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{ "count": 39542, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=22500", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=22300", "results": [ { "pk": 26758, "title": "Age Related Differences in Episodic Memory Recollections: Applying LatentDirichlet Allocation to Free-Writings on Driving Incidents by Older and YoungDrivers", "subtitle": null, "abstract": "Reporting driving incidents depends on episodic memories formed at a certain time point in the past, and its retrievalwith subjective feelings. This study examined aging effects on episodic memory recollections by analyzing free writing reportsby older and young drivers. Unstructured hand-writing samples from 199 older (Mage = 69.2) long-experienced (Mdriving =43.0 years), and 299 young (Mage = 21.5) novice (Mdriving = 2.2 years) drivers were avalyzed by Latent Dirichlet Allocation.This identified a 6-topic model labeled: (1) operational failures, (2) control aspects, (3) other vehicles, (4) jump-outs, (5) trafficlights, and (6) attention. Posterior distribution analysis revealed that older drivers reported less in topics concerning own drivingoperations. In addition, older drivers less attributed these topics to self than environment relative to young drivers. The agedifferences of episodic memory retrieval for free reports and applicability of natural language processing to psychology arediscussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4s49c0tw", "frozenauthors": [ { "first_name": "Ritsuko", "middle_name": "", "last_name": "Iwai", "name_suffix": "", "institution": "Kyoto University , RIKEN", "department": "" }, { "first_name": "Takatsune", "middle_name": "", "last_name": "Kumada", "name_suffix": "", "institution": "Kyoto University , RIKEN", "department": "" }, { "first_name": "Daisuke", "middle_name": "", "last_name": "Kawahara", "name_suffix": "", "institution": "Kyoto University", "department": "" }, { "first_name": "Sadao", "middle_name": "", "last_name": "Kurohashi", "name_suffix": "", "institution": "Kyoto 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/26758/galley/16394/download/" } ] }, { "pk": 26276, "title": "A Hierarchical Probabilistic Language-of-Thought Modelof Human Visual Concept Learning", "subtitle": null, "abstract": "How do people rapidly learn rich, structured concepts fromsparse input? Recent approaches to concept learning havefound success by integrating rules and statistics. We describe ahierarchical model in this spirit in which the rules are stochas-tic, generative processes, and the rules themselves arise froma higher-level stochastic, generative process. We evaluate thisprobabilistic language-of-thought model with data from an ab-stract rule learning experiment carried out with adults. In thisexperiment, we find novel generalization effects, and we showthat the model gives a qualitatively good account of the exper-imental data. We then discuss the role of this kind of model inthe larger context of concept learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Probabilistic language of thought" }, { "word": "Bayesian infer-ence" }, { "word": "abstract rule learning" }, { "word": "Computational Model" }, { "word": "induction" }, { "word": "Generalization" }, { "word": "behavioral experiment" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5jn5d29h", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "C.", "last_name": "Overlan", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Robert", "middle_name": "A.", "last_name": "Jacobs", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Steven", "middle_name": "T.", "last_name": "Piantadosi", "name_suffix": "", "institution": "University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26276/galley/15912/download/" } ] }, { "pk": 26219, "title": "Aiding Preschoolers’ word-learning by scaffolding lexical awareness", "subtitle": null, "abstract": "Preschool-aged children develop awareness of the words theydo and do not know. Awareness of one’s lexicon mayencourage word learning if children pay more attention to thedefinition of unknown words. Here, we tested 3-4-year-oldchildren (N = 91) on a word learning task embedded in an e-book. When a novel word was read, children were eitherasked if they knew the word, asked a question about thestoryline, or asked no question. Then they were given adescription without visual input and asked to identify thereferent’s picture from three choices. Participants who wereasked if they knew a word before being provided with thedefinition identified more referents than children in the otherconditions. Children’s word learning was predicted by short-term memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word learning" }, { "word": "lexical awareness" }, { "word": "preschoolers" }, { "word": "object representation" }, { "word": "memory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8nz0z9k5", "frozenauthors": [ { "first_name": "Sofia", "middle_name": "", "last_name": "Jimenez", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Kaitlin", "middle_name": "", "last_name": "Ryan", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Megan", "middle_name": "M.", "last_name": "Saylor", "name_suffix": "", "institution": "Vanderbilt 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/26219/galley/15855/download/" } ] }, { "pk": 26180, "title": "A Learned Label Modulates Object Representations in 10-Month-Old Infants", "subtitle": null, "abstract": "Despite substantial evidence for a bidirectional relationshipbetween language and representation, the roots of this relationshipin infancy are not known. The current study explores thepossibility that labels may affect object representations at theearliest stages of language acquisition. We asked parents to playwith their 10-month-old infants with two novel toys for threeminutes, every day for a week, teaching infants a novel word forone toy but not the other. After a week infants participated in afamiliarization task in which they saw each object for 8 trials insilence, followed by a test trial consisting of both objectsaccompanied by the trained word. Infants exhibited a faster declinein looking times to the previously unlabeled object. These dataspeak to the current debate over the status of labels in humancognition, supporting accounts in which labels are an integral partof representation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Representation" }, { "word": "word learning" }, { "word": "languageacquisition" }, { "word": "LINGUISTIC RELATIVITY" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5z02v1jd", "frozenauthors": [ { "first_name": "Katherine", "middle_name": "", "last_name": "Twomey", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Gert", "middle_name": "", "last_name": "Westermann", "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/26180/galley/15816/download/" } ] }, { "pk": 26498, "title": "Alien species and alienable traits: An artificial language game investigating thespread of cultural variants between antagonistic groups", "subtitle": null, "abstract": "The spread of cultural variants, such as dress or speech pat-terns, may be promoted or inhibited by different types of bias.In model-based bias, variants are differentially adopted accord-ing to characteristics of individuals exhibiting them. A surpris-ing case of cross-group adoption comes from sociolinguisticfieldwork in which White speakers were observed exhibiting afeature of African-American Vernacular English, in spite of ex-pressing aggressively negative attitudes towards their African-American neighbors. A likely explanation for this is that thefeature in question had become dissociated for these speakersfrom the inalienable trait Blackness, but had retained associa-tions with the more alienable trait of being “street” or tough.We tested this by conducting an artificial-language experimentin which groups of four participants played a computer gamethat involved typing instant messages to each other, tradingresources, and fighting. Participants were assigned to one oftwo mutually antagonistic “alien species” (weaker Wiwos andtougher Burls) and learned an alien language with two species-specific dialects. In one condition, the Wiwos were told thatthat Burl dialect was mainly used by Burls; in the other con-dition they were told it was mainly used by “tougher aliens”.Burl variants were significantly more likely to be used by Wi-wos in the latter condition than in the former, even though theywere associated with tougher aliens in both conditions. Thissuggests that cultural variants linked to more alienable traitsare more likely to be adopted than those linked to inalienableones, even if the practical implications of the two traits are verysimilar.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language variation and change; dialect contact;cultural evolution; artificial language" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0vd0g5wd", "frozenauthors": [ { "first_name": "Betsy", "middle_name": "", "last_name": "Sneller", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Gareth", "middle_name": "", "last_name": "Roberts", "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/26498/galley/16134/download/" } ] }, { "pk": 26073, "title": "Aligning implicit learning and statistical learning:\nTwo approaches, one phenomenon", "subtitle": null, "abstract": "The past 15-20 years have witnessed a particularly strong\ninterest in our ability to rapidly extract structured\ninformation from the environment. This fundamental\nprocess of human cognition is widely believed to underpin\nmany complex behaviors – from language development and\nsocial interaction to intuitive decision making and music\ncognition – so this interest spans practically all branches of\ncognitive science. Research on this topic can be found in\ntwo related, yet traditionally distinct research strands,\nnamely \"implicit learning\" (Reber, 1967) and \"statistical\nlearning\" (Saffran, Aslin, & Newport, 1996).\nBoth lines of research focus on how we acquire\ninformation from complex stimulus domains and both rely\nheavily on the use of artificial systems (e.g., finite-state\ngrammars, pseudoword lexicons). In typical experiments,\nparticipants are initially exposed to stimuli generated by an\nartificial system and then tested to determine what they have\nlearned. Given these and other significant similarities,\nPerruchet and Pacton (2006) argue that these distinct lines\nof research actually represent two approaches to a single\nphenomenon, and Conway and Christiansen (2006) propose\ncombining the two in name: \"implicit-statistical learning\".\nYet, despite frequent acknowledgements that researchers in\nimplicit learning and statistical learning might essentially be\nlooking at the same phenomenon, there is surprisingly little\nalignment between the two strands.\nThis symposium seeks to remedy this situation by\nbringing together leading researchers from both areas in\norder to promote a shared understanding of research\nquestions and methodologies, to discuss similarities and\ndifferences between the two approaches, and to work\ntowards a joint research agenda. The symposium comprises\nfour presentations, followed by a thematic discussion, which\nprovide coverage of these phenomena in terms of\ndevelopment (children and adults), different language\nlearning tasks (sublexical phonotactics, word acquisition,\ngrammar learning), and their role in both production and\ncomprehension, each integrating multidisciplinary\nperspectives. Gomez focuses on implicit-statistical learning\nin early development, identifying words and grammatical\nsequences and the memory systems that underlie this\nlearning. Monaghan and Rebuschat measure word learning\nand grammar learning in adults, while varying the\nknowledge that participants have of the structure they are\nacquiring. Dell and Anderson demonstrate how their work\non acquisition of phonotactic constraints is exhibited in\nspeakers’ productions, and discuss the inter-relation in\nspeech between implicit and statistical learning. Finally,\nConway provides an overview of the two fields, and\nproposes a novel framework that unifies implicit learning\nand statistical learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Implicit learning; statistical learning" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8cx2j2bx", "frozenauthors": [ { "first_name": "Patrick", "middle_name": "", "last_name": "Rebuschat", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Padraic", "middle_name": "", "last_name": "Monaghan", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Nathaniel", "middle_name": "D.", "last_name": "Anderson", "name_suffix": "", "institution": "University of Illinois at Urbana-\nChampaign", "department": "" }, { "first_name": "Christopher", "middle_name": "M.", "last_name": "Conway", "name_suffix": "", "institution": "Georgia State University\nAtlanta", "department": "" }, { "first_name": "Gary", "middle_name": "S.", "last_name": "Dell", "name_suffix": "", "institution": "University of Illinois at Urbana-\nChampaign", "department": "" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Gomez", "name_suffix": "", "institution": "University of Arizona", "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/26073/galley/15709/download/" } ] }, { "pk": 26432, "title": "Allocation of attention during auditory word learning", "subtitle": null, "abstract": "The deployment of selective attention has been studied in\ndepth as a mechanism of visual categorization for decades.\nHowever, little work has investigated how attentional\nmechanisms operate for non-visual domains, and many\nmodels of categorization tacitly presume domain-general\nattention use. In three experiments, we investigated whether\nlearners deploy attention to novel auditory features when\nlearning novel words in a similar fashion to the prevailing\nvisual categorization findings. These studies yielded evidence\nof non-isomorphism, as selective attention in the auditory\ndomain shows high context specificity, in contrast to the wide\ngeneralization of attention in the visual domain.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "selective attention; auditory attention;\ncategorization; category learning; word learning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3xn7d1kn", "frozenauthors": [ { "first_name": "Keith", "middle_name": "S.", "last_name": "Apfelbaum", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Vladimir", "middle_name": "", "last_name": "Sloutsky", "name_suffix": "", "institution": "The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26432/galley/16068/download/" } ] }, { "pk": 26246, "title": "Ambiguity and Representational Stability:\nWhat is the role of embodied experiences?", "subtitle": null, "abstract": "Embodied cognition is sometimes presented as an alternative\nto computational approaches, the argument being that\ncognition is strongly influenced by an agent's body movement.\nHowever, the exact nature of this influence is still uncertain. In\nthe current paper, we add to the conversation by analyzing\nadults’ predictions in a high-ambiguity task: Adults had to\ndecide which of two objects would sink faster (or slower) in\nwater. Ambiguity was achieved by pitting object volume and\nobject mass against buoyancy: The winning object of a pair was\nsometimes the bigger and heavier one, and sometimes it was\nthe smaller and lighter one. The crucial manipulation was\nwhether the stimuli were real-life objects or 2D pictures. All\nparticipants were presented with pictures of the objects during\na training phase (when they received feedback on their\npredictions). Real-life objects were either present during the\nphase prior to the training (jars-first condition), or during the\nphase after the training (jars-last condition). Findings showed\na clear influence of hands-on experiences: When allowed to\nhold the objects, adults were more likely to demonstrate a\nsimplistic focus on object heaviness. These results call for a\nmore nuanced understanding of the effect of embodied\nexperiences on the stability of representations. While\nembodiment sometimes can help distinguish relevant from\nirrelevant information, we show that it can also destabilize\nrepresentations acquired through visual information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "action; knowledge representation; predictions;\nambiguity; misconceptions; hands-on explorations" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9250421m", "frozenauthors": [ { "first_name": "Ramón", "middle_name": "", "last_name": "Castillo", "name_suffix": "", "institution": "University of Talca", "department": "" }, { "first_name": "Talia", "middle_name": "L.", "last_name": "Waltzer", "name_suffix": "", "institution": "University of California, Santa Cruz", "department": "" }, { "first_name": "Heidi", "middle_name": "", "last_name": "Kloos", "name_suffix": "", "institution": "University of Cincinnati", "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/26246/galley/15882/download/" } ] }, { "pk": 26475, "title": "A model of conditional probability judgment", "subtitle": null, "abstract": "A standard view in cognitive psychology is that people esti-mate probabilities using heuristics that do not follow proba-bility theory. We describe a model of probability estimationwhere people do follow probability theory in estimation, butare subject to random error or noise. This model predicts thatpeople’s conditional probability estimates will agree closelywith probability theory for certain noise-cancelling expres-sions, but deviate from probability theory for other expres-sions. We describe an experiment which strongly confirmsthese predictions, suggesting that people estimate conditionalprobabilities in a way that follows standard probability theory,but is subject to the biasing effects of random noise.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3585x7n2", "frozenauthors": [ { "first_name": "Fintan", "middle_name": "J.", "last_name": "Costello", "name_suffix": "", "institution": "University College Dublin", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Watts", "name_suffix": "", "institution": "National University of Ireland Maynooth", "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/26475/galley/16111/download/" } ] }, { "pk": 26748, "title": "A Model of Language-Guided Concept Formation using a Common Frameworkfor Unsupervised and Supervised Learning", "subtitle": null, "abstract": "A general learning rule, “BCM-δ ”, is proposed that subsumes both unsupervised learning as a form of the BCMrule (Bienenstock, Cooper, Munro, 1982; Munro, 1984) and the delta rule (Rosenblatt, 1958; Rumelhart, Hinton, and Williams,1986). The “BCM-δ ” unit is composed of two subunits, T and L, each integrating distinct input streams across distinct setsof synapses. The two subunits follow a common Hebb-like learning procedure that reduces to an unsupervised rule for the Tsubunit and a supervised rule for the L subunit in which the T response is the training signal. This model suggests a neurallyplausible mechanism for the shaping of concepts by labels. More generally, stimuli from one modality can shape the responseproperties of a unit to another modality using a framework that is biologically plausible and gives clues to the source of ateaching signal for supervised learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6nm577w6", "frozenauthors": [ { "first_name": "Paul", "middle_name": "", "last_name": "Munro", "name_suffix": "", "institution": "University of Pittsburgh", "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/26748/galley/16384/download/" } ] }, { "pk": 26712, "title": "An action dynamics study of the onset of prediction", "subtitle": null, "abstract": "A recent approach in cognitive science argues that prediction is a core concept underlying cognition, to the extent thatbrains could be referred to as ”prediction machines” (Clark, 2013). Extending experimental paradigms to explore predictionfacilitate tests of this claim. In a previous study we introduced a statistical learning paradigm to detect when participants arepredicting during implicit/explicit learning. The results revealed that participants tend to rapidly switch into a predictive modealmost as a discrete strategy. While this intriguing possibility was not directly explored in the original study, in this project werepurposed the task to explicitly explore the onset of predictive behaviors. Through a mouse-tracking task, participants get tolearn the statistical structure in a sequence of flashing dots while their mouse movements are being recorded. Findings revealthe level of statistical structure in the environment that triggers the rapid onset of predictive behavior in participants.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/430975rm", "frozenauthors": [ { "first_name": "Maryam", "middle_name": "", "last_name": "Tabatabaeian", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Rick", "middle_name": "", "last_name": "Dale", "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/26712/galley/16348/download/" } ] }, { "pk": 26279, "title": "Analogical Generalization and Retrieval for Denominal Verb Interpretation", "subtitle": null, "abstract": "The creativity of natural language poses a significant\ntheoretical problem. One example of this is denominal verbs\n(those derived from nouns) such as spoon in “She spooned me\nsome sugar”. Traditional generative approaches typically\nposit a unique entry in the lexicon for this usage, though this\napproach has difficulty scaling. Construction Grammar has\nevolved as a competing theory which instead allows the\nsyntactic form of the sentence itself to contribute semantic\nmeaning. However, how people learn syntactic constructions\nremains an open question. One suggestion has been that they\nare learned through analogical generalization. We evaluate\nthis hypothesis using a computational model of analogical\ngeneralization to simulate Kaschak and Glenberg’s (2000)\nstudy regarding interpretation of denominal verbs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Analogy; Construction Grammar; Linguistics;\nAnalogical Generalization" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5z70v78d", "frozenauthors": [ { "first_name": "Clifton", "middle_name": "J.", "last_name": "McFate", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Kenneth", "middle_name": "D.", "last_name": "Forbus", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26279/galley/15915/download/" } ] }, { "pk": 26628, "title": "Analogies and Graphics can lead to Illusions of Understanding", "subtitle": null, "abstract": "Many people experience illusions of understanding for explanations of scientific phenomena (Rozenbleit & Keil,2002) and readers tend to be poor at gauging how well they have understood what they have read in expository science texts(Dunlosky & Lipko, 2007; Maki, 1998; Thiede, Griffin, Wiley, & Redford, 2009). The present line of research includesstudies demonstrating that metacomprehension accuracy may be especially poor when students are presented with texts thatinclude features such as diagrams, graphs, animations, and analogical examples. Although these adjuncts are meant to improvecomprehension, they can often lead to illusions of understanding. An important theme of this research is articulating the kinds ofinstruction and skills that students may need before they can learn effectively from expository science texts including graphicsor analogies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/25j4k00j", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "", "last_name": "Wiley", "name_suffix": "", "institution": "University of Illinois Chicago", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Griffin", "name_suffix": "", "institution": "University of Illinois Chicago", "department": "" }, { "first_name": "Allison", "middle_name": "", "last_name": "Jaeger", "name_suffix": "", "institution": "University of Illinois Chicago", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Sarmento", "name_suffix": "", "institution": "University of Illinois Chicago", "department": "" }, { "first_name": "Marta", "middle_name": "", "last_name": "Mielicki", "name_suffix": "", "institution": "University of Illinois Chicago", "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/26628/galley/16264/download/" } ] }, { "pk": 26062, "title": "Analysing discourse relations in natural language:The case of space and time", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "discourse relations; reference frames; cognitiveprocesses; verbal data; cognitive discourse analysis;spatiotemporal language." } ], "section": "Tutorials", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4pc0h3pp", "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/26062/galley/15698/download/" } ] }, { "pk": 26269, "title": "Analytical Thinking Predicts Less Teleological Reasoning and Religious Belief", "subtitle": null, "abstract": "Individual differences in reflectiveness have been found topredict belief in God. We hypothesize that this associationmay be due to a broader inclination for intuitive thinkers toendorse teleological explanations. In support of ourhypothesis, we find that scientifically unfounded teleologicalexplanations are more likely to be endorsed by intuitive compared to analytical thinkers, and that those who endorse teleological explanations are more likely to have religious beliefs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive style; cognitive reflection test; religiousbelief; teleological explanations; causal reasoning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0cf7q63p", "frozenauthors": [ { "first_name": "Jeffrey", "middle_name": "", "last_name": "Zemla", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Samantha", "middle_name": "", "last_name": "Steiner", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Sloman", "name_suffix": "", "institution": "Brown 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/26269/galley/15905/download/" } ] }, { "pk": 26209, "title": "Analytic Eye Movement Patterns in Face Recognition are Associated with BetterPerformance and more Top-down Control of Visual Attention: an fMRI Study", "subtitle": null, "abstract": "Recent research has revealed two different eye movement pat-terns during face recognition: holistic and analytic. The pre-sent study investigated the neural correlates of these two pat-terns through functional magnetic resonance imaging (fMRI).A more holistic pattern was associated with more activation inthe face-selective perceptual areas, including the occipitalface area and fusiform face area. In contrast, participants us-ing a more analytic pattern demonstrated more activation inareas important for top-down control of visual attention, in-cluding the frontal eye field and intraparietal sulcus. In addi-tion, participants using the analytic patterns had better recog-nition performance than those showing holistic patterns. The-se results suggest that analytic eye movement patterns are as-sociated with more engagement of top-down control of visualattention, which may consequently enhance recognition per-formance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "eye movement; functional magnetic resonanceimaging (fMRI); face recognition; analytic patterns; HiddenMarkov Model (HMM); top-down visual attention." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2mf970bq", "frozenauthors": [ { "first_name": "Cynthia", "middle_name": "Y.H.", "last_name": "Chan", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "J.J.", "middle_name": "", "last_name": "Wong", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Antoni", "middle_name": "B.", "last_name": "Chan", "name_suffix": "", "institution": "City University of Hong Kong", "department": "" }, { "first_name": "Tatia", "middle_name": "M.C.", "last_name": "Lee", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Janet", "middle_name": "H.", "last_name": "Hsiao", "name_suffix": "", "institution": "University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26209/galley/15845/download/" } ] }, { "pk": 26359, "title": "Analyzing Distributional Learning of Phonemic Categories in Unsupervised DeepNeural Networks", "subtitle": null, "abstract": "Infants’ speech perception adapts to the phonemic categoriesof their native language, a process assumed to be driven bythe distributional properties of speech. This study investigateswhether deep neural networks (DNNs), the current state-of-the-art in distributional feature learning, are capable oflearning phoneme-like representations of speech in anunsupervised manner. We trained DNNs with unlabeled andlabeled speech and analyzed the activations of each layer withrespect to the phones in the input segments. The analysesreveal that the emergence of phonemic invariance in DNNs isdependent on the availability of phonemic labeling of theinput during the training. No increased phonemic selectivityof the hidden layers was observed in the purely unsupervisednetworks despite successful learning of low-dimensionalrepresentations for speech. This suggests that additionallearning constraints or more sophisticated models are neededto account for the emergence of phone-like categories indistributional learning operating on natural speech.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "statistical learning; distributional learning;language acquisition; phonemic categories; speechperception; categorical perception; connectionism" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/60d8x4fx", "frozenauthors": [ { "first_name": "Okko", "middle_name": "", "last_name": "Räsänen", "name_suffix": "", "institution": "Aalto University", "department": "" }, { "first_name": "Tasha", "middle_name": "", "last_name": "Nagamine", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "Nima", "middle_name": "", "last_name": "Mesgarani", "name_suffix": "", "institution": "Columbia 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/26359/galley/15995/download/" } ] }, { "pk": 26706, "title": "Analyzing experimental paradigms under modification on web-based experimentplatforms", "subtitle": null, "abstract": "Experimental paradigms are particular experiments that can be modified along a variety of dimensions to answerquestions different than the original inquiry but which have similar content or structure. For example, the original looking-timestudy is an experimental paradigm that has shaped developmental psychology. Thomas Kuhn proposed that, under normalconditions, experimentation by modification of previous paradigms is how science progresses.Web-based experiment platforms (e.g., psiturk and Wallace) are installed with collections of working experimental paradigmsthat are pre-populated with structures necessary to use the platform, but which can be modified to allow users to generate novelexperiments. Because these experiments are implemented in code, we can identify exactly how the code is modified in practice,and begin to directly measure and even test Kuhn’s hypothesis regarding the progress of normal science. I will describe possiblemethods for achieving this, ideally providing others a paradigm to modify.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8df624qm", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Pacer", "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/26706/galley/16342/download/" } ] }, { "pk": 26747, "title": "An Analogical Model of Pretense", "subtitle": null, "abstract": "Pretense has been implicated as playing a role in the development of many cognitive and social skills. Despite theimportance and ubiquity of this phenomena, few computational models of pretense exist. We propose a model of pretense viaanalogical abduction. We suggest that pretense occurs via structural alignment. Where a mismatch occurs (i.e. something inthe pretend scenario is not the same as its aligned match in an equivalent real-world scenario), a re-representation must takeplace in order for pretense to continue. For example, a seashell may be re-represented as a cup (as in Fein, 1975) or an emptycup may be re-represented as full (as in Onishi et al., 2007). We show that this model can explain results from two empiricalstudies, including failures in pretense.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6bg1n2x5", "frozenauthors": [ { "first_name": "Irina", "middle_name": "", "last_name": "Rabkina", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Ken", "middle_name": "", "last_name": "Forbus", "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/26747/galley/16383/download/" } ] }, { "pk": 26206, "title": "An Analysis of Frame Semantics of Continuous Processes", "subtitle": null, "abstract": "Qualitative Process theory provides a formal representation\nfor human-like models of continuous processes. Prior\nresearch mapped qualitative process elements onto English\nlanguage constructions, but did not connect the\nrepresentations to existing frame semantic resources. Here we\nidentify and classify QP language constituents through their\ninstantiation in FrameNet frames to provide a unified\nsemantics for linguistic and non-linguistic representations of\nprocesses. We demonstrate that all core QP relations can map\nto FN, though larger QP evoking phrasal constructions do\nexist outside of this mapping. We conclude with a corpus\nanalysis showing that these frames occur in natural text\ninvolving a variety of continuous processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Frame Semantics; Qualitative Reasoning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/04k8s8ck", "frozenauthors": [ { "first_name": "Clifton", "middle_name": "", "last_name": "McFate", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Kenneth", "middle_name": "", "last_name": "Forbus", "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/26206/galley/15842/download/" } ] }, { "pk": 26542, "title": "An Architectural Account of Variationin Problem Solving and Execution", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Publication-Based Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1rm362kq", "frozenauthors": [ { "first_name": "Pat", "middle_name": "", "last_name": "Langley", "name_suffix": "", "institution": "Institute for the Study of Learning and Expertise", "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/26542/galley/16178/download/" } ] }, { "pk": 26380, "title": "An Ecological Model of Memory and Inferences", "subtitle": null, "abstract": "In this paper, we develop a memory model that predicts\nretrieval characteristics of real-world facts. First, we show\nhow ACT-R’s memory model can be used to predict people’s\nknowledge about real-world objects. The model assumes the\nprobability of retrieving a chunk of information about an\nobject and the time to retrieve this information depend on the\npattern of prior environmental exposure to the object. Second,\nwe use frequencies of information appearing on the Internet\nas a proxy for what information people would encounter in\ntheir natural environment, outside the laboratory. In two\nExperiments, we use this model to account for subjects’\nassociative knowledge about real-world objects as well as the\nassociated retrieval latencies. Third, in a computer simulation,\nwe explore how such model predictions can be used to\nunderstand the workings and performance of decision\nstrategies that operate on the contents of declarative memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "ACT-R; declarative memory; decision making;\nfast-and-frugal heuristics; Internet; strategy selection" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1b58x026", "frozenauthors": [ { "first_name": "Daniela", "middle_name": "", "last_name": "Link", "name_suffix": "", "institution": "Université de Lausanne", "department": "" }, { "first_name": "Julian", "middle_name": "N.", "last_name": "Marewski", "name_suffix": "", "institution": "Université de Lausanne", "department": "" }, { "first_name": "Lael", "middle_name": "", "last_name": "Schooler", "name_suffix": "", "institution": "Syracuse 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/26380/galley/16016/download/" } ] }, { "pk": 26102, "title": "An Empirical Evaluation of Models for How People Learn Cue Search Orders", "subtitle": null, "abstract": "We propose simple parameter-free models that predict howpeople learn environmental cue contingencies, use this infor-mation to measure the usefulness of cues, and in turn, use thesemeasures to construct search orders. To develop the models,we consider a total of 8 previously proposed cue measures,based on cue validity and discriminability, and develop simpleBayesian and biased-Bayesian learning mechanisms for infer-ring these measures from experience. We evaluate the modelpredictions against people’s search behavior in an experimentin which people could freely search cues for information todecide between two stimuli. Our results show that people’sbehavior is best predicted by models relying on cue measuresmaximizing short-term accuracy, rather than long-term explo-ration, and using the biased learning mechanism that increasesthe certainty of inferences about cue properties, but does notnecessarily learn true environmental contingencies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "learning; search order; predictive models; cuecontingencies" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7620g4mb", "frozenauthors": [ { "first_name": "Percy", "middle_name": "", "last_name": "Mistry", "name_suffix": "", "institution": "University of California Irvine", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "University of California Irvine", "department": "" }, { "first_name": "Ben", "middle_name": "", "last_name": "Newell", "name_suffix": "", "institution": "University of New South 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/26102/galley/15738/download/" } ] }, { "pk": 26388, "title": "A Neural Dynamic Model Parses Object-Oriented Actions", "subtitle": null, "abstract": "Parsing actions entails that relations between objects are dis-covered. A pervasively neural account of this process requiresthat fundamental problems are solved: the neural pointer prob-lem, the binding problem, and the problem of generating dis-crete processing steps from time-continuous neural processes.We present a prototypical solution to these problems in a neuraldynamic model that comprises dynamic neural fields holdingrepresentations close to sensorimotor surfaces as well as dy-namic nodes holding discrete, language-like representations.Making the connection between these two types of represen-tations enables the model to parse actions as well as groundmovement phrases—all based on real visual input. We demon-strate how the dynamic neural processes autonomously gen-erate the processing steps required to parse or ground object-oriented action.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "relations; neural process model; action parsing;dynamic field theory; grounded cognition; cognitive schemas" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1b80h797", "frozenauthors": [ { "first_name": "Mathis", "middle_name": "", "last_name": "Richter", "name_suffix": "", "institution": "Ruhr-Universit ̈at Bochum", "department": "" }, { "first_name": "Jonas", "middle_name": "", "last_name": "Lins", "name_suffix": "", "institution": "Ruhr-Universit ̈at Bochum", "department": "" }, { "first_name": "Gregor", "middle_name": "", "last_name": "Schoner", "name_suffix": "", "institution": "Ruhr-Universit ̈at Bochum", "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/26388/galley/16024/download/" } ] }, { "pk": 26527, "title": "A Neural Field Model of Word Repetition Effects in Early Time-Course ERPs inSpoken Word Perception", "subtitle": null, "abstract": "Previous attempts at modeling the neuro-cognitive mecha-nisms underlying word processing have used connectionist ap-proaches, but none has modeled spoken word architectures asthe input is presented in real-time. Hence, such models rely onthe ingenuity of the modeler to establish a mapping of real-time stimulus to the model’s input which may not preserveprocessing that happens during each time step. We present aneural field model which successfully replicates the effect ofimmediate auditory repetition of monosyllabic words and fitsit to a component of a well-studied mechanism for analyzinglanguage processing, the event-related potential (ERP). Thisrepresents a new modeling approach to studying the neuro-cognitive processes, one that is based on the bottom-up inter-action of real-time sensory information with higher-level cate-gories of cognitive processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "dynamic neural fields; event-related potential(ERP); spoken word perception; mental workload; computa-tional modeling; word repetition" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6508831h", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "P.", "last_name": "Valenti", "name_suffix": "", "institution": "Tufts University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Brady", "name_suffix": "", "institution": "Tufts University", "department": "" }, { "first_name": "Matthias", "middle_name": "J.", "last_name": "Scheutz", "name_suffix": "", "institution": "Tufts University", "department": "" }, { "first_name": "Phillip", "middle_name": "J.", "last_name": "Holcomb", "name_suffix": "", "institution": "Tufts University", "department": "" }, { "first_name": "He", "middle_name": "", "last_name": "Pu", "name_suffix": "", "institution": "Tufts 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/26527/galley/16163/download/" } ] }, { "pk": 26253, "title": "A Neural Model of Context Dependent Decision Making in the Prefrontal Cortex", "subtitle": null, "abstract": "In this paper, we present a spiking neural model of contextdependent decision making. Prefrontal cortex (PFC) plays afundamental role in context dependent behaviour. We modelthe PFC at the level of single spiking neurons, to explore theunderlying computations which determine its contextual re-sponses. The model is built using the Neural EngineeringFramework and performs input selection and integration as anonlinear recurrent dynamical process. The results obtainedfrom the model closely match behavioural and neural experi-mental data obtained from macaque monkeys that are trainedto perform a context sensitive perceptual decision task. Theclose match suggests that the low-dimensional, nonlinear dy-namical model we suggest captures central aspects of contextdependent decision making in primates.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "context dependent decision making; decisionmaking; neural engineering framework; neural dynamics; the-oretical neuroscienc" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7pp1791t", "frozenauthors": [ { "first_name": "Sugandha", "middle_name": "", "last_name": "Sharma", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Brent", "middle_name": "J.", "last_name": "Komer", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Terrence", "middle_name": "C.", "last_name": "Stewart", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Eliasmith", "name_suffix": "", "institution": "University of Waterloo", "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/26253/galley/15889/download/" } ] }, { "pk": 26124, "title": "A neural network model of hierarchical category development", "subtitle": null, "abstract": "Object recognition and categorization is a fundamental aspectof cognition in humans and animals. Models have been imple-mented around the idea that categories are sets of frequentlyco-occurring features. Out of these models a question has beenraised, namely what is the mechanism by which we learn a hi-erarchically organized set of categories, including types andsubtypes? In this paper we introduce such a model, the Domi-nant Property Assembly Network (DPAN). DPAN uses an un-supervised neural network to model an agent which developsa hierarchy of object categories based on highly correlated ob-ject features. Initially, the network generates representations ofhigh-level object types by identifying commonly co-occurringsets of features. Over time, the network will start to use aninhibition of return (IOR) operation to examine the featuresof a categorized object that make it unusual as an instance ofits identified category. The result is a network which, earlyin training, represents classes of objects using coarse-grainedcategories and recognizes objects as members of these generalclasses, but eventually is able to recognize subtle differencesbetween subtypes of objects within the broad classes, and rep-resent objects using these more fine-grained categories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "categorization; computational modeling; proto-type theory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/64d3p4vv", "frozenauthors": [ { "first_name": "Chris", "middle_name": "", "last_name": "Gorman", "name_suffix": "", "institution": "University of Otago", "department": "" }, { "first_name": "Alistair", "middle_name": "", "last_name": "Knott", "name_suffix": "", "institution": "University of Otago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26124/galley/15760/download/" } ] }, { "pk": 26123, "title": "A neurocomputational model of the effect of learned labels on infants’ objectrepresentations", "subtitle": null, "abstract": "The effect of labels on nonlinguistic representations is the focusof substantial debate in the developmental literature. A recentempirical study (Twomey & Westermann, 2016) suggested thatlabels are incorporated into object representations, such thatinfants respond differently to objects for which they know alabel relative to unlabeled objects. However, these empiricaldata cannot differentiate between two recent theories ofintegrated label-object representations, one of which assumeslabels are features of object representations, and one whichassumes labels are represented separately, but become closelyassociated with learning. We address this issue using aneurocomputational (auto-encoder) model to instantiate boththeoretical approaches. Simulation data support an account inwhich labels are features of objects, with the samerepresentational status as the objects’ visual and hapticcharacteristics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "connectionist model" }, { "word": "label status" }, { "word": "wordlearning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4pb869ds", "frozenauthors": [ { "first_name": "Arthur", "middle_name": "", "last_name": "Capelier-Mourguy", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Katherine", "middle_name": "", "last_name": "Twomey", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Gert", "middle_name": "", "last_name": "Westermann", "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/26123/galley/15759/download/" } ] }, { "pk": 26181, "title": "An experimental study on the observation of facts in explanation reconstruction", "subtitle": null, "abstract": "Explanation reconstruction performs a crucial role not only inthe progress of science but also in educational practices anddaily activities, including the comprehension of phenomena.In this study, we conducted experiments to examine the factorsthat facilitate shifts in explanations. We focused on the tran-sition of attention on a key fact that contradicts an initial ex-planation and has a central role in its reconstruction. We useda short story as an experimental material in which participantsfirst constructed an initial explanation and then reconstructedit. In the experiment, we controlled the time of presentationof the key fact (bottom-up condition), reflective thinking (top-down condition), and the two together (bidirectional condition)to facilitate understanding of the explanatory shift. The experi-mental results are summarized as follows. First, when the priorexplanation was rejected, attention to the key fact was inhibitedalthough a new explanation was required. Second, the success-ful group increased their attention on the key fact just beforethe explanatory shift. Third, protection of the preceding expla-nation with unobserved facts was inhibited by guiding the par-ticipants ’attention toward the key fact. Finally, although theinitial explanation was not completely shifted, a explanatorypre-shift was achieved by activating reflective thinking withattention to the key fact.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "eye-movement analysis; explanation reconstruc-tion; explanatory shift; reinterpretation" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2m2946pj", "frozenauthors": [ { "first_name": "Hitoshi", "middle_name": "", "last_name": "Terai", "name_suffix": "", "institution": "Kindai University", "department": "" }, { "first_name": "Kazuhisa", "middle_name": "", "last_name": "Miwa", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Naohiro", "middle_name": "", "last_name": "Toyama", "name_suffix": "", "institution": "Nagoya 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/26181/galley/15817/download/" } ] }, { "pk": 26684, "title": "An explicit theory of sortal representation and some evidence for it.", "subtitle": null, "abstract": "Does the acquisition of words like “dog”, “table”, and “sand” require the support of sortal concepts? In arguing forand against sortals, theorists typically contrast representations of unsorted individuals (bare particulars) and sortal representa-tions. As such, bare particular and sortal representations are presented as alternative means of representing concepts like “dog”,“table” and “tree”. Arguments for and against sortals typically proceed in the absence of an explicit characterization of the formof sortal representations. I present an explicit theory of the form of sortal representations. It turns out that, for sortals to dothe work they need to do, they must incorporate bare particular representations into the sortal representation. Two experimentsprovide evidence for the predicted by the proposed theory of sortal representations. I also show how the proposed theory ofsortal representation is consistent with recent findings by Rips and colleagues that seem to provide empirical evidence againstsortals.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5m12b60x", "frozenauthors": [ { "first_name": "Sandeep", "middle_name": "", "last_name": "Prasada", "name_suffix": "", "institution": "Hunter 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/26684/galley/16320/download/" } ] }, { "pk": 26736, "title": "An Eye For Figurative Meaning: The Effects of Familiarity on MetaphorComprehension", "subtitle": null, "abstract": "The career of metaphor hypothesis suggests that processing preference is a result of conventionality whereby con-ventional metaphors are processed through categorization, and novel ones processed through comparison. Alternatively, the cat-egorization model predicts that apt metaphors are processed as categorizations whether or not they are conventional. However,research has largely ignored another known factor to influence metaphor processing, namely familiarity. The categorizationmodel predicts familiarity to play no role in deciding on processing strategy. On the other hand, the career of metaphor hypoth-esis predicts that familiarity to play a facilitating role in metaphor comprehension. In this experiment, we used the eye trackingparadigm and controlled for aptness and conventionality, and manipulated familiarity in order to test these predictions. Ourinitial results support the career of metaphor hypothesis suggesting that familiarity facilitates metaphor processing. We discussthe implications these results have on the psycholinguistic models and briefly speculate on their philosophical consequences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4bn2d84z", "frozenauthors": [ { "first_name": "Chris", "middle_name": "", "last_name": "Genovesi", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Vertolli", "name_suffix": "", "institution": "Carleton 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/26736/galley/16372/download/" } ] }, { "pk": 26443, "title": "Animal, dog, or dalmatian? Level of abstraction in nominal referring expressions", "subtitle": null, "abstract": "Nominal reference is very flexible—the same object may becalled a dalmatian, a dog, or an animal when all are literallytrue. What accounts for the choices that speakers make in howthey refer to objects? The addition of modifiers (e.g. big dog)has been extensively explored in the literature, but fewer stud-ies have explored the choice of noun, including its level of ab-straction. We collected freely produced referring expressionsin a multi-player reference game experiment, where we ma-nipulated the object’s context. We find that utterance choiceis affected by the contextual informativeness of a description,its length and frequency, and the typicality of the object forthat description. Finally, we show how these factors naturallyenter into a formal model of production within the RationalSpeech-Acts framework, and that the resulting model predictsour quantitative production data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "referential ex-pressions" }, { "word": "levels of reference" }, { "word": "basic level" }, { "word": "experimental prag-matics" }, { "word": "computational pragmatics" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4sm7b9zn", "frozenauthors": [ { "first_name": "Caroline", "middle_name": "", "last_name": "Graf", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Judith", "middle_name": "", "last_name": "Degen", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Robert", "middle_name": "X.D.", "last_name": "Hawkins", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Noah", "middle_name": "D.", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "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/26443/galley/16079/download/" } ] }, { "pk": 26449, "title": "An Information-Processing Account of Representation Change:International Mathematical Olympiad Problems are Hard not only for Humans", "subtitle": null, "abstract": "In this paper, we present a new information-processing modelof math problem solving in which representation change the-ory can be implemented. Specifically, we divided the problemrepresentation process into two. One is to straightforwardlytranslate problem texts into formulas in a conservative exten-sion of Zermelo-Fraenkel’s set theory, and the other is to in-terpret the translated formulas in local mathematical theories.A ZF formula has several interpretations, and representationchange is thus implementable as a choice of an appropriate in-terpretation. Adopting the theory of real closed fields as an ex-ample of local theory and its quantifier elimination algorithmsas an approximate process of searching for solutions, we de-velop a prototype system. We use more than 400 problemsfrom three sources as benchmarks: exercise books, univer-sity entrance examination, and the International MathematicalOlympiad problems. Our experimental results suggest that ourmodel can serve as a basis of a quantitative study on represen-tation change in the sense that the performance of our proto-type system reflects difficulties of the problems quite precisely.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "problem solving; information-processing model;insight; representation change" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6ps6f4gm", "frozenauthors": [ { "first_name": "Takuya", "middle_name": "", "last_name": "Matsuzaki", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Munehiro", "middle_name": "", "last_name": "Kobayashi", "name_suffix": "", "institution": "University of Tsukuba", "department": "" }, { "first_name": "Noriko", "middle_name": "H.", "last_name": "Arai", "name_suffix": "", "institution": "National Institute of Informatics", "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/26449/galley/16085/download/" } ] }, { "pk": 26559, "title": "An interactive model accounts for both ultra-rapid superordinate classificationand basic-level advantage in object recognition", "subtitle": null, "abstract": "While people are faster to categorize objects at an intermediate or basic level of specificity (e.g. “bird”), severalrecent studies have shown them to have much earlier access to more general category information (e.g. “animal”). Ultra-rapidsuperordinate classification has been taken as evidence that recognition processes are largely feed-forward. In simulations witha deep neural network model, we show that this conclusion does not follow: even a model that is fully recurrent and interactiveshows ultra-rapid superordinate classification patterns when tested with analogs of behavioral tasks such as rapid serial visualpresentation or deadline classification. Moreover, this recurrent model explains recently-observed similarities and differencesin the time-course of classification as estimated by electro-encephlography (EEG) versus human electro-corticography (ECoG),and also account for the well-known basic-level advantage in non-speeded classification. These results provide evidence thatultra-rapid and unconstrained visual object recognition is supported by interactive processes in the brain.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0p28x2nd", "frozenauthors": [ { "first_name": "Qihong", "middle_name": "", "last_name": "Lu", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Rogers", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26559/galley/16195/download/" } ] }, { "pk": 26345, "title": "A Nonlinear Dynamical Systems Theory Perspective on Dual-ProcessingAccounts of Decision-Making under Uncertainty", "subtitle": null, "abstract": "Dual-processing accounts of reasoning havegained renewed attention in the past decade,particularly in the fields of social judgment,learning, and decision-making under uncertainty.Although the various accounts differ, thecommon thread is the distinction between twoqualitatively different types of reasoning:explicit/implicit, rational/affective, fast/slow, etc.Consequently, much research has focused oncharacterizing the two different processes. Lessextensive are the attempts to find mediators thatinfluence which process is used. In this paper, weargue that the missing perspective on these dual-processing theories is rooted in dynamicalsystems theory. By shifting the perspective to thedynamic interaction and transitions betweendifferent types of reasoning, we provide atheoretical framework for dual-processing withan emphasis on phase transitions. As a specialcase, we focus on dual-processing in decision-making and judgment under uncertainty forwhich we will propose suggestions for futureexperimental evaluation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision-making under uncertainty;dual-processing; nonlinear dynamical systemstheory; phase transitions" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5c80r0bx", "frozenauthors": [ { "first_name": "Marieke", "middle_name": "M.J.W.", "last_name": "van Rooij", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Luis", "middle_name": "H.", "last_name": "Favela", "name_suffix": "", "institution": "University of Central Florida", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26345/galley/15981/download/" } ] }, { "pk": 26615, "title": "A normative theory of visual working memory limitations", "subtitle": null, "abstract": "There are many benefits to having a highly accurate representation of the environment. Why, then, has evolutionequipped us with a visual working memory (VWM) system that can represent only a handful of items with high accuracy?Here, we offer a normative explanation for this limitation by conceptualizing VWM as a system that balances between twoconflicting goals: keeping memory errors small and spiking activity low. We formalize this trade-off in a loss function andshow that minimization of loss dictates a strategy in which memory precision declines with the number of remembered items.Using psychophysical data from 67 human subjects in 5 delayed-estimation experiments, we show that this normative modelprovides an excellent account of human VWM limitations. These results suggest that human VWM implements an optimalcompromise between two conflicting ecological goals", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1xt3r4j6", "frozenauthors": [ { "first_name": "Ronald", "middle_name": "van den", "last_name": "Berg", "name_suffix": "", "institution": "University of Uppsala", "department": "" }, { "first_name": "Wei", "middle_name": "Ji", "last_name": "Ma", "name_suffix": "", "institution": "New York 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/26615/galley/16251/download/" } ] }, { "pk": 26532, "title": "Answering Causal Queries about Singular Cases", "subtitle": null, "abstract": "Queries about singular causation face two problems: It needsto be decided whether the two observed events are instanti-ations of a generic cause-effect relation. Second, causationneeds to be distinguished from coincidence. We propose acomputational model that addresses both questions. It accessesgeneric causal knowledge either on the individual or the grouplevel. Moreover, the model considers the possibility of a co-incidence by adopting Cheng and Novick’s (2005) power PCmeasure of causal responsibility. This measure delivers theconditional probability that a cause is causally responsible foran effect given that both events have occurred. To take uncer-tainty about both the causal structure and the parameters intoaccount we embedded the causal responsibility measure withinthe structure induction (SI) model developed by Meder et al.(2014). We report the results of three experiments that showthat the SI model better captures the data than the power PCmodel.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal inference" }, { "word": "generic causation" }, { "word": "singular cau-sation" }, { "word": "actual causation" }, { "word": "causal responsibility" }, { "word": "causal attribu-tion" }, { "word": "Bayesian modeling" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/78s3p031", "frozenauthors": [ { "first_name": "Simon", "middle_name": "", "last_name": "Stephan", "name_suffix": "", "institution": "University of Gottingen", "department": "" }, { "first_name": "Michael", "middle_name": "R.", "last_name": "Waldmann", "name_suffix": "", "institution": "University of Gottingen", "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/26532/galley/16168/download/" } ] }, { "pk": 26143, "title": "A Perception-Based Threshold for Bidirectional Texture Functions", "subtitle": null, "abstract": "For creating photorealistic images, Computer Graphics re-searchers introduced Bidirectional Texture Functions (BTFs),which use view- and illumination-dependent textures for ren-dering. BTFs require massive storage, and several proposalswere made on how to compress them, but very few take intoaccount human perception. We present and discuss an exper-imental study on how decreasing the texture resolution influ-ences perceived quality of the rendered images. In a visualcomparison task, observer quality judgments and gaze datawere collected and analysed to determine the optimal down-sampling of BTF data without significant loss of their per-ceived visual quality.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Perceived image quality; realistic rendering;threshold in image perception; eye tracking." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9w80j8xj", "frozenauthors": [ { "first_name": "Banafsheh", "middle_name": "", "last_name": "Azari", "name_suffix": "", "institution": "Bauhaus-Universit ̈at Weimar", "department": "" }, { "first_name": "Sven", "middle_name": "", "last_name": "Bertel", "name_suffix": "", "institution": "Bauhaus-Universit ̈at Weimar", "department": "" }, { "first_name": "Charles", "middle_name": "A.", "last_name": "Wuethrich", "name_suffix": "", "institution": "Bauhaus-Universit ̈at Weimar", "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/26143/galley/15779/download/" } ] }, { "pk": 26501, "title": "A performance model for early word learning", "subtitle": null, "abstract": "The emergence of language around a child’s first birthday isone of the greatest transformations in human development.Does this transition require a fundamental shift in the child’sknowledge or beliefs, or could it instead be attributable to moregradual changes in processing abilities? We present a simplemodel of cognitive performance that supports the second con-clusion. The premise of this model is that any cognitive op-eration requires multiple steps, each of which require sometime to complete and have some probability of failure. Weuse meta-analysis to estimate these parameters for two com-ponents of simple ostensive word learning: social cue use andword recognition. When combined in our model, these esti-mates suggest that learning should be very difficult for chil-dren younger than around a year, especially with gaze alone.This model takes a first step towards quantifying performancelimitations for cognitive development and may be broadly ap-plicable to other developmental changes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Speed of processing; development; word learning;meta-analysis" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9nb618qs", "frozenauthors": [ { "first_name": "Michael", "middle_name": "C.", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Molly", "middle_name": "L.", "last_name": "Lewis", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Kyle", "middle_name": "", "last_name": "MacDonald", "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/26501/galley/16137/download/" } ] }, { "pk": 26189, "title": "A perspective on all cognition? A study of everyday environments from the\nperspective of distributed cognition.", "subtitle": null, "abstract": "Distributed cognition is a perspective that primarily has been\napplied to complex socio-technical systems such as flight\ndecks of commercial airliners, or operating rooms where\nprofessionals perform cognitive tasks in environments\nspecifically designed for this. For some scholars distributed\ncognition is exactly this kind of specialized cognitive system.\nOn the other hand it has been claimed by some workers in the\nfield that distributed cognition is not a kind of cognition but a\nperspective on all cognition. We have therefore studied an\nenvironment very different from the systems previously\nstudied, namely single people’s homes. We find that there are\nmany similarities between the home and the specialized\nsocio-technical environments. To us this suggests that the\nspecially designed complex environments can be seen as\nspecialized cases of the general principles of distributed\ncognition which are not reflections of “particular work\npractices” but of general features of human cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "everyday cognition; distributed cognition;\nmemory practices." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/63z0d071", "frozenauthors": [ { "first_name": "Nils", "middle_name": "", "last_name": "Dahlbäck", "name_suffix": "", "institution": "Linköping University", "department": "" }, { "first_name": "Mattias", "middle_name": "", "last_name": "Kristiansson", "name_suffix": "", "institution": "Linköping 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/26189/galley/15825/download/" } ] }, { "pk": 26666, "title": "A Preliminary Model of Situation Awareness in a Cognitive Architecture.", "subtitle": null, "abstract": "Although maintaining situation awareness (SA) is a critical skill for many complex tasks, there have thus far beenfew rigorous computational approaches to modeling SA behavior and performance. We developed a preliminary computationalmodel of SA focused on remembering the locations of static objects in the visual field. We built this model on the foundationof the ACT-R cognitive architecture, using its declarative memory and vision modules to specify the process of scanning thefield and remembering object locations. In the current work, we demonstrate how this model accounts for human behavior andperformance in two recent experiments: one, a study of object location memory with identities similar to air-traffic control callsigns; and another, a study of remembering the location of shapes of varying size, color, and pattern.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/28g7g1km", "frozenauthors": [ { "first_name": "Ehsan", "middle_name": "", "last_name": "Khosroshahi", "name_suffix": "", "institution": "Drexel University", "department": "" }, { "first_name": "Dario", "middle_name": "", "last_name": "Salvucci", "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/26666/galley/16302/download/" } ] }, { "pk": 26251, "title": "A rational speech-act model of projective content", "subtitle": null, "abstract": "Certain content of a linguistic construction can project whenthe construction is embedded in entailment-canceling environ-ments. For example, the conclusion that John smoked in thepast from the utterance John stopped smoking still holds forJohn didn’t stop smoking, in which the original utterance isembedded under negation. There are two main approaches toaccount for projection phenomena. The semantic approach addsrestrictions of the common ground to the conventional meaning.The pragmatic approach tries to derive projection from generalconversational principles. In this paper we build a probabilisticmodel of language understanding in which the listener jointlyinfers the world state and what common ground the speakerhas assumed. We take change-of-state verbs as an exampleand model its projective content under negation. Under certainassumptions, the model predicts the projective behavior and itsinteraction with the question under discussion (QUD), withoutany special semantic treatment of projective content.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Presupposition; projection; Bayesian pragmatics" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0vf8t36v", "frozenauthors": [ { "first_name": "Ciyang", "middle_name": "", "last_name": "Qing", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Noah", "middle_name": "D.", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Lassiter", "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/26251/galley/15887/download/" } ] }, { "pk": 26197, "title": "Are children flexible speakers?\nEffects of typicality and listener needs in children’s event descriptions", "subtitle": null, "abstract": "Do children take into account their addressees’ needs in\nspontaneous production? Developmental evidence for speaker\nadjustments is mixed. Some studies show that children are\noften under-informative when communicating with ignorant\naddressees but other studies demonstrate successes in\nchildren’s ability to integrate another person’s perspective.\nWe asked whether children adapt their event descriptions\ndepending on (a) the typicality of event components, and (b)\nthe listener’s visual access to the events. We found that\nchildren’s ability to use information about the listener’s visual\nperspective to make specific adjustments to event descriptions\nemerged only in highly interactive contexts, in which\nparticipants collaborated towards mutual goals.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "referential communication; event cognition;\nlanguage production; instruments; perspective-taking;\npragmatics" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3s13v7sg", "frozenauthors": [ { "first_name": "Myrto", "middle_name": "", "last_name": "Grigoroglou", "name_suffix": "", "institution": "University of Delaware", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Papafragou", "name_suffix": "", "institution": "University of Delaware", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26197/galley/15833/download/" } ] }, { "pk": 26217, "title": "A Recurrent Network Approach to Modeling Linguistic Interaction", "subtitle": null, "abstract": "What capacities enable linguistic interaction? While severalproposals have been advanced, little progress has been made incomparing and articulating them within an integrative frame-work. In this paper, we take initial steps towards a connec-tionist framework designed to systematically compare differ-ent cognitive models of social interactions. The frameworkwe propose couples two simple-recurrent network systems(Chang, 2002) to explore the computational underpinnings ofinteraction, and apply this modeling framework to predict thesemantic structure derived from transcripts of an experimen-tal joint decision task (Bahrami et al., 2010; Fusaroli et al.,2012). In an exploratory application of this framework, wefind (i) that the coupled network approach is capable of learn-ing from noisy naturalistic input but (ii) that integration of pro-duction and comprehension does not increase the network per-formance. We end by discussing the value of looking to tra-ditional parallel distributed processing as flexible models forexploring computational mechanisms of conversation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language; interaction; neural networks; produc-tion; comprehension" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8dw7x2f2", "frozenauthors": [ { "first_name": "Rick", "middle_name": "", "last_name": "Dale", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Riccardo", "middle_name": "", "last_name": "Fusaroli", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Joanna", "middle_name": "", "last_name": "Ra ̧czaszek-Leonardi", "name_suffix": "", "institution": "Polish Academy of Sciences", "department": "" }, { "first_name": "Morten", "middle_name": "H.", "last_name": "Christiansen", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26217/galley/15853/download/" } ] }, { "pk": 26216, "title": "Are Financial Advisors Money Doctors or Charlatans? Evidence on Trust, Advice,\nand Risk Taking in Delegated Asset Management", "subtitle": null, "abstract": "We test the effects of advice and trust on risk-taking in three\nonline experiments designed to elucidate under what\nconditions financial advice may increase risk-taking,\nirrespective of advisor performance. In our study, investors\nmade 100 decisions, selecting between one of two alternatives:\nrisky or conservative. We manipulate the suggestion of an\nadvisor (risky vs. non-risky investments), the fee of the advice,\nas well as the trustworthiness of the advisor (by increasing the\ntransparency of the advice presented) to test the effect of the\nadvice on risk-taking. The results show that individuals\nasymmetrically follow the advice they received, with a bias\ntowards following more risky than conservative advice.\nMoreover, trusted advice was more persuasive irrespective of\nwhat the advisor suggested and even the fee is higher.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Advice taking; Financial advice; Money doctors;\nRisk taking; Trust" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4tk0335v", "frozenauthors": [ { "first_name": "Qizhang", "middle_name": "", "last_name": "Sun", "name_suffix": "", "institution": "University of Lugano", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Gibbert", "name_suffix": "", "institution": "University of Lugano", "department": "" }, { "first_name": "Thomas", "middle_name": "T.", "last_name": "Hills", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Eric", "middle_name": "", "last_name": "Nowak", "name_suffix": "", "institution": "University of Lugano", "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/26216/galley/15852/download/" } ] }, { "pk": 26396, "title": "Are Symptom Clusters Explanatory?\nA Study in Mental Disorders and Non-Causal Explanation", "subtitle": null, "abstract": "Three experiments investigate whether and why people accept\nexplanations for symptoms that appeal to mental disorders,\nsuch as: “She experiences delusions because she has\nschizophrenia.” Such explanations are potentially puzzling, as\nmental disorder diagnoses are made on the basis of symptoms,\nand the DSM implicitly rejects a commitment to some\ncommon, underlying cause. Do laypeople nonetheless\nconceptualize mental disorder classifications in causal terms?\nOr is this an instance of non-causal explanation? Experiment 1\nshows that such explanations are indeed found explanatory.\nExperiment 2 presents participants with novel disorders that\nare stipulated to involve or not involve an underlying cause\nacross symptoms and people. Disorder classifications are\nfound more explanatory when a causal basis is stipulated, or\nwhen participants infer that one is present (even after it’s\ndenied in the text). Finally, Experiment 3 finds that merely\nhaving a principled, but non-causal, basis for defining\nsymptom clusters is insufficient to reach the explanatory\npotential of categories with a stipulated common cause. We\ndiscuss the implications for accounts of explanation and for\npsychiatry.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "explanation" }, { "word": "Understanding" }, { "word": "Mental Disorders" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8jr0r93x", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Wilkenfeld", "name_suffix": "", "institution": "University of California Berkeley", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Asselin", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Tania", "middle_name": "", "last_name": "Lombrozo", "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/26396/galley/16032/download/" } ] }, { "pk": 26111, "title": "Are There Hidden Costs to Teaching Mathematics with Incorrect Examples?", "subtitle": null, "abstract": "This study aims to address potential costs of using incorrectworked examples in teaching mathematics. While suchpractice has been shown to be effective in educationalresearch, previous findings in the memory literature suggestthat exposure to an incorrect solution may lead students tolater believe that it is correct due to increased familiarity. Wedesigned a two-session experiment with 1-week delay inwhich students studied correct and incorrect worked outexamples. We found only small changes in students’ ability tosuccessfully distinguish between correct and incorrectsolutions over time. Students did rate the previously studiedincorrect examples as being more correct after the 1-wkdelay, but this did not affect their correctness ratings of newcorrect and incorrect worked examples or their problemsolving accuracy. We conclude that the unique nature ofmathematical problem solving may protect students from thedangers of using incorrect worked examples.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "incorrect examples; worked examples; problemsolving; mathematics learning; illusory truth; source memory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0bf0495j", "frozenauthors": [ { "first_name": "Min", "middle_name": "Kyung", "last_name": "Hong", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Darren", "middle_name": "J.", "last_name": "Yeo", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Bethany", "middle_name": "", "last_name": "Rittle-Johnson", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Lisa", "middle_name": "K.", "last_name": "Fazio", "name_suffix": "", "institution": "Vanderbilt 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/26111/galley/15747/download/" } ] }, { "pk": 26085, "title": "Are we ON the same page?\nMonolingual and bilingual acquisition of familiar and novel relational language", "subtitle": null, "abstract": "Verbs and prepositions pose significant challenges in second\nlanguage learning, as languages differ in how they map these\nrelational terms onto events. Second language learners must\nput aside their language-specific lens to uncover how a new\nlanguage operates, perhaps having to rediscover semantic\ndistinctions typically ignored in the first language. The\ncurrent study examines how the acquisition of these novel\nmappings are affected by characteristics of the learner and of\nthe language to be learned. English monolinguals and Dutch-\nEnglish bilinguals learned novel terms that corresponded to\ncontainment and support relations of either English, Dutch, or\nJapanese. Results show that English distinctions are learned\nbest across groups, potentially reflecting predispositions in\nhuman cognition. No differences were found between\nmonolinguals and bilinguals in any language condition. The\ncharacteristics of the language to be learned appear to play a\nprominent role in the acquisition of novel semantic categories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Semantics; Second Language\nLearning; Bilingualism; Event Perception" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5hn767j9", "frozenauthors": [ { "first_name": "Nathan", "middle_name": "", "last_name": "George", "name_suffix": "", "institution": "Penn State University", "department": "" }, { "first_name": "Junko", "middle_name": "", "last_name": "Kanero", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Dorothee", "middle_name": "", "last_name": "Chwilla", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Daniel", "middle_name": "J.", "last_name": "Weiss", "name_suffix": "", "institution": "Penn 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/26085/galley/15721/download/" } ] }, { "pk": 26170, "title": "A Robust Implementation of Episodic Memory for a Cognitive Architecture", "subtitle": null, "abstract": "The ability to remember events plays an important role in hu-man life. People can replay past events in their heads and makedecisions based on that information. In this paper, we describea novel extension to a cognitive architecture, ICARUS, that en-ables it to store, organize, generalize, and retrieve episodictraces that can help the agent in a variety of manners. Af-ter discussing previous work on the related topic, we reviewICARUS and explain the new extension to the architecture indetail. Then we discuss four architectural implications of thenew capability and list some future work before we conclude.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "episodic memory; cognitive architectures; virtualsensing; expectations; impasse resolution" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3px6f79x", "frozenauthors": [ { "first_name": "David", "middle_name": "Henerey", "last_name": "Menager", "name_suffix": "", "institution": "University of Kansas", "department": "" }, { "first_name": "Dongkyu", "middle_name": "", "last_name": "Choi", "name_suffix": "", "institution": "University of Kansas", "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/26170/galley/15806/download/" } ] }, { "pk": 26730, "title": "Artificial Language Learning: The Context of Negation", "subtitle": null, "abstract": "Words are learned in various contexts and over various timescales throughout our lives. The current study exploredthe role of context in the form of negation in artificial language learning. It was predicted that words trained in an entirelynegated context would show lower average correctness in the testing phase than those trained entirely in the affirmative or inthe combined contexts. Eighteen artificial nouns were trained using the prefixes “an-” meaning “not the” or “o-” meaning “the”to mark negation. In the testing phase, participants were tested without the prefix on word stems only. Findings indicatedwords learned solely in the affirmative context led to a higher average correctness while those learned solely in the presence ofnegation showed the least average correctness in the testing phase.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9bn9x480", "frozenauthors": [ { "first_name": "Ariel", "middle_name": "", "last_name": "Mathis", "name_suffix": "", "institution": "University of Memphis", "department": "" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Huette", "name_suffix": "", "institution": "University of Memphis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26730/galley/16366/download/" } ] }, { "pk": 26330, "title": "A scaleable spiking neural model of action planning", "subtitle": null, "abstract": "Past research on action planning has shed light on the neuralmechanisms underlying the selection of simple motor actions,along with the cognitive mechanisms underlying the planningof action sequences in constrained problem solving domains.We extend this research by describing a neural model thatrapidly plans action sequences in relatively unconstrained do-mains by manipulating structured representations of objectsand the actions they typically afford. We provide an analysisthat indicates our model is able to reliably accomplish goalsthat require correctly performing a sequence of up to 5 actionsin a simulated environment. We also provide an analysis ofthe scaling properties of our model with respect to the num-ber of objects and affordances that constitute its knowledgeof the environment. Using simplified simulations we find thatour model is likely to function effectively while picking from10,000 actions related to 25,000 objects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "planning; affordances; spiking neurons; neural en-gineering framework; semantic pointer architecture" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3rb9w1r5", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Blouw", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Eliasmith", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Bryan", "middle_name": "P.", "last_name": "Tripp", "name_suffix": "", "institution": "University of Waterloo", "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/26330/galley/15966/download/" } ] }, { "pk": 26649, "title": "A shape-heavy vocabulary does not a shape bias make: A comparison of thecontent of English-learning children’s and Spanish-learning children’s typicalvocabularies", "subtitle": null, "abstract": "We asked why Spanish-monolingual children exhibit a weaker, slower-to-develop shape bias in word-learning con-texts compared to English-monolingual children (Hahn & Cantrell, 2012). Ten English-monolingual adults and nine English-Spanish bilingual adults rated the perceptual similarity of items indicated by subsets of words from the English MCDI andSpanish MCDI, respectively. Consistent with previous research with similar methodology (Samuelson & Smith, 1999), wordsfor shape-similar items predominated in the content of the English MCDI (47.72%; agreement: 70%, p < .05). Interestingly,words for shape-similar items also predominated in the content of the Spanish MCDI (56.67%; agreement: 70%, p < .05).Results suggest that the types of words that children learn play a less important role in the development of the shape biasthan other proposed factors (e.g., syntactical regularities; Smith, 2000). Additional findings and implications for children withvarious language backgrounds will be discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0hn1h153", "frozenauthors": [ { "first_name": "Emily", "middle_name": "", "last_name": "Russell", "name_suffix": "", "institution": "California State University, Northridge", "department": "" }, { "first_name": "Christina", "middle_name": "", "last_name": "Schonberg", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Shawntel", "middle_name": "", "last_name": "Barreiro", "name_suffix": "", "institution": "California State University, Northridge", "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/26649/galley/16285/download/" } ] }, { "pk": 26408, "title": "Asking and evaluating natural language questions", "subtitle": null, "abstract": "The ability to ask questions during learning is a key aspect ofhuman cognition. While recent research has suggested com-mon principles underlying human and machine “active learn-ing,” the existing literature has focused on relatively simpletypes of queries. In this paper, we study how humans constructrich and sophisticated natural language queries to search for in-formation in a large yet computationally tractable hypothesisspace. In Experiment 1, participants were allowed to ask anyquestion they liked in natural language. In Experiment 2, par-ticipants were asked to evaluate questions that they did not gen-erate themselves. While people rarely asked the most informa-tive questions in Experiment 1, they strongly preferred moreinformative questions in Experiment 2, as predicted by an idealBayesian analysis. Our results show that rigorous information-based accounts of human question asking are more widely ap-plicable than previously studied, explaining preferences acrossa diverse set of natural language questions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bayesian modeling; active learning; informationsearch; question asking" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4wx34357", "frozenauthors": [ { "first_name": "Anselm", "middle_name": "", "last_name": "Rothe", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Brenden", "middle_name": "M.", "last_name": "Lake", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Todd", "middle_name": "M.", "last_name": "Gureckis", "name_suffix": "", "institution": "New York 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/26408/galley/16044/download/" } ] }, { "pk": 26470, "title": "A speed-accuracy trade-off in children’s processing of scalar implicatures", "subtitle": null, "abstract": "Scalar implicatures—inferences from a weak description (“Iate some of the cookies”) that a stronger alternative is true(“I didn’t eat all”)—are paradigm cases of pragmatic infer-ence. Children’s trouble with scalar implicatures is thus animportant puzzle for theories of pragmatic development, giventheir communicative competence in other domains. Previousresearch has suggested that access to alternatives might be key.Here, we explore children’s reaction times in a new paradigmfor measuring scalar implicature processing. Alongside fail-ures on scalar implicatures with “some,” we replicate previ-ous reports of failures with “none,” and find evidence of aspeed-accuracy trade-off for both quantifiers. Motivated bythese findings, we explore the relationship between accuracyand reaction time with a Drift Diffusion Model. We find evi-dence consistent with the hypothesis that preschoolers lack ac-cess to the alternatives for scalar implicature computation, al-though this set of alternatives may be broader than previouslyassumed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Pragmatics; development; scalar implicature; dif-fusion models" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/12c460pq", "frozenauthors": [ { "first_name": "Rose", "middle_name": "M.", "last_name": "Schneider", "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/26470/galley/16106/download/" } ] }, { "pk": 26621, "title": "Assessing children’s reading comprehension by the component processes tasks", "subtitle": null, "abstract": "The purposes of this study were to develop a theoretical-based, comprehension process assessment and to measurechildren’s reading comprehension processes. This assessment was based on Hannon & Daneman’s (2001) paradigm and Han-non & Frias’ (2012) component processes tasks, including the memory measure, the inference measure, knowledge access andintegration measure, and modified to two parts in order to assess 4th to 6th graders’ reading comprehension processes. Wereduced the difficulties and complexity of this comprehension measure for younger children. Four-hundred-and-fifty partic-ipants (at 4th to 6th grade level) were recruited from four elementary schools in Chia-Yi, Taiwan. The results show that theCronbach’s alpha coefficients were .75 to .87 and the citerion-reference validity was around .70 to .75 with the Chinese ReadingComprehension Test. There were good item discriminations and difficulties, analysed by the Rash model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0d9709wq", "frozenauthors": [ { "first_name": "Chi-Shun", "middle_name": "", "last_name": "Lien", "name_suffix": "", "institution": "National Chung Cheng University", "department": "" }, { "first_name": "Yuhtsuen", "middle_name": "", "last_name": "Tzneg", "name_suffix": "", "institution": "National Chung Cheng University", "department": "" }, { "first_name": "Hsin", "middle_name": "", "last_name": "Chien", "name_suffix": "", "institution": "National Taitung University", "department": "" }, { "first_name": "Chin-Chih", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "National Chung Cheng 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/26621/galley/16257/download/" } ] }, { "pk": 26598, "title": "Assessing Science Inquiry using MDP Goal Detectors", "subtitle": null, "abstract": "Complex cognitive tasks, such as science inquiry, often involve a sequence of goals, each of which is pursuedthrough a sequence of actions. Effective assessment of inquiry performance requires identification of these student goals.Markov decision processes (MDPs) have been used to infer goals and beliefs over a single directed sequence of actions (Bakeret al., 2009), but multi-goal complex systems are computationally prohibitive to model. This research investigates the useof targeted MDPs as goal detectors, embedded within a larger hidden Markov model (HMM) that accounts for the transitionbetween goals. This multi-layer approach allows the MDP state spaces to remain small while modeling complex cognition.Because canonical HMM estimation is complicated by the dynamic nature of MDPs, in which action probabilities depend oncontext, we explore several different estimation methods. The approach is applied to log-file data of test-taker interactions witha simulation-based science inquiry assessment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4v2533s4", "frozenauthors": [ { "first_name": "Michelle", "middle_name": "", "last_name": "Lamar", "name_suffix": "", "institution": "Educational Testing Service", "department": "" }, { "first_name": "Janet", "middle_name": "Koster van", "last_name": "Groos", "name_suffix": "", "institution": "Educational Testing Service", "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/26598/galley/16234/download/" } ] }, { "pk": 26692, "title": "A subject-object asymmetry in the online processing of ’only’: evidence fromeye-tracking", "subtitle": null, "abstract": "While most formal semantic accounts of focus-sensitive particles such as ‘only’ acknowledge that their interpretationrequires the integration of contextual information with the linguistic representation, it is less clear how this interaction playsout in real-time. Recent psycholinguistic work in this domain favors an incremental processing story, but divergent resultselsewhere complicate this picture. Our findings from two Visual World eye-tracking studies (n = 33, 32) help resolve thisconflict, and confirm the existence of an adult processing asymmetry: sentences in which ‘only’ associates with the subject(’Only John bought an apple’) take longer to process than object-only sentences (’John only bought an apple’). We find thatcurrent accounts of the representation and exhaustification of propositional alternatives invoked by ’only’ do not explain thiseffect. We suggest that differences at the event-structural level — which propositional alternatives arguably map onto — mightexplain the asymmetry.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/480894sp", "frozenauthors": [ { "first_name": "Pooja", "middle_name": "", "last_name": "Paul", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Tanya", "middle_name": "", "last_name": "Levari", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Dylan", "middle_name": "", "last_name": "Hardenbergh", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Jesse", "middle_name": "", "last_name": "Snedeker", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26692/galley/16328/download/" } ] }, { "pk": 26586, "title": "Asymmetric derivational priming in recognition of Greek nouns and verbs", "subtitle": null, "abstract": "We examined differences between the processing of inflectional versus derivational morphology, using Greek nounsand verbs with a primed lexical decision task. Previous work suggested that both noun and verb targets were significantlyprimed by the same grammatical class. However, when preceded by different grammatical class, verb but not noun targetsshowed priming. We attributed the asymmetrical priming to the materials used: noun stimuli were derived by their verbcounterparts, suggesting an important inherent asymmetry between nouns and verbs. To further investigate this suggestion,we used materials with the opposite asymmetry (verbs derived by nouns) expecting an asymmetry in the opposite direction toemerge for derivationally related words. A clear explanation of the asymmetry would allow us conclusions about the (debated)existence of differences in representation and processing between inflectional and derivational morphological relations and thusprovide evidence for or against a fully decompositional view of processing morphologically complex words.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2hb4j4mz", "frozenauthors": [ { "first_name": "Sofia", "middle_name": "", "last_name": "Loui", "name_suffix": "", "institution": "University of Athens", "department": "" }, { "first_name": "Athanassios", "middle_name": "", "last_name": "Protopapas", "name_suffix": "", "institution": "University of Athens", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26586/galley/16222/download/" } ] }, { "pk": 26157, "title": "A Tale of Two Disasters: Biases in Risk Communication", "subtitle": null, "abstract": "Risk communication, where scientists inform policy-makersor the populace of the probability and magnitude of possibledisasters, is essential to disaster management – enablingpeople to make better decisions regarding preventative steps,evacuations, etc. Psychological research, however, hasidentified multiple biases that can affect people’sinterpretation of probabilities and thus risk. For example,availability (Tversky & Kahneman, 1973) is known toconfound probability estimates while the description-experience gap (D-E Gap) (Hertwig & Erev, 2009) shows lowprobability events being over-weighted when described andunder-weighted when learnt from laboratory tasks. This paperexamines how probability descriptions interact with realworld experience of events. Responses from 294 participantsacross 8 conditions showed that people’s responses, given thesame described probabilities and consequences, were alteredby their familiarity with the disaster (bushfire vs earthquake)and its salience to them personally. The implications of thisfor risk communication are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "description-experience gap; risk communication;decision making; availability; bias." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5mv5t7j9", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "", "last_name": "Welsh", "name_suffix": "", "institution": "University of Adelaide", "department": "" }, { "first_name": "Sandy", "middle_name": "", "last_name": "Steacy", "name_suffix": "", "institution": "University of Adelaide", "department": "" }, { "first_name": "Steve", "middle_name": "", "last_name": "Begg", "name_suffix": "", "institution": "University of Adelaide", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Navarro", "name_suffix": "", "institution": "The University of New South 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/26157/galley/15793/download/" } ] }, { "pk": 26135, "title": "A test of two models of probability judgment: quantum versus noisy probability", "subtitle": null, "abstract": "We test contrasting predictions of two recent models of proba-bility judgment: the quantum probability model (Busemeyeret al., 2011) and the probability theory plus noise model(Costello and Watts, 2014). Both models assume that peo-ple estimate probability using formal processes that follow orsubsume standard probability theory. The quantum probabil-ity model predicts people’s estimates should agree with oneset of probability theory identities, while the probability the-ory plus noise model predicts a specific pattern of violation ofthose identities. Experimental results show just the form of vi-olation predicted by the probability theory plus noise model.These results suggest that people’s probability judgments donot follow quantum probability: instead, they follow the rulesof standard probability theory, with the systematic biases seenin those judgments due to the effects of random noise.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1w83n9nr", "frozenauthors": [ { "first_name": "Fintan", "middle_name": "J.", "last_name": "Costello", "name_suffix": "", "institution": "University College Dublin", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Watts", "name_suffix": "", "institution": "National University of Ireland Maynooth,", "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/26135/galley/15771/download/" } ] }, { "pk": 26682, "title": "Attentional Enhancement at Event Boundaries", "subtitle": null, "abstract": "A fundamental aspect of everyday processing involves identifying discrete events within continuously unfoldingsensory experience. However, the processes enabling determination of event boundaries remain poorly understood. Recently,inconsistent conclusions have emerged regarding attentional processes associated with detection of event boundaries. Use ofthe Dwell-Time Paradigm has indicated enhanced attention at event boundaries (e.g., Hard, Recchia, & Tversky, 2011), whereasevidence from the Rapid Serial Visual Presentation paradigm (e.g., Huff, Papenmeier, & Zacks, 2012) indicates impairment.We employed a change-detection procedure similar to the RSVP, except that the change to be detected was uniform across theentire visual field, rather than varying with respect to the viewer’s spatial locus of attention. Changes occurred either at eventboundaries or mid-stream within event segments. With spatial locus of attention rendered irrelevant, participants displayedsignificantly faster reaction time to changes coinciding with event boundaries, implying that viewers selectively target eventboundaries with heightened attention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6x48k353", "frozenauthors": [ { "first_name": "Dare", "middle_name": "", "last_name": "Baldwin", "name_suffix": "", "institution": "University of Oregon", "department": "" }, { "first_name": "Eric", "middle_name": "", "last_name": "Pederson", "name_suffix": "", "institution": "University of Oregon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26682/galley/16318/download/" } ] }, { "pk": 26606, "title": "Attentional Resource Allocation in Multisensory Processing is Task-dependent", "subtitle": null, "abstract": "Human information processing is constrained by limited attentional resources. A matter of ongoing debate inmultisensory research is whether attentional resources are shared or distinct across sensory modalities. Previous researchsuggested that the type of tasks that humans perform in separate sensory modalities determines whether attentional resourcesare shared or distinct across sensory modalities. Here, we investigated the relation between attentional resources and theperformed type of tasks in four experiments using a dual task paradigm. We found shared attentional resources for vision,haptics and audition when two purely spatial tasks were performed in separate sensory modalities (Experiment 1 & 2) whilewe found distinct attentional resources for the same sensory modalities when a spatial task was performed together with adiscrimination task (Experiment 3 & 4). Overall, our findings suggest that the distribution of attentional resources is operatingat a task-level independent of the involved sensory modalities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/74b0q8sc", "frozenauthors": [ { "first_name": "Basil", "middle_name": "", "last_name": "Wahn", "name_suffix": "", "institution": "University of Osnabruck", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Konig", "name_suffix": "", "institution": "University of Osnabruck", "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/26606/galley/16242/download/" } ] }, { "pk": 26172, "title": "Attention and the Development of Inductive Generalization: Evidence from\nRecognition Memory", "subtitle": null, "abstract": "Induction, the ability to generalize knowledge from known to\nnovel instances, is essential for human learning. This study\ninvestigates how attention allocation during category learning\nand induction affects what information is represented and\nencoded to memory. In Experiment 1 5-year-olds and adults\nlearned rule-based categories. They were then presented with\nan Induction-then-Recognition task. Similar to previous\nresults with familiar categories, children exhibited better\nmemory for items than adults. In Experiment 2, adults learned\nsimilarity-based categories and then were presented with an\nInduction-then-Recognition task. In this condition, adults’\nmemory was as good as children’s memory in Experiment 1.\nThese results indicate that the way categories are represented\naffects the way induction is performed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Induction; Learning; Memory." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2w2938z9", "frozenauthors": [ { "first_name": "Tracey", "middle_name": "", "last_name": "Miser", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Vladimir", "middle_name": "", "last_name": "Sloutsky", "name_suffix": "", "institution": "The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26172/galley/15808/download/" } ] }, { "pk": 26319, "title": "Attentive and Pre-Attentive Processes in Multiple Object Tracking:A Computational Investigation", "subtitle": null, "abstract": "The rich literature on multiple object tracking (MOT)conclusively demonstrates that humans are able to visuallytrack a small number of objects. There is considerably lessagreement on what perceptual and cognitive processes areinvolved. While it is clear that MOT is attentionallydemanding, various accounts of MOT performance centrallyinvolve pre-attentional mechanisms as well. In this paper wepresent an account of object tracking in the ARCADIAcognitive system that treats MOT as dependent upon both pre-attentive and attention-bound processes. We show that withminimal addition this model replicates a variety of corephenomena in the MOT literature and provides an algorithmicexplanation of human performance limitations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attention; visual cognition; multiple objecttracking; cognitive model" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7vr0w165", "frozenauthors": [ { "first_name": "Paul", "middle_name": "", "last_name": "Bello", "name_suffix": "", "institution": "Naval Research Laboratory", "department": "" }, { "first_name": "Will", "middle_name": "", "last_name": "Bridewell", "name_suffix": "", "institution": "Naval Research Laboratory", "department": "" }, { "first_name": "Christina", "middle_name": "", "last_name": "Wasylyshyn", "name_suffix": "", "institution": "Naval 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/26319/galley/15955/download/" } ] }, { "pk": 26142, "title": "Attractivity Weighting: Take-the-Best’s Foolproof Sibling", "subtitle": null, "abstract": "We describe a prediction method called “Attractivity\nWeighting” (AW). In the case of cue-based paired\ncomparison tasks, AW predicts a weighted average of the cue\nvalues of the most successful cues. In many situations, AW’s\nprediction is based on the cue value of the most successful\ncue, resulting in behavior similar to Take-the-Best (TTB).\nUnlike TTB, AW has a desirable characteristic called “access\noptimality”: Its long-run success is guaranteed to be at least as\ngreat as the most successful cue. While access optimality is a\ndesirable characteristic, concerns may be raised about the\nshort-term performance of AW. To evaluate such concerns,\nwe here present a study of AW’s short-term performance. The\nresults suggest that there is little reason to worry about the\nshort-run performance of AW. Our study also shows that, in\nrandom sequences of paired comparison tasks, the behavior of\nAW and TTB is nearly indiscernible.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bounded Rationality; Ecological Rationality;\nAttractivity Weighting; Take-the-Best; Meta-induction." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/45j8w37c", "frozenauthors": [ { "first_name": "Paul", "middle_name": "D.", "last_name": "Thorn", "name_suffix": "", "institution": "University of Duesseldorf", "department": "" }, { "first_name": "Gerhard", "middle_name": "", "last_name": "Schurz", "name_suffix": "", "institution": "University of Duesseldorf", "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/26142/galley/15778/download/" } ] }, { "pk": 26289, "title": "A Twist On Event Processing: Reorganizing Attention to Cope with Novelty inDynamic Activity Sequences", "subtitle": null, "abstract": "Fluent event processing appears to critically involveselectively attending to information-rich junctures withincontinuously unfolding sensory streams (e.g., Newtson, 1973).What counts as information-rich would seem to depend on avariety of factors, however, including the novelty/familiarityof such events, as well as local opportunity for repeatedviewings. Using Hard, Recchia, & Tversky’s “Dwell-timeParadigm,” we investigated the extent to which viewers’attention to unfolding activity streams is affected bynovelty/familiarity and a second viewing. Viewers’ dwelltimes were recorded as they advanced twice each through threeslideshows varying in familiarity but equated on otherdimensions. Dwell time patterns revealed reorganization on anumber of fronts: a) familiarity elicited decreased dwellingoverall, b) dwell-time patterns changed systematically onsecond viewing, and c) familiarity modulated the specificnature of change associated with repeated viewing. Thesefindings illuminate reorganization in attention as actioninformation is first encountered and then quickly incorporatedto guide event processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "action segmentation; event processing" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9t93515j", "frozenauthors": [ { "first_name": "Jessica", "middle_name": "E.", "last_name": "Kosie", "name_suffix": "", "institution": "University of Oregon", "department": "" }, { "first_name": "Dare", "middle_name": "A.", "last_name": "Baldwin", "name_suffix": "", "institution": "University of Oregon", "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/26289/galley/15925/download/" } ] }, { "pk": 26582, "title": "Audio-Visual Task Switching in Multisensory Environments", "subtitle": null, "abstract": "The majority of task-switching research has focused on shifting attention between multiple tasks in the same percep-tual modality (i.e., visual) within a single task domain. However, typical environments are not unisensory, and typical responsedecisions often involve multiple task domains. This study examines multisensory task-switching costs and the interactions ofseveral variables, including perceptual modality of the cue, perceptual modality of the target task, type of task completed (i.e.,spatial or identity decisions), and availability of foreknowledge. The design is marked by no redundant multisensory infor-mation and minimal memory demands. Performance costs varied as a function of whether participants had foreknowledge ofupcoming task and/or modality presentation. Consistent with previous research, the current results also show that performancecosts between tasks were significantly smaller (and essentially, eliminated) when the sensory modality of the task switchedversus when it repeated. However, this result was contingent on manipulations of the experimental design.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1sc286dd", "frozenauthors": [ { "first_name": "Christina", "middle_name": "", "last_name": "Wasylyshyn", "name_suffix": "", "institution": "Naval 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/26582/galley/16218/download/" } ] }, { "pk": 26629, "title": "Auditory N1 Amplitude Varies Across Multiple Acoustic and PhonologicalDimensions in Speech", "subtitle": null, "abstract": "Listeners are sensitive to numerous fine-grained acoustic cues in speech. However, there has been little workexamining how listeners encode these cues at early stages of perception. The event-related potential (ERP) technique providesa tool to help us address this. Previous work shows that the amplitude of the auditory N1 ERP component varies with differencesalong VOT continua, but it is not clear which other cues show similar effects. We present data examining a large set of minimalpair stimuli spanning 18 consonants. Results reveal widespread differences in N1 amplitude for stops, fricatives, and nasals,including distinctions primarily caused by temporal cues (stop voicing; /b,d,g/ vs. /p,t,k/) and spectral cues (place of articulation;/b,p/ vs. /d,t/ vs. /g,k/). Our results suggest that early speech processing is based on fine-grained acoustic cues, rather thanarticulatory differences, and that the ERP technique provides a useful tool for measuring speech sound encoding.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7d76x310", "frozenauthors": [ { "first_name": "Olivia", "middle_name": "", "last_name": "Pereira", "name_suffix": "", "institution": "Villanova University", "department": "" }, { "first_name": "Joe", "middle_name": "", "last_name": "Toscano", "name_suffix": "", "institution": "Villanova 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/26629/galley/16265/download/" } ] }, { "pk": 26192, "title": "A Unified Framework for Bounded and Unbounded Numerical Estimation", "subtitle": null, "abstract": "Representations of numerical value have been assessed usingbounded (e.g., 0-1000) and unbounded (e.g., 0-?) number-linetasks, with considerable debate regarding whether one or bothtasks elicit unique cognitive strategies (e.g., addition orsubtraction) and require unique cognitive models. To test this,we examined 86 5- to 9-year-olds' addition, subtraction, andestimation skill (bounded and unbounded). Against themeasurement-skills hypothesis, estimates were even morelogarithmic on unbounded than bounded number lines andwere better described by conventional log-linear models thanby alternative cognitive models. Moreover, logarithmic indexvalues reliably predicted arithmetic scores, whereas modelparameters of alternative models failed to do so. Resultssuggest that the logarithmic-to-linear shift theory provides aunified framework for numerical estimation with highdescriptive adequacy and yields uniquely accurate predictionsfor children’s early math proficiency.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; numerical cognition;number-line estimation; psychophysical function" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5t90r5rp", "frozenauthors": [ { "first_name": "Dan", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Opfer", "name_suffix": "", "institution": "Ohio 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/26192/galley/15828/download/" } ] }, { "pk": 26477, "title": "Balancing Structural and Temporal Constraints in Multitasking Contexts", "subtitle": null, "abstract": "Recent research has shown that when people multitask, boththe subtask structure and the temporal constraints of thecomponent tasks strongly influence people’s task-switchingbehavior. In this paper, we propose an integrated theoreticalaccount and associated computational model that aims toquantify how people balance structural and temporalconstraints in everyday multitasking. We validate the theoryusing data from an empirical study in which drivers performeda visual-search task while navigating a driving environment.Through examination of illustrative protocols from the modeland human drivers as well as the overall fit on the aggregateglance data, we explore the implications of the theory andmodel for time-critical multitasking domains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Multitasking; driving; cognitive architectures" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4dc1w60k", "frozenauthors": [ { "first_name": "Dario", "middle_name": "D.", "last_name": "Salvucci", "name_suffix": "", "institution": "Drexel University", "department": "" }, { "first_name": "Tuomo", "middle_name": "", "last_name": "Kujala", "name_suffix": "", "institution": "University of Jyväskylä", "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/26477/galley/16113/download/" } ] }, { "pk": 26465, "title": "Bayesian Pronoun Interpretation in Mandarin Chinese", "subtitle": null, "abstract": "Kehler and Rohde (2013) proposed a Bayesian theory of pro-noun interpretation where the influence of world knowledgeemerges as effects on the prior and the influence of informationstructure as effects on the likelihood: P(referent|pronoun) μP(pronoun|referent)P(referent). Here we present two experi-ments on Mandarin Chinese that allow us to test the generalityof the theory for a language with different syntactic-semanticassociations than English. Manipulations involving two dif-ferent classes of implicit-causality verbs and passive vs. activevoice confirmed key predictions of the Bayesian theory: effectsof these manipulations on the prior and likelihood in produc-tion were consistently reflected in pronoun interpretation pref-erences. Quantitative analysis shows that the Bayesian modelis the best fit for Mandarin compared to two competing anal-yses. These results lend both qualitative and quantitative sup-port to a cross linguistically general Bayesian theory of pro-noun interpretation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bayesian modeling; pronoun interpretation; Man-darin Chinese" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/09q935qk", "frozenauthors": [ { "first_name": "Meilin", "middle_name": "", "last_name": "Zhan", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Roger", "middle_name": "P.", "last_name": "Levy", "name_suffix": "", "institution": "University of California, San Diego ; Massachusetts Institute of Technology", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Kehler", "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/26465/galley/16101/download/" } ] }, { "pk": 26524, "title": "Benefiting from Being Alike:Interindividual Skill Differences Predict Collective Benefit in Joint Object Control", "subtitle": null, "abstract": "When two individuals perform a task together, they combinetheir individual skills to achieve a joint goal. Previousresearch has shown that interindividual skill differencespredict a group’s collective benefit in joint perceptualdecision-making. In the present study, we tested whether thisrelationship also holds for other task domains, using adynamic object control task in which two participants eachcontrolled either the vertical or horizontal movement directionof an object. Our findings demonstrate that the difference inindividuals’ skill levels was highly predictive of the dyad’scollective benefit. Differences in individuals’ subjectiveratings of task difficulty reflected skill differences and thusalso turned out to be a predictor of collective benefit.Generally, collective benefit was modulated by spatial taskdemands. Overall, the present study shows that previousfindings in joint decision-making can be extended to dynamicmotor tasks such as joint object control.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "collective benefit; joint action; coordination;collaboration; task distribution; social cognition." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4zv166g0", "frozenauthors": [ { "first_name": "Basil", "middle_name": "", "last_name": "Wahn", "name_suffix": "", "institution": "University of Osnabrück", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Schmitz", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "König", "name_suffix": "", "institution": "University of Osnabrück", "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/26524/galley/16160/download/" } ] }, { "pk": 26226, "title": "Benefits for Grounded Feedback over Correctness in a Fraction Addition Tutor", "subtitle": null, "abstract": "Do students activate conceptual and procedural knowledgesimultaneously when learning fraction addition? In groundedfeedback, student actions on a target, to-be-learnedrepresentation are reflected in a more familiar feedbackrepresentation to promote conceptual learning withinprocedural practice. An experiment with 163 4th and 5thgraders shows improved learning with a grounded feedbacktutor over a symbols-only control with step-level right/wrongfeedback. Learning with grounding also transferred tosymbols-only assessment items, providing some support forthe simultaneous activation view.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "fraction addition; simultaneous activation;magnitude representation" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1359c6kj", "frozenauthors": [ { "first_name": "Eliane", "middle_name": "Stampfer", "last_name": "Wiese", "name_suffix": "", "institution": "University of California, Berkely", "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/26226/galley/15862/download/" } ] }, { "pk": 26256, "title": "Better safe than sorry:Risky function exploitation through safe optimization", "subtitle": null, "abstract": "Exploration-exploitation of functions, that is learningand optimizing a mapping between inputs and expectedoutputs, is ubiquitous to many real world situations.These situations sometimes require us to avoid certainoutcomes at all cost, for example because they arepoisonous, harmful, or otherwise dangerous. We testparticipants’ behavior in scenarios in which they haveto find the optimum of a function while at the sametime avoid outputs below a certain threshold. Intwo experiments, we find that Safe-Optimization, aGaussian Process-based exploration-exploitation algo-rithm, describes participants’ behavior well and thatparticipants seem to care first about whether a point issafe and then try to pick the optimal point from all suchsafe points. This means that their trade-off betweenexploration and exploitation indicates intelligent,approximate, and homeostasis-driven behavior", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Safe Optimization" }, { "word": "Function learning" }, { "word": "Ap-proximate Learning" }, { "word": "Gaussian Process" }, { "word": "Homeostasis" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/53v1688p", "frozenauthors": [ { "first_name": "Eric", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Quentin", "middle_name": "J.M.", "last_name": "Huys", "name_suffix": "", "institution": "University of Z ̈urich", "department": "" }, { "first_name": "Dominik", "middle_name": "R.", "last_name": "Bach", "name_suffix": "", "institution": "University of Z ̈urich", "department": "" }, { "first_name": "Maarten", "middle_name": "", "last_name": "Speekenbrink", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Andreas", "middle_name": "", "last_name": "Krause", "name_suffix": "", "institution": "University of Z ̈urich", "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/26256/galley/15892/download/" } ] }, { "pk": 26392, "title": "Between versus Within-Language Differences in Linguistic Categorization", "subtitle": null, "abstract": "Cross-linguistic research has shown that boundaries for\nlexical categories differ from language to language. The aim\nof this study is to explore these differences between languages\nin relation to the categorization differences within a language.\nMonolingual Dutch- (N=400) and French-speaking (N=300)\nBelgian adults provided lexical category judgments for three\nlexical categories that are roughly equivalent in Dutch and\nFrench. Each category was represented by good, borderline,\nand bad examples. A mixture modeling approach enabled us\nto identify latent groups of categorizers within a language and\nto evaluate cross-linguistic variation in relation to within-\nlanguage variation. We found complex patterns of lexical\nvariation within as well as between language groups. Even\nwithin a seemingly homogeneous group of speakers sharing\nthe same mother tongue, latent groups of categorizers display\na variability that resembles patterns of lexical variation found\nat a cross-linguistic level of comparison.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "artifact categories; cross-linguistic differences;\nsemantic variation; vagueness" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sp2848s", "frozenauthors": [ { "first_name": "Anne", "middle_name": "", "last_name": "White", "name_suffix": "", "institution": "University of Leuven", "department": "" }, { "first_name": "Gert", "middle_name": "", "last_name": "Storms", "name_suffix": "", "institution": "University of Leuven", "department": "" }, { "first_name": "Barbara", "middle_name": "C.", "last_name": "Malt", "name_suffix": "", "institution": "Lehigh University", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Verheyen", "name_suffix": "", "institution": "PSL Research 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/26392/galley/16028/download/" } ] }, { "pk": 26375, "title": "Beyond Markov: Accounting for Independence Violations in Causal Reasoning", "subtitle": null, "abstract": "Although many theories of causal cognition are based on causalgraphical models, a key property of such models—the inde-pendence relations stipulated by the Markov condition—isroutinely violated by human reasoners. Two accounts of whypeople violate independence are formalized and subjected toexperimental test. Subjects’ inferences were more consistentwith a dual prototype model in which people favor networkstates in which variables are all present or all absent than aleaky gate model in which information is transmitted throughnetwork nodes when it should normatively be blocked. Thearticle concludes with a call for theories of causal cognitionthat rest on foundations that are faithful to the kinds of causalinferences people actually draw.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4b1408k7", "frozenauthors": [ { "first_name": "Bob", "middle_name": "", "last_name": "Rehder", "name_suffix": "", "institution": "New York 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/26375/galley/16011/download/" } ] }, { "pk": 26596, "title": "Beyond the 64 Squares: Does Chess Instruction Enhance Children’s Academicand Cognitive Skills? A Meta-Analysis", "subtitle": null, "abstract": "In recent years, pupils’ poor achievement in mathematics has been a concern in many Western countries. Chessinstruction has been proposed as one way to remedy this state of affairs, as well as improving other academic topics and generalcognitive abilities. The aim of this paper is to quantitatively evaluate the available empirical evidence that skills acquired duringchess instruction in schools positively transfer to mathematics, reading, and general cognitive skills. The selection criteria weremet by 24 studies (40 effect sizes), with a total of 5,221 participants. The results show (a) a moderate overall effect size (g =0.34), and (b) a significant positive effect of duration of treatment (p < .05). However, almost no study controlled for placeboeffects by using an active control group. For this reason, there are still doubts about the real effectiveness of chess instruction –in spite of some promising results.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5xc0v159", "frozenauthors": [ { "first_name": "Giovanni", "middle_name": "", "last_name": "Sala", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Fernand", "middle_name": "", "last_name": "Gobet", "name_suffix": "", "institution": "University of Liverpool", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26596/galley/16232/download/" } ] }, { "pk": 26072, "title": "Beyond the language explosion: What gradual word learning tells us aboutconceptual development", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word learning" }, { "word": "Language Acquisition" }, { "word": "development" }, { "word": "concepts" }, { "word": "number" }, { "word": "Color" }, { "word": "Emotion" }, { "word": "locomotion" }, { "word": "time" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/13p8r7qf", "frozenauthors": [ { "first_name": "Katharine", "middle_name": "", "last_name": "Tillman", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Katie", "middle_name": "", "last_name": "Wagner", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Junyi", "middle_name": "", "last_name": "Chu", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Mutsumi", "middle_name": "", "last_name": "Imai", "name_suffix": "", "institution": "Keio University", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Malt", "name_suffix": "", "institution": "Lehigh University", "department": "" }, { "first_name": "Sherri", "middle_name": "", "last_name": "Widen", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Marilyn", "middle_name": "", "last_name": "Shatz", "name_suffix": "", "institution": "University of Michigan", "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/26072/galley/15708/download/" } ] }, { "pk": 26573, "title": "Biased Attention to Spatial Dimensions Predicts Children’s Spatial WordAcquisition", "subtitle": null, "abstract": "Children’s spatial language abilities relate to their spatial skills. We propose that this relation arises from attentionto spatial dimensions influencing both spatial word and spatial skill acquisition. This study tests whether attending to spatialdimensions in a word learning task predicts spatial vocabulary. Three to 5-year-olds completed a novel word assessment testingcategorization of angles, shapes, and a test of spatial vocabulary. In the novel word assessment, children were presented withan exemplar angle with a novel label and asked to select another angle sharing the label. Foils matched the exemplar in degree,orientation, color, or size. Significant age differences occurred in children’s bias to select foils based on angle degree (butno age differences occurred in exemplar choices based on shape). Children showing an angle bias had significantly higherspatial vocabulary than those who did not. These findings show that attending to relevant spatial dimensions predicts spatialvocabulary.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/98t866j7", "frozenauthors": [ { "first_name": "Hilary", "middle_name": "", "last_name": "Miller", "name_suffix": "", "institution": "University of Wisconsin Madison", "department": "" }, { "first_name": "Haley", "middle_name": "", "last_name": "Vlach", "name_suffix": "", "institution": "University of Wisconsin Madison", "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/26573/galley/16209/download/" } ] }, { "pk": 26164, "title": "Biases and Benefits of Number Lines and Pie Charts in Proportion Representation", "subtitle": null, "abstract": "In two experiments, we investigate how adults think aboutproportion across different symbolic and spatialrepresentations in a comparison task (Experiment 1) and atranslation task (Experiment 2). Both experiments showresponse patterns suggesting that decimal notation provides asymbolic advantage in precision when representing numericalmagnitude, whereas fraction notation does not. In addition,pie charts may show some advantages above number lineswhen translating between representations. Lastly, our findingssuggest that the translation between number lines andfractions may be particularly error-prone. We discuss whatthese performance patterns suggest in terms of how adultsrepresent proportional information across these differentformats and some potential avenues through which theseadvantages and disadvantages may arise, suggesting newquestions for future work.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Fractions; Decimals; Number lines; Pie chartsRational numbers; Proportion" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0nq616m7", "frozenauthors": [ { "first_name": "Michelle", "middle_name": "", "last_name": "Hurst", "name_suffix": "", "institution": "Boston College", "department": "" }, { "first_name": "Charlotta", "middle_name": "", "last_name": "Relander", "name_suffix": "", "institution": "Boston College", "department": "" }, { "first_name": "Sara", "middle_name": "", "last_name": "Cordes", "name_suffix": "", "institution": "Boston College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26164/galley/15800/download/" } ] }, { "pk": 26314, "title": "Bifurcation analysis of a Gradient Symbolic Computation model of incremental processing", "subtitle": null, "abstract": "Language is ordered in time and an incremental processingsystem encounters temporary ambiguity in the middle of sen-tence comprehension. An optimal incremental processing sys-tem must solve two computational problems: On the one hand,it has to keep multiple possible interpretations without choos-ing one over the others. On the other hand, it must rejectinterpretations inconsistent with context. We propose a re-current neural network model of incremental processing thatdoes stochastic optimization of a set of soft, local constraintsto build a globally coherent structure successfully. Bifurcationanalysis of the model makes clear when and why the modelparses a sentence successfully and when and why it does not—the garden path and local coherence effects are discussed. Ourmodel provides neurally plausible solutions of the computa-tional problems arising in incremental processing", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Harmonic Grammar; Gradient Symbolic Compu-tation; neural networks; incremental processing; parsing; dy-namical systems theory; bifurcations" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7z18n24c", "frozenauthors": [ { "first_name": "Pyeong", "middle_name": "Whan", "last_name": "Cho", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Smolensky", "name_suffix": "", "institution": "Johns Hopkins 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/26314/galley/15950/download/" } ] }, { "pk": 26725, "title": "Bilingual Proficiency Affects Inhibitory Control: A study of Stroop Performancein 8-year-old English-Chinese Singaporean Children", "subtitle": null, "abstract": "Inconsistent results in the field of bilingualism and cognition may be largely influenced by variation in the natureof bilingual language proficiency. Here we explore the relationship between inhibitory control and bilingual proficiency in 438-year-old English-Chinese children in Singapore where bilingualism is prolific. Proficiency estimates are based on Oral andWritten exam scores and caretaker estimates (including use and exposure). Children completed English and Chinese Stroop,where each task comprised 75% incongruent trials. Stroop effects were calculated for both languages. Higher English scores(written and oral) and English use predicted smaller English Stroop interference. Conversely, higher Chinese exposure anduse predicted smaller Chinese Stroop interference. Thus, language proficiency, use and exposure influence inhibitory control,reiterating the need to consider bilingual proficiency when studying the relationship between bilingualism and attention. SinceStroop effects differ depending on language, bilinguals should be tested in both languages for verbal EF tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/76c7d5q8", "frozenauthors": [ { "first_name": "Carissa", "middle_name": "", "last_name": "Kang", "name_suffix": "", "institution": "Cornell 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/26725/galley/16361/download/" } ] }, { "pk": 26109, "title": "Blink durations reflect mind wandering during reading", "subtitle": null, "abstract": "Mind wandering is a prevalent but highly subjective phenomenon\nthat is difficult to measure. Typically studies use probes at\nrandom points throughout at study that pop in and ask participants\n“Are you mind wandering” where they indicate yes or no, and\nthen resume the study. This study investigated a method of\nextracting eye blinks from raw eye tracking data while\nparticipants were reading texts that varied in degree of\nengagingness on a similar topic. Blink durations were found to\nincrease for less engaging texts. We hypothesize that eye blink\ndurations may increase with mind wandering and discuss\nimplications for mind wandering research.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mind wandering" }, { "word": "Reading" }, { "word": "eye tracking" }, { "word": "Consciousness" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4vw7t6v4", "frozenauthors": [ { "first_name": "Stephanie", "middle_name": "", "last_name": "Huette", "name_suffix": "", "institution": "The University of Memphis", "department": "" }, { "first_name": "Ariel", "middle_name": "", "last_name": "Mathis", "name_suffix": "", "institution": "The University of Memphis", "department": "" }, { "first_name": "Art", "middle_name": "", "last_name": "Graesser", "name_suffix": "", "institution": "The University of Memphis", "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/26109/galley/15745/download/" } ] }, { "pk": 26358, "title": "Boredom, Information-Seeking and Exploration", "subtitle": null, "abstract": "Any adaptive organism faces the choice between taking\nactions with known benefits (exploitation), and sampling new\nactions to check for other, more valuable opportunities\navailable (exploration). The latter involves information-\nseeking, a drive so fundamental to learning and long-term\nreward that it can reasonably be considered, through evolution\nor development, to have acquired its own value, independent\nof immediate reward. Similarly, behaviors that fail to yield\ninformation may have come to be associated with aversive\nexperiences such as boredom, demotivation, and task\ndisengagement. In accord with these suppositions, we propose\nthat boredom reflects an adaptive signal for managing the\nexploration-exploitation tradeoff, in the service of optimizing\ninformation acquisition and long-term reward. We tested\nparticipants in three experiments, manipulating the\ninformation content in their immediate task environment, and\nshowed that increased perceptions of boredom arise in\nenvironments in which there is little useful information, and\nthat higher boredom correlates with higher exploration. These\nfindings are the first step toward a model formalizing the\nrelationship between exploration, exploitation and boredom.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "boredom" }, { "word": "Exploration" }, { "word": "information-seeking" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4rg9267w", "frozenauthors": [ { "first_name": "Andra", "middle_name": "", "last_name": "Geana", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Robert", "middle_name": "C.", "last_name": "Wilson", "name_suffix": "", "institution": "University of Arizona", "department": "" }, { "first_name": "Nathaniel", "middle_name": "", "last_name": "Daw", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Jonathan", "middle_name": "D.", "last_name": "Cohen", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26358/galley/15994/download/" } ] }, { "pk": 26070, "title": "Brain Science and Education: Is it Still a Bridge Too Far?", "subtitle": null, "abstract": "Does neuroscience have the potential to inform education? In this\ndebate, three participants will describe emerging results in\nneuroscience with translatable links to learning and memory.\nExperts in learning sciences will discuss connections as well as\nlimits in the ways that neuroscience can inform education at the\nindividual and classroom levels. Although significant progress has\nbeen made in our understanding of how the brain learns and\nremembers, the question for this symposium is whether this\nprogress does or can provide a direct bridge from brain science to\neducation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "neuroscience; brain science; translational research;\neducation; brain-based education; educational neuroscience" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1xp0508s", "frozenauthors": [ { "first_name": "Ray", "middle_name": "S.", "last_name": "Perez", "name_suffix": "", "institution": "Office of Naval Research", "department": "" }, { "first_name": "Gregg", "middle_name": "", "last_name": "Solomon", "name_suffix": "", "institution": "National Science Foundation", "department": "" }, { "first_name": "Danielle", "middle_name": "S.", "last_name": "McNamara", "name_suffix": "", "institution": "Arizona State University", "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/26070/galley/15706/download/" } ] }, { "pk": 26625, "title": "Building bilingual semantic representations based on a corpus-based statisticallearning algorithm", "subtitle": null, "abstract": "In the current study, we applied a corpus-based statistical learning algorithm to derive semantic representations ofwords under bilingual situations (English and Chinese). The algorithm relies on the analyses of contextual information extractedfrom a text corpus, specifically, analyses of word co-occurrences in a large-scale electronic database of text. Particularly, weexamined how the semantic structure of L2 words can be built based on and influenced by the semantic representations of L1words in a sequential L2 learning situation. We got the semantic representations under various conditions and the results wereprocessed and illustrated on self-organizing maps, an unsupervised neural network model that projects the statistical structureof the context onto a 2-D space. We further discussed a couple of factors that affected the validity of the representations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1z98c8bs", "frozenauthors": [ { "first_name": "Xiaowei", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "Emmanuel 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/26625/galley/16261/download/" } ] }, { "pk": 26128, "title": "But vs. Although under the microscope", "subtitle": null, "abstract": "Previous experimental studies on concessive connectiveshave only looked at their local facilitating or predictive ef-fect on discourse relation comprehension and have oftenviewed them as a class of discourse markers with simi-lar effects. We look into the effect of two connectives,but and although, for inferring contrastive vs. concessivediscourse relations to complement previous experimentalwork on causal inferences. An offline survey on AMTurkand an online eye-tracking-while-reading experiment areconducted to show that even between these two connec-tives, which mark the same set of relations, interpretationsare biased. The bias is consistent with the distribution ofthe connective across discourse relations. This suggeststhat an account of discourse connective meaning based onprobability distributions can better account for compre-hension data than a classic categorical approach, or an ap-proach where closely related connectives only have a coremeaning and the rest of the interpretation comes from thediscourse arguments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/99k3w1f0", "frozenauthors": [ { "first_name": "Fatemeh", "middle_name": "Torabi", "last_name": "Asr", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Vera", "middle_name": "", "last_name": "Demberg", "name_suffix": "", "institution": "Saarland 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/26128/galley/15764/download/" } ] }, { "pk": 26690, "title": "Can a Bayes’ Net approach capture intuitive use of sequential testimonies in alegal reasoning paradigm?", "subtitle": null, "abstract": "The studies apply a Bayesian source credibility model to a legal setting to test epistemic influence of witnesstestimonies. The model amalgamates perceived witness trustworthiness and access to accurate information as independentelements that describe and predict the impact of the testimony of that particular witness.Across two studies, the model enjoys a good fit with observed posterior ratings of the likelihood of guilt (study 1: R2 = .867,study 2: R2 = .701). Study 1 (n = 101) employs different witness types and reports whilst study 2 (n = 102) employs differentwitness types, access to accurate information, and reports.The studies suggest the applicability of a Bayesian source credibility model in a legal setting to account for the impactof different witness types. We show that participants are sensitive to the type of witness and that different witnesses have apredictable impact on the perception of the testimony.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6ds9j03g", "frozenauthors": [ { "first_name": "Jens", "middle_name": "Koed", "last_name": "Madsen", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Saoirse", "middle_name": "Connor", "last_name": "Desai", "name_suffix": "", "institution": "City University, London", "department": "" }, { "first_name": "Adam", "middle_name": "", "last_name": "Harris", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Lagnado", "name_suffix": "", "institution": "University College 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/26690/galley/16326/download/" } ] }, { "pk": 26686, "title": "Can Distributional Fitting of Short Semantic Fluency Results Predict ADHD?", "subtitle": null, "abstract": "Remembering information can be likened to a search through a network composed of semantically related infor-mation. An appropriate search through this network requires an adaptive balance between exploratory and exploitative searchbehaviors. Without exploration, a searcher will perseverate too long on a semantic area devoid of resources. Without exploita-tion, a searcher may jump around aimlessly, failing to find the semantic areas with plentiful resources (see Hills, Jones, & Todd,2012). The semantic fluency task, in which subjects are asked to recall items from a given semantic category, can be used tomeasure these behaviors. Classically, this task has been used to predict Alzheimer’s susceptibility, but other clinically relevantpredictions have required involved semantic analyses. Here, we show that distribution fitting applied to the gross time seriesof recall events, can be used to easily predict measures of clinical relevance such as Wender Utah ADHD and Zuckerman’sSensation Seeking scores.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4z88f2rx", "frozenauthors": [ { "first_name": "Janelle", "middle_name": "", "last_name": "Szary", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Michael", "middle_name": "N.", "last_name": "Jones", "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/26686/galley/16322/download/" } ] }, { "pk": 26222, "title": "Can Monaural Auditory Displays Convey Directional Information to Users?", "subtitle": null, "abstract": "The purpose of this study is to build a monaural auditorydisplay to convey four pieces of directional information(upward, downward, rightward, and leftward) to userseffectively and intuitively without the need for wearingheadphones or preparing more than one speaker. We preparedfive types of monaural auditory displays consisting of trianglewave sounds and conducted an experiment to investigatewhich kinds of displays succeeded in conveying the fourpieces of information to participants. As a result, we couldconfirm that one of the prepared monaural auditory displays,designed as a “progress bar” on the basis of the mental-number line and spatial-number association of the responsecode effect, succeeded in conveying the four pieces ofinformation more effectively compared with the othercandidate sets (its average correct rates were about 0.88). Thisresult thus strongly shows that this monaural auditory displaywas quite useful for conveying primitive spatial informationto users", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Monaural auditory display; Directionalinformation; Mental-number line; Spatial-number associationof response code effect." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/19r6m57h", "frozenauthors": [ { "first_name": "Takanori", "middle_name": "", "last_name": "Komatsu", "name_suffix": "", "institution": "Meiji University", "department": "" }, { "first_name": "Seiji", "middle_name": "", "last_name": "Yamada", "name_suffix": "", "institution": "Tokyo 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/26222/galley/15858/download/" } ] }, { "pk": 26534, "title": "Can Musical Engagement Alleviate Age-Related Decline in Inhibitory Control?", "subtitle": null, "abstract": "The purpose of our study was to determine whether activemusical engagement alleviates decline in inhibitory controldue to cognitive aging. Given that musical training in youngadults has been shown to improve attentional performance,we can expect this benefit to persist for older adults as well.With the help of the stop-signal procedure, we measuredresponse inhibition of young and older adults who provided aself-reported assessment of their musical engagement, usingthe recently validated Goldsmiths Musical SophisticationIndex. The Gold-MSI addresses a variety of musical activitiesand thus offers a more comprehensive measure than ability toplay a musical instrument used in the past. Results of theexperiment showed that older participants had longer stop-signal reaction times, independently of their musical trainingand engagement, but musical training and ensemble practicewere negatively related to the proportion of missed responsessuggesting a weak effect of certain types of musical activitieson inhibitory control.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "inhibitory control; musical sophistication;attention; cognitive aging; stop-signal task." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0881v3mn", "frozenauthors": [ { "first_name": "Ruben", "middle_name": "", "last_name": "Vromans", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Marie", "middle_name": "", "last_name": "Postma-Nilsenová", "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/26534/galley/16170/download/" } ] }, { "pk": 26353, "title": "Can the High-Level Semantics of a Scene be Preserved in the Low-Level Visual\nFeatures of that Scene? A Study of Disorder and Naturalness", "subtitle": null, "abstract": "Real-world scenes contain low-level visual features (e.g.,\nedges, colors) and high-level semantic features (e.g., objects\nand places). Traditional visual perception models assume that\nintegration of low-level visual features and segmentation of the\nscene must occur before high-level semantics are perceived.\nThis view implies that low-level visual features of a scene\nalone do not carry semantic information related to that scene.\nHere we present evidence that suggests otherwise. We show\nthat high-level semantics can be preserved in low-level visual\nfeatures, and that different high-level semantics can be\npreserved in different types of low-level visual features.\nSpecifically, the ‘disorder’ of a scene is preserved in edge\nfeatures better than color features, whereas the converse is true\nfor ‘naturalness.’ These findings suggest that semantic\nprocessing may start earlier than thought before, and\nintegration of low-level visual features and segmentation of the\nscene may occur after semantic processing has begun, or in\nparallel.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "low-level visual features" }, { "word": "scene semantics" }, { "word": "Semantics" }, { "word": "scene recognition" }, { "word": "visual perception" }, { "word": "scene gist" }, { "word": "visual processing" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3p92837p", "frozenauthors": [ { "first_name": "Hiroki", "middle_name": "P.", "last_name": "Kotabe", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Omid", "middle_name": "", "last_name": "Kardan", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Marc", "middle_name": "G.", "last_name": "Berman", "name_suffix": "", "institution": "University of Chicago", "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/26353/galley/15989/download/" } ] }, { "pk": 26761, "title": "Categorization of Probability Word Problem: Effects of Prior Statistical Trainingand Semantic Schema", "subtitle": null, "abstract": "A problem sorting task was used to examine how the semantic content of probability word problems affects problemunderstanding and categorization, for students with various levels of statistical training. In the task, undergraduate and graduatestudents were asked to sort probability problems into groups by similarity of solution. The problems varied by relevant proba-bility principle, by type of semantic schema, and by cover-story surface content. Results showed that both less-trained studentsand more-trained students tended to sort problems by relevant probability principle, but students with more statistics trainingdid this more consistently. Both groups of students tended to be affected in the sorting task by semantic schema, defined hereas intermediate-level abstractions of the problem structure. For example, when a permutation problem described assignmentof people to people, students showed a strong tendency to group it with independent-events problems with a people-to-peoplematching schema.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5mw140zd", "frozenauthors": [ { "first_name": "Chenmu", "middle_name": "", "last_name": "Xing", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Corter", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "Doris", "middle_name": "", "last_name": "Zahner", "name_suffix": "", "institution": "Council for Aid to Education", "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/26761/galley/16397/download/" } ] }, { "pk": 36021, "title": "CATESOL Journal Editorial Staff", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/20r9b0qn", "frozenauthors": [], "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/36021/galley/26873/download/" } ] }, { "pk": 36036, "title": "CATESOL Journal Editorial Staff", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8q9914qz", "frozenauthors": [], "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/36036/galley/26888/download/" } ] }, { "pk": 36031, "title": "Cat Got Your Tongue? Recent Research and Classroom Practices for Teaching Idioms to English Language Learners Around the World - Paul McPherron and Patrick T. Randolph", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8f6644xk", "frozenauthors": [ { "first_name": "Oliver", "middle_name": "James", "last_name": "Ballance", "name_suffix": "", "institution": "Victoria University of Wellington", "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/36031/galley/26883/download/" } ] }, { "pk": 26105, "title": "Causal Action: A Fundamental Constraint\non Perception of Bodily Movements", "subtitle": null, "abstract": "Human actions are more than mere body movements. In\ncontrast to other dynamic events in the natural world, human\nactions involve mental processes that enable willful bodily\nmovements. We reported two experiments to demonstrate that\nhuman observers spontaneously assign the role of cause to\nrelative limb movements, and the role of effect to body motion\n(i.e., the position changes of the body center of mass) when\nobserving actions of others. Experiment 1 showed that this\ncausal action constraint impacts people’s impression on the\nnaturalness of observed actions. Experiment 2a/b revealed that\nthe causal constraint guides the integration of different motion\ncues within a relational schema. We developed an ideal\nobserver model to rule out the possibility that these effects\nresulted from the learning of statistical regularity in action\nstimuli. These findings demonstrate that causal relations\nconcerning bodily movements play an important role in\nperceiving and understanding actions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causation; causal asymmetry; biological motion;\nlimb movement; body motion" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7mj5q8bg", "frozenauthors": [ { "first_name": "Yujia", "middle_name": "", "last_name": "Peng", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Thurman", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Hongjing", "middle_name": "", "last_name": "Lu", "name_suffix": "", "institution": "University of California, Los Angeles", "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/26105/galley/15741/download/" } ] }, { "pk": 26146, "title": "Causal Contrasts Promote Algebra Problem Solving", "subtitle": null, "abstract": "The causal-contrast approach is a new teaching method thatrecruits learners’ implicit causal discovery process to improvemath learning by juxtaposing contrasting information criticalto discovering the goal of each solution step. Students oftenblindly memorize mathematical procedures and havedifficulty transferring their knowledge to novel problems. Byenabling learners to infer the goal of each step, the causal-contrast approach substantially improved high-school algebraproblem solving compared to a traditional instructionalcontrol (Walker, Cheng & Stigler, 2014). The present studydeveloped Walker et al.’s instructional materials into acomputer-based teaching program and tested the newapproach on community-college students, a population forwhom the traditional approach is often ineffective. The studyadded two new conditions: a baseline that received noinstruction and a condition using a teaching video from KhanAcademy, a well-regarded online educational websiterepresentative of the traditional approach. A delayed post-testindicated that the causal-contrast condition produceddramatically greater success in solving transfer problems thanthe other three conditions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal contrasts; causal induction; implicitlearning; knowledge transfer; mathematics education" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8xm6c55v", "frozenauthors": [ { "first_name": "Jian-Ping", "middle_name": "", "last_name": "Ye", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "Jessica", "middle_name": "M.", "last_name": "Walker", "name_suffix": "", "institution": "Chapman University", "department": "" }, { "first_name": "Patricia", "middle_name": "W.", "last_name": "Cheng", "name_suffix": "", "institution": "University of California, Los Angeles", "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/26146/galley/15782/download/" } ] }, { "pk": 26200, "title": "Causality, Normality, and Sampling Propensity", "subtitle": null, "abstract": "We offer an account of the role of normality—both statisti-cal and prescriptive—in judgments of actual causation. Us-ing only standard tools from the literature on causal cognition,we argue that the phenomenon can be explained simply on theassumption that people stochastically sample (counterfactual)scenarios in a way that reflects normality. We show that a for-malization of this idea, giving rise to a novel measure of causalstrength, can account for some of the most puzzling qualitativepatterns uncovered in recent experimental work", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7bx507c1", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "F.", "last_name": "Icard", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "Knobe", "name_suffix": "", "institution": "Yale 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/26200/galley/15836/download/" } ] }, { "pk": 26092, "title": "Causal Learning With Continuous Variables Over Time", "subtitle": null, "abstract": "When estimating the strength of the relation between a cause(X) and effect (Y), there are two main statistical approachesthat can be used. The first is using a simple correlation. Thesecond approach, appropriate for situations in which thevariables are observed unfolding over time, is to take acorrelation of the change scores – whether the variablesreliably change in the same or opposite direction. The mainquestion of this manuscript is whether lay people use changescores for assessing causal strength in time series contexts.We found that subjects’ causal strength judgments were betterpredicted by change scores than the simple correlation, andthat use of change scores was facilitated by naturalisticstimuli. Further, people use a heuristic of simplifying themagnitudes of change scores into a binary code (increase vs.decrease). These findings help explain how people uncovertrue causal relations in complex time series contexts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal learning; causal reasoning; time" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/51g694v6", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "W.", "last_name": "Soo", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Benjamin", "middle_name": "M.", "last_name": "Rottman", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26092/galley/15728/download/" } ] } ] }