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{ "count": 39542, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=22600", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=22400", "results": [ { "pk": 26717, "title": "Causal perception is constrained by principles of Newtonian mechanics", "subtitle": null, "abstract": "Humans irresistibly perceive certain events as causal. We show, for the first time, that there is not one monolithicrepresentation of causality in perception. Rather, there are multiple categories of causal events in perception, one of which isconstrained by an approximation of a Newtonian mechanical principle: in an elastic collision, a struck object cannot move atmore than double the speed of the object striking it. We show that adults are sensitive to causal (but not non-causal) eventsthat violate this principle in a visual search task (Experiment 1), that this sensitivity is due to a categorical boundary and notthe salience of this event (Experiment 2), and that the threshold for detecting these events approximates this Newtonian limit(Experiment 3). Finally, we argue that categorical boundaries are a core feature of causal perception, as they are present aroundthe age at which causal perception first emerges (Experiment 4).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2253x079", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "", "last_name": "Kominsky", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Brent", "middle_name": "", "last_name": "Strickland", "name_suffix": "", "institution": "Institut Jean Nicod", "department": "" }, { "first_name": "Annie", "middle_name": "", "last_name": "Wertz", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Claudai", "middle_name": "", "last_name": "Elsner", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Karen", "middle_name": "", "last_name": "Wynn", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Frank", "middle_name": "", "last_name": "Keil", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26717/galley/16353/download/" } ] }, { "pk": 26205, "title": "Causal Reasoning in Infants and Adults: Revisiting backwards-blocking", "subtitle": null, "abstract": "Causal learning is a fundamental ability that enables human\nreasoners to learn about the complex interactions in the world\naround them. The available evidence with children and adults,\nhowever, suggests that the mechanism or set of mechanisms\nthat underpins causal perception and causal reasoning are not\nwell understood; that is, it is unclear whether causal\nperception and causal reasoning are underpinned by a\nBayesian mechanism, associative mechanism, or both. It has\nbeen suggested that a Bayesian mechanism, rather than an\nassociative mechanism, underpins causal reasoning because\nsuch a mechanism can better explain the putative backward-\nblocking finding in children and adults (e.g., Sobel,\nTenenbaum, & Gopnik, 2004). In this paper, we report two\nexperiments to examine to what extent infants and adults\nexhibit backward blocking and whether humans’ ability to\nreason about causal events is underpinned by an associative\nmechanism, a Bayesian mechanism, or both.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causality; infants; adults; causal reasoning; causal\nlearning; causal perception; infant and child development" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/706146cv", "frozenauthors": [ { "first_name": "Deon", "middle_name": "T.", "last_name": "Benton", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "David", "middle_name": "H.", "last_name": "Rakison", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26205/galley/15841/download/" } ] }, { "pk": 26583, "title": "Causal Representation in Foresight: Can We Improve Memory and NovelUnderstanding?", "subtitle": null, "abstract": "Learning facts without first considering what they could be can lead to hindsight bias. How might this impact (a)memory and (b) understanding of novel topics? Foresight participants read about five psychology studies, including meanperformance of one group; then they estimated the mean performance of another group and stated causes for the difference;finally, they received the second group’s actual performance. Hindsight participants learned about both groups’ performance atthe beginning, then imagined what estimates and causes they would have indicated had they not seen actual means. A weeklater, half of each group recalled the means they had learned, and other half estimated means for a novel set of studies. Weconsidered the extent to which: 1. foresight promotes long-term memories as opposed to providing an anchor that biasesmemories; 2. foresight cultivates a habit of considering alternative possible outcomes that might help one understand noveltopics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4228q0pd", "frozenauthors": [ { "first_name": "Edward", "middle_name": "", "last_name": "Munnich", "name_suffix": "", "institution": "University of San Francisco", "department": "" }, { "first_name": "Emma", "middle_name": "", "last_name": "Weinberger", "name_suffix": "", "institution": "University of San Francisco", "department": "" }, { "first_name": "Ana", "middle_name": "Maria", "last_name": "Hoffmann", "name_suffix": "", "institution": "University of San Francisco", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26583/galley/16219/download/" } ] }, { "pk": 26250, "title": "Centering and the Meaning of Conditionals", "subtitle": null, "abstract": "The centering inference - p & q, therefore if p then q - is\nimportant in reasoning research because it is logically valid\nfor some accounts of conditionals (e. g. the material and the\nprobability conditionals), but not for others (e. g. the\ninferential conditional, according to which a conditional is\ntrue if and only if there is an inferential connection between p\nand q). We tested participants' acceptance of centering\ncompared to valid and invalid inferences not containing\nconditionals, varying the presence of an inferential connection\nand of a common topic of discourse between p and q.\nParticipants' acceptance of centering was more similar to\nvalid inferences than to invalid inferences, and there was no\nreliable effect of a connection between p and q. Acceptance\nrates were higher when there was a common topic of\ndiscourse, independently of the type of inference. The\nfindings support the probability conditional account.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "validity; uncertainty; conditionals; centering" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3sn0z1tt", "frozenauthors": [ { "first_name": "Nicole", "middle_name": "", "last_name": "Cruz", "name_suffix": "", "institution": "Université Paris , University of London", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Over", "name_suffix": "", "institution": "Durham University", "department": "" }, { "first_name": "Mike", "middle_name": "", "last_name": "Oaksford", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Jean", "middle_name": "", "last_name": "Baratgin", "name_suffix": "", "institution": "Université Paris", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26250/galley/15886/download/" } ] }, { "pk": 26185, "title": "Children consider others’ expected costs and rewards when deciding what to teach", "subtitle": null, "abstract": "Humans have an intuitive sense of how to help and informothers even in the absence of a specific request. How do weachieve this? Here we propose that even young children canreason about others’ expected costs and rewards to flexiblydecide what is best for others. We asked children to chooseone of two toys to teach to another agent while systematicallyvarying the relative costs and rewards of discovering each toy’sfunctions. Children’s choices were consistent with the predic-tions of a computational model that maximizes others’ utilitiesby minimizing their expected costs and maximizing their ex-pected rewards. These results suggest that even early in life,children draw rational inferences about others’ costs and ben-efits, and choose to communicate information that maximizestheir utilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social cognition" }, { "word": "prosocial decision-making" }, { "word": "com-munication" }, { "word": "pedagogy" }, { "word": "na ̈ıve utility calculus" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1ng3s6t7", "frozenauthors": [ { "first_name": "Sophie", "middle_name": "", "last_name": "Bridgers", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Jara-Ettinger", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Hyowon", "middle_name": "", "last_name": "Gweon", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26185/galley/15821/download/" } ] }, { "pk": 26332, "title": "Children learn non-exact number word meanings first", "subtitle": null, "abstract": "hildren acquire exact meanings for number words in distinctstages. First, they learn one, then two, and then three andsometimes four. Finally, children learn to apply the countingprocedure to their entire count list. Although these stages areubiquitous and well documented, the foundation of thesemeanings remains highly contested. Here we ask whetherchildren assign preliminary meanings to number words beforelearning their exact meanings by examining their responses onthe Give-a-Number task to numbers for which they do not yethave exact meanings. While several research groups haveapproached this question before, we argue that because thesedata do not usually conform to a normal distribution, typicalmethods of analysis likely underestimate their knowledge.Using non-parametric analyses, we show that children acquirenon-exact meanings for small number words like one, two,three, four and possibly for higher numbers well before theyacquire the exact meanings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Number word learning; Counting; CognitiveDevelopment; Language acquisition" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3jp9m0ss", "frozenauthors": [ { "first_name": "Junyi", "middle_name": "", "last_name": "Chu", "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": "David", "middle_name": "", "last_name": "Barner", "name_suffix": "", "institution": "University of California San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26332/galley/15968/download/" } ] }, { "pk": 26379, "title": "Children’s Awareness of Authority to Change Rules in Various Social Contexts", "subtitle": null, "abstract": "To investigate children’s awareness of authority to changerules, we showed children (ages 4-7) videos of one childplaying a game alone or three children playing a gametogether. In the group video, the game rule was initiated either:by one of the children, by three children collaboratively or byan adult. They then were asked whether the characters in thevideos could change the rules. Children believed that thecharacter could change the rule when playing alone. Theirresponses to the group video depended on how the rule wasinitiated. They attributed authority to change rules only to thechild who initiated the rule, unless the rule was createdcollaboratively. We also asked children whether they couldchange norms (school/moral/artifact norms) in daily life; andfound moral/artifact distinction in children’s endorsement ofnorm changing. These results suggest that children recognizeflexibility in changing rules even in preschool years.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Development" }, { "word": "social cognition" }, { "word": "normative reasoning" }, { "word": "authority" }, { "word": "moral development" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3h8184vm", "frozenauthors": [ { "first_name": "Xin", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "Cornell University College of Human Ecology", "department": "" }, { "first_name": "Tamar", "middle_name": "", "last_name": "Kushnir", "name_suffix": "", "institution": "Cornell University College of Human Ecology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26379/galley/16015/download/" } ] }, { "pk": 26214, "title": "Children’s Use of Orthographic Cues in Language Processing", "subtitle": null, "abstract": "Rendaku, or sequential voicing, is a morphophonemic\nprocess in Japanese in which the voiceless word-initial\nconsonant of the second element (=E2) of a compound word\nbecomes voiced (e.g., ori + kami →origami, ‘folding’ +\n‘paper’ → ‘paper folding’, /k/ becomes /g/). In adult\ngrammar, rendaku is subject to two conditions: It applies if\nand only if (a) E2 is a Yamato word (native vocabulary) in\nthe lexicon and (b) it contains no voiced consonant (e.g., b, d,\n& g). Recent psycholinguistic studies have revealed that\nJapanese-speaking preschoolers do not follow adult’s\ngrammar; they develop their original prosodically-based\nrendaku processing strategy (preschooler-specific rendaku\nstrategy). Their strategies qualitatively change in the early\nmiddle childhood to be adult-like rendaku, creating a\ndiscontinuity in children’s word-processing strategies. This\nstudy investigated factors responsible for this developmental\ndiscontinuity. We conducted an experiment using cross-\nmodal linguistic stimuli (prosody & orthography) to see\nwhether children’s orthographic knowledge affects their\nrendaku strategy or not. Our results showed that\northographic cues affected literate children’s rendaku\nprocessing. They were aware the correspondence between\ntypes of orthography and word categories in Japanese.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "preschoolers; rendaku; orthography; word\ncategory; pitch accent;" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1dj8g2tw", "frozenauthors": [ { "first_name": "Takayo", "middle_name": "", "last_name": "Sugimoto", "name_suffix": "", "institution": "Aichi University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26214/galley/15850/download/" } ] }, { "pk": 26441, "title": "Chinese and English speakers’ neural representations of word meaning offer adifferent picture of cross-language semantics than corpus and behavioral measures", "subtitle": null, "abstract": "Speakers of Chinese and English share decodable neuralsemantic representations, which can be elicited by words ineach language. We explore various, common models ofsemantic representation and their correspondences to eachother and to these neural representations. Despite very strongcross-language similarity in the neural data, we find that twoversions of a corpus-based semantic model do not show thesame strong correlation between languages. Behavior-basedmodels better approximate cross-language similarity, butthese models also fail to explain the similarities observed inthe neural data. Although none of the examined modelsexplain cross-language neural similarity, we explore how theymight provide additional information over and above cross-language neural similarity. We find that native speakers’ratings of noun-noun similarity and one of the corpus modelsdo further correlate with neural data after accounting forcross-language similarities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cross-language semantics" }, { "word": "multivoxel patternanalysis" }, { "word": "Semantic Models" }, { "word": "concept representation" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6h38p7z3", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "D.", "last_name": "Zinszer", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Andrew", "middle_name": "J.", "last_name": "Anderson", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Rajeev", "middle_name": "D. S.", "last_name": "Raizada", "name_suffix": "", "institution": "University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26441/galley/16077/download/" } ] }, { "pk": 26169, "title": "Choice adaptation to increasing and decreasing event probabilities", "subtitle": null, "abstract": "A constant element of our modern environment is change. In\ndecision-making research however, very little is known about\nhow people make choices in dynamic environments. We\nreport the results of an experiment where participants were\nasked to choose between two options: a dynamic and risky\noption that resulted in either a high or a low outcome, and a\nstationary and safe option that resulted in a medium outcome.\nThe probability of the high outcome in the risky option\ndecreased or increased linearly over the course of the task\nwhile the probability of the medium outcome stayed the same\nthroughout. We find that adaptation to change is related to the\ndirection of that change, and that the way people adapt to\nchanging probabilities relates to their willingness to explore\navailable options. A cognitive model based on Instance-Based\nLearning Theory reproduces the behavioral patterns.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Change; Dynamic Decisions; Adaptation;\nInstance-Based Learning Theory; Decisions from Experience" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3767c9m9", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "", "last_name": "Cheyette", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Emmanouil", "middle_name": "", "last_name": "Konstantinidis", "name_suffix": "", "institution": "University of New South Wales", "department": "" }, { "first_name": "Jason", "middle_name": "L.", "last_name": "Harman", "name_suffix": "", "institution": "Louisiana State University", "department": "" }, { "first_name": "Cleotilde", "middle_name": "", "last_name": "Gonzalez", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26169/galley/15805/download/" } ] }, { "pk": 26767, "title": "Choice magnitude and decision time: investigating magnitude sensitivity invalue-based decision making", "subtitle": null, "abstract": "From an evolutionary perspective, it has been proposed that decision making should be sensitive to the overallmagnitude of the alternatives under consideration in order to resolve costly deadlocks and thus improve long-term rewardintake. We provide initial evidence that the overall magnitude of the alternatives affects decision making, by speeding updecision time in order to maximise a speed-value trade off. Implications for current computational models of decision making,in particular for the Drift Diffusion Model, are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/94w6j15s", "frozenauthors": [ { "first_name": "Angelo", "middle_name": "", "last_name": "Pirrone", "name_suffix": "", "institution": "University of Sheffield", "department": "" }, { "first_name": "Philip", "middle_name": "", "last_name": "Parnamets", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Marshall", "name_suffix": "", "institution": "University of Sheffield", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Stafford", "name_suffix": "", "institution": "University of Sheffield", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26767/galley/16403/download/" } ] }, { "pk": 26612, "title": "Choosing Poorly: Reward-Induced Strategy Shifts in Estimating the Probabilitiesof Conjunctions and Disjunctions", "subtitle": null, "abstract": "Human estimates of the probabilities of combinations of events show well-established violations of probabilitytheory, most notably the conjunction and disjunction fallacies. These violations have led researchers to conclude that therules of probability are too complex for most people to use, and that cognitively-easier approximations such as averagingare used instead. Unlike previous work that has assumed that individuals use only a single combination rule, we collectedrepeated estimates of conjunctions and disjunctions and investigated whether individuals consistently used a single rule orused a repertoire of rules in a trial-by-trial Bayesian analysis. When not incentivized, most participants were best describedas randomly selecting a combination rule on each trial, and the correct rule was the most often used. Despite this, whenincentivized to use their single-best strategy participants were more likely to use the incorrect averaging rule. People do notseem to understand their own strategies well.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2qz013n6", "frozenauthors": [ { "first_name": "James", "middle_name": "", "last_name": "Tripp", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Adam", "middle_name": "", "last_name": "Sanborn", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Neil", "middle_name": "", "last_name": "Stewart", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Takao", "middle_name": "", "last_name": "Noguchi", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26612/galley/16248/download/" } ] }, { "pk": 26315, "title": "Coalescing the Vapors of Human Experienceinto a Viable and Meaningful Comprehension", "subtitle": null, "abstract": "Models of concept learning and theory acquisition often in-voke a stochastic search process, in which learners generatehypotheses through some structured random process and thenevaluate them on some data measuring their quality or value.To be successful within a reasonable time-frame, these mod-els need ways of generating good candidate hypotheses evenbefore the data are considered. Schulz (2012a) has proposedthat studying the origins of new ideas in more everyday con-texts, such as how we think up new names for things, can pro-vide insight into the cognitive processes that generate good hy-potheses for learning. We propose a simple generative modelfor how people might draw on their experience to proposenew names in everyday domains such as pub names or actionmovies, and show that it captures surprisingly well the namesthat people actually imagine. We discuss the role for an anal-ogous hypothesis-generation mechanism in enabling and con-straining causal theory learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5f64z7d7", "frozenauthors": [ { "first_name": "Tomer", "middle_name": "D.", "last_name": "Ullman", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Max", "middle_name": "", "last_name": "Siegel", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Samuel", "middle_name": "J.", "last_name": "Gershman", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26315/galley/15951/download/" } ] }, { "pk": 26540, "title": "Cognition without Behaviour: Cognitive Functions in Behaviourally Non-\nResponsive Individuals", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Consciousness; disorders of consciousness;\ncognitive neuroscience; language comprehension" } ], "section": "Publication-Based Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2mv8n09r", "frozenauthors": [ { "first_name": "Boris", "middle_name": "", "last_name": "Kotchoubey", "name_suffix": "", "institution": "University of Tübingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26540/galley/16176/download/" } ] }, { "pk": 26502, "title": "Cognitive biases and social coordination in the emergence of temporal language", "subtitle": null, "abstract": "Humans spatialize time. This occurs within individual mindsand also in larger, shared cultural systems like language.Understanding the origins of space-time mappings requiresanalyses at multiple levels, from initial individual biases tocultural evolution. Here we present a laboratory experimentthat simulates the cultural emergence of space-timemappings. Dyads had to communicate about temporalconcepts using only a novel, spatial signaling device. Overthe course of their interactions, participants rapidlyestablished semiotic systems that mapped systematicallybetween time and space. These semiotic systems exhibited anumber of similarities, but also striking idiosyncrasies. Byforegrounding the interaction of mechanisms that operate ondisparate timescales, laboratory experiments can shed light onthe commonalities and variety found in space-time mappingsin languages around the world.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language evolution; space and time; abstractconcepts; social coordination; cultural evolution" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0b2745nd", "frozenauthors": [ { "first_name": "Tessa", "middle_name": "", "last_name": "Verhoef", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Esther", "middle_name": "", "last_name": "Walker", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Tyler", "middle_name": "", "last_name": "Marghetis", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26502/galley/16138/download/" } ] }, { "pk": 26063, "title": "Cognitive Models of Transfer of Cognitive Skill (full day)", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Architectures; Cognitive Modeling; SkillAcquisition; Cognitive Transfer." } ], "section": "Tutorials", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9574x4pg", "frozenauthors": [ { "first_name": "Niels", "middle_name": "A.", "last_name": "Taatgen", "name_suffix": "", "institution": "University of Groningen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26063/galley/15699/download/" } ] }, { "pk": 26607, "title": "Cognitive Predictors of Timed and Untimed Early Arithmetic Performance", "subtitle": null, "abstract": "Do established predictors of children’s arithmetic performance differentially predict performance on timed versus un-timed calculation tests? We investigated phonological awareness (i.e., CTOPP), phonological working memory (i.e., digit span),and visuo-spatial short-term memory (i.e., Corsi blocks) as predictors of timed and untimed calculation, both concurrently inGrade 1 (N= 116) and longitudinally in Grade 2 (N = 79). Timed calculation was operationalized as single-digit addition fluencyand untimed calculation was operationalized as performance on the Woodcock Calculation subtest and KeyMath Numerationsubtest. Examined concurrently, separate multiple regressions revealed that phonological awareness predicted timed calcula-tion and all three cognitive measures predicted untimed calculation performance. Examined longitudinally, separate multipleregressions revealed that phonological awareness again predicted timed calculation and that phonological awareness and visuo-spatial short-term memory predicted untimed calculation performance. These results suggest a difference in the predictive setbetween timed and untimed calculation tests; furthermore, a difference between concurrent and longitudinal predictors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5ss545pb", "frozenauthors": [ { "first_name": "Olivia", "middle_name": "", "last_name": "Wassing", "name_suffix": "", "institution": "King’s University College at Western University", "department": "" }, { "first_name": "Marcie", "middle_name": "", "last_name": "Penner-Wilger", "name_suffix": "", "institution": "King’s University College at Western University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26607/galley/16243/download/" } ] }, { "pk": 26755, "title": "Cognitive Sciences Strategies for Futures Studies (Foresight)", "subtitle": null, "abstract": "It seems before understanding the mind structure and laws governing the process of perception, we’ve gone into theapplication of science to build better futures. This is because the science begins with attitude not the reality.The major goal ofthis study is to identify qualitative relationships among key variables across of Cognitive Sciences (CS) with Futures Studies(FS).Ideas and subjects that explained here are just introduction to this research main goal. As a conclusion, by some strategiesof CS for FS theFuture Oriented Artificial Intelligence Machine as a science fiction ideahas been introduced.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/05h1h392", "frozenauthors": [ { "first_name": "Ahmad", "middle_name": "", "last_name": "Mahdeyan", "name_suffix": "", "institution": "Supreme National Defense University, Tehran", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26755/galley/16391/download/" } ] }, { "pk": 26491, "title": "Cognitive Strategies in HCI and Their Implications on User Error", "subtitle": null, "abstract": "Human error while performing well-learned tasks on a com-puter is an infrequent, but pervasive problem. Such errors areoften attributed to memory deficits, such as loss of activation orinterference with other tasks (Altmann & Trafton, 2002). Weare arguing that this view neglects the role of the environment.As embodied beings, humans make extensive use of externalcues during the planning and execution of tasks. In this paper,we study how the visual interaction with a computer interfaceis linked to user errors. Gaze recordings confirm our hypoth-esis that the use of the environment increases when memorybecomes weak. An existing cognitive model of sequential ac-tion and procedural error (Halbrügge, Quade, & Engelbrecht,2015) is extended to account for the observed gaze behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Human Error; Memory for Goals; Eye-Tracking;ACT-R; Cognitive Modeling" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3t65t3rx", "frozenauthors": [ { "first_name": "Marc", "middle_name": "", "last_name": "Halbrügge", "name_suffix": "", "institution": "Technische Universität Berlin", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Quade", "name_suffix": "", "institution": "Technische Universität Berlin", "department": "" }, { "first_name": "Klaus-Peter", "middle_name": "", "last_name": "Engelbrecht", "name_suffix": "", "institution": "Technische Universität Berlin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26491/galley/16127/download/" } ] }, { "pk": 26513, "title": "Cohesive Features of Deep Text Comprehension Processes", "subtitle": null, "abstract": "This study investigates how cohesion manifests in readers’thought processes while reading texts when they areinstructed to engage in self-explanation, a strategy associatedwith deeper, more successful comprehension. In Study 1,college students (n = 21) were instructed to either paraphraseor self-explain science texts. Paraphrasing was characterizedby greater cohesion in terms of lexical overlap whereas self-explanation included greater lexical diversity and moreconnectives to specify relations between ideas. In Study 2,adolescent students (n = 84) were provided with instructionand practice in self-explanation and reading strategies across8 sessions. Self-explanations increased in lexical diversity butbecame more causally and semantically cohesive over time.Together, these results suggest that cohesive featuresexpressed in think alouds are indicative of the depth ofstudents’ comprehension processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "text comprehension" }, { "word": "self-explanation" }, { "word": "Cohesion" }, { "word": "think-aloud" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/89f109gr", "frozenauthors": [ { "first_name": "Laura", "middle_name": "K.", "last_name": "Allen", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Matthew", "middle_name": "E.", "last_name": "Jacovina", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Danielle", "middle_name": "S.", "last_name": "McNamara", "name_suffix": "", "institution": "Arizona State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26513/galley/16149/download/" } ] }, { "pk": 26676, "title": "Collaborative Story Construction and Telling for Second Language Learning", "subtitle": null, "abstract": "Though utilizing information from the internet is common in language learning, it is often a spontaneous behaviorand is not supported by computer programs that are specialized for language learners. In this project, we create a collaborativelearning environment for Mandarin Chinese that implements the idea of learning by teaching. The students will learn andpractice their language skills by collaboratively designing interactive presentations, such as introducing a place or a type offood with a computer agent, and the scenarios can be used later on by their peers for practicing. During the design process,storytelling techniques such as making an analogy, foreshadowing and flashback will be automatically suggested by the agentfor making the presentation more interesting and clear.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3036p4br", "frozenauthors": [ { "first_name": "Mei", "middle_name": "", "last_name": "Si", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26676/galley/16312/download/" } ] }, { "pk": 26220, "title": "Collective search on rugged landscapes:A cross-environmental analysis", "subtitle": null, "abstract": "In groups and organizations, agents use both individual and so-cial learning to solve problems. The balance between these twoactivities can lead collectives to very different levels of perfor-mance. We model collective search as a combination of simplelearning strategies to conduct the first large-scale comparativestudy, across fifteen challenging environments and two differ-ent network structures. In line with previous findings in thesocial learning literature, collectives using a hybrid of individ-ual and social learning perform much better than specialistsusing only one or the other. Importantly, we find that collec-tive performance varies considerably across different task en-vironments, and that different types of network structures canbe superior, depending on the environment. These results sug-gest that recent contradictions in the social learning literaturemay be due to methodological differences between two sepa-rate research traditions, studying disjoint sets of environmentsthat lead to divergent findings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Social learning; communication networks; collec-tive behavior; search; rugged landscapes." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6f35t0qw", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Barkoczi", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Pantelis", "middle_name": "P.", "last_name": "Analytis", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Charley", "middle_name": "M.", "last_name": "Wu", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26220/galley/15856/download/" } ] }, { "pk": 26368, "title": "College Students’ Understanding of Linear Functions: Slope is Slippery", "subtitle": null, "abstract": "A common obstacle for students in the transition from arithmetic\nto algebra is developing a conceptual understanding of equations\nrepresenting functions. Two experiments manipulated\nisomorphic problems in terms of their solution requirements\n(computation vs. interpretation) and format to test for\nunderstanding of linear functions. Experiment 1 provided\nproblems in a story context, and found that performance on slope\ncomparison problems was low, especially when problems were\npresented with equations. Experiment 2 tested whether\nperformance on slope comparison problems improves when\nproblem prompts include explicit mathematical terminology\nrather than just natural language consistent with the problem\nstory. Results suggest that many undergraduate students fail to\naccess the mathematical concept of slope when problem prompts\nare presented with natural language. Overall, the results suggest\nthat even undergraduate students lack understanding of the slope\nconcept and equations of linear functions, both which are\nfoundational for advanced algebraic thinking.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "algebraic problem solving" }, { "word": "slope" }, { "word": "linear functions" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/87p1431h", "frozenauthors": [ { "first_name": "Marta", "middle_name": "K.", "last_name": "Mielicki", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Wiley", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26368/galley/16004/download/" } ] }, { "pk": 26420, "title": "Combining Multiple Perspectives in Language Production: A Probabilistic Model", "subtitle": null, "abstract": "While speakers tailor referring expressions to the knowledgeof their addressees, they do so imperfectly. Our goal here is toprovide an explanation for this type of pattern by extending aprobabilistic model introduced to explain perspective-takingbehavior in comprehension. Using novel production data froma type of knowledge mismatch not previously investigated inproduction, we show that production patterns can also beexplained as arising from the probabilistic combination of thespeaker’s and the addressee’s perspectives. These resultsshow the applicability of the multiple-perspectives approachto language production, and to different types of knowledgemismatch between conversational partners.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language production; computational modeling;reference; audience design; common ground; perspective-taking; pragmatics; probabilistic models." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0q95n4qq", "frozenauthors": [ { "first_name": "Mindaugas", "middle_name": "", "last_name": "Mozuraitis", "name_suffix": "", "institution": "Saarland University", "department": "" }, { "first_name": "Suzanne", "middle_name": "", "last_name": "Stevenson", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Daphna", "middle_name": "", "last_name": "Heller", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26420/galley/16056/download/" } ] }, { "pk": 26066, "title": "Comics and cognitive systems: The processing of visual narratives", "subtitle": null, "abstract": "Humans have drawn sequential images as a means ofexpression throughout history, from cave paintings andfrescoes to wall-carvings and tapestries (McCloud, 1993). Incontemporary society, we find them most prevalently incomics of the world, and over the past two decades,increasing attention has turned to this communicativesystem in the cognitive sciences.Earlier work often focused on theory alone, drawing fromparadigms in linguistics or semiotics (for review, see Cohn,2012; Wildfeuer & Bateman, 2016) or from theoristsoutside academia (e.g., McCloud, 1993). However, newerstudies test theoretical predictions with empirical corpusanalyses and both behavioral and neurocognitiveexperimentation. As in language research, combining thesemethodologies provides converging evidence on thestructure of visual narratives, their diversity across theworld, and their comprehension by minds and brains.Recent research has especially focused on the overlappingcognition between the processing of the “visual languages”constituting drawn visual narratives and the linguisticsystems of verbal and signed languages (Cohn, 2013;Magliano, Larson, Higgs, & Loschky, 2015). Thesepresentations further such analyses, and explore questionsrelated to the degree to which these visual languages sharemechanisms with linguistic and other cognitive systems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "comics; narrative; visual narrative; autism;perception; event-related potentials" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1wk0t3vw", "frozenauthors": [ { "first_name": "Neil", "middle_name": "", "last_name": "Cohn", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Emily", "middle_name": "", "last_name": "Coderre", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "L.N.", "middle_name": "", "last_name": "Kendall", "name_suffix": "", "institution": "University of British Columbia", "department": "" }, { "first_name": "Joseph", "middle_name": "", "last_name": "Magliano", "name_suffix": "", "institution": "Northern Illinois Unviersity", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26066/galley/15702/download/" } ] }, { "pk": 26342, "title": "Communicating generalizations about events", "subtitle": null, "abstract": "Habitual sentences (e.g. Bill smokes.) generalize an event overtime, but how do you know when a habitual sentence is true?We develop a computational model and use this to guide exper-iments into the truth conditions of habitual language. In Ex-pts. 1 & 2, we measure participants’ prior expectations aboutthe frequency with which an event occurs and validate thepredictions of the model for when a habitual sentence is ac-ceptable. In Expt. 3, we show that habituals are sensitive totop-down moderators of expected frequency: It is the expec-tation of future tendency that matters for habitual language.This work provides the mathematical glue between our intu-itive theories’ of others and events and the language we useto talk about them.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "events; generics; pragmatics;Bayesian data analysis; Bayesian cognitive model" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2n80s89b", "frozenauthors": [ { "first_name": "Michael", "middle_name": "Henry", "last_name": "Tessler", "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": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26342/galley/15978/download/" } ] }, { "pk": 26291, "title": "Comparing competing views of analogy making using eye-tracking technology", "subtitle": null, "abstract": "We used eye-tracking to study the time course of analogical\nreasoning in adults. We considered proportions of looking\ntimes and saccades. The main question was whether or not\nadults would follow the same search strategies for different\ntypes of analogical problems (Scene Analogies vs. Classical\nA:B:C:D vs a Scene version of A:B::C:D). We then compared\nthese results to the predictions of various models of analogical\nreasoning. Results revealed a picture of common search\npatterns with local adaptations to the specifics of each\nparadigm in both looking-time duration and the number and\ntypes of saccades. These results are discussed in terms of\nconceptions of analogical reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Analogical reasoning; eye tracking; analogy\ntasks; strategies" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0vh0w4x1", "frozenauthors": [ { "first_name": "Yannick", "middle_name": "", "last_name": "Glady", "name_suffix": "", "institution": "Université de Bourgogne", "department": "" }, { "first_name": "Robert", "middle_name": "M.", "last_name": "French", "name_suffix": "", "institution": "Université de Bourgogne", "department": "" }, { "first_name": "Jean-Pierre", "middle_name": "", "last_name": "Thibaut", "name_suffix": "", "institution": "Université de Bourgogne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26291/galley/15927/download/" } ] }, { "pk": 26669, "title": "Comparing predictions of lexical norm data obtained using word associations andword collocation", "subtitle": null, "abstract": "We compared the quality of prediction of word variables based on a Dutch word association and text corpus. Wederived estimates for: valence, arousal, dominance, concreteness and age of acquisition (AoA) for 2831 words. Based on thesimilarity between words we: (1) used projections on a dimension identified as the variable in question in a multidimensionalrepresentation, (2) used the k-nearest neighbors values, weighted according to their proximity. Estimates prevailed when basedon word associations. Differences between the predictions of the two methods were small. Based on the word association corpusit yielded correlations of .92, .85, and .85, for valence, arousal, and dominance, respectively. Its corresponding correlationsbased on the text corpus were .80, .74, and .67. For concreteness and AoA, both the association and the text corpus yieldedcorrelations of .88 and .73, respectively. This suggests word associations are better at capturing human ratings of affective wordvariables.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Comparing predictions of lexical norm data obtained using word associations andword collocation" } ], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8791r5mr", "frozenauthors": [ { "first_name": "Hendrik", "middle_name": "", "last_name": "Vankrunkelsven", "name_suffix": "", "institution": "University of Leuven", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Verheyen", "name_suffix": "", "institution": "University of Leuven", "department": "" }, { "first_name": "Simon", "middle_name": "De", "last_name": "Deyne", "name_suffix": "", "institution": "University of Adelaide", "department": "" }, { "first_name": "Gert", "middle_name": "", "last_name": "Storms", "name_suffix": "", "institution": "University of Leuven", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26669/galley/16305/download/" } ] }, { "pk": 26248, "title": "Comparing Predictive and Co-occurrence Based Models of Lexical SemanticsTrained on Child-directed Speech", "subtitle": null, "abstract": "Distributional Semantic Models have been successful atpredicting many semantic behaviors. The aim of this paper isto compare two major classes of these models – co-occurrence-based models, and prediction error-driven models– in learning semantic categories from child-directed speech.Co-occurrence models have gained more attention incognitive research, while research from computationallinguistics on big datasets has found more success withprediction-based models. We explore differences betweenthese types of lexical semantic models (as representatives ofHebbian vs. reinforcement learning mechanisms,respectively) within a more cognitively relevant context: theacquisition of semantic categories (e.g., apple and orange asfruit vs. soap and shampoo as bathroom items) from linguisticdata available to children. We found that models that performsome form of abstraction outperform those that do not, andthat co-occurrence-based abstraction models performed thebest. However, different models excel at different categories,providing evidence for complementary learning systems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0g7418hr", "frozenauthors": [ { "first_name": "Fatemeh", "middle_name": "Torabi", "last_name": "Asr", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Jon", "middle_name": "A.", "last_name": "Willits", "name_suffix": "", "institution": "University of California, Riverside", "department": "" }, { "first_name": "Michael", "middle_name": "N.", "last_name": "Jones", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26248/galley/15884/download/" } ] }, { "pk": 26727, "title": "Computational explanation of “fiction text effectivity” for vocabularyimprovement: Corpus analyses using latent semantic analysis", "subtitle": null, "abstract": "Previous studies have suggested that fiction book reading has a stronger positive effect on vocabulary developmentthan nonfiction. In this study, we examined this phenomenon in terms of word appearance information in fiction (story texts),nonfiction (explanation texts), and web text using latent semantic analysis (LSA). In a human experiment with Japanese under-graduates, we replicated fiction (story) text effectivity. Participants who often read story texts achieved the highest vocabularytest scores. Then, in a corpus experiment, we constructed a story text corpus, explanation text corpus, and web text corpus ofidentical size. Based on these corpora, we calculated the LSA similarities between words, and simulated answering the samevocabulary test as used in the human experiment. The corpus experiment demonstrated the nonfiction (explanation) text effec-tively, that is, the explanation corpus was the highest. The cause of discrepancy in the results and the educational implicationsof this study were also discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0fj2x2x6", "frozenauthors": [ { "first_name": "Keisuke", "middle_name": "", "last_name": "Inohara", "name_suffix": "", "institution": "The University of Electro-Communications", "department": "" }, { "first_name": "Akira", "middle_name": "", "last_name": "Utsumi", "name_suffix": "", "institution": "The University of Electro-Communications", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26727/galley/16363/download/" } ] }, { "pk": 26255, "title": "Concept Membership vs Typicality in Sentence Verification Tasks", "subtitle": null, "abstract": "In the paper we discuss the relation between fuzzy sets and thegraded membership and typicality effects found in the studyof concepts. After a short overview of the topic, we presentthree experiments, carried out using the same method but withdifferent situational contexts, which examine whether gradedmembership and typicality could be considered as independentfactors capable of influencing the performance of human par-ticipants involved in sentence verification tasks, or they aresomehow interrelated. The paper concludes with a generaldiscussion of the experimental findings and the problems theypose for models of concepts based on the theory fuzzy sets.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Concept representation; fuzzy set theory; gradedmembership; vagueness; typicality; sentence verification" }, { "word": "cat-egorization." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8q50q2tc", "frozenauthors": [ { "first_name": "Francesca", "middle_name": "", "last_name": "Zarl", "name_suffix": "", "institution": "University of Trieste", "department": "" }, { "first_name": "Danilo", "middle_name": "", "last_name": "Fum", "name_suffix": "", "institution": "University of Trieste", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26255/galley/15891/download/" } ] }, { "pk": 26588, "title": "Concept of a Deity: Structure and Properties", "subtitle": null, "abstract": "Individuals attribute more psychological (e.g., forget) than biological (e.g., eat) or physical (e.g., be touched) prop-erties to supernatural beings (Shtulman, 2008). It is unclear how those domains each contribute to an overall conception of asupernatural being (e.g., God). Undergraduate students (N = 341) responded to nine questions representing the three domainsor factors (psychological, biological, and physical), composing an overall measure of God’s anthropomorphic properties.A confirmatory factor analysis was performed to assess the structure of undergraduates’ anthropomorphic concept of God. Fitindices suggest acceptable model fit, χ2(24) = 73.09, p < .001, CFI = 0.952, SRMR = .051. All loadings were significant. Bi-ological (0.99; 0.01) and physical (0.90; 0.19) factors loaded more strongly onto anthropomorphism, and had smaller variances,than the psychological (0.67; 0.56) factor. These findings suggest there are varied ways of conceptualizing the psychological(versus non-psychological) properties of God; thus, non-psychological properties are more predictive in God concepts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4tm021cg", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": "", "last_name": "Shaman", "name_suffix": "", "institution": "University of California, Riverside", "department": "" }, { "first_name": "Anondah", "middle_name": "", "last_name": "Saide", "name_suffix": "", "institution": "University of California, Riverside", "department": "" }, { "first_name": "Rebekah", "middle_name": "", "last_name": "Richert", "name_suffix": "", "institution": "University of California, Riverside", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26588/galley/16224/download/" } ] }, { "pk": 26075, "title": "Concepts from Event Semantics in Cognition", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "events; objects; states; scales; mass/count; telicity;thematic roles; event participants; linguistic ontology" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4ng118s5", "frozenauthors": [ { "first_name": "Alexis", "middle_name": "", "last_name": "Wellwood", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Jeremy", "middle_name": "", "last_name": "Kuhn", "name_suffix": "", "institution": "PSL Research University Institut Jean Nicod", "department": "" }, { "first_name": "Philippe", "middle_name": "", "last_name": "Schlenker", "name_suffix": "", "institution": "PSL Research University Institut Jean Nicod", "department": "" }, { "first_name": "Carlo", "middle_name": "", "last_name": "Geraci", "name_suffix": "", "institution": "PSL Research University Institut Jean Nicod", "department": "" }, { "first_name": "Brent", "middle_name": "", "last_name": "Strickland", "name_suffix": "", "institution": "PSL Research University Institut Jean Nicod", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Hespos", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Lance", "middle_name": "", "last_name": "Rips", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "E.", "middle_name": "Matthew", "last_name": "Husband", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Alexander", "middle_name": "", "last_name": "Williams", "name_suffix": "", "institution": "University of Maryland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26075/galley/15711/download/" } ] }, { "pk": 26233, "title": "Conceptual Expansion During Divergent Thinking", "subtitle": null, "abstract": "Recent research on creative thinking has implicatedconceptual expansion as potential cognitive underpinnings.These theories were examined within the context of alaboratory study using two divergent thinking prompts.Participants generated alternative/creative uses for a brick andfor a glass bottle (separately) for two minutes and responseswere time-stamped using a Matlab GUI. Semantic distancesbetween responses and conceptual representations of the DTprompts were computed using latent semantic analysis.Results showed that semantic distance increased asresponding progressed, with significant differences betweenthe two tasks, and intraparticipant variation. Results haveimplications for theories of creative thinking and representmethodological and analytic advances in the study ofdivergent thinking.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "creativity; semantic distance; latent semanticanalysis; divergent thinking; conceptual expansion" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3w98s6rc", "frozenauthors": [ { "first_name": "Richard", "middle_name": "W.", "last_name": "Hass", "name_suffix": "", "institution": "Philadelphia University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26233/galley/15869/download/" } ] }, { "pk": 26337, "title": "Conflict-based regulation of control in language production", "subtitle": null, "abstract": "Is language production dynamically regulated by cognitive\ncontrol? If so, how domain-general is this process? In two\nexperiments, we studied conflict adaptation, or conflict-driven\nadjustments of control, in two paradigms: Picture-Word\nInterference (PWI), which induces linguistic conflict, and\nPrime-Probe (PP), which induces visuospatial conflict. Exp. 1\ntested within-task conflict adaptation separately in PWI and\nPP. Exp. 2 tested cross-task adaptation by alternating the two\ntasks in a task-switching paradigm. We found reliable within-\ntask conflict adaptation in both PWI and PP, but neither an\nanalysis of individual differences (Exp. 1), nor a direct\nmanipulation of between-task conflict (Exp. 2) revealed cross-\ntask adaptation. We further report a robust 2-back within-task\nadaptation in Exp. 2 to refute alternative accounts of null cross-\ntask adaptation. These findings support models of dynamic,\ntop-down control in language production that posit at least\nsome degree of domain-specificity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language production; cognitive control; domain-\ngenerality; conflict adaptation; picture-word interference" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/59h5p1m1", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Freund", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Barry", "middle_name": "", "last_name": "Gordon", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Nazbanou", "middle_name": "", "last_name": "Nozari", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26337/galley/15973/download/" } ] }, { "pk": 26492, "title": "Connectionist Semantic Systematicity in Language Production", "subtitle": null, "abstract": "A novel connectionist model of sentence production is pre-sented, which employs rich situation model representationsoriginally proposed for modeling systematicity in comprehen-sion (Frank, Haselager, & van Rooij, 2009). The high overallperformance of our model demonstrates that such represen-tations are not only suitable for comprehension, but also formodeling language production. Further, the model is able toproduce novel encodings (active vs. passive) for a particularsemantics, as well as generate such encodings for previouslyunseen situations, thus demonstrating both syntactic and se-mantic systematicity. Our results provide yet further evidencethat such connectionist approaches can achieve systematicity,in production as well as comprehension.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "systematicity; sentence production; connectionist;semantics; syntax; neural networks" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/99v5x35t", "frozenauthors": [ { "first_name": "Jesus", "middle_name": "", "last_name": "Calvillo", "name_suffix": "", "institution": "Saarland University", "department": "" }, { "first_name": "Harm", "middle_name": "", "last_name": "Brouwer", "name_suffix": "", "institution": "Saarland University", "department": "" }, { "first_name": "Matthew", "middle_name": "W.", "last_name": "Crocker", "name_suffix": "", "institution": "Saarland University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26492/galley/16128/download/" } ] }, { "pk": 26148, "title": "Connections between ACT-R’s declarative memory system and Minerva2", "subtitle": null, "abstract": "As a first step towards applying ACT-R to problems of like-lihood judgment, we draw parallels between ACT-R and Hy-Gene. More specifically, in the spirit of theory integration, wedemonstrate the relation between ACT-R’s declarative memorysystem and the core of HyGene: Minerva2. We first start bytransforming ACT-R’s activation equations into what is in ourview a more intuitive form. This form then allows us to moretransparently see the correspondence of the effect of prior his-tory between the two theories and of the current context be-tween them. The results provide insights into the workings ofthe two theories and open an avenue for future attempts of the-ory integration, not only between the two theories, but also torelated theories of memory. Moreover, we hope these resultswill be important steps toward testing ACT-R’s capabilities ofaccounting for judgment phenomena.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "ACT-R" }, { "word": "HyGene" }, { "word": "Minerva2" }, { "word": "declarative memory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4k59f7kf", "frozenauthors": [ { "first_name": "Cvetomir", "middle_name": "M.", "last_name": "Dimov", "name_suffix": "", "institution": "University of Lausanne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26148/galley/15784/download/" } ] }, { "pk": 26645, "title": "Consequences of bilingualism for perceptions of categories and similarity", "subtitle": null, "abstract": "Speakers of two languages have access to two semantic systems that, while largely similar, may differ in subtleways. The existence of multiple similar systems offers the potential for comparison of their structures and discovery of thedifferences between them. We hypothesized that if bilinguals engage in such a comparison process, they may be (a) less likelythan monolinguals to view the categories of any single language as natural kinds, and (b) more likely than monolinguals todiscern differences among high-similarity items more generally. Monolingual and bilingual participants indicated their level ofagreement with statements equating social categories with natural kinds and judged the similarity of pairs of perceptual rela-tions. Compared to monolinguals, bilinguals were less willing to endorse naturalness statements and showed more variability intheir similarity judgments. These results suggest that bilingualism may promote sensitivity to differences among highly similarstimuli, linguistic and otherwise.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7m18q7fq", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "", "last_name": "Holmes", "name_suffix": "", "institution": "Colorado College", "department": "" }, { "first_name": "Jacob", "middle_name": "", "last_name": "Brodsky", "name_suffix": "", "institution": "Colorado College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26645/galley/16281/download/" } ] }, { "pk": 26171, "title": "Consistency and credibility in legal reasoning: A Bayesian network approach", "subtitle": null, "abstract": "Witness credibility is important for establishing testimonial value.The story model posits that people construct narratives fromevidence but does not explain how credibility is assessed. Formalapproaches use Bayesian networks (BN) to represent legalevidence. Recent empirical work suggests people might alsoreason using qualitative causal networks. In two studies,participants read a realistic trial transcript and judge guilt andwitness credibility. Study 1 varied testimonial consistency anddefendant character. Guilt and credibility assessments wereaffected by consistency but not prior convictions. Study 2constructed a BN to represent consistency issues. Individualparameter estimates were elicited for the corresponding BN tocompute posterior predictions for guilt and credibility. The BNprovided a good model for overall and individual guilt andcredibility ratings. These results suggest people construct causalmodels of the evidence and consider witness credibility. The BNapproach is a promising direction for future research in legalreasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Legal reasoning" }, { "word": "Evidential reasoning" }, { "word": "Bayesiannetworks" }, { "word": "evidence" }, { "word": "reliability" }, { "word": "Credibility" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5cj0p58p", "frozenauthors": [ { "first_name": "Saoirse", "middle_name": "", "last_name": "Desai", "name_suffix": "", "institution": "City University, London", "department": "" }, { "first_name": "Stian", "middle_name": "", "last_name": "Reimers", "name_suffix": "", "institution": "City University, 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": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26171/galley/15807/download/" } ] }, { "pk": 26258, "title": "Constraining the Search Space in Cross-Situational Word Learning:Different Models Make Different Predictions", "subtitle": null, "abstract": "We test the predictions of different computational models ofcross-situational word learning that have been proposed in theliterature by comparing their behavior to that of young childrenand adults in the word learning task conducted by Ramscar,Dye, and Klein (2013). Our experimental results show that aHebbian learner and a model that relies on hypothesis testingfail to account for the behavioral data obtained from both pop-ulations. Ruling out such accounts might help reducing thesearch space and better focus on the most relevant aspects ofthe problem, in order to disentangle the mechanisms used dur-ing language acquisition to map words and referents in a highlynoisy environment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cross-situational learning; word learning; compu-tational modeling; language acquisition" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9972z7f5", "frozenauthors": [ { "first_name": "Giovanni", "middle_name": "", "last_name": "Cassani", "name_suffix": "", "institution": "University of Antwerp", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Grimm", "name_suffix": "", "institution": "University of Antwerp", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Gillis", "name_suffix": "", "institution": "University of Antwerp", "department": "" }, { "first_name": "Walter", "middle_name": "", "last_name": "Daelemans", "name_suffix": "", "institution": "University of Antwerp", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26258/galley/15894/download/" } ] }, { "pk": 26374, "title": "Construal level affects intuitive moral responses to narrative content", "subtitle": null, "abstract": "The Model of Intuitive Morality and Exemplars (MIME)predicts a mutual dependency between the moral scrutiny ofmediated narratives and media exposure. This study proposesmoral judgments of media content are not only related to basalmoral domain salience and exemplars, but also to the immediateprocessing state of the individual at the moment of exposure. Anexperiment manipulating construal level prior to exposure to amediated narrative was conducted to test this proposal. The resultssuggest that evaluations of moral violations are modulated byconstrual level. High-level construal led to harsher, moreconsistent judgments of domain-violator morality, eliminating theeffect of baseline moral intuitions. Low-level construal induced anapparent trade-off in moral evaluation strategy which is sensitive toboth narrative outcome and domain salience. When domainviolators were punished, intuitive moral salience was negativelycorrelated with moral evaluations; however, when domainviolators were rewarded, the opposite trend emerged. Thesefindings indicate the need for an adjustment to the MIME model toallow for processing states to interact with moral domain salienceand moral judgments of media content. They also suggest that thestrength and quality of moral intuitions are not robust to broadercognitive processes, but interact with them.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Model of intuitive morality and exemplars; moralfoundation theory; construal level theory; media enjoyment." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9t41g4dk", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": "A.", "last_name": "Lester", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" }, { "first_name": "René", "middle_name": "", "last_name": "Weber", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26374/galley/16010/download/" } ] }, { "pk": 36044, "title": "Constructing Identity Through Negotiation for Cambodian Adult English Language Learners in East Oakland", "subtitle": null, "abstract": "This study engages with a participatory oral history project that\nexplores 3 themes. First, Cambodian participants included in the\nstudy will narrate from their perspectives how the evolution of\nsocial engagement and identity among African American and\nCambodian refugee communities residing in historically Black\nneighborhoods of Oakland, California, informed their English\nlanguage development. Second, it is the author’s intent through\ndata collected for the study to explore participants’ acquisition of\nEnglish language as a mode of resistance and empowerment for\nCambodian refugees in the US. Finally, in detailing the power of\noral history to bridge generational, linguistic, and global divides,\nthe participants in this study express the importance of learning\nEnglish as an additional language for the promotion and preservation of Cambodian history and tradition. The themes of this\nstudy will be framed by the theories of microagression and critical race theory in relation to English language construction.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Doing the Identity Work in ESL Learning and Teaching", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4hd3k7ht", "frozenauthors": [ { "first_name": "Brad", "middle_name": "D.", "last_name": "Washington", "name_suffix": "", "institution": "University of San Francisco", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36044/galley/26896/download/" } ] }, { "pk": 26328, "title": "Context, but not proficiency, moderates the effects of metaphor framing:A case study in India", "subtitle": null, "abstract": "Metaphors suffuse language and affect how people think. Ameta-analysis of metaphor framing studies conducted between1983 and 2000 concluded that metaphors are about 6% morepersuasive than literal language (Sopory & Dillard, 2002).However, each of these studies was conducted in English withsamples drawn from populations of native English speakers.Here, we test whether and how language proficiency moderatesthe influence of metaphor frames. Sampling from a populationof non-native, but generally proficient English speakers fromIndia, we found that metaphor frames systematically affectedpeople who reported using English primarily in informal con-texts (i.e., among friends and family and through the media)but not those who reported using English primarily in formalcontexts (i.e., for school or work). We discuss the implica-tions of this finding for countries like the US, where Englishis increasingly a non-native language for its residents, and fortheories of language processing more generally.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Metaphor" }, { "word": "framing" }, { "word": "analogy" }, { "word": "Persuasion" }, { "word": "politicalpsychology" }, { "word": "Reasoning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5n293146", "frozenauthors": [ { "first_name": "Paul", "middle_name": "H.", "last_name": "Thibodeau", "name_suffix": "", "institution": "Oberlin College", "department": "" }, { "first_name": "Daye", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "Oberlin College", "department": "" }, { "first_name": "Stephen", "middle_name": "", "last_name": "Flusberg", "name_suffix": "", "institution": "Purchase College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26328/galley/15964/download/" } ] }, { "pk": 26114, "title": "Context-dependent Processes and Engagement in Reading Literature", "subtitle": null, "abstract": "It does not do the act of reading literature any justice to de-scribe it as simply processing text to acquire information orknowledge. We enjoy reading stories, we become absorbed inthem. Our absorption into stories is related to their contextualstructure. We develop a statistical method for the analysis ofreading time distributions which allows us to assess the con-text of a story rather than merely its text. This analysis detectsstatistically distinct distributions of reading times, with eachdistribution representing a distinct process or mode of read-ing. Our experiments support the hypothesis that the temporalchange in these modes of reading are related to changes in thedegrees of absorption of the subjects and also in the contextualstructure of the stories being read.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Reading; Literary; Reading-time analysis" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8cc6b8m9", "frozenauthors": [ { "first_name": "Miho", "middle_name": "", "last_name": "Fuyama", "name_suffix": "", "institution": "Keio University", "department": "" }, { "first_name": "Shohei", "middle_name": "", "last_name": "Hidaka", "name_suffix": "", "institution": "Japan Advanced Institute of Science and Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26114/galley/15750/download/" } ] }, { "pk": 26385, "title": "Contextual Events and Their Role in a Two-Choice Joint Simon Task", "subtitle": null, "abstract": "We examined the effects of individual versus joint action on aSimon task using motion tracking to explore the implicitcognitive dynamics underlying responses. In both individual andjoint conditions, participants were slower to respond, and weredifferentially attracted to the distracter response location, whenthe spatial component of the stimulus was incompatible with theresponse location. When two people completed similar twochoice tasks together, the results were not statistically differentfrom the individual condition, even though the magnitude of thestimulus-response compatibility effect was slightly larger.Neither was there an increased effect when the partner had nostimulus-response conflict to resolve. We found no evidence foran action conflict when the responses of the two partners weredifferent. These data imply that the literature regarding the JointSimon task is still in the process of determining the relevantevents that interact with and support joint action.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Joint action; Simon effect; motion tracking" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/591768d3", "frozenauthors": [ { "first_name": "Steve", "middle_name": "", "last_name": "Croker", "name_suffix": "", "institution": "Illinois State University", "department": "" }, { "first_name": "J.", "middle_name": "Scott", "last_name": "Jordan", "name_suffix": "", "institution": "Illinois State University", "department": "" }, { "first_name": "Daniel", "middle_name": "S.", "last_name": "Schloesser", "name_suffix": "", "institution": "Illinois State University", "department": "" }, { "first_name": "Vincent", "middle_name": "", "last_name": "Cialdella", "name_suffix": "", "institution": "Illinois State University", "department": "" }, { "first_name": "Alex", "middle_name": "", "last_name": "Dayer", "name_suffix": "", "institution": "Illinois State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26385/galley/16021/download/" } ] }, { "pk": 36043, "title": "Contextualized Workforce Skills and ESL Learner Identity", "subtitle": null, "abstract": "This article reports on an empirical case study centering on adult\nESL learners’ motivational patterns for learning English and its\nrelevance to their career goals. It looks at past patterns of immigrant insertion within the socioeconomic context of the US and\nexplores current trends in adult ESL curriculum development\nfocused on the task of “career readiness.” Drawing on NortonPeirce’s (1995, 1997) concept of “investment” in second language\nlearning, research for this study poses the question of curriculum\nrelevance to student aspirations, implicating aspects of learner\nidentity and various modes of belonging. The study contributes to\nthe understanding of ESL learners’ positioning vis-à-vis curriculum change while reflecting on the extent of learner autonomy in\nthe face of structural limitations.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Doing the Identity Work in ESL Learning and Teaching", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2kt378s3", "frozenauthors": [ { "first_name": "Maliheh", "middle_name": "Mansuripur", "last_name": "Vafai", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36043/galley/26895/download/" } ] }, { "pk": 26324, "title": "Controlled vs. Automatic Processing:\nA Graph-Theoretic Approach to the Analysis of Serial vs. Parallel Processing\nin Neural Network Architectures", "subtitle": null, "abstract": "The limited ability to simultaneously perform multiple tasksis one of the most salient features of human performance anda defining characteristic of controlled processing. Based onthe assumption that multitasking constraints arise from sharedrepresentations between individual tasks, we describe a graph-theoretic approach to analyze these constraints. Our resultsare consistent with previous numerical work (Feng, Schwem-mer, Gershman, & Cohen, 2014), showing that even modestamounts of shared representation induce dramatic constraintson the parallel processing capability of a network architecture.We further illustrate how this analysis method can be appliedto specific neural networks to efficiently characterize the fullprofile of their parallel processing capabilities. We presentsimulation results that validate theoretical predictions, and dis-cuss how these methods can be applied to empirical studiesof controlled vs. and automatic processing and multitaskingperformance in humans.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "multitasking; cognitive control; capacity con-straint" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8gf7361v", "frozenauthors": [ { "first_name": "Sebastian", "middle_name": "", "last_name": "Musslick", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Biswadip", "middle_name": "", "last_name": "Dey", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Kayhan", "middle_name": "", "last_name": "Ozcimder", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Mostofa", "middle_name": "", "last_name": "Patwary", "name_suffix": "", "institution": "Parallel Computing Lab, Intel Corporation", "department": "" }, { "first_name": "Theodore", "middle_name": "", "last_name": "Willke", "name_suffix": "", "institution": "Parallel Computing Lab, Intel Corporation", "department": "" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Cohen", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26324/galley/15960/download/" } ] }, { "pk": 26381, "title": "Conversational expectations account for apparent limits on theory of mind use", "subtitle": null, "abstract": "Theory of mind is a powerful cognitive ability: by the ageof six, people are capable of accurately reasoning about oth-ers’ beliefs and desires. An influential series of language un-derstanding experiments by Keysar and colleagues, however,showed that adults systematically failed to take a speaker’sbeliefs into account, revealing limitations on theory of mind.In this paper we argue that these apparent failures are in factsuccesses. Through a minimal pair of replications comparingscripted vs. unscripted speakers, we show that critical utter-ances used by Keysar and colleagues are uncooperative: theyare less informative than what a speaker would actually pro-duce in that situation. When we allow participants to naturallyinteract, we find that listener expectations are justified and er-rors are reduced. This ironically shows that apparent failuresof theory of mind are in fact attributable to sophisticated ex-pectations about speaker behavior—that is, to theory of mind.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Theory of mind; social cognition; pragmatics" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5039f0w6", "frozenauthors": [ { "first_name": "Robert", "middle_name": "X. D.", "last_name": "Hawkins", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Noah", "middle_name": "D.", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26381/galley/16017/download/" } ] }, { "pk": 26346, "title": "Coordinate to cooperate or compete:Abstract goals and joint intentions in social interaction", "subtitle": null, "abstract": "Successfully navigating the social world requires reasoningabout both high-level strategic goals, such as whether to co-operate or compete, as well as the low-level actions neededto achieve those goals. While previous work in experimentalgame theory has examined the former and work on multi-agentsystems has examined the later, there has been little work in-vestigating behavior in environments that require simultaneousplanning and inference across both levels. We develop a hierar-chical model of social agency that infers the intentions of otheragents, strategically decides whether to cooperate or competewith them, and then executes either a cooperative or competi-tive planning program. Learning occurs across both high-levelstrategic decisions and low-level actions leading to the emer-gence of social norms. We test predictions of this model inmulti-agent behavioral experiments using rich video-game likeenvironments. By grounding strategic behavior in a formalmodel of planning, we develop abstract notions of both co-operation and competition and shed light on the computationalnature of joint intentionality.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "joint intention" }, { "word": "Cooperation" }, { "word": "coordination" }, { "word": "rein-forcement learning" }, { "word": "teams" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/29z7r7md", "frozenauthors": [ { "first_name": "Max", "middle_name": "", "last_name": "Kleiman-Weiner", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Mark", "middle_name": "K.", "last_name": "Ho", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Joseph", "middle_name": "L.", "last_name": "Austerweil", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Michael", "middle_name": "L.", "last_name": "Littman", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26346/galley/15982/download/" } ] }, { "pk": 26275, "title": "Creative Interaction with Blocks and Robots", "subtitle": null, "abstract": "In order to creatively interact with robots we need to\nunderstand how creative thinkers work with objects to explore\nnew ideas physically. Our approach involves comparing the\nmodel-making strategies of architects with students to expose\nthe creative extras architects bring to working with physical\nmodels. To study this we coded students and architects\nperforming a design task. Architects differed from students\nalong three dimensions. First, architects were more selective;\nthey used fewer blocks overall and fewer variations. Second,\narchitects appear to think more about spatial relationships and\nmaterial constraints. Lastly, architects more often experiment\nwith re-orientations: they position a block one way to see its\nrelations to its neighbors; they reposition it another way to see\nhow that changes how things look and feel. These findings\nsuggest that designers interact with the material more\neffectively than students. This embodied know-how is\nsomething next generation robots can support and possibly\nenhance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "design thinking; interaction; robotics" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/26r1d00j", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Smithwick", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Larry", "middle_name": "", "last_name": "Sass", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Kirsh", "name_suffix": "", "institution": "UC San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26275/galley/15911/download/" } ] }, { "pk": 26162, "title": "Critical Features of Joint Actions that Signal Human Interaction", "subtitle": null, "abstract": "We examined the visual perception of joint actions, in whichtwo individuals coordinate their body movements in space andtime to achieve a joint goal. Animations of interacting actionpairs (partners in human interactions) and non-interacting ac-tion pairs (individual actors sampled from different interactionsequences) were shown in the experiment. Participants wereasked to rate how likely the two actors were interacting. Therating data were then analyzed using multidimensional scalingto recover a two-dimensional psychological space for repre-senting joint actions. A descriptive model based on ordinallogit regression with a sparseness constraint was developed toaccount for human judgments by identifying critical featuresthat signal joint actions. We found that identification of jointactions could be accomplished by assessing inter-actor correla-tions between motion features derived from body movementsof individual actions. These critical features may enable rapiddetection of meaningful inter-personal interactions in complexscenes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "joint action; feature selection; human interaction" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/10s2k81t", "frozenauthors": [ { "first_name": "Tianmin", "middle_name": "", "last_name": "Shu", "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": "Dawn", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Song-Chun", "middle_name": "", "last_name": "Zhu", "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": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26162/galley/15798/download/" } ] }, { "pk": 26522, "title": "Cross-Linguistic Similarities Aid Third Language Learning in Bilinguals", "subtitle": null, "abstract": "Learning a new language involves significant vocabulary ac-quisition. Learners can accelerate this process by relying onwords with native-language overlap, such as cognates. Forbilingual third language learners, it is necessary to determinehow their two existing languages interact during novel lan-guage learning. A scaffolding account predicts transfer fromeither language for individual words, whereas an accumula-tion account predicts cumulative transfer from both languages.To compare these accounts, twenty English-German bilingualadults were taught an artificial language containing 48 novelwritten words that varied orthogonally in English and Germanwordlikeness (neighborhood size and orthotactic probability).Wordlikeness in each language improved word production ac-curacy, and similarity to one language provided the same bene-fit as dual-language overlap. In addition, participants’ memoryfor novel words was affected by the statistical distributions ofletters in the novel language. Results indicate that bilingualsutilize both languages during third language acquisition, sup-porting a scaffolding learning model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bilingualism; Language learning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1w97n5zw", "frozenauthors": [ { "first_name": "James", "middle_name": "", "last_name": "Bartolotti", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Viorica", "middle_name": "", "last_name": "Marian", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26522/galley/16158/download/" } ] }, { "pk": 26526, "title": "Cultural Evolution Across Domains: Language, Technology and Art", "subtitle": null, "abstract": "The social and cognitive mechanisms of cultural evolutionhave been studied in detail for different domains: language,technology, the economy, art, etc. However, a model thatincorporates the function of a cultural tradition and that isable to compare evolutionary dynamics across culturaldomains has not been formulated. By exploring the dynamicsof comparable linguistic, technological and artisticexperimental tasks, we test the effect of domain-specificfunction on evolutionary mechanisms such as inheritance,innovation and selection. We find evidence that culturaldomain shapes both the structure of the traditions and the waythe cultural-evolutionary mechanisms operate. Thesimplifying effects of cultural transmission are noticeable inlanguage and technology, but not in art; innovation is highestin art and lowest in language; and functional pressures lead todifferent morphological adaptations across domains. Thisspeaks of a crucial role of function and domain in theevolution of culture.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cultural evolution; language; technology; art;Lego; iterated learning; transmission chain; experiment" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/17z9k384", "frozenauthors": [ { "first_name": "Monica", "middle_name": "", "last_name": "Tamariz", "name_suffix": "", "institution": "Heriot-Watt University", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Kirby", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Jon", "middle_name": "", "last_name": "Carr", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26526/galley/16162/download/" } ] }, { "pk": 26212, "title": "Curiosity and Its Influence on Children's Memory", "subtitle": null, "abstract": "Curiosity has a tumultuous past. Originally curiosity wasconsidered a vice of excess leading to misconduct anddisaster. Recently, curiosity has transformed into a virtue ofself-expression resulting in success and better performance. Inclassrooms, educators try to find ways of eliciting curiosityfrom their students: allowing them to pick their own researchtopics and books, including pop culture references in lecture,and many more strategies. Recent adult studies have revealedbetter memory for trivia facts that elicit more curiosity. Thecurrent study modifies the methods used in previous adultstudies in order to make them more appropriate for children.Results from a sample of 24 7- and 8-year-olds reveal that byage eight curiosity significantly affects memory for triviafacts. This research may shed light on the cognitiveadvantages of curiosity and legitimatize the encouragement ofcuriosity in classrooms for school age children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "curiosity; children; Information Gap Theory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9t43x6z1", "frozenauthors": [ { "first_name": "Haley", "middle_name": "", "last_name": "Walin", "name_suffix": "", "institution": "University of California,Berkeley", "department": "" }, { "first_name": "Shaun", "middle_name": "", "last_name": "O’Grady", "name_suffix": "", "institution": "University of California,Berkeley", "department": "" }, { "first_name": "Fei", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of California,Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26212/galley/15848/download/" } ] }, { "pk": 26376, "title": "Curiosity-Driven Development of Tool Use Precursors: a Computational Model", "subtitle": null, "abstract": "Studies of child development of tool use precursors show suc-cessive but overlapping phases of qualitatively different typesof behaviours. We hypothesize that two mechanisms in par-ticular play a role in the structuring of these phases: the in-trinsic motivation to explore and the representation used toencode sensorimotor experience. Previous models showedhow curiosity-driven learning mechanisms could allow theemergence of developmental trajectories. We build uponthose models and present the HACOB (Hierarchical ActiveCuriosity-driven mOdel Babbling) architecture that activelychooses which sensorimotor model to train in a hierarchy ofmodels representing the environmental structure. We studythis architecture using a simulated robotic arm interacting withobjects in a 2D environment. We show that overlapping phasesof behaviours are autonomously emerging in hierarchical mod-els using active model babbling. To our knowledge, this isthe first model of curiosity-driven development of simple tooluse and of the self-organization of overlapping phases of be-haviours. In particular, our model explains why and how in-trinsically motivated exploration of non-optimal methods tosolve certain sensorimotor problems can be useful to discoverhow to solve other sensorimotor problems, in accordance withSiegler’s overlapping waves theory, by scaffolding the learningof increasingly complex affordances in the environment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "curiosity-driven learning; tool use; goal babbling;overlapping waves; developmental trajectory; HACOB model" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1z17525k", "frozenauthors": [ { "first_name": "Sebastien", "middle_name": "", "last_name": "Forestier", "name_suffix": "", "institution": "Universite de Bordeaux, France", "department": "" }, { "first_name": "Pierre-Yves", "middle_name": "", "last_name": "Oudeyer", "name_suffix": "", "institution": "University of Bordeaux", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26376/galley/16012/download/" } ] }, { "pk": 26548, "title": "Current Research in Cognitive Science at Educational Testing Service (ETS)", "subtitle": null, "abstract": "The Cognitive Science Research group at ETS conducts research and development at the forefront of educationalassessment, using cognitive theory in the design of assessments, building cognitive models to guide interpretation of test-takers’performance, and researching cognitive issues in the context of assessment. Moving beyond traditional (e.g., multiple-choice)tests, the group explores assessments that use innovative, highly interactive digital environments such as online games, virtuallabs or other simulations, and human-agent conversation-based interactions. Researchers also investigate how to draw appropri-ate inferences about test-takers’ knowledge and skills from complex data sources such as eye-movements, interaction logs, andother sequential information. I will provide an overview of the group’s research, including the use of cognitive models to inter-pret test-takers’ actions within interactive assessment tasks and empirical studies on how test-takers externalize their knowledgewhen problem solving in domains such as science inquiry, inter-cultural competence, and mathematics argumentation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6dp917gp", "frozenauthors": [ { "first_name": "Irvin", "middle_name": "", "last_name": "Katz", "name_suffix": "", "institution": "Educational Testing Service", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26548/galley/16184/download/" } ] }, { "pk": 26657, "title": "Data Shows Human Behavior is Not Random, period.", "subtitle": null, "abstract": "Simulations of many people’s decisions are used in public health and safety as well as to support policymaking.These simulations rely on creditable models of individual decision-making. An obvious approach is to develop a list of plausibleactions and to then evaluate the benefits of each in the current situation to make the decision. However, such evaluations canbe implausible, e.g., zero-intelligence traders in economics, or impracticable because the approach is computationally intensivefor large-scale simulations. As a result, a commonly used approach is to select randomly from the plausible actions. Withoutdata on how people would actually chose, a random number from a uniform distribution over the plausible options is often usedto represent the unknown cognition. However, we claim that substituting a uniform random distribution for how people makedecisions is making very strong claims about the process and we will present data demonstrating it is simply wrong.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5kb7x33x", "frozenauthors": [ { "first_name": "William", "middle_name": "G.", "last_name": "Kennedy", "name_suffix": "", "institution": "George Mason University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26657/galley/16293/download/" } ] }, { "pk": 26410, "title": "Deciding to Remember:Memory Maintenance as a Markov Decision Process", "subtitle": null, "abstract": "Working memory is a limited-capacity form of human mem-ory that actively holds information in mind. Which memoriesought to be maintained? We approach this question by showingan equivalence between active maintenance in working mem-ory and a Markov decision process in which, at each moment,a cognitive control mechanism selects a memory as the targetof maintenance. The challenge of remembering is then findinga maintenance policy well-suited to the task at hand. We com-pute the optimal policy under various conditions and defineplausible cognitive mechanisms that can approximate these op-timal policies. Framing the problem of maintenance in thisway makes it possible to capture in a single model many of theessential behavioral phenomena of memory maintenance, in-cluding directed forgetting and self-directed remembering. Fi-nally, we consider the case of imperfect metamemory — wherethe current state of memory is only partially observable — andshow that the fidelity of metamemory determines the effective-ness of maintenance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "memory maintenance" }, { "word": "Markov Decision Process" }, { "word": "cognitive control" }, { "word": "working memory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5763j7wx", "frozenauthors": [ { "first_name": "Jordan", "middle_name": "W.", "last_name": "Suchow", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26410/galley/16046/download/" } ] }, { "pk": 26305, "title": "Decision contamination in the wild:Sequential dependencies in Yelp review ratings", "subtitle": null, "abstract": "Current judgments are systematically biased by priorjudgments. Such biases occur in ways that seem to reflect thecognitive system’s ability to adapt to the statisticalregularities within the environment. These cognitivesequential dependencies have been shown to occur undercarefully controlled laboratory settings as well as more recentstudies designed to determine if such effects occur in realworld scenarios. In this study we use these well-knownfindings to guide our analysis of over 2.2 million businessreview ratings. We explore how both within-reviewer andwithin-business (between reviewer) ratings are influenced byprevious ratings. Our findings, albeit exploratory, suggestthat current ratings are influenced in systematic ways by priorratings. This work is couched within a broader program thataims to determine the validity of laboratory findings usinglarge naturally occurring behavioral data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Sequential dependency; Online reviews; Largenatural data; Decision making" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3jd577vn", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Vinson", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Rick", "middle_name": "", "last_name": "Dale", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Michael", "middle_name": "N.", "last_name": "Jones", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26305/galley/15941/download/" } ] }, { "pk": 26394, "title": "Decision-Making and Biases in Causal-Explanatory Reasoning", "subtitle": null, "abstract": "Decisions often rely on judgments about the probabilitiesof various explanations. Recent research has uncovered ahost of biases that afflict explanatory inference: Wouldthese biases also translate into decision-making? We findthat although people show biased inferences when makingexplanatory judgments in decision-relevant contexts (Exp.1A), these biases are attenuated or eliminated when thechoice context is highlighted by introducing an economicframing (price information; Exp. 1B–1D). However, biasedinferences can be “locked in” to subsequent decisions whenthe judgment and decision are separated in time (Exp. 2).Together, these results suggest that decisions can be morerational than the corresponding judgments—leading tochoices that are rational in the output of the decisionprocess, yet irrational in their incoherence with judgments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Decision-making; causal reasoning; inductivereasoning; explanation; behavioral economics." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1975v7p2", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "", "last_name": "Johnson", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Marianna", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Frank", "middle_name": "", "last_name": "Keil", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26394/galley/16030/download/" } ] }, { "pk": 26626, "title": "Deconstructing the multi-dimensional Aha! experience", "subtitle": null, "abstract": "The Aha! experience is not a unitary construct, and several different dimensions have been proposed as its con-stituents. However, a systematic analysis of how much each purported dimension predicts the overall Aha! experience isneeded. Presented with a large set of difficult problems (magic tricks), participants were asked to rate their solving experiencewith regard to suddenness in the emergence of the solution, certainty about the solution, surprise, pleasantness, relief, and drive.The strongest correlations with an overall Aha! rating on correct solutions were found for the dimensions of pleasantness, re-lief and certainty. Suddenness and drive were correlated to a lesser extent. No significant correlation was found for surprise.These results question the wisdom of the established approach of using a multi-component operational definition for the Aha!experience that encompasses suddenness, certainty and surprise. The positive affect that comes with discovery seems betterexpressed as pleasantness or relief than surprise.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8hw418v6", "frozenauthors": [ { "first_name": "Amory", "middle_name": "H.", "last_name": "Danek", "name_suffix": "", "institution": "University of Illinois", "department": "" }, { "first_name": "Shannon", "middle_name": "", "last_name": "Menard", "name_suffix": "", "institution": "University of Illinois", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Wiley", "name_suffix": "", "institution": "University of Illinois", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26626/galley/16262/download/" } ] }, { "pk": 26463, "title": "Deconstructing tomorrow: How children learn the semantics of time", "subtitle": null, "abstract": "Deictic time words (e.g., “tomorrow,” “yesterday”) refer totime periods relative to the present moment. While childrenproduce these words by age 2-3, they use them incorrectly forseveral more years. Here, as a case study in abstract wordlearning, we explored what children know about these wordsduring this delay. Specifically, we probed children’sknowledge of three aspects of meaning: deictic (past/future)status, sequential ordering (e.g., “tomorrow” is after“yesterday”), and remoteness from now. We asked 3- to 8-year-olds to place these words on a timeline extending fromthe past (left) to the future (right). Even 4-year-olds couldmeaningfully represent the words’ deictic status and order,and by 6, the majority displayed adult-like performance.Adult-like knowledge of remoteness, however, emergedindependently, after age 7. Thus, even while children usethese terms incorrectly, they are gradually constructing astructured semantic domain, including information about thedeictic, sequential, and metric relations among terms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "time; word learning; development; abstractconcepts; timeline" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7h32g1r2", "frozenauthors": [ { "first_name": "Katharine", "middle_name": "A.", "last_name": "Tillman", "name_suffix": "", "institution": "U. California, San Diego", "department": "" }, { "first_name": "Tyler", "middle_name": "", "last_name": "Marghetis", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Barner", "name_suffix": "", "institution": "U. California, San Diego", "department": "" }, { "first_name": "Mahesh", "middle_name": "", "last_name": "Srinivasan", "name_suffix": "", "institution": "U. California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26463/galley/16099/download/" } ] }, { "pk": 26742, "title": "Deep Learning and Attentional Bias in Human Category Learning", "subtitle": null, "abstract": "Human category learning is known to be a function of both the complexity of the category rule and attentionalbias. A classic and critically diagnostic human category problem involves learning integral stimuli (correlated features) using acondensation rule, or separable stimuli (independent features) using a filtration rule. Human category learning shows differentiallearning based on category rules that either require attentional binding or ignoring features. It has been shown that neuralnetworks learning with backpropagation cannot differentially learn or distribute attention without built in perceptual bias. Ineffect neural networks fail to integrate the complexity of learning with the representational bias of the stimuli. In this paper weshow that Deep Learning networks, through successive re-encoding and the development of more sensitive feature detectors,learn both the category rules while modeling the attentional bias consistent with the human performance in a task of categorizingrealistic 3D-modeled faces.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3zf53972", "frozenauthors": [ { "first_name": "Leyla", "middle_name": "Roksan", "last_name": "Caglar", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Stephen", "middle_name": "Jose", "last_name": "Hanson", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26742/galley/16378/download/" } ] }, { "pk": 26506, "title": "Definitely maybe and possibly even probably: efficient communication ofhigher-order uncertainty", "subtitle": null, "abstract": "Possibility and probability expressions, like possibly or prob-ably, are frequently assumed to communicate that the proba-bility of a proposition is above a certain threshold. Most pre-vious empirical research on these expressions has focused oncases of known objective chance: if the true objective proba-bility is given, would a speaker use possibly, probably or oneof their kin? Here, we investigate the use of probability expres-sions when speakers have subjective uncertainty about objec-tive chance, i.e., higher-order uncertainty. Experimental datasuggest that speakers’ choices of a probability expression is acomplex function of their state of higher-order uncertainty. Weformulate a computational probabilistic model of pragmaticspeaker behavior that explains the experimental data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "uncertainty; probability; experimental pragmatics;computational modeling" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/02j8k2r2", "frozenauthors": [ { "first_name": "Michele", "middle_name": "", "last_name": "Herbstritt", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Franke", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26506/galley/16142/download/" } ] }, { "pk": 26350, "title": "Degeneracy results in canalisation of language structure:A computational model of word learning", "subtitle": null, "abstract": "There is substantial variation in language experience betweenlearners, yet there is surprising similarity in the languagestructure they eventually acquire. While it is possible that thiscanalisation of language structure may be due to constraintsimposed by modulators, such as an innate language system, itmay instead derive from the broader, communicativeenvironment in which language is acquired. In this paper, thelatter perspective is tested for its adequacy in explaining therobustness of language learning to environmental variation. Acomputational model of word learning from cross-situational,multimodal information was constructed and tested. Key tothe model’s robustness was the presence of multiple,individually unreliable information sources that could supportlearning when combined. This “degeneracy” in the languagesystem had a detrimental effect on learning when compared toa noise-free environment, but was critically important foracquiring a canalised system that is resistant to environmentalnoise in communication.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "canalisation; degeneracy; language acquisition;multiple cues; word learning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5j61s3tg", "frozenauthors": [ { "first_name": "Padraic", "middle_name": "", "last_name": "Monaghan", "name_suffix": "", "institution": "Lancaster University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26350/galley/15986/download/" } ] }, { "pk": 26317, "title": "Design from Zeroth Principles", "subtitle": null, "abstract": "A successful design accounts for the structure of the problemit is aimed at solving. When it is a human-directed design,this includes the expectations of its users. How do we arriveat such a design? One approach starts from first principles(e.g., simplicity, unity, symmetry, balance) to evaluate thequality of proposed designs. Here, we introduce design fromzeroth principles, a form of human-in-the-loop computationthat synthesizes a design that conforms to its users’ expecta-tions. The technique begins by constructing a transmissionchain seeded with a random design. Each user in the chain isexposed to the design and then recreates it, passing alongtheir recreation to the next user, who does the same. Throughthis iterative process, the users’ perceptual, inductive, and re-constructive biases directly transform the initial design intoone that is better fit to human cognition. Such designs are eas-ier to learn and harder to forget. We evaluated the approach inthree domains — stimulus–response mappings, vanity phonenumbers, and letter placement in typeset words — and showthat it produces a good design in each.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "design" }, { "word": "cognitive ergonomics" }, { "word": "inductive bias" }, { "word": "transmission chain" }, { "word": "user interface" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0jn746zm", "frozenauthors": [ { "first_name": "Jordan", "middle_name": "", "last_name": "Suchow", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Pacer", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Griffiths", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26317/galley/15953/download/" } ] }, { "pk": 36028, "title": "Designing an EFL Reading Program to Promote Literacy Skills, Critical Thinking, and Creativity", "subtitle": null, "abstract": "This article details the design and implementation of a reading\nprogram in a university EFL setting as a strategy to encourage\ncreativity, critical thinking, collaborative learning, and reading\nfor enjoyment (Anderson & Krathwohl, 2001; Richards & Renandya, 2002). This student-centered project challenged ELLs\nto address issues such as bullying, racism, relationships, culture,\nand human rights through reading texts and activities, spanning\na range of language levels from beginners to high-intermediate.\nThe program includes a combination of intensive and extensive\nreading, lower- and higher-order thinking skills, and creative\nlanguage production in the form of reading group discussions,\nposter sessions, and character role-plays. Included are sample lesson plans, reading materials, and activities, which can easily be\nmodified for other language-learning contexts.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Creativity in Language Teaching", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7j4335rn", "frozenauthors": [ { "first_name": "Erica", "middle_name": "", "last_name": "Ferrer", "name_suffix": "", "institution": "Universidad del Norte, Baranquilla, Colombia", "department": "" }, { "first_name": "Kendra", "middle_name": "", "last_name": "Staley", "name_suffix": "", "institution": "Universidad del Norte, Baranquilla, Colombia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36028/galley/26880/download/" } ] }, { "pk": 26479, "title": "Desirable difficulties in the development of active inquiry skills", "subtitle": null, "abstract": "This study explores developmental changes in the ability toask informative questions. We hypothesized an intrinsic linkbetween the ability to update beliefs in light of evidence andthe ability to ask informative questions. Four- to ten-year-oldchildren played an iPad game asking them to identify a hiddenbug. Learners could either ask about individual bugs, or makea series of feature queries (e.g., “Does the hidden bug haveantenna?”) that could more efficiently narrow the hypothesisspace. Critically the task display either helped children inte-grate evidence with the hypothesis space or required them toperform this operation themselves. Although we found thathelping children update their beliefs improved some aspects oftheir active inquiry behavior, children required to update theirown beliefs asked questions that were more context-sensitiveand thus informative. The results show how making a taskmore difficult may actually improve children’s active inquiryskills, thus illustrating a type of desirable difficulty.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "question asking" }, { "word": "information search" }, { "word": "active in-quiry" }, { "word": "hypothesis testing" }, { "word": "scientific reasoning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1r50w1nr", "frozenauthors": [ { "first_name": "George", "middle_name": "", "last_name": "Kachergis", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Marjorie", "middle_name": "", "last_name": "Rhodes", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Todd", "middle_name": "", "last_name": "Gureckis", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26479/galley/16115/download/" } ] }, { "pk": 26120, "title": "Determining the alternatives for scalar implicature", "subtitle": null, "abstract": "Successful communication regularly requires listeners to makepragmatic inferences — enrichments beyond the literal mean-ing of a speaker’s utterance. For example, when interpretinga sentence such as “Alice ate some of the cookies,” listenersroutinely infer that Alice did not eat all of them. A Griceanaccount of this phenomenon assumes the presence of alterna-tives (like “all of the cookies”) with varying degrees of infor-mativity, but it remains an open question precisely what thesealternatives are. To address this question, we collect empiricalmeasurements of speaker and listener judgments about vary-ing sets of alternatives across a range of scales and use these asinputs to a computational model of pragmatic inference. Thisapproach allows us to test hypotheses about how well differ-ent sets of alternatives predict pragmatic judgments by peo-ple. Our findings suggest that comprehenders likely considera broader set of alternatives beyond those logically entailed bythe initial message.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2vj6q5r5", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "", "last_name": "Peloquin", "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": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26120/galley/15756/download/" } ] }, { "pk": 26624, "title": "Developmental deficit in autobiographical episodic memory: Evidence fromWilliams syndrome", "subtitle": null, "abstract": "Williams syndrome (WS) is a genetic developmental disorder characterized by severe spatial impairments andstructural and functional abnormalities in the hippocampus (Meyer-Lindenburg et al., 2006). Although the spatial deficit iswell-documented, we know little about other deficits that would be predicted by the hippocampal abnormalities. Here, weexamine episodic memory (i.e. memory for personally experienced events in a spatio-temporal context, Tulving, 1983), askingpeople with WS to recount past personal events. We use an interview method developed for patients (Levine et al., 2002) andtypically developing children (Willoughby et al., 2012). People with WS recounted significantly fewer episodic details thanage-matched controls. Importantly however, they offered just as many semantic details (reflecting general world knowledge),indicating that global factors (e.g., verbal skill or IQ) cannot account for these results. Our work identifies a specific cognitivedeficit in WS and further highlights the critical involvement of the hippocampus in episodic memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/35w9542p", "frozenauthors": [ { "first_name": "Katrina", "middle_name": "", "last_name": "Ferrara", "name_suffix": "", "institution": "Georgetown University", "department": "" }, { "first_name": "Alexandra", "middle_name": "", "last_name": "Cohen", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Landau", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26624/galley/16260/download/" } ] }, { "pk": 26179, "title": "Developmentally plausible learning of word categories from distributional statistics", "subtitle": null, "abstract": "In this paper we evaluate a mechanism for the learning of wordcategories from distributional information against criteria ofpsychological plausibility. We elaborate on the ideasdeveloped by Redington et al. (1998) by embedding themechanism in an existing model of language acquisition(MOSAIC) and gradually expanding the contexts it has accessto in a developmentally plausible way. In line with child data,the mechanism shows early development of a noun category,and later development of a verb category. It is furthermoreshown that the mechanism can maintain high performance atlower computational overhead by disregarding tokenfrequency information, thus improving the plausibility of themechanism as something that is used by language-learningchildren.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Word class acquisition; Distributional analysis" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8wj4j54h", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Freudenthal", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Julian", "middle_name": "M.", "last_name": "Pine", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Jones", "name_suffix": "", "institution": "Nottingham Trent University", "department": "" }, { "first_name": "Fernand", "middle_name": "", "last_name": "Gobet", "name_suffix": "", "institution": "University of Liverpool", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26179/galley/15815/download/" } ] }, { "pk": 26245, "title": "Developmental Shift in the Relationship Between Sequential Learning, ExecutiveFunction, and Language Ability as Revealed by Event-Related Potentials", "subtitle": null, "abstract": "Previous research has shown a link between sequentiallearning (SL) and language as well as links between executivefunction (EF) and both language and SL. However, littleresearch has focused on both the development of therelationship between these factors and their neurologicalunderpinnings. Here we report a study of the event-relatedpotential (ERP) correlates of SL and behavioral measures oflanguage and EF in a sample of 7-12-year-old children.Results revealed that both SL and EF had independentassociations with language development but that thecontribution that both made toward language developmentshifted dramatically between the ages of 7 to 11-12 years. Theresults furthermore suggest that this developmental shift maybe due in part to the maturation of EF abilities and changesdue to neural entrenchment and commitment as aconsequence of language acquisition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language development; sequential learning;statistical learning; executive function; event-relatedpotentials (ERP)" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8vr5p4xg", "frozenauthors": [ { "first_name": "Joanne", "middle_name": "A.", "last_name": "Deocampo", "name_suffix": "", "institution": "Georgia State University", "department": "" }, { "first_name": "Christopher", "middle_name": "M.", "last_name": "Conway", "name_suffix": "", "institution": "Georgia State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26245/galley/15881/download/" } ] }, { "pk": 26762, "title": "Differential Processing for Actively Ignored Pictures and Words", "subtitle": null, "abstract": "Previous work suggests pictures may be processed more readily than words, likely because pictures appear tomaintain more direct access to semantic and conceptual representations (Amit, Algom, & Trope, 2009). However, it is unclearhow words and pictures may be processed differently when they are actively ignored. Our earlier work demonstrated a facilitatedrecognition for actively ignored words, provided they appeared frequently with an attended target in a previously presentedrepetition detection task (Dewald, Sinnett, & Doumas, 2012). The current study adapted this paradigm to examine the extentto which unattended pictures may be processed under analogous conditions. Overall, ignored pictures were recognized moreoften than ignored words. Moreover, recognition for ignored pictures did not benefit from target-alignment whereas ignoredwords did. These findings suggest that unattended pictures may continue to be processed more readily than words even underconditions in which attention is not directed toward them.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/12j1v23w", "frozenauthors": [ { "first_name": "Scott", "middle_name": "", "last_name": "Sinnett", "name_suffix": "", "institution": "University of Hawaii at Manoa", "department": "" }, { "first_name": "Maegen", "middle_name": "", "last_name": "Walker", "name_suffix": "", "institution": "University of Hawaii at Manoa", "department": "" }, { "first_name": "Margeaux", "middle_name": "", "last_name": "Ciraolo", "name_suffix": "", "institution": "University of Hawaii at Manoa", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Dewald", "name_suffix": "", "institution": "University of Hawaii at Manoa", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26762/galley/16398/download/" } ] }, { "pk": 26088, "title": "Differentiating between Encoding and Processing during Diagnostic Reasoning: An\nEye tracking study.", "subtitle": null, "abstract": "When finding a best explanation for observed symptoms a\nmultitude of information has to be integrated and matched\nagainst explanations stored in memory. Although assumptions\nabout ongoing memory processes can be derived from the\nprocess models, little process data exists that would allow to\nsufficiently test these assumptions.\nIn order to explore memory processes in diagnostic\nreasoning, 29 participants were asked to solve a visual\nreasoning task (the Black Box paradigm) where critical\ninformation had to be retrieved from memory.\nThis study focused on differentiating between processes\nthat take place during the encoding and the evaluation of\nsymptom information by comparing eye movement measures\n(the number of fixation and fixation duration per dwell).\nResults will be discussed in light of existing theories on\nsequential diagnostic reasoning. Further, it will be discussed\nto which extent eye movements can be informative about\nmemory processes underlying sequential diagnostic\nreasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "diagnostic reasoning; eye tracking; process\ntracing; encoding-processing differences" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1zq5m7rp", "frozenauthors": [ { "first_name": "Anja", "middle_name": "", "last_name": "Klichowicz", "name_suffix": "", "institution": "Technische Universität Chemnitz", "department": "" }, { "first_name": "Agnes", "middle_name": "", "last_name": "Scholz", "name_suffix": "", "institution": "Technische Universität Chemnitz", "department": "" }, { "first_name": "Sascha", "middle_name": "", "last_name": "Strehlau", "name_suffix": "", "institution": "Technische Universität Chemnitz", "department": "" }, { "first_name": "Josef", "middle_name": "F.", "last_name": "Krems", "name_suffix": "", "institution": "Technische Universität Chemnitz", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26088/galley/15724/download/" } ] }, { "pk": 26254, "title": "Discourse Analysis as a Solution to Interpretive Problems in Cognitive DevelopmentResearch", "subtitle": null, "abstract": "Cognitive development researchers have drawn conclusionsabout young children’s developing knowledge of number bystudying their behavior, while at the same timeacknowledging that behavior is an imperfect index ofknowledge, e.g., it may be disputed whether a givenbehavioral task accurately measures, overestimates, orunderestimates children’s knowledge. The texts of publishedresearch articles from these investigations are the focus of adiscourse analysis described in the present article. The resultsof the discourse analysis suggest that claims about what aperson knows are actually generalized descriptions ofbehavior. Therefore, in studying behavior on tasks to drawconclusions about participants’ conceptual knowledge,researchers are merely making behavioral generalizations, notinvestigating hidden cognitive or epistemic content.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "conceptual knowledge; discourse; epistemology;performance and competence; conceptual and proceduralknowledge" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1xr6g1n7", "frozenauthors": [ { "first_name": "Patrick", "middle_name": "", "last_name": "Byers", "name_suffix": "", "institution": "City University of New York", "department": "" }, { "first_name": "Fei", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of California – Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26254/galley/15890/download/" } ] }, { "pk": 26288, "title": "Discriminability of sound contrasts in the face of speaker variation quantified", "subtitle": null, "abstract": "How does a naive language learner deal with speaker variationirrelevant to distinguishing word meanings? Experimental datais contradictory, and incompatible models have been proposed.Here, we examine basic assumptions regarding the acousticsignal the learner deals with: Is speaker variability a hurdle indiscriminating sounds or can it easily be ignored? To this end,we summarize existing infant data. We then present machine-based discriminability scores of sound pairs obtained withoutany language knowledge. Our results show that speaker vari-ability decreases sound contrast discriminability, and that somecontrasts are affected more than others. However, chance per-formance is rare; most contrasts remain discriminable in theface of speaker variation. We take our results to mean thatspeaker variation is not a uniform hurdle to discriminatingsound contrasts, and careful examination is necessary whenplanning and interpreting studies testing whether and to whatextent infants (and adults) are sensitive to speaker differences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language acquisition; speech; acoustics; machineclassification" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/57j4z9p0", "frozenauthors": [ { "first_name": "Christina", "middle_name": "", "last_name": "Bergmann", "name_suffix": "", "institution": "Université Paris Sciences et Lettres", "department": "" }, { "first_name": "Alejandrina", "middle_name": "", "last_name": "Cristia", "name_suffix": "", "institution": "Université Paris Sciences et Lettres", "department": "" }, { "first_name": "Emmanuel", "middle_name": "", "last_name": "Dupoux", "name_suffix": "", "institution": "Université Paris Sciences et Lettres", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26288/galley/15924/download/" } ] }, { "pk": 26186, "title": "Disfluency production in speech and gesture", "subtitle": null, "abstract": "The cognitive architecture and function of co-speech gesture\nhas been the subject of a large body of research. We investigate\ntwo main questions in this field, namely, whether language and\ngesture are the same or two inter-related systems, and whether\ngestures help resolve speech problems, by examining the\nrelationship between gesture and disfluency in neurotypical\nspeakers. Our results support the view of separate, but inter-\nrelated systems by showing that speech problems do not\nnecessarily cause gesture problems, and on many occasions,\ngestures signal an upcoming speech problem even before it\nsurfaces in overt speech. We also show that while gestures are\nmore common on fluent trials, speakers use both iconic and\nbeat gestures on disfluent trials to facilitate communication,\nalthough the two gesture types support communication in\ndifferent ways.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Gesture" }, { "word": "speech production" }, { "word": "disfluency" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6h35g0np", "frozenauthors": [ { "first_name": "Niloofar", "middle_name": "", "last_name": "Akhavan", "name_suffix": "", "institution": "Koc University", "department": "" }, { "first_name": "Tilbe", "middle_name": "", "last_name": "Göksun", "name_suffix": "", "institution": "Koc University", "department": "" }, { "first_name": "Nazbanou", "middle_name": "Bonnie", "last_name": "Nozari", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26186/galley/15822/download/" } ] }, { "pk": 26086, "title": "Dissociable effects of cue validity on bias formation and reversal", "subtitle": null, "abstract": "In two experiments we manipulated the prior probabilityof occurrence for two alternatives. After a first learningsession, in a second session the cue to bias the decisionwas reversed. Our investigation shows that subjects areable to learn the reverse bias only when the bias of the firstsession is in line with their expected outcome. When, dur-ing the first session, the actual outcome of the bias is notin line with the expected outcome, there is an inhibitionfor the reversal bias learning in the second session. Weinvestigate this phenomenon with computational modelsof choice showing that the inhibition of reversal is due toan increase in the rate at which subjects accumulate evi-dence for repeated, unexpected stimuli. We discuss a pos-sible theoretical explanation that links this phenomenonto similar results found in the literature on reversal learn-ing and to the effect of novelty on learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "bias; reversal learning; drift diffusion model;random dot kinematogram" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5zc4971q", "frozenauthors": [ { "first_name": "Angelo", "middle_name": "", "last_name": "Pirrone", "name_suffix": "", "institution": "Sheffield University , Peking University", "department": "" }, { "first_name": "Qi", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Peking University", "department": "" }, { "first_name": "Sheng", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "Peking University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26086/galley/15722/download/" } ] }, { "pk": 26531, "title": "Distinguishing processing difficulties in inhibition, implicature, and negation", "subtitle": null, "abstract": "Despite their considerable communicative abilities, youngchildren often have difficulty interpreting complex linguisticstructures in context. Two examples of this phenomenon arenegation and pragmatic implicature, both of which pose some-times surprising difficulties for preschoolers. Both of thesestructures require children to resist a more salient alternativeinterpretation; since executive function abilities develop ex-tensively during childhood, perhaps failures are due to prob-lems in inhibition. To test this hypothesis, we designed tasksto measure inhibitory control, negation, and implicature com-prehension in children and adults. Using standard analyses aswell as drift diffusion models, we found different patterns ofprocessing on all three tasks, and no support for the hypothesisthat inhibitory control per se is playing a role in either adults’or children’s negation or implicature processing. Instead, ouranalyses reveal qualitatively different developmental trajecto-ries, suggesting task-specific factors driving these changes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Inhibitory control; negation; implicature; drift dif-fusion model; cognitive development; pragmatics" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4dt4r3st", "frozenauthors": [ { "first_name": "Ann", "middle_name": "E.", "last_name": "Nordmeyer", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Erica", "middle_name": "J.", "last_name": "Yoon", "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": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26531/galley/16167/download/" } ] }, { "pk": 26149, "title": "Distributed Cognition in the Past Progressive: Narratives as Representational Tools\nfor Clinical Reasoning", "subtitle": null, "abstract": "Cognition may require access to past events, for example to\nunderstand undesirable outcomes or diagnose failures. When\ncognition is distributed between multiple participants, a\nparticular representational challenge occurs because not all of\nthe participants may have directly experienced the focal\nevent. Language can transcend temporal and physical\nlimitations on event accessibility. We suggest that people\ncreate complex linguistic constructs as tools to facilitate\nretrospective cognition. We illustrate this process by\nanalyzing the use of a particular linguistic construct\n(narrative) in the domain of clinical reasoning. Results\ndemonstrated that narratives support clinical cognition during\npractitioner-patient interactions. Narratives extended access to\nclinically relevant events providing information about\ncircumstances, subjective experiences, patient functioning,\nand prior decisions. Whereas, the hermeneutic nature of\nnarrative allowed collaborative hypothesis testing and\ncreation of meaning. The use of narrative in clinical cognition\nchallenges Bruner’s (1991) distinction between narrative and\nparadigmatic reasoning and enriches the understanding of\nmedical narratives.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "distributed cognition; medical cognition;\nnarrative; doctor-patient interaction" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6ms4t78x", "frozenauthors": [ { "first_name": "Katherine", "middle_name": "D.", "last_name": "Lippa", "name_suffix": "", "institution": "Wright State University", "department": "" }, { "first_name": "Valerie", "middle_name": "L.", "last_name": "Shalin", "name_suffix": "", "institution": "Wright State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26149/galley/15785/download/" } ] }, { "pk": 26478, "title": "Do additional features help or harm during category learning?An exploration of the curse of dimensionality in human learners", "subtitle": null, "abstract": "How does the number of features impact category learning?One view suggests that additional features creates a “curse ofdimensionality” - where having more features causes the sizeof the search space to grow so quickly that discovering goodclassification rules becomes increasingly challenging. The op-posing view suggests that additional features provide a wealthof additional information which learners should be able to useto improve their classification performance. Previous researchexploring this issue appears to have produced conflicting re-sults: some find that learning improves with additional features(Hoffman & Murphy, 2006) while others find that it does not(Minda & Smith, 2001; Edgell et al., 1996). Here we inves-tigate the possibility that category structure may explain thisapparent discrepancy – that more features are useful in cate-gories with family resemblance structure, but are not (and mayeven be harmful) in more rule-based categories. We find whilethe impact of having many features does indeed depend on cat-egory structure, the results can be explained by a single unifiedmodel: one that attends to a single feature on any given trialand uses information learned from that particular feature tomake classification judgments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Category learning; supervised learning; curse ofdimensionality" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/03888250", "frozenauthors": [ { "first_name": "Wai", "middle_name": "Keen", "last_name": "Vong", "name_suffix": "", "institution": "University of Adelaide", "department": "" }, { "first_name": "Andrew", "middle_name": "T.", "last_name": "Hendrickson", "name_suffix": "", "institution": "University of Adelaide", "department": "" }, { "first_name": "Amy", "middle_name": "", "last_name": "Perfors", "name_suffix": "", "institution": "University of Adelaide", "department": "" }, { "first_name": "Daniel", "middle_name": "J.", "last_name": "Navarro", "name_suffix": "", "institution": "University of New South Wales", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26478/galley/16114/download/" } ] }, { "pk": 26444, "title": "Do classifier categories affect or reflect object concepts?", "subtitle": null, "abstract": "We conceptualize objects based on sensorimotor information\ngleaned from real-world experience. To what extent is\nconceptual information structured according to higher-level\nlinguistic features? We investigate whether classifiers, a\ngrammatical category, shape the conceptual representations of\nobjects. In three experiments native Mandarin speakers (a\nclassifier language) and native Dutch speakers (a language\nwithout classifiers) judged the similarity of a target object with\nfour objects (presented as words or pictures). One object shared a\nclassifier with the target, the other objects did not. Overall, the\ntarget object was judged as more similar to the object with the\nshared classifier than distractor objects in both Dutch and\nMandarin speakers, with no difference between the two\nlanguages. Thus, even speakers of a non-classifier language are\nsensitive to object similarities underlying classifier systems, and\nusing a classifier system does not exaggerate these similarities.\nThis suggests that classifier systems reflect, rather than affect,\nconceptual structure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "classifiers; object concepts; Mandarin; Dutch;\nlinguistic relativity; language and thought" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6hb3z99f", "frozenauthors": [ { "first_name": "Laura", "middle_name": "J.", "last_name": "Speed", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Jidong", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "California State University, Fresno", "department": "" }, { "first_name": "Falk", "middle_name": "", "last_name": "Huettig", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Asifa", "middle_name": "", "last_name": "Majid", "name_suffix": "", "institution": "Radboud University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26444/galley/16080/download/" } ] }, { "pk": 26194, "title": "Document Cohesion Flow: Striving towards Coherence", "subtitle": null, "abstract": "Text cohesion is an important element of discourseprocessing. This paper presents a new approach to modeling,quantifying, and visualizing text cohesion using automatedcohesion flow indices that capture semantic links amongparagraphs. Cohesion flow is calculated by applyingCohesion Network Analysis, a combination of semanticdistances, Latent Semantic Analysis, and Latent DirichletAllocation, as well as Social Network Analysis. Experimentsperformed on 315 timed essays indicated that cohesion flowindices are significantly correlated with human ratings of textcoherence and essay quality. Visualizations of the globalcohesion indices are also included to support a more facileunderstanding of how cohesion flow impacts coherence interms of semantic dependencies between paragraphs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cohesion Flow; Natural Language Processing" }, { "word": "Computational Models; Cohesion Network Analysis;Coherence; Writing Quality" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5zv9m93j", "frozenauthors": [ { "first_name": "Scott", "middle_name": "A.", "last_name": "Crossley", "name_suffix": "", "institution": "Georgia State University", "department": "" }, { "first_name": "Mihai", "middle_name": "", "last_name": "Dascalu", "name_suffix": "", "institution": "University Politehnica of Bucharest", "department": "" }, { "first_name": "Stefan", "middle_name": "", "last_name": "Trausan-Matu", "name_suffix": "", "institution": "University Politehnica of Bucharest", "department": "" }, { "first_name": "Laura", "middle_name": "K.", "last_name": "Allen", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Danielle", "middle_name": "S.", "last_name": "McNamara", "name_suffix": "", "institution": "Arizona State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26194/galley/15830/download/" } ] }, { "pk": 26391, "title": "Do Do Do, The The The:\nInteractivity and Articulatory Suppression in Mental Arithmetic", "subtitle": null, "abstract": "Doing long sums in the absence of complementary\nactions or artefacts is a multi-step procedure that quickly\ntaxes working memory; congesting the phonological\nloop further handicaps performance. In the experiment\nreported here, participants completed long sums either\nwith hands down—the low interactivity condition—or\nby moving numbered tokens—the high interactivity\ncondition—while they repeated ‘the’ continuously,\nloading the phonological loop, or not. As expected,\narticulatory suppression substantially affected\nperformance, but more so in the low interactivity\ncondition. Independent measures of basic arithmetic\nskill and mathematics anxiety moderated the impact of\narticulatory suppression on performance in the low but\nnot in the high interactivity condition. These findings\nsuggest that working memory resources are augmented\nwith interactivity, underscoring the importance of\ncharacterizing the properties of the system as it is\nconfigured by the dynamic agent-environment coupling.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Interactivity" }, { "word": "Mental Arithmetic" }, { "word": "Articulatory Suppression" }, { "word": "working memory" }, { "word": "Systemic\nCognition" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6kc9j582", "frozenauthors": [ { "first_name": "Frédéric", "middle_name": "", "last_name": "Vallée-Tourangeau", "name_suffix": "", "institution": "Kingston University", "department": "" }, { "first_name": "Miroslav", "middle_name": "", "last_name": "Sirota", "name_suffix": "", "institution": "University of Essex", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26391/galley/16027/download/" } ] }, { "pk": 26395, "title": "Does Chess Instruction Enhance Mathematical Ability in Children?A Three-Group Design to Control for Placebo Effects", "subtitle": null, "abstract": "Pupils’ poor achievement in mathematics has recently been aconcern in many Western countries. In order to address this is-sue, it has been proposed to teach chess in schools. However,in spite of optimistic claims, no convincing evidence of the ac-ademic benefits of chess instruction has ever been provided,because no study has ever controlled for possible placebo ef-fects. In this experimental study, a three-group design (i.e., ex-perimental, placebo, and control groups) was implemented tocontrol for possible placebo effects. Measures of mathematicalability and metacognitive skills were taken before and after thetreatment. We were interested in metacognitive skills becausethey have been claimed to be boosted by chess instruction, inturn positively influencing the enhancement of mathematicalability. The results show that the experimental group (partici-pants attending a chess course) achieved better scores in math-ematics than the placebo group (participants attending a Gocourse) but not than the control group (participants attendingregular school lessons). With regard to metacognition, no dif-ferences were found between the three groups. These resultssuggest that some chess-related skills generalize to the mathe-matical domain, because the chess lessons compensated for thehours of school lessons lost, whereas the Go lessons did not.However, this transfer does not seem to be mediated by meta-cognitive skills, and thus appears to be too limited to offer ed-ucational advantages.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "chess; mathematics; transfer; education." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2d0454fm", "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": "" }, { "first_name": "Roberto", "middle_name": "", "last_name": "Trinchero", "name_suffix": "", "institution": "University of Turin", "department": "" }, { "first_name": "Salvatore", "middle_name": "", "last_name": "Ventura", "name_suffix": "", "institution": "University of Milan", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26395/galley/16031/download/" } ] }, { "pk": 26630, "title": "Does Contrast or Comparison Help More? The Role of Learning Mode andCategory Type", "subtitle": null, "abstract": "Recent work suggests that classification training and observational learning may differ with regard to the benefitsof different types of item presentation. In particular, there is evidence that between-category contrast is most helpful fortraditional classification learning of feature-based categories, while a supervised observational mode promotes learning ofrelational categories via within-category comparison. The purpose of this study is to begin to tease apart the role of the learningmode versus the type of category in producing this pattern of results by replicating an earlier study that used classificationtraining and feature-based categories, and adding in observational learning conditions. If under these conditions, contrast isbeneficial for both learning modes, it will suggest that the type of category being learned is the key to the previously observeddifference. If, on the other hand, that same difference is observed, it will suggest that the cause is the learning mode itself.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/73q0k0d2", "frozenauthors": [ { "first_name": "Jan", "middle_name": "", "last_name": "Andrews", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Ken", "middle_name": "", "last_name": "Livingston", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Calais", "middle_name": "", "last_name": "Larson", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Ken", "middle_name": "", "last_name": "Kurtz", "name_suffix": "", "institution": "Binghamton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26630/galley/16266/download/" } ] }, { "pk": 26719, "title": "Does Experience with Physics Concepts Improve Mental Rotation Performance?", "subtitle": null, "abstract": "STEM disciplines have been shown to positively impact an individual’s visuospatial skills (Kozhevnikov, 1999).The current study examines improvement in spatial thinking in physics undergraduate students over the course of a semester.Students completed the Shepard and Metzler (1971) task at two time points– beginning and end of a semester – where they wereasked to determine if two 3D figures were a match or mirror-images of each other. A Tobii X60 eye-tracker was used to recordeye movement as an indirect measure of cognitive strategy selection. Preliminary analysis show a significant improvement inmental rotation performance from time point 1 (M=31.867, SD=5.027) to time point 2 (M=35.333, SD=3.885) t(14)=-3.014,p=.009. A latent profile analysis will be used to model cognitive strategies selected at time points 1 and 2 and analyzed for sexdifferences. The findings of this study are important for understanding the underrepresentation of women in STEM.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4v28q5wj", "frozenauthors": [ { "first_name": "Rosalie", "middle_name": "", "last_name": "Odean", "name_suffix": "", "institution": "Florida International University", "department": "" }, { "first_name": "Alina", "middle_name": "", "last_name": "Nazareth", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Bartley", "name_suffix": "", "institution": "Florida International University", "department": "" }, { "first_name": "Eric", "middle_name": "", "last_name": "Brewe", "name_suffix": "", "institution": "Florida International University", "department": "" }, { "first_name": "Angela", "middle_name": "", "last_name": "Laird", "name_suffix": "", "institution": "Florida International University", "department": "" }, { "first_name": "Shannon", "middle_name": "M.", "last_name": "Pruden", "name_suffix": "", "institution": "Florida International University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26719/galley/16355/download/" } ] }, { "pk": 26670, "title": "Does GIScience Training Enhance Spatial Navigation Ability?", "subtitle": null, "abstract": "Research on the reciprocal influence of spatial thinking and GIScience training is limited (Wakabayashi & Ishikawa,2011). In the current project, we examine improvement in spatial navigation in undergraduates enrolled in GIS classes over thecourse of a semester. Students enrolled in strategic communications (SC), a low-spatial content class, were used as a controlgroup. Fifty students were trained and tested at 2 time points – beginning and end of a semester – in a virtual navigationtask (Silcton; Weisberg, et. al., 2014). We hypothesize that a significantly higher number of GIS students as compared toSC students will be Integrators i.e. they will find the most targets within-route and between-route in the virtual environment.Furthermore, we hypothesize that GIS students will show a significantly greater improvement at time point 2 as compared toSC students. This research has important implications for spatial training and educational pedagogy in STEM disciplines.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0wx79396", "frozenauthors": [ { "first_name": "Annisa", "middle_name": "", "last_name": "Ahmed", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Alina", "middle_name": "", "last_name": "Nazareth", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Danielle", "middle_name": "", "last_name": "Burnetta", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Magda", "middle_name": "", "last_name": "Abozeed", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Nora", "middle_name": "", "last_name": "Newcombe", "name_suffix": "", "institution": "Temple University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26670/galley/16306/download/" } ] }, { "pk": 36040, "title": "Does the Flipped Classroom Lead to Increased Gains of Learning Outcomes in ESL/EFL Contexts?", "subtitle": null, "abstract": "This research investigates whether the flipped classroom can lead\nstudents to increased gains on learning outcomes in 2 ESL/EFL\ncontexts in Macau, China, and the US. A pretest posttest quasiexperimental mixed-methods design (N = 64) was used to determine any differences in student achievement that might be\nassociated with the flipped approach (FA). The effectiveness of\nthe FA on students’ achievement with grammar-student learning outcomes was evaluated with a pretest and posttest grammar\ntest, along with students’ perceptions of their increased comfort\nand confidence using English grammar through a grammar survey. These data were triangulated with student focus groups and\nmeans of completed grammar assignments. The findings suggest\nthat although both the control and experimental groups showed\nincreased comfort in the self-report data, gains on actual achievement were significant only for the experimental groups. The researchers of this study make recommendations for a flipped curriculum and materials design for ESL/EFL teachers in any context\nglobally", "language": "eng", "license": null, "keywords": [], "section": "Regular Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1ng94796", "frozenauthors": [ { "first_name": "Marie", "middle_name": "", "last_name": "Webb", "name_suffix": "", "institution": "San Diego State University, The University of San Diego, MiraCosta College", "department": "" }, { "first_name": "Evelyn", "middle_name": "", "last_name": "Doman", "name_suffix": "", "institution": "University of Guam", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36040/galley/26892/download/" } ] }, { "pk": 26545, "title": "Do gestures serve an interpersonal function?", "subtitle": null, "abstract": "Some researchers argue that gestures serve an interpersonal function, such as making the intended message clear(e.g., Gallagher & Frith, 2003; cf. Kita, 2000). In this study, we tested whether gestures serve an interpersonal function,specifically predicting that the higher participants’ autism spectrum quotient, the less frequently they would gesture. Participantscompleted the Autism Spectrum Quotient questionnaire (Baron-Cohen, Wheelwright, Skinner, Martin, & Clubley, 2001). Toelicit gestures, participants did two tasks. In one, they explained spatial and social concepts. In another, they told the story ofa cartoon. The dependent variable is the gesture rate (gestures per word), to account for individual differences in volubility.Participants completed a standardized vocabulary test. The initial results show no correlation between gesture rate in either taskand ASQ scores. There is a negative correlation between ASQ and vocabulary scores. These results are inconsistent with theargument that gestures serve an important interpersonal function.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/93p079gg", "frozenauthors": [ { "first_name": "Yiwei", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "University of Alberta", "department": "" }, { "first_name": "Robyn", "middle_name": "", "last_name": "Enns", "name_suffix": "", "institution": "University of Alberta", "department": "" }, { "first_name": "Elena", "middle_name": "", "last_name": "Nicoladis", "name_suffix": "", "institution": "University of Alberta", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26545/galley/16181/download/" } ] }, { "pk": 26431, "title": "Don’t Blink!Evaluating Training Paradigms for Overcoming the Attentional Blink", "subtitle": null, "abstract": "A lot of people show a decline in performance when they haveto report a second target stimulus in a stream of distractorstimuli. Curiously, this decline only happens when the secondtarget appears approximately 200-500ms after the first target.Recently, Choi, Chang, Shibata, Sasaki, and Watanabe (2012)have shown that a short, one-hour training can eliminate this“attentional blink”. Up to now, it is still unclear why thistraining works. In this paper, we have evaluated a range ofdifferent training paradigms to test several hypotheses aboutthe mechanism behind the reduction of the attentional blink.Our results show that none of these training paradigms havea large training effect when administered in isolation. Thetraining by Choi et al. (2012) outperforms them all. The mostlikely explanation for this effect are temporal expectationsrelative to the first target.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Attentional Blink" }, { "word": "training" }, { "word": "Strategy Choice" }, { "word": "Temporal Expectations" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5s88j1kt", "frozenauthors": [ { "first_name": "Trudy", "middle_name": "", "last_name": "Buwalda", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Jelmer", "middle_name": "", "last_name": "Borst", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Marieke", "middle_name": "", "last_name": "Vugt", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Niels", "middle_name": "", "last_name": "Taatgen", "name_suffix": "", "institution": "University of Groningen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26431/galley/16067/download/" } ] }, { "pk": 26681, "title": "Do Open Specifier Positions at Clause Edges Alleviate Working Memory Load?", "subtitle": null, "abstract": "In this study I examine the relationship between syntactic working memory and intermediate gap positions in long-distance filler-gap dependencies. An “intermediate” gap position is a structural position, distinct from verbal argument posi-tions, which is available to the filler at a clause edge between its surface dislocated position and its original canonical position.I will use anterior negativity (AN) as an index of working memory resources as the filler is held by the parser before itsintegration in the final gap position. Under the hypothesis that such an available intermediate gap position offers a temporaryintegration of the filler, an attenuation of the anterior negativity is expected at the intermediate gap site. However, this atten-uation is not observed, suggesting either that this intermediate gap position is in fact not available to the parser as a site oftemporary integration, or that such integration has no mitigating effect on working memory resources.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1sf9w480", "frozenauthors": [ { "first_name": "Ryan", "middle_name": "", "last_name": "Rhodes", "name_suffix": "", "institution": "University of Delaware", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26681/galley/16317/download/" } ] }, { "pk": 26589, "title": "Do peer interactions influence infant communication development?", "subtitle": null, "abstract": "Studying infants in daycare or school settings enables us to ask whether infants influence each others’ development,and if so, whether peer influences are similar to influences from adult caregivers. Answering these questions will not onlyinform infant educators but can also help us understand the mechanisms underlying infant learning. We have collected audiorecordings from 21 1- to 21-month-old infants in two infant rooms in our campus early childhood education center. Recordingstook place nearly every school day over a continuous 8 month period, for an average of 231 hours of recording per child.Multiple infants within the same room were recorded simultaneously. We will present our approach to synchronizing, coding,and analyzing these recordings toward the goal of understanding peer influences on vocal communication development, presentpreliminary results, and seek input on how to further analyze this large and unique dataset.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7244m18k", "frozenauthors": [ { "first_name": "Anne", "middle_name": "", "last_name": "Warlaumont", "name_suffix": "", "institution": "The University of California, Merced", "department": "" }, { "first_name": "Gina", "middle_name": "", "last_name": "Pretzer", "name_suffix": "", "institution": "The University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26589/galley/16225/download/" } ] }, { "pk": 26235, "title": "Do Simple Probability Judgments Rely on Integer Approximation?", "subtitle": null, "abstract": "A great deal of research has been conducted on how humansreason about probability, yet it remains unknown what mentalcomputations support this ability. Research on thedevelopment of the Approximate Number Sense (ANS) hasshown that performance in a magnitude (i.e., estimations ofintegers) discrimination task is well fit by a psychophysicalmodel (Halberda & Feigenson, 2008). Whether or notestimations of integers plays a role in probability judgmentshas yet to be investigated. In the present study we use datafrom two adult experiments as well as results fromcomparisons of two computational models to investigate thepotential relationship between the ANS and probabilityjudgments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Probability; Approximate Number Sense(ANS); estimation" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4g24h2f4", "frozenauthors": [ { "first_name": "Shaun", "middle_name": "", "last_name": "O’Grady", "name_suffix": "", "institution": "University of California,Berkeley", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "University of California,Berkeley", "department": "" }, { "first_name": "Fei", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of California,Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26235/galley/15871/download/" } ] }, { "pk": 26571, "title": "Do Subliminal Hints Facilitate Sequential Planning When Solving a SpatialInsight Problem?", "subtitle": null, "abstract": "Subliminal information has been suggested to facilitate insight problem solving. The present study examinedwhether subliminal hints may influence not only retention of the goals but also planning of sequential steps required to solve thenine-dot problem. Using continuous flash suppression, participants were subliminally presented with either an image depictingthe entire solution of the problem, the three steps to solve the problem in a sequential order, or an image of the nine dots thatdoes not involve solution of the problem. Participants presented with the entire solution of the problem tended to show bettersolution performance and greater relaxation of constraints than those in the latter two conditions, whose performance failedto significantly differ from each other. These results indicate that subliminal information may be stored as a global and staticvisuo-spatial representation to influence solution but may not involve planning of each step to achieve insight problem solving.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0ps5m30h", "frozenauthors": [ { "first_name": "Hiromitsu", "middle_name": "", "last_name": "Miyata", "name_suffix": "", "institution": "The University of Tokyo", "department": "" }, { "first_name": "Hiroaki", "middle_name": "", "last_name": "Suzuki", "name_suffix": "", "institution": "Aoyama Gakuin University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26571/galley/16207/download/" } ] }, { "pk": 26122, "title": "Dual process theory of reasoning and recognition memory errors:Individual differences in a memory prose task", "subtitle": null, "abstract": "Cognitive factors can mediate the tendency to create falsememory. We explored the role of the two systems ofreasoning in the production of false memories. Suchdifference can be assessed through the Cognitive ReflectionTest (CRT), a measure of the propensity to reflect rather thanproducing an intuitive response. By the use of a DRM-likeparadigm in a prose recognition memory task, we measuredCRT-related individual differences in producing falsememories. We observed that intuitive thinkers are more likelyto produce false memories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "DRM" }, { "word": "False memories" }, { "word": "CRT" }, { "word": "Dual processtheory of reasoning." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8r43v8m4", "frozenauthors": [ { "first_name": "Giorgio", "middle_name": "", "last_name": "Gronchi", "name_suffix": "", "institution": "University of Florence", "department": "" }, { "first_name": "Stefania", "middle_name": "", "last_name": "Righi", "name_suffix": "", "institution": "University of Florence", "department": "" }, { "first_name": "Giacomo", "middle_name": "", "last_name": "Parrini", "name_suffix": "", "institution": "University of Florence", "department": "" }, { "first_name": "Lapo", "middle_name": "", "last_name": "Pierguidi", "name_suffix": "", "institution": "University of Florence", "department": "" }, { "first_name": "Maria", "middle_name": "Pia", "last_name": "Viggiano", "name_suffix": "", "institution": "University of Florence", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26122/galley/15758/download/" } ] }, { "pk": 26507, "title": "Dynamical systems modeling of the child–mother dyad:Causality between child-directed language complexity and language development", "subtitle": null, "abstract": "We model the causal links between child language (CL) andchild-directed language (CDL). We take pairs of sequences oflinguistic measurements from a longitudinal study. Each child-mother pair of sequences is considered as an instance of thetrajectory of a high-dimensional dynamical system. We thenuse Multispatial Convergent Cross Mapping to ascertain thedirections of causality between the pairs of sequences, that is,whether the complexity of CL drives that of CDL, the com-plexity of CDL drives that of CL, both, or neither. We find thatchildren are responsive to the amount of speech and the diver-sity of words produced by their mothers, but not vice-versa.However, the syntactic diversities of the children’s utterancesdrive the syntactic diversity of the mothers’ utterances. This isevidence for fine-grained fine-tuning of CDL in response onlyto the syntax of CL.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Causality; Child-Directed Language; ConvergentCross Mapping; Dynamical Systems; Fine-Tuning; Informa-tion Theory; Language Acquisition" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9gd973dk", "frozenauthors": [ { "first_name": "Jeremy", "middle_name": "", "last_name": "Irvin", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Spokoyny", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" }, { "first_name": "Fermın", "middle_name": "Moscoso del Prado", "last_name": "Martın", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26507/galley/16143/download/" } ] }, { "pk": 26145, "title": "Dynamics of Strategy Adaptation in a Temporally Extended Monty Hall Dilemma", "subtitle": null, "abstract": "We present the results of two temporally extendedexperimental implementations of the Monty Hall dilemma inorder to examine the dynamics of belief. In the firstexperiment, we used the standard three-door version of thedilemma, but biased the probability of the winning doorpositionally. Participants capitalized on the increasedprobabilities but did not discover the optimal switch strategy.In the second experiment, we increased the number of doors,in each case removing all but two doors. As the number ofdoors increased, participants converged on the optimal switchstrategy, as well as increasing their confidence in theirstrategy. This suggests that the information relevant to theMHD is not win frequencies but how the different elements ofthe dilemma are related.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Belief; Monty Hall Dilemma; DynamicalSystems" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6k621428", "frozenauthors": [ { "first_name": "Stephanie", "middle_name": "", "last_name": "Petrusz", "name_suffix": "", "institution": "Franklin & Marshall College", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "Shields", "name_suffix": "", "institution": "Franklin & Marshall College", "department": "" }, { "first_name": "Theo", "middle_name": "", "last_name": "Rhodes", "name_suffix": "", "institution": "State University of New York at Oswego", "department": "" }, { "first_name": "Abisha", "middle_name": "", "last_name": "Munroe", "name_suffix": "", "institution": "State University of New York at Oswego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26145/galley/15781/download/" } ] }, { "pk": 36030, "title": "Educational Resilience of an Undocumented Immigrant Student: Educators as Bridge Makers", "subtitle": null, "abstract": "Despite facing multiple challenges in obtaining a college degree,\nsome immigrant students successfully navigate the US educational system. Learning about their experiences in our schools can\nhelp us identify and implement specific practices and policies that\nmake schooling more rewarding for a large student population.\nThe journey of a Guatemalan immigrant from elementary school\nto a 4-year university is described in this article. The obstacles she\nfaced throughout are presented and ways in which hurdles were\novercome are explained. Educators from kindergarten teachers to\nuniversity professors are encouraged to learn about the context in\nwhich students emigrate to the US and the multitude of out-ofschool factors that influence their educational achievement.", "language": "eng", "license": null, "keywords": [], "section": "CATESOL Exchanges", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/97h1r3pc", "frozenauthors": [ { "first_name": "Ali", "middle_name": "", "last_name": "Borjian", "name_suffix": "", "institution": "San Francisco State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36030/galley/26882/download/" } ] }, { "pk": 26067, "title": "Effecting re-representation: revising false beliefs and fostering creativity", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "false beliefs; belief revision; causal learning; re-representation; negotiation; creativity" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/86z2t72k", "frozenauthors": [ { "first_name": "Micah", "middle_name": "B.", "last_name": "Goldwater", "name_suffix": "", "institution": "University of Sydney", "department": "" }, { "first_name": "Zachary", "middle_name": "", "last_name": "Horne", "name_suffix": "", "institution": "University of Illinois Urbana-Champaign", "department": "" }, { "first_name": "Derek", "middle_name": "", "last_name": "Powell", "name_suffix": "", "institution": "University of Illinois Urbana-Champaign", "department": "" }, { "first_name": "Jeffrey", "middle_name": "", "last_name": "Loewenstein", "name_suffix": "", "institution": "University of Illinois Urbana-Champaign", "department": "" }, { "first_name": "Robert", "middle_name": "L.", "last_name": "Goldstone", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Hummel", "name_suffix": "", "institution": "University of Illinois Urbana-Champaign", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T01:00:00+07:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26067/galley/15703/download/" } ] } ] }