "middle_name": "", "last_name": "Destefano", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" }, { "first_name": "Wayne", "middle_name": "D.", "last_name": "Gray", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26178/galley/15814/download/" } ] }, { "pk": 26500, "title": "Which is in front of Chinese people: Past or Future?", "subtitle": null, "abstract": "Recent research shows that Chinese, when they gesture\nabout time, tend to put the past “ahead” and the future\n“behind”. Do they think of time in the way as suggested by\ntheir gestures? In this study we investigate whether Chinese\npeople explicitly have such past-in-front mappings. In\nexperiment 1 we show that when time conceptions are\nconstructed with neutral wording (without spatial\nmetaphors), Chinese people are more likely to have a past-\nin-front-mapping than Spaniards. This could be due to\ncultural differences in temporal focus of attention, in that\nChinese people are more past-oriented than Europeans.\nHowever, additional experiments (2 & 3) show that,\nindependent of culture, Chinese people’s past-in-front\nmapping is sensitive to the wording of sagittal spatial\nmetaphors. In comparison to a neutral condition, they have\nmore past-in-front mappings when time conceptions are\nconstructed with past-in-front spatial metaphors (“front\nday”, means the day before yesterday), whereas fewer past-\nin-front mappings are constructed with future-in-front\nmetaphors. There thus appear to be both long-term effects\nof cultural attitudes on the spatialization of time, and also\nimmediate effects of the space-time metaphors used to\nprobe people’s mental representations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cross-cultural differences; space and time;\nconceptual metaphor; Chinese; Temporal Focus Hypothesis" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0b64t3hp", "frozenauthors": [ { "first_name": "Yan", "middle_name": "", "last_name": "Gu", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Yeqiu", "middle_name": "", "last_name": "Zheng", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Marc", "middle_name": "", "last_name": "Swerts", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26500/galley/16136/download/" } ] }, { "pk": 26281, "title": "Which Learning Algorithms Can GeneralizeIdentity-Based Rules to Novel Inputs?", "subtitle": null, "abstract": "We propose a novel framework for the analysis of learning al-gorithms that allows us to say when such algorithms can andcannot generalize certain patterns from training data to testdata. In particular we focus on situations where the rule thatmust be learned concerns two components of a stimulus beingidentical. We call such a basis for discrimination an identity-based rule. Identity-based rules have proven to be difficult orimpossible for certain types of learning algorithms to acquirefrom limited datasets. This is in contrast to human behaviouron similar tasks. Here we provide a framework for rigorouslyestablishing which learning algorithms will fail at generalizingidentity-based rules to novel stimuli. We use this frameworkto show that such algorithms are unable to generalize identity-based rules to novel inputs unless trained on virtually all possi-ble inputs. We demonstrate these results computationally witha multilayer feedforward neural network.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "phonology; learning algorithms; symmetries; con-nectionism" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3h13r7dn", "frozenauthors": [ { "first_name": "Paul", "middle_name": "", "last_name": "Tupper", "name_suffix": "", "institution": "Simon Fraser University", "department": "" }, { "first_name": "Bobak", "middle_name": "", "last_name": "Shahriari", "name_suffix": "", "institution": "University of British Columbia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26281/galley/15917/download/" } ] }, { "pk": 26553, "title": "Which Statistic Matters? Effects of Category Size and Distribution on StatisticalCategory Learning", "subtitle": null, "abstract": "The present study investigates whether, and if so in what way, adult learners are sensitive to the properties ofthe statistical input, such as frequency and skewedness, when learning and generalizing category labels. Participants werepresented with novel objects belonging to four different categories and heard category labels in a cross-situational learningtask. The four categories were matched for the total amount of exposure but varied in category size and shape of distribution.Participants learned object-to-label mappings better for categories with a skewed distribution of fewer objects. Moreover,object-to-label mapping performance was positively related to the ability to extend category knowledge to novel items. Co-occurrence frequency or category size alone were not good predictors of label learning and generalization. The results indicatethe importance of input distribution in word and category learning processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/95b989qd", "frozenauthors": [ { "first_name": "Chi-hsin", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Paulo", "middle_name": "", "last_name": "Carvalho", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26553/galley/16189/download/" } ] }, { "pk": 26321, "title": "Who should I tell?Young children correct and maintain others’ beliefs about the self", "subtitle": null, "abstract": "We care tremendously about what other people think of us.Motivated by two lines of prior work – children’s inferentialand communicative capacities and strategic reputation man-agement – we examine how children infer what others thinkof them given others’ observations of their performance, andhow they influence these beliefs through disclosing their per-formance. In Experiment 1, 3-5 year-olds played a luck-basedgame; one confederates watched the child win and anotherconfederate watched the child lose. We asked the child to dis-close an additional, unobserved win to one of the two confed-erates. We find that younger children overwhelmingly choosethe person who previously saw them win. However, as ageincreased, children were more likely to choose to disclose tosomeone who previously saw them lose. In Experiment 2,adults played a similar third person version and selectivelychose the person who saw the main character previously lose.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Theory of Mind; social cognition; cognitive de-velopment; communication; reputation management" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7pg4n891", "frozenauthors": [ { "first_name": "Mika", "middle_name": "", "last_name": "Asaba", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Hyowon", "middle_name": "", "last_name": "Gweon", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26321/galley/15957/download/" } ] }, { "pk": 26750, "title": "Why are we (un)systematic? the (empirical) costs and benefits of learninguniversal constructions", "subtitle": null, "abstract": "A theoretical challenge for cognitive science is to explain both the presence and absence of systematicity. Oneexplanation (Phillips & Wilson, 2010) says systematicity derives from universal constructions. We tested this theory with anexperiment that required learning cue-target pair maps whose underlying structures were either products (universal construc-tion), or non-products (control). Each series was learned in either ascending or descending order of size: number of uniquecue/target elements constituting pairs, which varied from three to six. Only performance on the product series was affectedby order: systematicity was obtained universally in the descend group, but only on large sets in the ascend group. The resultssuggest that learning small maps directly, without reference to the underlying product, may be perceived as more cost-effective,i.e., acquisition of a universal construction, hence systematicity, depends on an empirical cost-benefit tradeoff.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9036939q", "frozenauthors": [ { "first_name": "Steven", "middle_name": "", "last_name": "Phillips", "name_suffix": "", "institution": "National Institute of Advanced Industrial Science and Technology, Tsukuba", "department": "" }, { "first_name": "Yuji", "middle_name": "", "last_name": "Takeda", "name_suffix": "", "institution": "National Institute of Advanced Industrial Science and Technology, Tsukuba", "department": "" }, { "first_name": "Fumie", "middle_name": "", "last_name": "Sugimoto", "name_suffix": "", "institution": "National Institute of Advanced Industrial Science and Technology, Tsukuba", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26750/galley/16386/download/" } ] }, { "pk": 26271, "title": "Why Sense-Making through Magnitude May Be Harderfor Fractions than for Whole Numbers", "subtitle": null, "abstract": "What is the role of fraction magnitude knowledge in learningfraction addition? An experiment with 71 6th and 7 th gradestudents compared fraction addition instruction and practicewith a magnitude representation to a tightly controlled non-magnitude condition. In the magnitude condition, studentswith better fraction magnitude estimation skills benefittedmore from the conceptual instruction and this relationshipwas moderated by students’ knowledge of how magnituderelates to fraction addition and equivalence. However,students with better fraction magnitude estimation skillsbenefitted less from the practice problems with magnitude. Inthe non-magnitude condition, fraction magnitude estimationwas not predictive of learning. This study indicates thatstudents with magnitude knowledge can leverage it to learnfraction addition concepts from magnitude representations,but, for those students, magnitude representations may be adistraction from practicing the procedure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "fraction addition; number line estimation;multiple representations" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/73g4t75h", "frozenauthors": [ { "first_name": "Eliane", "middle_name": "Stampfer", "last_name": "Wiese", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Rony", "middle_name": "", "last_name": "Patel", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Kenneth", "middle_name": "R.", "last_name": "Koedinger", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26271/galley/15907/download/" } ] }, { "pk": 26459, "title": "Working Memory Affects Attention to Loss Value and Loss Frequency in Decision-Making under Uncertainty", "subtitle": null, "abstract": "Decision-making under uncertainty is pervasive. This worksought to understand the role of working memory (WM) in losssensitivity by utilizing two widely used tasks, the IowaGambling Task (IGT) and the Soochow Gambling Task (SGT),and manipulating WM with a dual-task paradigm. Wehypothesized that WM load would reduce attention to both lossvalue and frequency in the decision-making tasks. To betterdelineate the psychological processes underpinning choicebehavior, we developed an Expectancy-Frequency-Perseveration (EFP) model which parsimoniously capturesthree critical factors driving choices: expected value,frequency of gains and losses, and perseveration. Behavioraland computational modeling results indicate that WM loadcompromised performance in the IGT due to reduced attentionto loss value but enhanced performance in the SGT because ofdiminished attention to loss frequency. Our findings suggestthat WM heightens attention to losses, but that greater attentionis given to loss frequency than loss value.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision-making under uncertainty" }, { "word": "workingmemory" }, { "word": "loss" }, { "word": "frequency" }, { "word": "Iowa Gambling Task" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/257372f7", "frozenauthors": [ { "first_name": "Bo", "middle_name": "", "last_name": "Pang", "name_suffix": "", "institution": "Texas A&M University", "department": "" }, { "first_name": "Kaileigh", "middle_name": "", "last_name": "Byrne", "name_suffix": "", "institution": "Texas A&M University", "department": "" }, { "first_name": "Darrell", "middle_name": "", "last_name": "Worthy", "name_suffix": "", "institution": "Texas A&M University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26459/galley/16095/download/" } ] }, { "pk": 26457, "title": "Working memory encoding of events and their participants: a neural networkmodel with applications in sensorimotor processing and sentence generation", "subtitle": null, "abstract": "In this paper we present a model of how events and their partic-ipants are represented in working memory (WM). The model’scentral assumption is that events are experienced through se-quentially structured sensorimotor (SM) routines—as are theindividuals that participate in them. In the light of this assump-tion, we propose that events and individuals are stored in WMas prepared SM routines. This proposal allows a new mech-anism for binding representations of individuals to semanticroles such as AGENT and PATIENT. It also enables a novelaccount of how expectations about forthcoming events can in-fluence SM processing in real time as events are perceived.Finally, it supports an account of the interface between WMrepresentations and language.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "event perception; working memory; embodiedcognition; neural networks; syntactic heads" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3136698t", "frozenauthors": [ { "first_name": "Martin", "middle_name": "", "last_name": "Takac", "name_suffix": "", "institution": "University of Otago", "department": "" }, { "first_name": "Alistair", "middle_name": "", "last_name": "Knott", "name_suffix": "", "institution": "Comenius University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26457/galley/16093/download/" } ] }, { "pk": 26058, "title": "Workshop on Corpus Collection, (Semi)-Automated Analysis, and Modeling ofLarge-Scale Naturalistic Language Acquisition Data", "subtitle": null, "abstract": "The main goal of this full-day workshop is to bring togetherresearchers from several distinct fields: behavioralpsychologists studying language acquisition, speechtechnology researchers, linguists, and computationalmodelers of cognitive development. These groups arebroadly interested in the same questions, i.e. what is thenature of speech and language, and how might a systemlearn to process it in supervised or unsupervised ways?Since the groups interested in these questions work ondifferent analysis levels, cross-pollination has been sparse.Recent technological innovations have made collectinglong naturalistic recordings of children’s home environmentfar simpler than in the past. However, the raw output of suchrecordings is not immediately usable for most analyses.Simultaneously, speech technology (ST) and machinelearning tools have improved immensely over the pastdecade, making it feasible to use such tools withincreasingly diverse and noise-laden data. Relatedly,cognitively viable computational models have made recentstrides in explaining learning and development, but fewsuch models can be applied to novel data-sets withoutencountering many hurdles about translatability acrossframeworks. This workshop brings together experts from allof these areas, and seeks to build bridges across them, withinsight from other similar interdisciplinary efforts in otherareas of cognitive science. Talks will discuss the matchbetween the theory-driven questions researchers would liketo ask, and the answers the current state of the art allows.The program committee is part of a newly formed groupcalled DARCLE (Daylong Audio Recordings of Children’sLanguage Environment); with the help of an NSF grant,DARCLE has created a repository called HomeBank forraw data, metadata, and analysis/processing tools for long-form recordings of child language. This workshop is anopportunity to network with related efforts in Europe, andfor a talk and demo of a related effort, the NSF-fundedSpeech Recognition Virtual Kitchen", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language acquisition; automatic speechrecognition; computational models; speech corpora" } ], "section": "Workshops", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1gn950dk", "frozenauthors": [ { "first_name": "Elika", "middle_name": "", "last_name": "Bergelson", "name_suffix": "", "institution": "University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26058/galley/15694/download/" } ] }, { "pk": 26089, "title": "Young children and adults integrate past expectations and current outcomes toreason about others’ emotions", "subtitle": null, "abstract": "Reasoning about others’ emotions is a crucial component in so-cial cognition. Here, we tested the ability of preschool childrento reason about an agent’s emotions following an unexpectedoutcome. Importantly, we controlled for the actual payoff ofthe outcome, while varying the prior expectation of the agents.Five-year-olds, but not four-year-olds, were able to correctlyjudge an agent’s emotions following an unexpected outcome(Experiment 1). When explicitly provided with the agent’s ex-pectations, 4-year-olds were then also able to correctly judgethe agent’s feelings (Experiment 2). Our results suggest thatthe ability to reason about emotions given outcomes and priorexpectations develops by 4 years of age, while the ability tospontaneously infer such prior expectations develops soon af-ter. We discuss our results in light of the developmental litera-ture on emotion understanding and counterfactual reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Affective Reasoning; Affective Cognition; Theoryof Mind; counterfactual reasoning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2hf2059r", "frozenauthors": [ { "first_name": "Desmond", "middle_name": "", "last_name": "Ong", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Mika", "middle_name": "", "last_name": "Asaba", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Hyowon", "middle_name": "", "last_name": "Gweon", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26089/galley/15725/download/" } ] }, { "pk": 26698, "title": "Young children’s estimation of difficulty and time", "subtitle": null, "abstract": "Even infants have a remarkably sophisticated understanding of objects, agents, and how they interact. We investi-gated young children’s ability to reason about the relationship between complexity of physical structures created by agents, theirperceived difficulty, and the time required for creating these structures. Seventy 4-5 year-olds were shown trials consisting ofpairs of agents who had the same numbers of blocks but made different structures (e.g., horizontal line vs. vertical tower, castlestructure vs. two piles of blocks). Children were asked which structure was easier to make (Difficulty condition) or who wasdone first (Time condition). Even the youngest participants were successful in determining which structure is more difficult,but their estimates of time showed improvement with age. These results offer novel insights into how an early understanding ofdifficulty and time shape young children’s beliefs about how agents intervene on the physical world to induce changes in theirstates.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/24q7z6m8", "frozenauthors": [ { "first_name": "Hyowon", "middle_name": "", "last_name": "Gweon", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Mika", "middle_name": "", "last_name": "Asaba", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26698/galley/16334/download/" } ] }, { "pk": 26567, "title": "Your Obstacle on My Mind: Task Co-representation in Coordination is Modulatedby External Timing Cues", "subtitle": null, "abstract": "When acting in a social context, people have an automatic tendency to represent another person’s task – to theextent that another’s task constraints may influence one’s own movement performance. Task co-representation will also affectco-actors’ performance in joint action coordination; however, how exactly movement parameters are influenced is unclear. Weinvestigated this question in four experiments. Pairs of participants performed arm movements back and forth between twotargets, instructed to synchronize their landing times while external metronome tones provided timing cues. We predicted thatactors would represent their co-actors’ task constraints such that when the co-actor moved over an obstacle the actor withoutobstacle would move higher as well. Results confirmed this prediction, suggesting that joint action partners co-representedeach other’s task constraints. Moreover, this obstacle effect increased significantly when timing cues were removed, indicatinga stronger need for co-representing the partner when demands on interpersonal coordination are amplified.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2p41v3nx", "frozenauthors": [ { "first_name": "Laura", "middle_name": "", "last_name": "Schmitz", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Cordula", "middle_name": "", "last_name": "Vesper", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Natalie", "middle_name": "", "last_name": "Sebanz", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Guenther", "middle_name": "", "last_name": "Knoblich", "name_suffix": "", "institution": "Central European University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26567/galley/16203/download/" } ] }, { "pk": 46704, "title": "2014 Washington State Budget", "subtitle": null, "abstract": "The 2014 legislative session ended rather unremarkably with a \ndo-no-harm\n budget and significant political finger pointing. The majority caucus in the House and Senate held their ground throughout the session, with the usual “no new taxes” vs. “need for rethinking tax breaks and some creative thought on revenue enhancement,” with little accomplished. The legislators worked on a number of major issues, including amendments to the marijuana statute enacted in 2012, oil-transport via rail, gun control, minimum-wage, and gasoline-tax increases for enhancements to the transportation infrastructure, but by the end the only noteworthy accomplishments aside from a minimal supplemental budget was the ample placing of blame on political opponents.", "language": "en", "license": null, "keywords": [ { "word": "Washington State budget, fiscal policy, state finance" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/26c288fj", "frozenauthors": [ { "first_name": "Francis", "middle_name": "", "last_name": "Benjamin", "name_suffix": "", "institution": "Washington State University", "department": "None" }, { "first_name": "Maria", "middle_name": "", "last_name": "Chavez", "name_suffix": "", "institution": "Pacific Lutheran Universiy", "department": "None" }, { "first_name": "Nicholas", "middle_name": "", "last_name": "Lovrich", "name_suffix": "", "institution": "Washington State University", "department": "None" } ], "date_submitted": "2016-02-18T14:21:59-05:00", "date_accepted": "2016-02-18T14:21:59-05:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cjpp/article/46704/galley/35350/download/" } ] }, { "pk": 19737, "title": "A Bad Attitude and A Bad Stomach: The Soma in Oscar “Zeta” Acosta’s The Autobiography of a Brown Buffalo", "subtitle": null, "abstract": "What does constipation and bleeding ulcers have to do with racialization? How do such ailments mark the makings of a fine writer? In this article, Fetta takes a transdisciplinary approach utilizing literary analysis, social science, and biological studies, to investigate the effects of racialization on the soma--the intelligent, communicative body-- in the Chicano activist/writer Oscar ‘Zeta’ Acosta’s masterwork \nThe\n \nAutobiography of a Brown Buffalo \n(1971). Fetta develops her theory for somatic analysis in her upcoming monograph: \nShame Hurts: Pain in Racialization Through a Somatic Lens in Latino Literature, \nbut in this article, Fetta specifically analyzes Oscar’s stomach as interlocutor, an intelligent entity informing Oscar’s perception of self and society. Fetta argues Oscar engages his digestive disorders in somatic protest against Oscar’s marginalization in US society. At the same time, his visceral disarray defines Oscar with the sensibility of a great Western writer", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4zr3k2sd", "frozenauthors": [ { "first_name": "Stephanie", "middle_name": "", "last_name": "Fetta", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2016-05-17T19:47:47-04:00", "date_accepted": "2016-05-17T19:47:47-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/transmodernity/article/19737/galley/9785/download/" } ] }, { "pk": 56579, "title": "Abiodun Alao, \nMugabe and the Politics of Security in Zimbabwe\n (Montreal, Canada: McGill-Queen’s University Press, 2012). pp. 293.", "subtitle": null, "abstract": "n/a", "language": "en", "license": null, "keywords": [], "section": "Book Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5z96675n", "frozenauthors": [ { "first_name": "Isabella", "middle_name": "T.", "last_name": "Page", "name_suffix": "", "institution": "UCLA", "department": "" } ], "date_submitted": "2016-06-03T01:40:06-04:00", "date_accepted": "2016-06-03T01:40:06-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ufahamu/article/56579/galley/42952/download/" } ] }, { "pk": 46729, "title": "Accounting for California Water", "subtitle": null, "abstract": "Understanding California’s water balance sheet—how much there is, who has claims to it, and what is actually being “spent”—is key to effectively managing the state’s limited water supply in support of a healthy economy and environment. The latest drought has spotlighted serious gaps in California’s water accounting system. California is a large, geographically diverse state, and its water systems are physically interconnected and institutionally fragmented. Water infrastructure connects the state’s northern watersheds to its southernmost communities, Sierra Nevada rivers to coastal cities, and surface water to groundwater. Additional complexity arises from having hundreds of independently governed water systems, each with its own water accounts; from the widespread practice of managing linked surface water and groundwater as separate systems; and from a lack of clarity on how much water is reserved for environmental purposes. The combination of physical interconnectedness, institutional fragmentation, and water scarcity heightens the need for more effective accounting at the statewide and river-basin levels. We identify gaps in California’s water information systems and recommend that the state modernize its water accounting, and that key state agencies—supported by an oversight committee of key stakeholders and independent experts—develop and adopt a common accounting framework.", "language": "en", "license": null, "keywords": [ { "word": "California water regulation" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8013559g", "frozenauthors": [ { "first_name": "Alvar", "middle_name": "", "last_name": "Escriva-Bou", "name_suffix": "", "institution": "PPIC", "department": "None" }, { "first_name": "Henry", "middle_name": "", "last_name": "McCann", "name_suffix": "", "institution": "PPIC", "department": "None" }, { "first_name": "Ellen", "middle_name": "", "last_name": "Hanak", "name_suffix": "", "institution": "PPIC", "department": "None" }, { "first_name": "Jay", "middle_name": "", "last_name": "Lund", "name_suffix": "", "institution": "PPIC", "department": "None" }, { "first_name": "Brian", "middle_name": "", "last_name": "Gray", "name_suffix": "", "institution": "PPIC", "department": "None" } ], "date_submitted": "2016-08-02T15:56:33-04:00", "date_accepted": "2016-08-02T15:56:33-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cjpp/article/46729/galley/35369/download/" } ] }, { "pk": 50906, "title": "Acute Pericarditis: Electrocardiogram", "subtitle": null, "abstract": "None Available", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Visual EM", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5f17x5r1", "frozenauthors": [ { "first_name": "Jason", "middle_name": "", "last_name": "Mefford", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Shannon", "middle_name": "", "last_name": "Toohey", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2016-07-15T22:30:52-04:00", "date_accepted": "2016-07-15T22:30:52-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/50906/galley/38867/download/" } ] }, { "pk": 50901, "title": "A Faculty Development Session or Resident as Teacher Session for Clinical and Clinical Teaching Techniques; Part 2 of 2: Engaging Learners with Effective Clinical Teaching", "subtitle": null, "abstract": "Audience: \nThis workshop is intended for faculty members in an emergency medicine (or other) residency program, but is also appropriate for chief residents and medical student clerkship educators.\n \n \n \nIntroduction:\n Faculty development sessions are required by the Accreditation Council for Graduate Medical Education and enhance the learning environment within residency programs. Resident as teacher sessions are important in helping residents transition from junior learners to supervisors of medical students and junior residents. Part I of this two-part workshop introduces learners to effective techniques to engaging learners with clinical and bedside teaching.\nObjectives\n:\n \nBy the end of this workshop, the learner will: 1) describe and implement nine new clinical teaching techniques; 2) implement clinical teaching techniques specific to junior and senior resident learners.\n \nMethods:\n This educational session is uses several blended instructional methods, including team-based learning (modified), the flipped classroom, audience response systems, pause procedures.\n \nTopics:\n Faculty development, clinical teaching, bedside teaching, one-minute preceptor, two-minute observership, teaching scripts, Aunt Minnie, SPIT, activated demonstration, teaching scripts.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Lectures/Podcasts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3w5296gj", "frozenauthors": [ { "first_name": "Megan", "middle_name": "", "last_name": "Boysen-Osborn", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Margaret", "middle_name": "", "last_name": "Wolff", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Gisondi", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2016-07-15T22:17:56-04:00", "date_accepted": "2016-07-15T22:17:56-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/50901/galley/38862/download/" } ] }, { "pk": 50900, "title": "A Faculty Development Session or Resident as Teacher Session for Didactic and Clinical Teaching Techniques; Part 1 of 2: Engaging Learners with Effective Didactic Teaching", "subtitle": null, "abstract": "Audience: \nThis workshop is intended for faculty members in an emergency medicine (or other) residency program, but is also appropriate for chief residents and medical student educators, including basic science faculty.\n \n \n \nIntroduction:\n Faculty development sessions are required by the Accreditation Council for Graduate Medical Education and enhance the learning environment within residency programs. Resident as teacher sessions are important in helping residents transition from junior learners to supervisors of medical students and junior residents. Part I of this two-part workshop introduces learners to effective techniques to engaging learners during didactic sessions.\n \n \n \nObjectives\n:\n \nBy the end of this workshop, the learner will: 1) describe eight teaching techniques that encourage active learning during didactic sessions; 2) plan a didactic session using at least one of eight new teaching techniques for didactic instruction \nMethods:\n This educational session is uses several blended instructional methods, including team-based learning (classic and modified), the flipped classroom, audience response systems, pause procedures in order to demonstrate effective didactic teaching techniques.\n \nTopics:\n Faculty development, didactics, residency conference, pause procedures, commitment activities, team based learning, small group learning, jigsaw, problem based learning, think pair share, one minute paper, the muddiest point, audience response systems.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Lectures/Podcasts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/17t448pn", "frozenauthors": [ { "first_name": "Megan", "middle_name": "", "last_name": "Boysen-Osborn", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Shannon", "middle_name": "", "last_name": "Toohey", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Gisondi", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Margaret", "middle_name": "", "last_name": "Wolff", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2016-07-15T22:12:15-04:00", "date_accepted": "2016-07-15T22:12:15-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/50900/galley/38861/download/" } ] }, { "pk": 37820, "title": "A Family Business: Chile and the Transition to Democracy in Alberto Fuguet’s Se arrienda", "subtitle": null, "abstract": "Alberto Fuguet’s film \nSe arrienda\n (Chile, 2005)\n \ndepicts a landmark era in Chile’s history: the Transition to Democracy (1988-2004). In this article, I argue that Fuguet’s film represents Chile during the Transition to Democracy through the lenses of culture and economics. I maintain that the film’s dual temporal structure; polysemous title; and epigraph from L.P. Hartley’s coming-of-age novel \nThe Go-Between \n(1953) establish its allegorical qualities. Additionally, I analyze three facets of the film which are central to the film’s representation of Chile during the Transition: the 1988 Human Rights Now! concert in Mendoza; the relationship between Gastón and his father; the marginalized character of Chernovsky. First, I argue that the film’s representation of the Human Rights Now! concert reflects the collective optimism and solidarity at the beginning of the Transition. Second, I maintain that the relationship between Gastón and his father embodies “family capitalism” (\nHierarchical Capitalism \n47). Finally, I argue that the portrayal of Chernovsky’s descent into poverty and isolation reflects the entrenched socio-economic inequality and limited social safety net in Transition-era Chile.", "language": "en", "license": { "name": "Copyright", "short_name": "Copyright", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/03b5j77g", "frozenauthors": [ { "first_name": "Ezekiel", "middle_name": "", "last_name": "Trautenberg", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2018-01-30T18:46:27-05:00", "date_accepted": "2018-01-30T18:46:27-05:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/mester/article/37820/galley/28500/download/" } ] }, { "pk": 50911, "title": "A Formalized Three-Year Emergency Medicine Residency Ultrasound Education Curriculum", "subtitle": null, "abstract": "n/a", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Curriculum", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/426071nt", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "", "last_name": "King", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Alyssa", "middle_name": "", "last_name": "Tyransky", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Alexa", "middle_name": "", "last_name": "Coffman", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Greenberger", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Ashish", "middle_name": "", "last_name": "Panchal", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Bahner", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Sorabh", "middle_name": "", "last_name": "Khandelwal", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Creagh", "middle_name": "", "last_name": "Boulger", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2016-09-13T15:35:36-04:00", "date_accepted": "2016-09-13T15:35:36-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/50911/galley/38870/download/" } ] }, { "pk": 39741, "title": "A geographic distribution data set of biodiversity in Italian freshwaters", "subtitle": null, "abstract": "We present a data set on the biodiversity of Italian freshwaters, including lakeshores and riverbanks of natural (N=379: springs, streams and lakes) and artificial (N=11: fountains) sites. The data set belongs partly to the Italian Long Term Ecological Research network (LTER-Italy) and partly to LifeWatch, the European e-Science infrastructure for biodiversity and ecosystem research. The data included cover a time period corresponding to the last fifty years (1962-2014). They span a large number of taxa from prokaryotes and unicellular eukaryotes to vertebrates and plants, including taxa linked to the aquatic habitat in at least part of their life cycles (like immature stages of insects, amphibians, birds and vascular plants). The data set consists of 6463 occurrence data and distribution records for 1738 species. The complete data set is available in csv file format via the LifeWatch Service Centre.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "artificial habitats" }, { "word": "freshwater biota" }, { "word": "lentic waters" }, { "word": "LifeWatch" }, { "word": "lotic waters" }, { "word": "natural habitats" }, { "word": "reference collection" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9ww372qk", "frozenauthors": [ { "first_name": "Angela", "middle_name": "", "last_name": "Boggero", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Cataldo", "middle_name": "", "last_name": "Pierri", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Renate", "middle_name": "", "last_name": "Alber", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Martina", "middle_name": "", "last_name": "Austoni", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Enrico", "middle_name": "", "last_name": "Barbone", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Luca", "middle_name": "", "last_name": "Bartolozzi", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Isabella", "middle_name": "", "last_name": "Bertani", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Alessandro", "middle_name": "", "last_name": "Campanaro", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Antonella", "middle_name": "", "last_name": "Cattaneo", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Fabio", "middle_name": "", "last_name": "Cianferoni", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Paolo", "middle_name": "", "last_name": "Colangelo", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Giuseppe", "middle_name": "", "last_name": "Corriero", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Ambrosius", "middle_name": "Martin", "last_name": "Dorr", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "A.", "middle_name": "Concetta", "last_name": "Elia", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "G.", "middle_name": "Francesco", "last_name": "Ficetola", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Diego", "middle_name": "", "last_name": "Fontaneto", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Elda", "middle_name": "", "last_name": "Gaino", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Enzo", "middle_name": "", "last_name": "Goretti", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Lyudmila", "middle_name": "", "last_name": "Kamburska", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Gianandrea", "middle_name": "", "last_name": "La Porta", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Rosaria", "middle_name": "", "last_name": "Lauceri", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Massimo", "middle_name": "", "last_name": "Lorenzoni", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Alessandro", "middle_name": "", "last_name": "Ludovisi", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Marina", "middle_name": "", "last_name": "Manca", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Giuseppe", "middle_name": "", "last_name": "Morabito", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Francesco", "middle_name": "", "last_name": "Nonnis Marzano", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Alessandro", "middle_name": "", "last_name": "Oggioni", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Nicoletta", "middle_name": "", "last_name": "Riccardi", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Giampaolo", "middle_name": "", "last_name": "Rossetti", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Paolo", "middle_name": "", "last_name": "Tagliolato", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Bertha", "middle_name": "", "last_name": "Thaler", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Nicola", "middle_name": "", "last_name": "Ungaro", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Pietro", "middle_name": "", "last_name": "Volta", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Silvia", "middle_name": "", "last_name": "Zaupa", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Ilaria", "middle_name": "", "last_name": "Rosati", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Nicola", "middle_name": "", "last_name": "Fiore", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Alberto", "middle_name": "", "last_name": "Basset", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Aldo", "middle_name": "", "last_name": "Marchetto", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2016-10-03T07:38:32-04:00", "date_accepted": "2016-10-03T07:38:32-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/biogeographia/article/39741/galley/29934/download/" } ] }, { "pk": 59186, "title": "Aging and Immortality", "subtitle": null, "abstract": "", "language": "en", "license": null, "keywords": [], "section": "Features", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/64k6x6s4", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Jiao", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2017-01-28T13:15:15-05:00", "date_accepted": "2017-01-28T13:15:15-05:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/our_bsj/article/59186/galley/45203/download/" } ] }, { "pk": 19743, "title": "Aguasaco, Carlos. ¡No contaban con mi astucia! México: Parodia y sujeto en la serie de El Chapulín Colorado. México D.F.: Universidad Autónoma de Nuevo León, 2014. Print. 257 pp.", "subtitle": null, "abstract": "Aguasaco, Carlos. \n¡No contaban con mi astucia! México: Parodia y sujeto en la serie de El Chapulín Colorado.\n \nMéxico D.F.: Universidad Autónoma de Nuevo León, 2014. Print. 257 pp.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Book Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4xw5r32w", "frozenauthors": [ { "first_name": "John", "middle_name": "", "last_name": "Sinclair", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2016-05-17T19:59:49-04:00", "date_accepted": "2016-05-17T19:59:49-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/transmodernity/article/19743/galley/9791/download/" } ] }, { "pk": 19735, "title": "Água Viva, um salmo clariciano", "subtitle": null, "abstract": "This paper explores the resemblance between Clarice Lispector’s \nÁgua Viva\n (1973) and the Book of Psalms. There are two principal claims to be made on the basis of this comparison. First, by oblique reference to the biblical Psalms, Lispector provides us with a crucial tool for understanding her project in \nÁgua Viva\n, namely the attempt to attain the intimacy, faith, and comprehension of herself, others, and existence as the Psalmist has of his God. Second, the intertextual relationship with the Old Testament may be taken as a Judaic trace in Lispector’s work, albeit one that the author employs not to emphasis her difference, but as a means of achieving communion with her readers, whoever they may be.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4nm498rx", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Mittelman", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2016-05-17T19:44:20-04:00", "date_accepted": "2016-05-17T19:44:20-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/transmodernity/article/19735/galley/9783/download/" } ] }, { "pk": 56592, "title": "A Life Lived Between Autobiography, Fiction, and History: Maryse Conde", "subtitle": null, "abstract": "This article explores early criticism of Maryse Condé’s first novel, \nHeremakhonon\n (1976), which characterized the text as a veiled yet accurate depiction of the author’s time in West Africa. This paper makes the argument that the historical value of the text is lost when viewed as an autobiography. On the contrary, the power of \nHeremakhonon’s\n narrative is best understood when the differences between Maryse Condé’s life and the central character of Veronica are recognized. Only then can the reader glean historical value in Condé’s work of fiction inspired by her experiences in post-colonial West Africa.", "language": "en", "license": null, "keywords": [], "section": "Essays Part I", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0kp2r9mq", "frozenauthors": [ { "first_name": "Sanyu", "middle_name": "", "last_name": "Mulira", "name_suffix": "", "institution": "California State University, Sacramento.", "department": "" } ], "date_submitted": "2016-06-03T02:07:42-04:00", "date_accepted": "2016-06-03T02:07:42-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ufahamu/article/56592/galley/42965/download/" } ] }, { "pk": 50913, "title": "Altered Mental Status: Epilepsy, Acute Psychosis, Intoxication or Delirium Tremens?", "subtitle": null, "abstract": "n/a", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Simulation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8nv065fm", "frozenauthors": [ { "first_name": "Shannon", "middle_name": "", "last_name": "Toohey", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2016-09-13T15:41:03-04:00", "date_accepted": "2016-09-13T15:41:03-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/50913/galley/38872/download/" } ] }, { "pk": 59175, "title": "Altered Perceptions: How Various Substances Influence Our Perception of Time", "subtitle": null, "abstract": "", "language": "en", "license": null, "keywords": [], "section": "Features", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/32g3w0rn", "frozenauthors": [ { "first_name": "Aaya", "middle_name": "", "last_name": "Abdelshafy", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2017-01-28T12:48:08-05:00", "date_accepted": "2017-01-28T12:48:08-05:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/our_bsj/article/59175/galley/45192/download/" } ] }, { "pk": 56586, "title": "Ambivalent Relation with the Divine in Wole Soyinka's \nThe Road", "subtitle": null, "abstract": "This essay proposes a long overdue reading of Wole Soyinka’s play, \nThe Road\n. For his eccentric demeanor, Professor, the central figure of \nThe Road\n, has greatly preoccupied scholars, but the attention accorded to the character has also subjected him to a significant amount of negative criticism. For scholars, Professor is an agile opportunist who manipulates the gods and his companions for self-aggrandizing objectives. In this paper, I nuance this reading and demonstrate that Professor is, in fact, not the only character in The Road who uses the divine for personal motives and that characters such as Samson and Say Tokyo also have an ambivalent relationship with the spirit world. Professor, one of the central characters of Soyinka’s \nThe Road\n, has not only occupied a central place in scholastic discussions of the play but has also been the subject of many criticisms. The judgments that critics cast on the character usually start with a portrayal of the hero as a megalomaniac and abusive persona and end with a description of his spiritual quest as no more than a deceptive strategy of control conducted under the guise of religion. However, the main criticism usually is that Professor is a dishonest and demented figure whose personal concerns and goals involve a lifestyle that constantly aborts his discovery of—and perhaps “nirvanic” fusion with—the Word that he incessantly seeks. In this article, I put forth that Professor does not stand alone in his ambivalent relation with the divine. I argue that the elements behind Professor’s defective spirituality also affect the lives of other characters, precisely Samson and Say Tokyo. As a result, the sacrilegious manifests itself not only through the main protagonist, but also through Samson and Say Tokyo. The basis for this claim will become more pronounced as I successively engage with the criticisms held against Professor, his oddities, the characters’ acceptance of the divine, and the modern concepts leading them to continually fail the gods and goddesses.", "language": "en", "license": null, "keywords": [], "section": "Essays Part I", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2m20r630", "frozenauthors": [ { "first_name": "Adrien", "middle_name": "", "last_name": "Pouille", "name_suffix": "", "institution": "Wabash College", "department": "" } ], "date_submitted": "2016-06-03T01:51:08-04:00", "date_accepted": "2016-06-03T01:51:08-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ufahamu/article/56586/galley/42959/download/" } ] }, { "pk": 19734, "title": "América como modelo para la actuación de España en el Protectorado en Marruecos. La visión de Rodolfo Gil Benumeya", "subtitle": null, "abstract": "Rodolfo Gil Benumeya representa un caso excepcional en el africanismo español: desde su trayectoria intelectual y política procuró articular las ideas de la hispanidad y la arabidad en una propuesta de confluencias intercontinentales que une a España, América Latina y el mundo árabe. En esa línea y a partir de 1920, la relación contemporánea de España con sus excolonias americanas por un lado, y la situación de los emigrantes árabes en América por otro, le sirvió como modelo tanto para analizar el papel de su país en la gestión del entonces Protectorado de Marruecos, como para proyectar una nueva relación ante la eventual independencia del mismo.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8dp520x4", "frozenauthors": [ { "first_name": "Juan", "middle_name": "José", "last_name": "Vagni", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2016-05-17T19:40:23-04:00", "date_accepted": "2016-05-17T19:40:23-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/transmodernity/article/19734/galley/9782/download/" } ] }, { "pk": 35697, "title": "A New Kind of Success: be ready for change in your dance life", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Heather Castillo" }, { "word": "ideal body and dance" }, { "word": "using your university dance major" } ], "section": "Getting to the Next Level: auditions and working", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0ss8n1s1", "frozenauthors": [ { "first_name": "Claire", "middle_name": "", "last_name": "Upton", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2017-02-10T16:35:16-05:00", "date_accepted": "2017-02-10T16:35:16-05:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/dmj/article/35697/galley/26563/download/" } ] }, { "pk": 35711, "title": "A New Perspective on Competition Dance: A contest in war-torn Uganda can remind us all of the joy and empowering aspects of dance", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "War Dance documentary" }, { "word": "dance film Uganda" } ], "section": "Dance Documentaries You Must See", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/09g8s4xf", "frozenauthors": [ { "first_name": "McClaine", "middle_name": "", "last_name": "Timmerman", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2017-02-12T19:47:41-05:00", "date_accepted": "2017-02-12T19:47:41-05:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/dmj/article/35711/galley/26577/download/" } ] }, { "pk": 59177, "title": "A New Perspective on Time: Interview with Professor Richard Muller", "subtitle": null, "abstract": "", "language": "en", "license": null, "keywords": [], "section": "Interviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2pf439v0", "frozenauthors": [ { "first_name": "Catrin", "middle_name": "", "last_name": "Bailey", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Yoon", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Jordan", "middle_name": "", "last_name": "Wong", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Sasinan", "middle_name": "", "last_name": "Sangteerasintop", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Yu", "middle_name": "", "last_name": "Luo", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Lauren", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Vidyun", "middle_name": "", "last_name": "Bais", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Georgia", "middle_name": "", "last_name": "Kirn", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2017-01-28T12:55:34-05:00", "date_accepted": "2017-01-28T12:55:34-05:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/our_bsj/article/59177/galley/45194/download/" } ] }, { "pk": 62730, "title": "A Note on Delta Outflow", "subtitle": null, "abstract": "Outflow from the Sacramento–San Joaquin Delta is a key parameter used in the management of the San Francisco Bay–Delta system. At present we can estimate this by assuming a steady state balance of inflows and outflows (Dayflow) or by direct measurement. In this paper, I explore differences between observed sub-tidal variations in measured outflow and Dayflow values using water level and flow data taken during the summer of 2015 and an analytical framework based on the sub-tidally filtered St. Vénant equations. This analysis shows that flows associated with sub-tidal water level variations in the Delta explain most of the difference between the two flow measures. These variations largely result from low-frequency variations in sea level in the coastal ocean and to wind stresses acting on Suisun Bay, with spring–neap variations in tides playing a lesser role. Overall, a comparison of Dayflow and the direct flow measurement for water years 2008 to 2014 shows that the two flow measures are in good agreement, although the root mean square difference between the two values (ca. 5,000 cfs) is comparable to—or larger than—typical low flow values of Dayflow.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Sacramento–San Joaquin Delta, San Francisco Bay. Suisun Bay, Suisun Marsh, Delta outflow, Dayflow, tides, salinity, wind stress, hydrodynamics" } ], "section": "Research Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/89k7b61m", "frozenauthors": [ { "first_name": "Stephen", "middle_name": "G.", "last_name": "Monismith", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": "2016-10-09T10:34:54-04:00", "date_accepted": "2016-10-09T10:34:54-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jmie_sfews/article/62730/galley/48411/download/" } ] }, { "pk": 59183, "title": "Anthocyanin and Glucosinolate Nutrients", "subtitle": null, "abstract": "", "language": "en", "license": null, "keywords": [], "section": "Research", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4088r4gp", "frozenauthors": [ { "first_name": "Akshara", "middle_name": "Sree", "last_name": "Challa", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Jnana", "middle_name": "Aditya", "last_name": "Challa", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2017-01-28T13:11:37-05:00", "date_accepted": "2017-01-28T13:11:37-05:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/our_bsj/article/59183/galley/45200/download/" } ] }, { "pk": 59176, "title": "Antibiotics: From Modern Medicine to Global Risk", "subtitle": null, "abstract": "", "language": "en", "license": null, "keywords": [], "section": "Features", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4mw6f48c", "frozenauthors": [ { "first_name": "Yizhen", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2017-01-28T12:51:57-05:00", "date_accepted": "2017-01-28T12:51:57-05:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/our_bsj/article/59176/galley/45193/download/" } ] }, { "pk": 50899, "title": "Approach to Acute Headache: A Flipped Classroom Module for Emergency Medicine Trainees", "subtitle": null, "abstract": "Audience: \nThis module is designed for emergency medicine trainees. Though it focuses on those early in their career (medical students and junior residents), it is applicable to all emergency medicine learners.\n \n \n \n \nIntroduction:\n In the United States, headache is the fifth most-common primary complaint of patients presenting to the emergency department and can be the primary symptomatic manifestation of many life-threatening illnesses. The emergency physician plays a unique role in diagnosing and managing these patients. The emergency physician’s two major responsibilities are to relieve headache pain and to ensure that life-threatening causes are diagnosed and treated.\n \n \n \nObjectives\n:\n \nAt the end of this module, the learner will be able to: 1) list the diagnoses critical to the emergency physician that may present with headache; 2) identify key historical and examination findings that help differentiate primary (benign) from secondary (serious) causes of headache; 3) discuss the indications for diagnostic imaging, lumbar puncture and laboratory testing in patients with headache; 4) recognize life-threatening diagnoses on CT imaging and CSF examination; 5) describe treatment strategies to relieve headache symptoms. \n \n \nMethods:\n This module includes a complete flipped classroom module. Learners are responsible for viewing a 20-minute video prior to the 30-minute small-group, case-based didactic discussion portion. The learners are assessed with multiple-choice question assessments, for low stakes retrieval practice or spaced practice. This could alternatively be run as a team-based learning session, with the pre- and post-tests used as an individual or group readiness assessment test, and the small group exercises converted to a group application exercise.\n \n \n \nTopics:\n Headache, subarachnoid hemorrhage, migraine, occult trauma, meningitis, temporal arteritis, carbon monoxide toxicity, acute glaucoma, cervical artery dissection, space occupying lesion, idiopathic intracranial hypertension.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Small Groups", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/64f2m53v", "frozenauthors": [ { "first_name": "Jeff", "middle_name": "", "last_name": "Riddell", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Stacy", "middle_name": "", "last_name": "Sawtelle", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Jhun", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Comes", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Ramin", "middle_name": "", "last_name": "Tabatabai", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Joseph", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Jan", "middle_name": "", "last_name": "Shoenberger", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Esther", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Fee", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Stuart", "middle_name": "", "last_name": "Swadron", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2016-07-15T22:06:55-04:00", "date_accepted": "2016-07-15T22:06:55-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/50899/galley/38860/download/" } ] }, { "pk": 46701, "title": "Arizona Budget 2015: Incremental Movement for Children", "subtitle": null, "abstract": "Arizona’s Fiscal Year 2015 budget showed modest revenue improvements, but the Joint Legislative Budget committee’s three-year forecast continues to show an overall weak budget picture moving forward and a structural deficit, after one-time monies are removed. State mandated and politically forced spending formed the basis of growth areas related to child abuse and neglect as well as the inflation-funding formula for K-12 education. Medicaid expansion, narrowly passed in 2013, seems to have made possible the resolution of a 30-year lawsuit regarding underserving mentally ill.", "language": "en", "license": null, "keywords": [ { "word": "Western State Budget Report, Arizona, fiscal policy, taxes, Child Welfare, Foster Care, K-12 Education" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/17f778vn", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Wells", "name_suffix": "", "institution": "Arizona State University", "department": "None" } ], "date_submitted": "2016-02-12T09:50:14-05:00", "date_accepted": "2016-02-12T09:50:14-05:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cjpp/article/46701/galley/35347/download/" } ] }, { "pk": 46706, "title": "A Study in Contrasts: New Mexico's 2014 Financial and Political Picture", "subtitle": null, "abstract": "As of spring 2014, the economic landscape in New Mexico was mixed though generally positive. State revenues were finally reaching pre-recession levels. The recession of 2008 was slow to hit New Mexico and slow to leave. Revenues declined significantly starting in February 2009 with oil dropping to $39.00 a barrel that month oil and gas income is a significant contributor to the state coffers). New Mexico was one of only six states to have fewer jobs in February 2011 than in 2010. Budget revenues declined steeply through 2008, 2009 and 2010. During the course of the recession, general fund revenues dropped 20% percent. Economic growth was not in positive territory until the spring of 2013. Since that time general fund revenues have climbed steadily. For Fiscal Year 2015, revenues are forecast at nearly $6.2 billion, a level not seen since 2008.. While economic forecasts are positive and the financial trajectory appears upward, underlying economic indicators provide a bit of uncertainly. Job growth is slow; government jobs are flat and private sector job growth is only about 1.4%. New Mexico is not projected to regain the previous peak number of payroll jobs until 2016, eight years after that level was first achieved.", "language": "en", "license": null, "keywords": [ { "word": "New Mexico, Budget, 2013 Legislative Session, Fiscal policy, Western State Budget Reports" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1j39z084", "frozenauthors": [ { "first_name": "Kim", "middle_name": "", "last_name": "Seckler", "name_suffix": "", "institution": "New Mexico State University", "department": "None" } ], "date_submitted": "2016-02-23T11:26:44-05:00", "date_accepted": "2016-02-23T11:26:44-05:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cjpp/article/46706/galley/35352/download/" } ] }, { "pk": 50904, "title": "Atrial Myxoma: Ultrasound", "subtitle": null, "abstract": "None Available", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Visual EM", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/18r2d65m", "frozenauthors": [ { "first_name": "Alisa", "middle_name": "", "last_name": "Wray", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2016-07-15T22:26:54-04:00", "date_accepted": "2016-07-15T22:26:54-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/50904/galley/38865/download/" } ] }, { "pk": 45210, "title": "Attack of the Cyberzombies: Media, Reconstruction, and the Future of Germany’s Architectural Past", "subtitle": null, "abstract": "While in Frankfurt a few weeks ago, I visited the site of the Dom/Römer project, a series of 35 buildings that are under construction in the historical center of Frankfurt am Main. While most of the buildings are going to be modern interpretations of the houses that once stood on the small parcels in Frankfurt’s city center, fifteen of the buildings will be historical reconstructions of historical buildings. As I approached the building site, I walked along a fence that had been covered with a vinyl picture of an artist’s rendition of the finished project. Scrawled across the picture was a graffito: “Bitte richtig alt. Kein Zombie!” The term “zombie” has been a battle cry for anti-reconstructionists from all over Germany as they watch historical reconstruction projects fill the empty spaces in their destroyed historical city centers. In this paper, I will investigate the current discourse that has conflated architecture with necromancy in German city planning. Are these reconstructions the signs of a crisis in Modernism, a sweeping wave of uncritical nostalgia, or dangerous returns to evil ideologies of the past? Using Walter Benjamin’s \nKunstwerk\n essay, I will explore the role of historical reconstruction as medial architecture, buildings that function more like film than the so-called “authentic” architecture that is preferred by the current generation of \nDenkmalpfleger\n. What happens when a destroyed \nBauwerk\n reaches the age of its technological reproducibility? These “zombie” buildings, I will argue, reveal mythical underpinnings in the projects of Modernism and the religious practices inherent in the concept of authenticity historical monuments.", "language": "en", "license": null, "keywords": [ { "word": "reconstruction" }, { "word": "monument" }, { "word": "forgery" }, { "word": "architecture" }, { "word": "nostalgia" }, { "word": "modernism" }, { "word": "Media" }, { "word": "webcams" }, { "word": "Authenticity" }, { "word": "zombie" }, { "word": "Walter Benjamin" }, { "word": "Dom/Römer" }, { "word": "Humboldtforum" }, { "word": "Stadtschloss" }, { "word": "Potsdam" }, { "word": "Landtag" }, { "word": "Dresden" }, { "word": "Frauenkirche" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5761z3bw", "frozenauthors": [ { "first_name": "Rob", "middle_name": "", "last_name": "McFarland", "name_suffix": "", "institution": "Brigham Young University", "department": "None" } ], "date_submitted": "2016-06-08T15:55:46-04:00", "date_accepted": "2016-06-08T15:55:46-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/45210/galley/34001/download/" } ] }, { "pk": 37831, "title": "Autor, autoridad y policía en Formas de volver a casa de Alejandro Zambra", "subtitle": null, "abstract": "En este trabajo proponemos que, por medio de la autoficción, en la novela Formas de volver a casa de Alejandro Zambra se busca cerrar la distancia que separa al narrador y autor ficcional en la obra del autor empírico, para narrar una versión veladamente moralizante de la historia chilena reciente. El posicionamiento ético implícito en dicha versión está reñido con la enunciación “de voz baja” que la novela intenta construir de forma explícita. Se revela así la configuración de un autor ficcional que es figura de autoridad en el texto, y la imposición de lo una lógica policial, en la que el autor custodia desde la obra su interpretación.", "language": "en", "license": { "name": "Copyright", "short_name": "Copyright", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6043n2kq", "frozenauthors": [ { "first_name": "María", "middle_name": "Belén", "last_name": "Contreras", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Rodrigo", "middle_name": "", "last_name": "Zamorano Muñoz", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2018-01-30T19:27:27-05:00", "date_accepted": "2018-01-30T19:27:27-05:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/mester/article/37831/galley/28511/download/" } ] }, { "pk": 35693, "title": "Behind the Scenes of a New York City Open Dance Call Audition", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "open dance call guide" }, { "word": "Broadway dance audition tips" } ], "section": "Getting to the Next Level: auditions and working", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4tn01905", "frozenauthors": [ { "first_name": "Meg", "middle_name": "", "last_name": "Bowen", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2017-02-10T16:19:46-05:00", "date_accepted": "2017-02-10T16:19:46-05:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/dmj/article/35693/galley/26559/download/" } ] }, { "pk": 56595, "title": "Benin Video-film: A Case for the Documentary Genre", "subtitle": null, "abstract": "Although Onions Edionwe’s films, such as Echoes of a Kingdom, Arousa N’ohuan-ren, and Aisiokuoba, are notable documentaries, they represent an “insignificant” component of the total number of movies that have been made in the Benin or Edo language film section of the Nigerian film culture (Nollywood). A critical review of the Benin video culture indicates that a majority of the Benin film content creators tend to ignore the documentary genre. This article explores the reasons Benin filmmakers do not produce documentaries. Perhaps, what evidences the tendency is the observable preference of Benin filmmakers to make historical, musical, comic, or social movies because they fear that the audience might find documentary films uninteresting and distasteful. This is an unpleasant trend in spite of documentary film’s potency as a narrative medium and its potentialities for developing the human-mind and society. It is against this background that I used a complementarity of the emic and etic approaches to canvass the need for Benin cineastes to increasingly turn their creative radars towards the documentary genre, which can be a powerful developer and re-enforcer of Benin socio-cultural practices in the age of globalisation. Towards this end, Benin filmmakers should be provided with requisite grants and/or production funds by relevant governmental organizations, nongovernmental organizations, and organised private groups from within and outside the Benin locality to make films in the documentary format.", "language": "en", "license": null, "keywords": [ { "word": "Benin language video-film, documentary genre, sociocultural practices, Nollywood, production funds" } ], "section": "Essays Part II", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1c5012xn", "frozenauthors": [ { "first_name": "Osakue", "middle_name": "Stevenson", "last_name": "Omoera", "name_suffix": "", "institution": "Ambrose Alli University, Ekpoma, Nigeria.", "department": "" } ], "date_submitted": "2016-06-03T02:21:29-04:00", "date_accepted": "2016-06-03T02:21:29-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ufahamu/article/56595/galley/42968/download/" } ] }, { "pk": 45202, "title": "Between Victim and Perpetrator Imaginary: The Implicated Subject in Works by Rachel Seiffert and Cate Shortland", "subtitle": null, "abstract": "The future of Germany’s murderous past is now being reconsidered by a new generation of artists who have to navigate an increasing distance to the Third Reich and its remaining witnesses. Thus it is not surprising that recent postmemory work registers shifts, both with respect to mnemonic perspective and representational strategy. This article considers “Lore,” a story published in the trilogy \nThe Dark Room\n (2001) by the British-German author Rachel Seiffert, and its cinematic adaptation by the Australian filmmaker Cate Shortland (2012) as two examples of such shifts. The mnemonic perspective of both works offers a productive tension. On the one hand they present the emotionally charged perspective of children of Nazi perpetrators, yet on the other hand they employ representational modes that are bare, impassive and minimalist. What are we to make of material that invites identification with protagonists born into a perpetrator legacy, particularly when these historical witnesses are aesthetically reconceived as ‘innocent children’? Seiffert’s and Shortland’s reconfiguration of the historical witness raises the question of whether the victim/perpetrator imaginary can be a constructive lens through which to understand historical agency and its legacies across multiple generations. This article argues that recent re-conceptualizations of historical subject positions, such as the ‘implicated subject’ (Michael Rothberg), offer a more nuanced exploration of historical agency. In different ways and to different degrees, both Seiffert’s and Shortland’s work engage with contradictions of historical subject positions by probing and acknowledging inadvertent, yet persistent, implications in legacies of historical violence.", "language": "en", "license": null, "keywords": [ { "word": "Rachel Seiffert" }, { "word": "Cate Shortland" }, { "word": "lore" }, { "word": "The Dark Room" }, { "word": "postmemory" }, { "word": "transgenerational" }, { "word": "memory" }, { "word": "victim" }, { "word": "perpetrator" }, { "word": "the implicated subject" }, { "word": "child witness" }, { "word": "mnemonic focal point" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5gc5q4hv", "frozenauthors": [ { "first_name": "Susanne", "middle_name": "", "last_name": "Baackmann", "name_suffix": "", "institution": "University of New Mexcio", "department": "None" } ], "date_submitted": "2016-06-08T15:37:09-04:00", "date_accepted": "2016-06-08T15:37:09-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/45202/galley/33992/download/" } ] }, { "pk": 56590, "title": "Beyond the Saharan Cloak: Uncovering Jewish Identity from Southern Morocco and throughout the Sahara", "subtitle": null, "abstract": "From the end of the medieval period into the early modern era, regional anti-Semitic violence in Northwest Africa forced Jews to convert and/or flee into other lands. A legacy of imposed invisibility, through illegality of Judaism and fear of expressing a Jewish faith identity, was a consequence of intolerance towards Jews. For their own safety, Jewish persons had to conceal their faith identity. In doing so, what appears to be a lack of Jewish presence may simply be a strategic concealment of one’s interior faith conviction. This paper explores how Western institutional oversight, by organizations and scholars, continually perpetuates the impression of Jewish absence from these spaces. Further, the paper seeks to challenge a visible lack of Jewish presence in West Africa by analyzing the complexity of conversion and investigating seemingly “invisible” identities. Lastly, the paper examines how the efforts of Jewish persons to become undetectable have contributed to the historical elisions of Jewish presence in West Africa.", "language": "en", "license": null, "keywords": [], "section": "Essays Part II", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7rc4d9p5", "frozenauthors": [ { "first_name": "Janice", "middle_name": "R.", "last_name": "Levi", "name_suffix": "", "institution": "UCLA", "department": "" } ], "date_submitted": "2016-06-03T01:59:28-04:00", "date_accepted": "2016-06-03T01:59:28-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ufahamu/article/56590/galley/42963/download/" } ] }, { "pk": 59187, "title": "Bidirectional Cross-Modal Influence on Emotion Ratings of Auditory and Visual Stimuli", "subtitle": null, "abstract": "", "language": "en", "license": null, "keywords": [], "section": "Research", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5hp3s2dv", "frozenauthors": [ { "first_name": "Harrison", "middle_name": "James", "last_name": "Ramsay", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2017-01-28T13:17:12-05:00", "date_accepted": "2017-01-28T13:17:12-05:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/our_bsj/article/59187/galley/45204/download/" } ] }, { "pk": 58145, "title": "BINAA: Making Architecture in the 21st Century", "subtitle": null, "abstract": "This essay details the founding, early stages, and recent projects of BINAA (Building, INnovation, Art, and Architecture)—a forum for collaborative architecture practices.", "language": "en", "license": null, "keywords": [ { "word": "architecture, art, Turkey, design" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/54j275dd", "frozenauthors": [ { "first_name": "Burak", "middle_name": "", "last_name": "Pekoglu", "name_suffix": "", "institution": "BINAA", "department": "" } ], "date_submitted": "2016-10-24T16:38:27-04:00", "date_accepted": "2016-10-24T16:38:27-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ucdavislibrary_streetnotes/article/58145/galley/44302/download/" } ] }, { "pk": 39737, "title": "Biogeographia: a brief historical outline of the Società Italiana di Biogeografia (SIB)", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Editorials", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/11v4922p", "frozenauthors": [ { "first_name": "Valerio", "middle_name": "", "last_name": "Sbordoni", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2016-10-03T07:16:47-04:00", "date_accepted": "2016-10-03T07:16:47-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/biogeographia/article/39737/galley/29930/download/" } ] }, { "pk": 46700, "title": "California's 2014-15 Budget: Political Corruption Distracts the State", "subtitle": null, "abstract": "Governor Jerry Brown used the relatively easy budget negotiations during this budget cycle to set himself up to run as the elder statesman seeking reelection for an unprecedented fourth term as governor. But it was not budget politics or even elections that occupied Sacramento’s attention this fiscal year, but rather a series of three separate political corruption investigations and convictions in the State Senate that tarnished the Golden State. These cases not only generated a great deal of negative media attention, but they cost the Democrats three seats, as the caucus was forced to suspend all three senators. This denied the Democrats their supermajority in the Senate, and therefore the legislature as a whole.", "language": "en", "license": null, "keywords": [ { "word": "California, Jerry Brown," } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2rn5m71f", "frozenauthors": [ { "first_name": "Brian", "middle_name": "", "last_name": "DiSarro", "name_suffix": "", "institution": "California State University, Sacramento", "department": "None" }, { "first_name": "Wesley", "middle_name": "", "last_name": "Hussey", "name_suffix": "", "institution": "California State University, Sacramento", "department": "None" } ], "date_submitted": "2016-02-11T19:02:57-05:00", "date_accepted": "2016-02-11T19:02:57-05:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cjpp/article/46700/galley/35346/download/" } ] }, { "pk": 46778, "title": "California’s 2015-16 Budget: Fiscal Surpluses and Water Deficits", "subtitle": null, "abstract": "California’s budget politics were temporarily sidetracked by an increasingly severe statewide drought, forcing the state to take action. Democratic lawmakers elected new leadership, who, like their predecessors, argued the state should increase social spending. The major budget clash centered on California’s booming economy and what to do with a large projected tax surplus. The legislature wanted to spend the revenue, while Governor Jerry Brown downplayed the fiscal estimates and wanted to squirrel away the extra money in the state’s new rainy-day fund. Brown sparred with the University of California over UC’s increasing reliance on out-of-state students to fund the university, limiting the number of spots for California students.", "language": "en", "license": null, "keywords": [ { "word": "Western State Budget Report, California, fiscal policy, taxes, budget, Jerry Brown, rainy-day fund, drought" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3d73f467", "frozenauthors": [ { "first_name": "Brian", "middle_name": "", "last_name": "DiSarro", "name_suffix": "", "institution": "California State University, Sacramento", "department": "None" }, { "first_name": "Wesley", "middle_name": "", "last_name": "Hussey", "name_suffix": "", "institution": "California State University, Sacramento", "department": "None" } ], "date_submitted": "2017-02-16T18:23:14-05:00", "date_accepted": "2017-02-16T18:23:14-05:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cjpp/article/46778/galley/35389/download/" } ] }, { "pk": 46771, "title": "California’s 2016-17 Budget: Preparing for Gloom with a Rainy-Day Fund", "subtitle": null, "abstract": "California was in a better position during the 2016-2017 budget cycle than it had been in previous years. Rather than arguing over budget cuts, the majority Democrats spent their time debating spending priorities. In the end, legislative Democrats and Governor Jerry Brown both claimed victory, which left the state on a solid financial footing. As Governor Brown entered the second half of his second term, the Democratic Party continued to strengthen its hold on the state. November 2016 Election Day victories provided the party with a two-thirds majority in the legislature, ensuring state government in the coming years would remain an exclusively intraparty affair.", "language": "en", "license": null, "keywords": [ { "word": "Western State Budget Report, California, fiscal policy, taxes, budget, Jerry Brown, rainy-day fund, 2016 elections" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2j39t739", "frozenauthors": [ { "first_name": "Brian", "middle_name": "", "last_name": "DiSarro", "name_suffix": "", "institution": "California State University Sacramento", "department": "None" }, { "first_name": "Wesley", "middle_name": "", "last_name": "Hussey", "name_suffix": "", "institution": "California State University Sacramento", "department": "None" } ], "date_submitted": "2017-02-14T19:41:31-05:00", "date_accepted": "2017-02-14T19:41:31-05:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cjpp/article/46771/galley/35383/download/" } ] }, { "pk": 46720, "title": "California's Water Paradox: Why Enough Will Never Be Enough", "subtitle": null, "abstract": "", "language": "en", "license": null, "keywords": [], "section": "Commentary", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/97d4h2j4", "frozenauthors": [ { "first_name": "Doug", "middle_name": "", "last_name": "Parker", "name_suffix": "", "institution": "University of California, California Institute for Water Resources", "department": "None" }, { "first_name": "Faith", "middle_name": "", "last_name": "Kearns", "name_suffix": "", "institution": "University of California, California Institute for Water Resources", "department": "None" } ], "date_submitted": "2016-07-18T13:59:45-04:00", "date_accepted": "2016-07-18T13:59:45-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cjpp/article/46720/galley/35362/download/" } ] }, { "pk": 63263, "title": "Call for Conversations", "subtitle": null, "abstract": "As the academic year of 2014–2015 began, the killing of Mike Brown, the failure to indict Darren Wilson, and the protests and contentious dialogue surrounding these events again exposed fissures that exist in society as a result of (but not limited to) the dynamics of race, class, and gender. In response to these events, and in an effort to engage in dialogue with the educators, students, protestors, and academics who were participating in these movements, the Berkeley Review of Education issued its first “Call for Conversations” (CFC). This is an edited selection of the short works first published on our website in January and March of 2014.", "language": "en", "license": null, "keywords": [ { "word": "Education" } ], "section": "Special Features", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/00f5m1b0", "frozenauthors": [ { "first_name": "Edwin", "middle_name": "", "last_name": "Mayorga", "name_suffix": "", "institution": "Swarthmore College", "department": "" }, { "first_name": "Imrul", "middle_name": "", "last_name": "Mazid", "name_suffix": "", "institution": "Impact Academy of Arts & Technology, Hayward, California", "department": "" }, { "first_name": "", "middle_name": "", "last_name": "Britany", "name_suffix": "", "institution": "Oakland High School, 9th grade", "department": "" }, { "first_name": "Connie", "middle_name": "", "last_name": "Wun", "name_suffix": "", "institution": "DataCenter, Oakland, California", "department": "" }, { "first_name": "Damien", "middle_name": "", "last_name": "Sojoyner", "name_suffix": "", "institution": "University of California, Irvine", "department": "" }, { "first_name": "maisha", "middle_name": "", "last_name": "quint", "name_suffix": "", "institution": "EastSide Arts Alliance, Oakland, California", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Bradley", "name_suffix": "", "institution": "Swarthmore College", "department": "" } ], "date_submitted": "2016-01-04T22:32:18-05:00", "date_accepted": "2016-01-04T22:32:18-05:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/bre/article/63263/galley/48802/download/" } ] }, { "pk": 50902, "title": "Carbon Monoxide Poisoning", "subtitle": null, "abstract": "Audience: \nThis oral boards case is appropriate for all emergency medicine learners (residents, interns, and medical students).\n \n \n \n \nIntroduction:\n Carbon monoxide (CO) is a colorless and odorless gas that typically results from combustion. It binds hemoglobin, dissociating oxygen, causing headache, weakness, confusion and possible seizure or coma. Pulse oxygen levels may be falsely elevated. Practitioners should maintain a high index of suspicion for carbon monoxide poisoning. If caught early CO poisoning is reversible with oxygen or hyperbaric oxygen therapy.\nObjectives\n:\n \nThe learner will assess a patient with altered mental status and weakness, ultimately identifying that the patient has carbon monoxide poisoning. The learner will treat the patient with oxygen and admit/transfer the patient for hyperbaric oxygenation.\n \nMethod: \nOral boards case\n \nTopics:\n Carbon monoxide poisoning, toxicology, carboxyhemoglobin, altered mental status, oral boards, hypoxia, pulse oximetry.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Oral Boards", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2r40q5th", "frozenauthors": [ { "first_name": "Alisa", "middle_name": "", "last_name": "Wray", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2016-07-15T22:20:29-04:00", "date_accepted": "2016-07-15T22:20:29-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/50902/galley/38863/download/" } ] }, { "pk": 46719, "title": "Charting New Waters: Why Has Integrated Water Management Succeeded in Some States But Not Others?", "subtitle": null, "abstract": "Integrating the management of groundwater and surface water, which were once treated as separate resources in most western states, has become the norm in recognition of their hydrologic connection and because of its importance in providing cheap, reliable water storage. US Water Alliance, a coalition of municipal water utilities, agricultural leaders, and environmental interests, has held a series of meetings promoting the idea of “One Water Management” and developing a network to share information and advance its agenda of “adaptive, integrative water management planning”\n \nOne notable exception is California where regulation and management of surface water and groundwater remain separate and distinct.", "language": "en", "license": null, "keywords": [ { "word": "Groundwater, surface water, water storage, hydrology, water utilities, integrative water management" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8g4967xq", "frozenauthors": [ { "first_name": "Barbara", "middle_name": "", "last_name": "Tellman", "name_suffix": "", "institution": "The US Water Alliance", "department": "None" } ], "date_submitted": "2016-07-18T13:50:26-04:00", "date_accepted": "2016-07-18T13:50:26-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cjpp/article/46719/galley/35361/download/" } ] }, { "pk": 56577, "title": "Christopher J. Lee, \nFranz Fanon: Toward a Revolutionary Humanism\n (Athens, Ohio: Ohio University Press, 2015). pp. 233.", "subtitle": null, "abstract": "n/a", "language": "en", "license": null, "keywords": [], "section": "Book Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3vq9g4f7", "frozenauthors": [ { "first_name": "Magda", "middle_name": "", "last_name": "Rodríguez Dehli", "name_suffix": "", "institution": "University of Madrid, Spain & UCLA", "department": "" } ], "date_submitted": "2016-06-03T01:37:35-04:00", "date_accepted": "2016-06-03T01:37:35-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ufahamu/article/56577/galley/42950/download/" } ] }, { "pk": 59166, "title": "Chronos", "subtitle": null, "abstract": "", "language": "en", "license": null, "keywords": [], "section": "Cover", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6xf3n34h", "frozenauthors": [ { "first_name": "BSJ", "middle_name": "", "last_name": "UCB", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2017-01-28T11:27:18-05:00", "date_accepted": "2017-01-28T11:27:18-05:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/our_bsj/article/59166/galley/45183/download/" } ] }, { "pk": 19741, "title": "“Coloniality is not over, it is all over:” Interview with Dr. Walter Mignolo (Nov. 2014. Part I)", "subtitle": null, "abstract": "“Coloniality is not over, it is all over:” \nInterview with Dr. Walter Mignolo (Nov. 2014. Part I)", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Interviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1k41z3x1", "frozenauthors": [ { "first_name": "Ignacio", "middle_name": "", "last_name": "López-Calvo", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2016-05-17T19:55:27-04:00", "date_accepted": "2016-05-17T19:55:27-04:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/transmodernity/article/19741/galley/9789/download/" } ] }, { "pk": 46774, "title": "Colorado’s 2015–2016 Budget and Economic Outlook", "subtitle": null, "abstract": "By most metrics, Colorado’s economy continues to recover from the recession. State revenues have reached the point where tax refunds mandated under the Taxpayer’s Bill of Rights (TABOR) are a distinct possibility. Governor Hickenlooper’s 2015–2016 budget is generally in line with his previous budgets, while including contingency plans for TABOR rebates. The legalization of recreational marijuana has provided the state with a new revenue stream, although taxes and fees collected in 2014 fell short of initial projections.", "language": "en", "license": null, "keywords": [ { "word": "Western State Budgets, state taxes, budgets, Hickenlooper" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/46g802kh", "frozenauthors": [ { "first_name": "Michael", "middle_name": "J", "last_name": "Berry", "name_suffix": "", "institution": "University of Colorado, Denver", "department": "None" } ], "date_submitted": "2017-02-15T13:02:27-05:00", "date_accepted": "2017-02-15T13:02:27-05:00", "date_published": "2015-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cjpp/article/46774/galley/35386/download/" } ] } ] }