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{ "count": 39542, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=22800", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=22600", "results": [ { "pk": 26634, "title": "Imagining activities: The role of perspective and grammatical aspect", "subtitle": null, "abstract": "The ability to imagine events is important to regular thought processes such as remembering and understanding theworld in general. Two EEG experiments were conducted to investigate the difficulty associated with imagining activities fromdifferent visual perspectives. Experiment 1 involved participants imagining ongoing activities (e.g., I was skating) from a firstand third person perspective. Experiment 2 involved completed activities (I skated) and also included a condition in whichparticipants imagined other people from a third person perspective (Karen skated). Slow cortical brain potentials revealed thatthe third-person perspective was generally the most difficult to imagine and that the third-person-self perspective was moredifficult than the third-person-other perspective. Imagining activities as ongoing or completed did not influence the pattern ofresults. This research provides novel neurocognitive and behavioural insight into how event representation is influenced bytemporal information associated with verbs and the perspective from which an event is represented.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8nj399pf", "frozenauthors": [ { "first_name": "Jeffrey", "middle_name": "", "last_name": "Hong", "name_suffix": "", "institution": "Wilfrid Laurier University", "department": "" }, { "first_name": "Todd", "middle_name": "", "last_name": "Ferretti", "name_suffix": "", "institution": "Wilfrid Laurier University", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Siklos-Whillans", "name_suffix": "", "institution": "Wilfrid Laurier University", "department": "" }, { "first_name": "Deanna", "middle_name": "", "last_name": "Hall", "name_suffix": "", "institution": "Wilfrid Laurier University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26634/galley/16270/download/" } ] }, { "pk": 26547, "title": "Implicit Emotional Priming of Traumatic Events: The Effects of Semantic Leveland Emotional Activation", "subtitle": null, "abstract": "Vivid representations are often made by traumatic events with intense emotions. The emotions may be activatedautomatically from memory on the mere exposure of an affect-loaded stimulus. The aims of this study were to investigate theimplicit emotional processing of traumatic events and the moderation of priming by semantic level of the events, using primednaming task at short stimulus onset asynchrony (150ms). A 3 semantic level of traumatic primed events (general, domestic,or foreign words) by 3 target emotions (high-arousal negative, moderate positive, low-arousal negative words) repeated designwas used. When the primed words were general (e.g. terror) or domestic (e.g. Sewol ferry disaster) events, response time ofhigh-arousal negative words (e.g. fear or angry) were significantly longer than other emotion words (e.g. happy or sadness).Our findings suggest contrast effects of affective priming as a result of automatic implicit regulation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1zr9d3nf", "frozenauthors": [ { "first_name": "Jae-Ho", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "Keimyung University", "department": "" }, { "first_name": "Yun-Kyeung", "middle_name": "", "last_name": "Choi", "name_suffix": "", "institution": "Keimyung University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26547/galley/16183/download/" } ] }, { "pk": 26357, "title": "Implicit measurement of motivated causal attribution", "subtitle": null, "abstract": "Moral judgment often involves pinning causation for harm toa particular person. Since it reveals “who one sides with”, ex-pression of moral judgment can be a costly social act that peo-ple may be motivated to conceal. Here, we demonstrate thata simple, well-studied psycholinguistic task (implicit causal-ity) can be leveraged as a novel implicit measure of morallyrelevant causal attributions. Participants decided whether tocontinue sentences like “Amy killed Bob because...” with ei-ther the pronoun he or she. We found that (1) implicit causal-ity selections predicted explicit causal judgments, (2) select-ing the object (victim) for harm/force events (e.g., kill, rape)predicted endorsement of moral values previously linked tovictim-blame, and (3) higher hostile sexism predicted select-ing the female as the cause in male-on-female harm/force. Theimplicit causality task is a new measure of morally motivatedcausal attribution that may circumvent social desirability con-cerns.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "implicit cognition; causation; psycholinguistics;moral psychology; implicit causality; semantics" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/20d9h3rx", "frozenauthors": [ { "first_name": "Laura", "middle_name": "", "last_name": "Niemi", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "Hartshorne", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Gerstenberg", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Liane", "middle_name": "", "last_name": "Young", "name_suffix": "", "institution": "Boston College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26357/galley/15993/download/" } ] }, { "pk": 26732, "title": "Implicit updating of object representation via predictive associations", "subtitle": null, "abstract": "An adaptive function of the visual system is that it flexibly updates existing representations of objects upon changes.Such updating can also alter the representations of associated objects that are not directly observable. What mechanism supportsthis process? We propose that statistical learning provides a channel through which changes in one object are automaticallytransferred to related objects. Observers viewed a temporal sequence of paired circles. One circle in each pair then changed insize, and observers recalled the size of the other circle. When the first circle enlarged (or shrank), the second circle was judgedto be larger (or smaller), suggesting that the change was automatically transferred to the predicted object (Experiment 1). Thesame, however, was not true if the second circle changed in size (Experiment 2). No observer was explicitly aware of the circlepairs. Thus, statistical learning enables the implicit updating of representations through predictive associations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7641t2r5", "frozenauthors": [ { "first_name": "Ru", "middle_name": "Qi", "last_name": "Yu", "name_suffix": "", "institution": "University of British Columbia", "department": "" }, { "first_name": "Jiaying", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "University of British Columbia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26732/galley/16368/download/" } ] }, { "pk": 26738, "title": "Implicit versus explicit language learning: Differential effects of working memoryand learning styles", "subtitle": null, "abstract": "Understanding the process of adult language learning has recently undergone advances due to the consideration ofhow individual differences (IDs) in cognitive processing, such as working memory (WM), affect acquisition. We know thatimplicit versus explicit learning conditions also influence learning, however, the potential interactions between IDs, the efficacyof implicit versus explicit learning, and different types of linguistic information are largely unknown. In this study, we testedlearning of syntax and grammatical case under two conditions: incidental and explicit rule-provision (“instructed”). We alsoassessed individuals’ WM, phonological working memory (PWM), and learning styles. Significant learning effects were foundfor word order and case in both learning conditions. For case, but not for word order, the instructed group outperformed theincidental group. Regarding IDs, incidental learning of case was marginally related to individuals’ WM; instructed learning ofcase was related to PWM. For learning styles, there was a negative relationship between learning of word order in the instructedcondition and a deductive learning style. These results reveal the complex relationships among cognitive processes in explicitand implicit language learning across different aspects of language structure, and in relation to cognitive IDs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1h94z703", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "", "last_name": "Grey", "name_suffix": "", "institution": "Fordham University Pennsylvania State University", "department": "" }, { "first_name": "Christine", "middle_name": "", "last_name": "Schoetensack", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Kimberly", "middle_name": "", "last_name": "Bell", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Padraic", "middle_name": "", "last_name": "Monaghan", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Rebuschat", "name_suffix": "", "institution": "Lancaster University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26738/galley/16374/download/" } ] }, { "pk": 26125, "title": "Improving Visual Memory with Auditory Input", "subtitle": null, "abstract": "Can input in one sensory modality strengthen memory in adifferent sensory modality? To address this question, weasked participants to encode images presented in variouslocations (e.g., a depicted dog in the top left corner of thescreen) while they heard spatially uninformative sounds.Some of these sounds matched the image (e.g., the word“dog” or a barking sound) while others did not. In asubsequent memory test, participants were better atremembering the locations of images that were encoded witha matching sound, even though these sounds were spatiallyuninformative – an effect that was mediated by whether thesounds were verbal or non-verbal. Because the sounds did notprovide any relevant location information, better spatialmemory cannot be attributed to auditory memory; rather, it isattributed to visual memory being strengthened by thematching auditory input. These findings provide the firstbehavioral evidence for cross-modal interactions in memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Audio-Visual Integration; Memory; MultisensoryProcessing; Visual Spatial Memory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/89z2r360", "frozenauthors": [ { "first_name": "Scott", "middle_name": "R.", "last_name": "Schroeder", "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": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26125/galley/15761/download/" } ] }, { "pk": 26403, "title": "Improving with Practice: A Neural Model of Mathematical Development", "subtitle": null, "abstract": "The ability to improve in speed and accuracy as a result of re-peating some task is an important hallmark of intelligent bio-logical systems. Although gradual behavioural improvementsfrom practice have been modelled in spiking neural networks,few such models have attempted to explain cognitive devel-opment of a task as complex as addition. In this work, wemodel the progression from a counting-based strategy for ad-dition to a recall-based strategy. The model consists of twonetworks working in parallel: a slower basal ganglia loop, anda faster cortical network. The slow network methodically com-putes the count from one digit given another, correspondingto the addition of two digits, while the fast network gradually“memorizes” the output from the slow network. The faster net-work eventually learns how to add the same digits that initiallydrove the behaviour of the slower network. Performance ofthis model is demonstrated by simulating a fully spiking neu-ral network that includes basal ganglia, thalamus and variouscortical areas. Consequently, the model incorporates variousneuroanatomical data, in terms of brain areas used for calcula-tion and makes psychologically testable predictions related tofrequency of rehearsal. Furthermore, the model replicates de-velopmental progression through addition strategies in termsof reaction times and accuracy, and naturally explains observedsymptoms of dyscalculia.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "neural engineering framework; semantic pointerarchitecture; nengo; cognitive modelling; mathematical abil-ity; dyscalculia; skill consolidation" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1c35v77f", "frozenauthors": [ { "first_name": "Sean", "middle_name": "", "last_name": "Aubin", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Aaron", "middle_name": "R.", "last_name": "Voelker", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Eliasmith", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26403/galley/16039/download/" } ] }, { "pk": 26495, "title": "Inattentional Blindness in a Coupled Perceptual–Cognitive System", "subtitle": null, "abstract": "Attention is thought to be a part of a larger cluster of mecha-nisms that serve to orient a cognitive system, to filter contentswith respect to their task relevance, and to devote more com-putation to certain options than to others. All these activitiesproceed under the plausible assumption that not all informationcan be or ought to be processed for a system to satisfice in anever changing world. In this paper, we describe an attention-centric cognitive system called ARCADIA that demonstratesthe orienting, filtering, and resource-skewing functions men-tioned above. The demonstration involves maintaining focuson cognitive tasks in a dynamic environment. While ARCA-DIA carries out a task, limits on its attentional capacity resultin “inattentional blindness” under circumstances analogous tothose where people fail to perceive otherwise salient stimuli.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attention; perception; vision; cognitive model;inattentional blindness" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7v66v149", "frozenauthors": [ { "first_name": "Will", "middle_name": "", "last_name": "Bridewell", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" }, { "first_name": "Paul", "middle_name": "F.", "last_name": "Bello", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26495/galley/16131/download/" } ] }, { "pk": 26158, "title": "Individual Differences in Pupil Dilation during Naming Task", "subtitle": null, "abstract": "The present study investigates individual differences in pupildilation during standard word naming. We looked at (i) howindividual subjects’ pupil size changes over the course of timeand (ii) how well pupil size is predicted by the frequency ofthe stimuli. The time course of the pupil size was analysedwith generalized additive modeling. The results show large in-dividual variations in the pupil response pattern in this verysimple task. Although, we see a pupil response to both stimu-lus onset and articulation onset and offset, both the amplitudeof change and the direction of change differ substantially be-tween subjects. This raises the question of what makes thepupil response functions so diverse, and one factor indicatedby the frequency effect or the lack thereof might be shallowreading versus reading for content.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "pupillometry; word naming task; individual dif-ferences; word frequency; lexical processing" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/373558mh", "frozenauthors": [ { "first_name": "Kaidi", "middle_name": "", "last_name": "Loo", "name_suffix": "", "institution": "University of Alberta", "department": "" }, { "first_name": "Jacolien", "middle_name": "Van", "last_name": "Rij", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Juhani", "middle_name": "", "last_name": "Jarvikivi", "name_suffix": "", "institution": "University of Alberta", "department": "" }, { "first_name": "Harald", "middle_name": "", "last_name": "Baayen", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26158/galley/15794/download/" } ] }, { "pk": 26632, "title": "Individual Differences in the Acquisition of Strategies in a Complex Task", "subtitle": null, "abstract": "A multi-session experiment explored the relationship between individual differences and the development of strate-gies in a complex task environment. In the first session, participants completed measures of working memory and adaptivity.Participants then performed 4.5 hours of a multitasking activity that involved prioritizing, selecting, and sorting objects intobins under time pressure. The analyses reported here focus on how participants prioritized objects in a queue of objects andselected objects from that queue for sorting. Priority selection strategies were automatically extracted using machine learningmethods. Differences in strategy use were related to measures of working memory and adaptivity. Strategy use and strategychange mediated the relationship between task performance and individual differences. A hierarchical clustering analysis re-vealed patterns of strategy shifts that distinguished between participants who improved and those who did not. These resultsprovide a basis for examining strategy training geared toward individuals’ cognitive abilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6jz0j2ft", "frozenauthors": [ { "first_name": "Edward", "middle_name": "", "last_name": "Cranford", "name_suffix": "", "institution": "Mississippi State University", "department": "" }, { "first_name": "Aaron", "middle_name": "", "last_name": "Wong", "name_suffix": "", "institution": "Mississippi State University", "department": "" }, { "first_name": "Jaymes", "middle_name": "", "last_name": "Durriseau", "name_suffix": "", "institution": "Mississippi State University", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Barnes", "name_suffix": "", "institution": "Mississippi State University", "department": "" }, { "first_name": "Winston", "middle_name": "", "last_name": "Jones", "name_suffix": "", "institution": "Mississippi State University", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Bradshaw", "name_suffix": "", "institution": "Mississippi State University", "department": "" }, { "first_name": "Jarrod", "middle_name": "", "last_name": "Moss", "name_suffix": "", "institution": "Mississippi State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26632/galley/16268/download/" } ] }, { "pk": 26570, "title": "Individual differences in verbalization predict change detection performance: Anew perspective on the language-thought debate", "subtitle": null, "abstract": "The question of whether language affects nonlinguistic processes remains unresolved. Whereas many studies findthat effects of language on such processes are disrupted when verbalization is inhibited, others show that they persist. Weexplored individual differences in the tendency to verbalize as a potential resolution to this discrepancy. We hypothesized thatif language is spontaneously accessed during nonlinguistic tasks, individual differences in verbalization should predict taskperformance. Participants completed a visual change-detection task and the Verbalizer-Visualizer Questionnaire (VVQ), a self-report measure of cognitive styles linked to modality-specific neural systems. We found that higher scores on the “verbalizer”dimension of the VVQ predicted faster but less accurate change detection. These results suggest that some individuals aremore likely than others to use language when performing tasks that do not require it, and hence that effects of language onnonlinguistic processes are more likely to be observed in such individuals.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3tr108n2", "frozenauthors": [ { "first_name": "Junko", "middle_name": "", "last_name": "Kanero", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Eileen", "middle_name": "", "last_name": "Kitrick", "name_suffix": "", "institution": "Colorado College", "department": "" }, { "first_name": "Kathy", "middle_name": "", "last_name": "Hirsh-Pasek", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Holmes", "name_suffix": "", "institution": "Colorado College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26570/galley/16206/download/" } ] }, { "pk": 26450, "title": "Inductive Ethics: A Bottom-Up Taxonomy of the Moral Domain", "subtitle": null, "abstract": "Moral Foundations Theory (MFT) posits that people moralize\nat least six distinct kinds of virtues. These virtues are divided\ninto “individualizing” and “binding” virtues. Despite\nwidespread enthusiasm for MFT, it is unknown how plausible\nit is as a model of people’s conceptualizations of the moral\ndomain. In this research, we take a bottom-up approach to\ncharacterizing people’s conceptualization of the moral\ndomain, and derive a taxonomy of morality that does not\nresemble MFT. We find that this model more accurately\nreflects people’s theories of morality than does MFT.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "morality; inductive reasoning; concepts;\ncategorization; taxonomies" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7708g234", "frozenauthors": [ { "first_name": "Justin", "middle_name": "L.", "last_name": "Landy", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Daniel", "middle_name": "M.", "last_name": "Bartels", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26450/galley/16086/download/" } ] }, { "pk": 26619, "title": "Infants’ Developing Coordinated Visual-Manual Object Exploration and Linkswith Vocabulary Development", "subtitle": null, "abstract": "Research has demonstrated links between visual and manual object exploration and infants’ object perception (e.g.,Soska, Adolph, & Johnson, 2010). However, systematic investigation of the development of visual and manual object explo-ration and potential cascading effects on early word learning is lacking. In a longitudinal study of infants aged 9 to 24 months,we captured dynamic visual and manual information using head-mounted eye tracking and motion tracking of infants’ handsas infants and their parents played with objects. Parents completed the MCDI vocabulary assessment at every visit. We willpresent preliminary data investigating individual and developmental differences in visual and manual object exploration, theresulting object views that are generated, and their relation to word learning. The results will inform our understanding of therelations between motor development, visual attention, and word learning in infancy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5sq4k1kx", "frozenauthors": [ { "first_name": "Lauren", "middle_name": "", "last_name": "Slone", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Linda", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26619/galley/16255/download/" } ] }, { "pk": 26252, "title": "Infants’ speech and gesture production in Mozambique and the Netherlands", "subtitle": null, "abstract": "In this paper, we explore the cultural differences in theproduction of speech and speech+gesture combinations byinfants at the age of 17-18 months in Mozambique and theNetherlands. We found that Dutch infants produce morespeech and gestures compared to Mozambican infants. Infantsin both communities make most use of content words. Theresults further show that Dutch infants make more use ofproximal pointing than Mozambicans, whereas Mozambicansmake more use of the offering gesture. Finally, the amount ofsemantically coherent speech+gesture combinations of theMozambican infants is higher than of the Dutch infants", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Child language acquisition; culture; infantspeech; infant gesture; semantic coherence; speech+gesturecombinations." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6kk4b1w6", "frozenauthors": [ { "first_name": "Chiara", "middle_name": "de", "last_name": "Jong", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Vogt", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26252/galley/15888/download/" } ] }, { "pk": 26710, "title": "Inferring actions, intentions, and causal relations in a neural network", "subtitle": null, "abstract": "From a young age, we can select actions to achieve desired goals, infer the goals of other agents, and learn causalrelations in our environment through social interactions. Crucially, these abilities are productive or generative: for instance,we can impute desires to others that we have never held ourselves. This capacity has been captured by the powerful BayesianTheory of Mind formalism, but it remains to forge connections to the rich neural data around action selection, goal inference,and social causal learning. How can productive inference about actions and intentions arise within the neural circuitry of thebrain? Using the recently-developed linearly solvable Markov decision process, we present a neural network model whichpermits a distributed representation of tasks. Such a representation allows the expression of infinite possibilities by combininga finite set of bases, enabling truly generative inference of actions, goals, and causal relations in a neural network framework.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0nk556tw", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "", "last_name": "Saxe", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26710/galley/16346/download/" } ] }, { "pk": 26207, "title": "Inferring Generic Meaning From Pragmatic Reference Failure", "subtitle": null, "abstract": "Generic sentences (e.g., “birds lay eggs”) express generaliza-tions about kinds, in contrast to non-generic sentences thatexpress facts about specific individuals or sets of individuals(e.g., “all birds lay eggs”). Although generics are pervasive innatural language, there is no unique linguistic marker of gener-icity, making the identification of generics a challenge. We in-vestigate the morphosyntactic cues that listeners use to identifywhether a sentence should receive a generic interpretation ornot. We find that two factors – the definiteness of a sentence’ssubject NP and the tense of the sentence – are extremely im-portant in guiding intuitions about whether a sentence shouldreceive a generic interpretation. We argue that the importanceof these factors can be explained by taking generic interpreta-tions to arise due to a failure to ground expressions as referringto specific entities or events.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psycholinguistics; pragmatics; generics" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7s3632sz", "frozenauthors": [ { "first_name": "Phil", "middle_name": "", "last_name": "Crone", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26207/galley/15843/download/" } ] }, { "pk": 26537, "title": "Inferring Individual Differences Between and Within Exemplar andDecision-Bound Models of Categorization", "subtitle": null, "abstract": "Different models of categorization are often treated as compet-ing accounts, but specific models are often used to understandindividual differences, by estimating individual-level param-eters. We develop an approach to understanding categoriza-tion that allows for individual differences both between andwithin models, using two prominent categorization models thatmake different theoretical assumptions: the Generalized Con-text Model (GCM) and General Recognition Theory (GRT).We develop a latent-mixture model for inferring whether anindividual uses the GCM or GRT, while simultaneously allow-ing for the use of special-case simpler strategies. The GCMsimple strategies involve attending to a single stimulus dimen-sion, while the GRT simple strategies involve using unidimen-sional decision bounds. Our model also allows for simple con-taminant strategies. We apply the model to four previouslypublished categorization experiments, finding large and inter-pretable individual differences in the use of both models andspecific strategies, depending on the nature of the stimuli andcategory structures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning; exemplar models; decisionbound models; General Recognition Theory; GeneralizedContext Model; Bayesian inference" }, { "word": "latent-mixture model" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1fg2r2tq", "frozenauthors": [ { "first_name": "Irina", "middle_name": "", "last_name": "Danileiko", "name_suffix": "", "institution": "University of California, Irvine", "department": "" }, { "first_name": "Michael", "middle_name": "D.", "last_name": "Lee", "name_suffix": "", "institution": "University of California, Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26537/galley/16173/download/" } ] }, { "pk": 26499, "title": "Inferring priors in compositional cognitive models", "subtitle": null, "abstract": "We apply Bayesian data analysis to a structured cognitivemodel in order to determine the priors that support humangeneralizations in a simple concept learning task. We mod-eled 250,000 ratings in a “number game” experiment wheresubjects took examples of a numbers produced by a program(e.g. 4, 16, 32) and rated how likely other numbers (e.g. 8vs. 9) would be to be generated. This paper develops a dataanalysis technique for a family of compositional “Language ofThought” (LOT) models which permits discovery of subjects’prior probability of mental operations (e.g. addition, multi-plication, etc.) in this domain. Our results reveal high cor-relations between model mean predictions and subject gener-alizations, but with some qualitative mismatch for a stronglycompositional prior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Concepts and categories; learning; Bayesian mod-eling; machine learning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/43s5z8jj", "frozenauthors": [ { "first_name": "Eric", "middle_name": "J.", "last_name": "Bigelow", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Steven", "middle_name": "T.", "last_name": "Piantadosi", "name_suffix": "", "institution": "University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26499/galley/16135/download/" } ] }, { "pk": 26136, "title": "Influence of 3D images and 3D-printed objects on spatial reasoning", "subtitle": null, "abstract": "In this study, we experimentally investigated the influence ofa three-dimensional (3D) graphic image and a 3D-printed ob-ject on a spatial reasoning task in which participants were re-quired to infer cross sections of a liver in a situation where liverresection surgery was presupposed. The results of the studyindicated that using a 3D-printed object produced more accu-rate task performance and faster mental model construction ofa liver structure than a 3D image. During the task, using a3D-printed object was assumed to reduce cognitive load andinformation accessing cost more than using a 3D image.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "External representation; 3D print; Spatial reason-ing; Mental model" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/43m748t7", "frozenauthors": [ { "first_name": "Akihiro", "middle_name": "", "last_name": "Maehigashi", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Kazuhisa", "middle_name": "", "last_name": "Miwa", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Masahiro", "middle_name": "", "last_name": "Oda", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Yoshihiko", "middle_name": "", "last_name": "Nakamura", "name_suffix": "", "institution": "National Institute of Technology", "department": "" }, { "first_name": "Kensaku", "middle_name": "", "last_name": "Mori", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Tsuyoshi", "middle_name": "", "last_name": "Igami", "name_suffix": "", "institution": "Nagoya University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26136/galley/15772/download/" } ] }, { "pk": 26585, "title": "Influence of Need for Cognition and Cognitive Closure on Magic Perceptions", "subtitle": null, "abstract": "From children’s parties to acts in Las Vegas, magic is one of the world’s most timeless forms of entertainment.Current psychological research on magic has started to focus on how magicians are best able to elicit the observer reactionsassociated with their craft, such as what methods are most successful, as well as what cognitive mechanisms are specificallydriving the observers’ reactions. However, while research examining the practice of magic from a psychological perspectivehas been expanding, few studies have looked at how cognitive individual differences influence an observer’s magic perceptionsand experiences. In a collaboration with award-winning magician, Joshua Jay, we examined the impacts of Need for Cognition(NFC) and Need for Cognitive Closure (NFCC) on magic perceptions. Results showed that NFC and NFCC had opposite effectson engagement (i.e., rewatching and solution generation) and that frustration levels were behavior drivers for participants withhigh NFC or low NFCC.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2w77q2cg", "frozenauthors": [ { "first_name": "Lisa", "middle_name": "", "last_name": "Grimm", "name_suffix": "", "institution": "The College of New Jersey", "department": "" }, { "first_name": "Nicholas", "middle_name": "", "last_name": "Spanola", "name_suffix": "", "institution": "The College of New Jersey", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26585/galley/16221/download/" } ] }, { "pk": 26238, "title": "Influences of Speaker-Listener Similarity on Shadowing and Comprehension", "subtitle": null, "abstract": "We routinely encounter speakers with different accents andspeaking styles. The speech perception literature offersexamples of disruption of comprehension for unfamiliarspeech and also of listeners’ rapid accommodation tounfamiliar accents. Much of this research uses a singlemeasure and/or focuses on isolated word perception. Weinvestigated listeners’ abilities to comprehend and shadowconnected speech spoken in a familiar or unfamiliar accent.We found increases in shadowing latencies andcomprehension errors in the Dissimilar Speech relative toSimilar Speech conditions—especially for relatively informalrather than more academic style speech. Additionally, therewas less accommodation over time to Dissimilar than SimilarSpeech. These results suggest that there are costs both in theimmediate timescale of processing speech (necessary forshadowing) and in the longer time scale of listeningcomprehension when accent and other speech quality is verydifferent from one’s own speech.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "speech perception; accented speech; speechshadowing; listening comprehension" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0441304q", "frozenauthors": [ { "first_name": "Lynn", "middle_name": "K.", "last_name": "Perry", "name_suffix": "", "institution": "University of Miami", "department": "" }, { "first_name": "Emily", "middle_name": "N.", "last_name": "Mech", "name_suffix": "", "institution": "UNIVERSITY of WISCONSIN–MADISON", "department": "" }, { "first_name": "Maryellen", "middle_name": "C.", "last_name": "MacDonald", "name_suffix": "", "institution": "UNIVERSITY of WISCONSIN–MADISON", "department": "" }, { "first_name": "Mark", "middle_name": "S.", "last_name": "Seidenberg", "name_suffix": "", "institution": "UNIVERSITY of WISCONSIN–MADISON", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26238/galley/15874/download/" } ] }, { "pk": 26144, "title": "Influencing Categorical Choices Through Physical Object Interaction", "subtitle": null, "abstract": "Recent research has shown that action knowledgeinfluences categorical decisions (Borghi, Flumini, Natraj &Wheaton, 2012; Chao & Martin, 2000; Iachini, Borghi &Senese, 2008; Kalénine, Shapiro, Flumini, Borghi &Buxbaum, 2013). Shipp, Vallée-Tourangeau, and Anthony,(2014) showed that action influences categorisation in aforced-choice triad task when combined with taxonomicinformation and presented within a functional context. Thepresent experiment examined whether participants wouldbe more likely to match items in a triad task based onshared actions following priming with the functionalactions of the objects. Participants engaged in the triad taskused in Shipp et al. after a priming phase where they eitherinteracted with a series of objects for their functionalcapacity (Action Priming), grouped them into categories(Taxonomic Priming) or moved them from one table toanother (Movement Priming). Items within the triads werepresented as an image either on a white background(context-lean condition) or as a functional scene with theobject being used by an agent (context-rich condition).Consistent with Shipp et al. the results showed that actionwas primarily used to base choices on the triad task whenthe action choice also shared a taxonomic relation, and waspresented in context. Additionally, participants were morelikely to select the action related item when they had beenprimed with the functional action of the objects. The resultsare discussed in terms of the transfer effect from the objectinteraction task that facilitates how the objects aresimulated (Barsalou, 1999, 2003; Yeh & Barsalou, 2006).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Action; Triads; Categorisation; Priming" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9db1k90w", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": "", "last_name": "Shipp", "name_suffix": "", "institution": "University of Hertfordshire", "department": "" }, { "first_name": "Frédéric", "middle_name": "", "last_name": "Vallée-Tourangeau", "name_suffix": "", "institution": "Kingston University", "department": "" }, { "first_name": "Susan", "middle_name": "H.", "last_name": "Anthony", "name_suffix": "", "institution": "University of Hertfordshire", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26144/galley/15780/download/" } ] }, { "pk": 26581, "title": "Informant effort expenditure impacts young children’s learning, eye gaze, andtrust", "subtitle": null, "abstract": "Abstract: Recent research has suggested informant trust is an important factor in preschoolers’ observational learn-ing. This poster will present data from an ongoing study examining if 3.5- to 6.5-year-old children (current n=24) relateperceptions of effort and trust. Children watched two informants solving problems using different solutions, exerting eitherhigh or low effort. Children’s eye gaze, trust of each informant, and learning from informants were measured. There were nosignificant differences in trust of the two informants, but children were significantly more likely to learn the solution demon-strated by the high effort informant, t(23) = 2.161, p = 0.041. High effort informant trust was also significantly related totime spent looking at the high effort informant, r = 0.675, p < 0.01. These findings indicate children are more likely to watchinformants who exert high effort and are more likely to use those solutions when faced with a novel problem.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7jc509qf", "frozenauthors": [ { "first_name": "Molly", "middle_name": "", "last_name": "Schlesinger", "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": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26581/galley/16217/download/" } ] }, { "pk": 26760, "title": "Information Acquisition: Stopping Rules For Varying Levels of Probabilities andConsequences", "subtitle": null, "abstract": "We performed an exploratory experiment aiming to assess the use of stopping rules in information acquisition.Participants were requested to make a decision or procrastinate on 24 economic/financial scenarios after buying informationpieces. Behavioral and EEG data were recorded for analysis. Results showed that participants decided according to Bayesiancalculations to stop information acquisition and decide. Moreover, information acquisition strategies seemed consistent withprospect theory, with participants weighing information pieces differently and seeking more or less information given differentmanipulations in scenario probability, consequence valence and intensity. EEG data suggests a lateralization at frontal electrodesites. With probabilities stated, low negative consequence scenarios showed a positive peak at F3 around 200 ms before adecision was made. When probabilities were not stated, high positive consequences scenarios evoked a negative deflection atF4 around 400 ms before a decision.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5z59g3tw", "frozenauthors": [ { "first_name": "Gustavo", "middle_name": "", "last_name": "Gauer", "name_suffix": "", "institution": "Universidade Federal do Rio Grande do Sul", "department": "" }, { "first_name": "Roberto", "middle_name": "", "last_name": "Nonohay", "name_suffix": "", "institution": "Universidade Federal do Rio Grande do Sul , University of Michigan;", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Gonzalez", "name_suffix": "", "institution": "University of Michigan", "department": "" }, { "first_name": "Guilherme", "middle_name": "", "last_name": "Lannig", "name_suffix": "", "institution": "Universidade Federal do Rio Grande do Sul", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26760/galley/16396/download/" } ] }, { "pk": 26696, "title": "Information Processing during Intertemporal Choice: An Investigation using EyeMovement Data", "subtitle": null, "abstract": "Intertemporal choices consist of trade-offs between reward magnitude and the delay until those rewards are received.Distaste for delay (i.e., impatience) is related to various undesirable variables including drug use, credit card debt, and lowgrade point average. These findings have underscored the critical need to better understand intertemporal preferences. Previouswork has shown that forcing participants to wait 9 seconds before making an intertemporal choice yields greater patience thanwhen they are forced to wait 3 seconds. Unfortunately, the mechanisms that produced this effect are currently unknown. Thecurrent study uses a similar choice paradigm but collects eye movement data in order to non-invasively investigate decisionmakers’ information processing strategies under short and long deliberation times. Eye movements over the various piecesof choice-relevant information (i.e., delays and magnitudes of rewards) were related to the deliberation time manipulation,individual choices, and individual differences in patience. Theoretical implications 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/7hk876rm", "frozenauthors": [ { "first_name": "Kelli", "middle_name": "L.", "last_name": "Johnson", "name_suffix": "", "institution": "Stony Brook University", "department": "" }, { "first_name": "Michael", "middle_name": "T.", "last_name": "Bixter", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Christian", "middle_name": "C.", "last_name": "Luhmann", "name_suffix": "", "institution": "Stony Brook University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26696/galley/16332/download/" } ] }, { "pk": 26232, "title": "Information Search with Depleting and Non-Depleting Resources", "subtitle": null, "abstract": "Predictions about information search behavior have been\ninformed by extensive research in food foraging behavior.\nHowever, information foraging environments may differ in\nkey ways from food foraging environments, and these\ndifferences may impact search behavior. We investigated the\neffect of patch distribution (depleting or non-depleting) and\nability to return to previously searched patches on\nparticipants’ decision to switch from one patch to another\nwhile searching. Whether or not a participant could return\nafter leaving a patch led to fewer samples and fewer relevant\nitems found. Whether or not the patches depleted and whether\nit was possible to return to a patch influenced stopping rules,\nindicating that these factors may alter the size of the\nincrement applied through the Incremental Rule.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "information foraging" }, { "word": "marginal value theorem" }, { "word": "stopping rules" }, { "word": "patch distribution" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1z845887", "frozenauthors": [ { "first_name": "Amber", "middle_name": "", "last_name": "Bloomfield", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "J.", "middle_name": "", "last_name": "Harbison", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Campbell", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Petra", "middle_name": "", "last_name": "Bradley", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Lelyn", "middle_name": "", "last_name": "Saner", "name_suffix": "", "institution": "University of Maryland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26232/galley/15868/download/" } ] }, { "pk": 26365, "title": "Information-Seeking, Learning and the Marginal Value Theorem:\nA Normative Approach to Adaptive Exploration", "subtitle": null, "abstract": "Daily life often makes us decide between two goals:\nmaximizing immediate rewards (exploitation) and learning\nabout the environment so as to improve our options for future\nrewards (exploration). An adaptive organism therefore should\nplace value on information independent of immediate reward,\nand affective states may signal such value (e.g., curiosity vs.\nboredom: Hill & Perkins, 1985; Eastwood et al. 2012). This\ntradeoff has been well studied in “bandit” tasks involving\nchoice among a fixed number of options, but is equally\npertinent in situations such as foraging, hunting, or job search,\nwhere one encounters a series of new options sequentially.\nHere, we augment the classic serial foraging scenario to more\nexplicitly reward the development of knowledge. We develop\na formal model that quantifies the value of information in this\nsetting and how it should impact decision making, paralleling\nthe treatment of reward by the marginal value theorem (MVT)\nin the foraging literature. We then present the results of an\nexperiment designed to provide an initial test of this model,\nand discuss the implications of this information-foraging\nframework on boredom and task disengagement.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Exploration" }, { "word": "explore-exploit tradeoff" }, { "word": "information-seeking" }, { "word": "decision making." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5339f64z", "frozenauthors": [ { "first_name": "Andra", "middle_name": "", "last_name": "Geana", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Robert", "middle_name": "C.", "last_name": "Wilson", "name_suffix": "", "institution": "University of Arizona", "department": "" }, { "first_name": "Nathaniel", "middle_name": "", "last_name": "Daw", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Jonathan", "middle_name": "D.", "last_name": "Cohen", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26365/galley/16001/download/" } ] }, { "pk": 26694, "title": "Instance-based Learning in Multi-cue Diagnosis", "subtitle": null, "abstract": "Decision heuristics are often described as fast and frugal, taking little time and few computations to make a gooddecision (Gigerenzer & Todd, 1999). Fast & Frugal Trees (F&FTs) are a type of decision heuristic that are a special case ofdecision trees in which there is a possible exit out of the decision process at every node in the tree (Luan, Schooler, & Gigerenzer,2011). We present predictions from a computational process model of learning in a multi-cue diagnosis task with and withoutinformation acquisition costs and across different penalty values for errors. The model uses Instance-Based Learning Theory(IBLT) to acquire new knowledge and makes precise performance predictions across a range of dependent variables. We willcompare the a priori model predictions to F&FT-constrained machine learning results on the same stimuli and also to empiricalresults collected from human participants making decisions in the same environment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5sz5x0m0", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "", "last_name": "Myers", "name_suffix": "", "institution": "Air Force Research Laboratory", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Gluck", "name_suffix": "", "institution": "Air Force Research Laboratory", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Halsey", "name_suffix": "", "institution": "Air Force Research Laboratory", "department": "" }, { "first_name": "Jack", "middle_name": "", "last_name": "Harris", "name_suffix": "", "institution": "Air Force Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26694/galley/16330/download/" } ] }, { "pk": 26482, "title": "Integrating identification and perception: A case study of familiar and unfamiliarface processing", "subtitle": null, "abstract": "We are very familiar with certain objects; we can quickly rec-ognize our cars, friends and collaborators despite heavy occlu-sion, unusual lighting, or extreme viewing angles. We can alsodetermine if two very different views of a stranger are indeedof the same person. How can we recognize familiar objectsquickly, while performing deliberate, perceptual inference onunfamiliar objects? We describe a model combining an iden-tity classification network for familiar faces with an analysis bysynthesis approach for unfamiliar faces to make rich inferencesabout any observed face. We additionally develop an onlinenon-parametric clustering algorithm for recognition of repeat-edly experienced unfamiliar faces, and show how new facescan become familiar by being consolidated into the identityrecognition network. Finally, we show that this model predictshuman behavior in viewpoint generalization and identity clus-tering tasks, and predicts processing time differences betweenfamiliar and unfamiliar faces.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "face recognition;analysis-by-synthesis; neural networks; computational" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/67j2v6kr", "frozenauthors": [ { "first_name": "Kelsey", "middle_name": "", "last_name": "Yildirim", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Ilker", "middle_name": "", "last_name": "Allen", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26482/galley/16118/download/" } ] }, { "pk": 26641, "title": "Intensional Probability Judgments and Inclusion Fallacies With GenericsMomme von Sydow", "subtitle": null, "abstract": "The discussion of conjunction fallacies or, more generally, inclusion fallacies (IFs) is usually limited to dyadic rela-tionships. Bayesian logic formalizes a rational intensional probability, predicting IFs and supplementing standard extensionalprobabilities (von Sydow, 2011, 2016). They treat logical patterns as explanatory patterns (explanans) given some data (theexplanandum). We here address the even more basic issue of nested hypotheses in a single polytomous dimension (von Sydow,2015) and present a corresponding variant of Bayesian logic (BL). The experiments use materials from the Linda tasks (oneconcerned with jobs, the other with political attitude) and they explore the polysemous character of ‘AND’ (Hertwig, Benz &Krauss, 2008; von Sydow, 2014). BL stresses that pattern probabilities should depend on the representation of subclasses. Aspredicted, the results show substantial deviations from standard probability and here corroborate a pattern approach. They arealso at odds with a confirmation account.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5sx381dx", "frozenauthors": [ { "first_name": "Momme", "middle_name": "von", "last_name": "Sydow", "name_suffix": "", "institution": "University of Munich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26641/galley/16277/download/" } ] }, { "pk": 26257, "title": "Intentionality and the Role of Labels in Categorization", "subtitle": null, "abstract": "Language has been shown to influence the ability to formcategories. Here we investigate whether linguistic labels areprivileged compared to other types of cues (e.g., numbers orsymbols), and whether labels exert their effects regardless ofwhether they are introduced intentionally. In a categorizationtask, we found that adults were more likely to use labels to de-termine category boundaries compared to numbers or symbols,and that these effects persisted in all intentionality manipula-tions. These findings suggest that labels have a powerful effecton categorization compared to other cues; most strikingly, la-bels (but not other cues) are used during categorization evenwhen people are specifically asked to ignore them. These re-sults provide novel support for the position that labels indicatecategory membership.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "categorization; labels; intentionality" }, { "word": "categorymarkers" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8qh08086", "frozenauthors": [ { "first_name": "Felix", "middle_name": "", "last_name": "Gervits", "name_suffix": "", "institution": "Tufts University,", "department": "" }, { "first_name": "Megan", "middle_name": "", "last_name": "Johanson", "name_suffix": "", "institution": "University of Delaware", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Papafragou", "name_suffix": "", "institution": "University of Delaware", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26257/galley/15893/download/" } ] }, { "pk": 26728, "title": "Interaction, abstraction and complexity", "subtitle": null, "abstract": "In an experimental study, we test the hypothesis that constitutive properties of social interaction - such as diversityin cognitive styles, knowledge and experience - enhance cognitive processes of abstraction. Through three sessions, individualsand dyads categorized aliens based on combinations of features such as the shape and color of their body parts. We manipulatedrelations among the features to elicit increasingly complex categories. Furthermore, to assess the character of participants’evolving categories, after each training session they were presented to a new test set of aliens that differed in appearance, butshared relations among features with aliens from the training set. We found that dyads outcompete individuals in categorizationaccuracy across levels of complexity. We also found that this effect is due to the more abstract and rule-based character ofdyads emerging representations as evidenced by their performance on test items.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/02h9t06g", "frozenauthors": [ { "first_name": "Kristian", "middle_name": "", "last_name": "Tylen", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Riccardo", "middle_name": "", "last_name": "Fusaroli", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Pernille", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Jakob", "middle_name": "", "last_name": "Arnoldi", "name_suffix": "", "institution": "Aarhus University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26728/galley/16364/download/" } ] }, { "pk": 26112, "title": "Interaction of Instructional Material Order and Subgoal Labels on Learning in\nProgramming", "subtitle": null, "abstract": "Subgoal labeled expository instructions and worked examples\nhave been shown to positively impact student learning and\nperformance in computer science education. This study\nexamined whether problem solving performance differed\nbased on the order of expository instructions and worked\nexamples and the presence of subgoal labels within the\ninstructions for creating applications (Apps) for phones.\nParticipants were 132 undergraduates. A significant\ninteraction showed that when learners were presented with\nthe worked example followed by the expository instructions\ncontaining subgoal labels, the learner was better at outlining\nthe procedure for creating an application. However, the\nmanipulations did not affect novel problem solving\nperformance or explanations of solutions,. These results\nsuggest that some limited benefit can be gained from\npresenting a worked example before expository instructions\nwhen subgoal labels are included.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "instructional design; STEM education;\nprogramming." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6kg6135z", "frozenauthors": [ { "first_name": "Laura", "middle_name": "M.", "last_name": "Schaeffer", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Lauren", "middle_name": "", "last_name": "Margulieux", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Catrambone", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26112/galley/15748/download/" } ] }, { "pk": 26059, "title": "Interactive spatiotemporal cognition:Data, theories, architectures, and autonomy", "subtitle": null, "abstract": "Everyday interactions often depend on thinking about spaceand time: collaborators need to know where events takeplace – and in what order – to, e.g., communicate drivingdirections, build pieces of furniture, or carry out strategicoperations in military and sports settings (Núñez &Cooperrider, 2013). A simple set of driving directions mayrequire a listener to interpret and reason about the spatialrelations – such as next to and behind – and the temporalrelations – such as after and during – that a speakerdescribes. The speaker may also use gestures to substitute,supplement, or disambiguate linguistic descriptions (Holle& Gunter, 2007; Perzanowski, Schultz, & Williams, 1998).Such rapid, rich, and productive interactions are transientand difficult to analyze behaviorally, and so they pose achallenge for experimenters. They are grounded in thephysical world, and accordingly challenge computationalmodels that cannot digest rich perceptual and environmentalinput in real time. Robotic systems are geared towardsprocessing and acting upon the physical world – and theyincreasingly support human-robotic interaction (e.g., Fonget al., 2006; Kawamura et al., 2003; Kortenkamp et al.,1999). But they, too, are uniquely challenged in maintainingproductive interactive exchanges with human teammates,because they must be tolerant of human idiosyncrasies,preferences, limitations, and errors (Trafton et al., 2013).Because these challenges cut across broad interests incognitive science – such as linguistics, artificial intelligence,robotics, and psychology – progress is unlikely without theengagement of multiple approaches, from psychologicalexperimentation to the construction of autonomous,embodied systems. In recent years, progress towardsunderstanding interactive spatiotemporal cognition hasaccelerated along parallel paths: there exist new behavioraland imaging methodologies to study event segmentation(e.g., Radvansky & Zacks, 2014), spatial inference (e.g.,Knauff & Ragni, 2013), and gestural cognition (e.g.,Novack et al., 2016); novel computational theories ofunderstanding physical reasoning (e.g., Battaglia et al.,2013) and mental simulation (e.g., Khemlani & Johnson-Laird, 2013); cognitive architectures that support richinteractivity (Huffman & Laird, 2014; Trafton et al., 2013);and a wide variety of technological platforms on which totransform theory into embodied interaction.The goal of the workshop is to allow these parallelapproaches to converge. Discussants will share recent dataand theory, consider novel architectural approaches, anddemonstrate burgeoning technological advances thatadvance the science of spatiotemporal inference. Theworkshop will promote interdisciplinary collaboration byfocusing on three unifying themes", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "spatiotemporal cognition; interactive inference;context; pragmatics; gesture; architectures" } ], "section": "Workshops", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4gr5q2g6", "frozenauthors": [ { "first_name": "Sangeet", "middle_name": "", "last_name": "Khemlani", "name_suffix": "", "institution": "Navy Center for Applied Research in Artificial Intelligence", "department": "" }, { "first_name": "J.", "middle_name": "Gregory", "last_name": "Trafton", "name_suffix": "", "institution": "Navy Center for Applied Research in Artificial Intelligence", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26059/galley/15695/download/" } ] }, { "pk": 26456, "title": "Intermediate Judgments Inhibit Belief Updating: Zeno’s Paradox in Decision", "subtitle": null, "abstract": "Rational agents should update their beliefs in the light of newevidence. Equally, changes in belief should depend only onthe quality of the evidence, and not on factors such as the or-der in which the evidence is acquired, or whether intermedi-ate judgements are requested during evidence acquisition. Incontrast we show that requests for intermediate judgments caninhibit belief updating for real decision makers, which repre-sents a new type of decision making fallacy. This behaviour isparadoxical from the point of view of classical Bayesian mod-els, but we show that it is consistent with an a priori, parameterfree prediction of a cognitive model based on quantum theory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognition; decision making; quantum probability" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6950n430", "frozenauthors": [ { "first_name": "James", "middle_name": "M.", "last_name": "Yearsley", "name_suffix": "", "institution": "Vanderbilt Universit", "department": "" }, { "first_name": "Emmanuel", "middle_name": "M.", "last_name": "Pothos", "name_suffix": "", "institution": "City University London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26456/galley/16092/download/" } ] }, { "pk": 26735, "title": "In the event of a turn exchange: Visual information the perception of turn-takingbehavior in natural conversation", "subtitle": null, "abstract": "Everyday conversation is composed of a rapid exchange of turns between talkers as they communicate. The speedof these exchanges implies simultaneous perception and production of conversational cues relevant to turn-taking behavior.Natural face-to-face conversation involves a rich set of these social cues including visual information whose contribution toperception of turns has yet to be examined. Our studies investigated the influence of visual information in perceiving a turnexchange. We examined the time-course of the use of these visual cues during turn judgments. Results show that visualinformation is sufficient but not necessary for perceiving turn exchanges. Further, the temporal precision with which auditorycues influence turn perception is greater than that of visual information. We suggest that although auditory cues dominatethe perception of turn exchanges, reliance on the various sources of information is flexible and may follow highly sensitivetimelines.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0pv5f6t6", "frozenauthors": [ { "first_name": "Nida", "middle_name": "", "last_name": "Latif", "name_suffix": "", "institution": "Queen’s University", "department": "" }, { "first_name": "Ages", "middle_name": "", "last_name": "Alsius", "name_suffix": "", "institution": "Queen’s University", "department": "" }, { "first_name": "K.g.", "middle_name": "", "last_name": "Munhall", "name_suffix": "", "institution": "Queen’s University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26735/galley/16371/download/" } ] }, { "pk": 26643, "title": "In the nick of time: Using temporal cues to examine ongoing event representations", "subtitle": null, "abstract": "Time cues are ubiquitous in language and the ability to interpret them is essential for understanding events duringdiscourse comprehension. Temporal markers that signal ongoing versus completed events, like the progressive and simplepast tense, prompt distinct mental event representations. However, the detailed properties of ongoing event representationsremain unexplored. Drawing from both the simulation and semantic association approaches to knowledge representation, thisstudy examines the novel prediction that ongoing events engender incremental discourse representation updating processes.Experimental sentences cued either early or late phases of an ongoing event (e.g. Alice had recently started/almost finishedbaking a cake). Targets in a post-sentential lexical decision task were strongly associated with either early or late event phases(e.g. EGGS/AROMA). Facilitation priming was predicted for congruent sentence-target pairs. Implications of the results formodels of knowledge representation, theories of semantic priming, and discourse model updating will be discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/592861vb", "frozenauthors": [ { "first_name": "Victoria", "middle_name": "", "last_name": "Scharp", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Connie", "middle_name": "", "last_name": "Tompkins", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Dickey", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26643/galley/16279/download/" } ] }, { "pk": 36042, "title": "Introduction to the Theme Section", "subtitle": null, "abstract": "", "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/2g85q98g", "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": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36042/galley/26894/download/" } ] }, { "pk": 36025, "title": "Introduction to the Theme Section: The Value of Creativity in English Language Education", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Creativity in Language Teaching", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2m47p2vn", "frozenauthors": [ { "first_name": "Susannah", "middle_name": "", "last_name": "Schoff", "name_suffix": "", "institution": "Academy of Art University, San Francisco", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36025/galley/26877/download/" } ] }, { "pk": 26283, "title": "Investigating Rational Analogy in the Spirit of John Stuart Mill:Bayesian Analysis of Confidence about Inferences across Aligned Simple Systems", "subtitle": null, "abstract": "What does it mean for analogy to be rational? John StuartMill described a probabilistic underpinning for analogicalinference based on the the odds of observing systemicpairwise correspondence across otherwise independentsystems by mere chance. Although proponents and criticshave debated its validity, Mill’s approach has yet to beimplemented computationally or studied psychologically. Inthis paper we examine Mill’s approach and show how it canbe instantiated using Bayes theorem. Then we describe twoexperiments that present subjects with partially-revealed,aligned binary strings with varying degrees of intra- and inter-string regularity. Experimental results are compared to aformal rational analysis of the stimuli revealing conditionswhereby participants exhibit confidence patterns consistentand inconsistent with Mill’s rational basis of analogy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogy" }, { "word": "bayes" }, { "word": "Confidence" }, { "word": "J.S. Mill" }, { "word": "Rationality" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7p2300t0", "frozenauthors": [ { "first_name": "Brad", "middle_name": "", "last_name": "Rogers", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Landy", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26283/galley/15919/download/" } ] }, { "pk": 26303, "title": "Investigating Semantic Conflict between General Knowledge and Novel Information\nin Real-Time Sentence Processing", "subtitle": null, "abstract": "There is extensive evidence that listeners use general\nknowledge to predict upcoming sentence endings; however,\nless is known about how novel information is integrated when\nthere is disagreement between general knowledge and novel\ninformation. The present studies use the visual world\nparadigm to study the semantic competition between new\ninformation and general knowledge. Experiment 1\ndemonstrates that listeners learn to use limited exposure to\nnew information and their general knowledge to anticipate\nsentence endings that align with the action of the sentence.\nExperiment 2 demonstrates participants learn to use\ncombinatorial information from stories to elicit anticipatory\neye movements to the target over the general knowledge\ndistractor. Evidence from these experiments indicates even in\nthe presence of semantic conflict with general knowledge,\nlisteners rapidly increase the weight of novel information\nrather than general knowledge.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "visual world paradigm; sentence processing; general\nknowledge" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0vp0g3w9", "frozenauthors": [ { "first_name": "Angele", "middle_name": "", "last_name": "Yazbec", "name_suffix": "", "institution": "Florida State University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Kaschak", "name_suffix": "", "institution": "Florida State University", "department": "" }, { "first_name": "Arielle", "middle_name": "", "last_name": "Borovsky", "name_suffix": "", "institution": "Florida State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26303/galley/15939/download/" } ] }, { "pk": 26660, "title": "Investigating the Effect of Experience on Concrete and Abstract Word Processing", "subtitle": null, "abstract": "As shown in previous studies, semantic processing of words is mainly affected by frequency, context and con-creteness. Recently sensory, motor and emotional components are also examined to explain the concreteness effect within theembodiment framework. Concreteness effect, which adopts the processing advantages of concrete words over abstract ones,is supported by studies, which show better remembering, faster processing and faster recognizing performances for concretewords. In this study, concreteness effect was examined via two experiments on experts and controls in which verbal fluencyand lexical decision tasks were employed. Lawyers were considered as an expert group with their intense deal with abstractconcepts. A novice lawyer group and age-matched participants other than lawyers were used as control groups. Results showedthat concreteness effect disappeared in the expert group as a matter of expert’s verbal experience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0pd4k77r", "frozenauthors": [ { "first_name": "Selgun", "middle_name": "", "last_name": "Yuceil", "name_suffix": "", "institution": "Middle East Technical University", "department": "" }, { "first_name": "Didem", "middle_name": "", "last_name": "Gokcay", "name_suffix": "", "institution": "Middle East Technical University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26660/galley/16296/download/" } ] }, { "pk": 26076, "title": "Investigating the Effects of Transparency and Ambiguity on Idiom Learning", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Idioms; Language Learning; FigurativeLanguage; Individual Differences" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2357n5j9", "frozenauthors": [ { "first_name": "Mehrgol", "middle_name": "", "last_name": "Tiv", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Evelyn", "middle_name": "", "last_name": "Milburn", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Tessa", "middle_name": "", "last_name": "Warren", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26076/galley/15712/download/" } ] }, { "pk": 26772, "title": "Investigating the Explore/Exploit Trade-off in Adult Causal Inferences", "subtitle": null, "abstract": "We explore how adults learn counterintuitive causal relationships, and whether they interpret evidence and discoverhypotheses by incrementally revising beliefs. We examined how adults learned a novel, unusual causal rule when given datathat initially appeared to follow a simpler, more salient rule. Adults watched a video of blocks placed sequentially on a detectorthat activated when a block was a ”blicket”, then were asked to determine the underlying causal structure. We contrasted twocausal learning problems. In both cases, one rule could be used to determine which objects were blickets; in the first problemthis rule was complex, but could be found by making incremental improvements to a simple and salient initial hypothesis. Thesecond problem’s rule was simpler, but to adopt it, participants had to ignore initial beliefs. Our results provide some of thefirst evidence for an inference trade-off analogous to the ”explore-exploit” trade-off in active learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2sd2726c", "frozenauthors": [ { "first_name": "Erik", "middle_name": "", "last_name": "Herbst", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Lucas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Daphna", "middle_name": "", "last_name": "Buchsbaum", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26772/galley/16408/download/" } ] }, { "pk": 26600, "title": "Is human learning driven by Prediction Error?", "subtitle": null, "abstract": "Prediction Error [PE] is a core component of some of the most influential theories of how animals use experiencesto update their knowledge (e.g, Rescorla & Wagner, 1972). The classic demonstration of PE is the single-cell recording doneby Schultz and colleagues (1997). However, there is no evidence that this signal plays any role in learning.Only two studies have related a neural correlate of PE to learning performance so far (Gl ̈ascher, Daw, Dayan, & O’Doherty,2010; McGuire, Nassar, Gold, & Kable, 2014). We provide a formal analysis demonstrating that non-PE learning can alsoexplain the results of these studies if the imaging signal they identify relates to the size of weight updates instead of PE.We conclude that the case for PE driving many forms of animal learning is not yet sufficiently proven, and identify approacheswhich can potentially resolve this question in future.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9c62436g", "frozenauthors": [ { "first_name": "Jiri", "middle_name": "", "last_name": "Cevora", "name_suffix": "", "institution": "Cognition and Brain Sciences Unit, Medical Research Council", "department": "" }, { "first_name": "Mate", "middle_name": "", "last_name": "Lengyel", "name_suffix": "", "institution": "University of Cambridge", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Henson", "name_suffix": "", "institution": "Cognition and Brain Sciences Unit, Medical Research Council", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26600/galley/16236/download/" } ] }, { "pk": 26221, "title": "Is it a nine, or a six? Prosocial and selective perspective taking in four-year-olds", "subtitle": null, "abstract": "To successfully navigate the complex social world, peopleoften need to solve the problem of perspective selection:Between two conflicting viewpoints of the self and the other,whose perspective should one take? In two experiments, weshow that four-year-olds use others’ knowledge and goals todecide when to engage in visual perspective taking. Childrenwere more likely to take a social partner’s perspective todescribe an ambiguous symbol when she did not knownumbers and wanted to learn than when she knew numbersand wanted to teach. These results were shown in children’sown responses (Experiment 1) and in their evaluations ofothers’ responses (Experiment 2). By preschool years,children understand when perspective taking is appropriateand necessary and selectively take others’ perspectives insocial interactions. These results provide novel insights intothe nature and the development of perspective taking.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social cognition; cognitive development;perspective taking; theory of mind; pedagogy" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5598h7wp", "frozenauthors": [ { "first_name": "Xuan", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Bertram", "middle_name": "", "last_name": "Malle", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Hyowon", "middle_name": "", "last_name": "Gweon", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26221/galley/15857/download/" } ] }, { "pk": 26754, "title": "Is it Living? Insights from Modeling Event-Oriented, Self-Motivated, Acting,Learning and Conversing Game Agents", "subtitle": null, "abstract": "A cognitive architecture is presented, which combines insights from artificial intelligence with cognitive psychology,biology, and linguistics. Using a Super Mario clone, we equipped the simulated agents with (i) motivational behavioral systems,(ii) reasoning and planning capabilities, (iii) event-based schema learning and sensorimotor exploration, and (iv) speech com-prehension and generation mechanisms. The motivational system activates goal events to maintain internal homeostasis. Toinvoke selected events, hierarchical action planning and control unfolds both on an event-schematic and a sensorimotor level.Schema learning is based on the detection of event changes, which are not predicted by the basic sensorimotor forward model.Language is comprehended and generated using context-free grammars linked to the schema-based knowledge structure. Thework offers an approach to develop and thus to ground conceptual, semantic world knowledge in sensorimotor interactions andto couple this knowledge with a language to generate and comprehend language about the agent’s virtual world meaningfully.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/968827th", "frozenauthors": [ { "first_name": "Martin", "middle_name": "", "last_name": "Butz", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" }, { "first_name": "Mihael", "middle_name": "", "last_name": "Simonic", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" }, { "first_name": "Marcel", "middle_name": "", "last_name": "Binz", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" }, { "first_name": "Jonas", "middle_name": "", "last_name": "Einig", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" }, { "first_name": "Stephan", "middle_name": "", "last_name": "Ehrenfeld", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" }, { "first_name": "Fabian", "middle_name": "", "last_name": "Schrodt", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26754/galley/16390/download/" } ] }, { "pk": 26354, "title": "Is the Self-Concept like other Concepts? The Causal Structure of Identity", "subtitle": null, "abstract": "We investigate the age-old questions of what makes us whowe are and what features of identity, if changed, would makeus a different person. Previous approaches to identity havesuggested that there is a type of feature that is most definingof identity (e.g., autobiographical memories or moralqualities). We propose a new approach to identity thatsuggests that, like concepts in general, more causally centralfeatures are perceived as more defining of the self-concept. Inthree experiments, using both measured and manipulatedcausal centrality, we find that changes to features of identitythat are perceived as more causally central are moredisruptive to both the identity of the self and others.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "self-concept; concepts and categories; causalreasoning; personal identity" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8fw8t402", "frozenauthors": [ { "first_name": "Stephanie", "middle_name": "Y.", "last_name": "Chen", "name_suffix": "", "institution": "University of Chicago Booth School of Business", "department": "" }, { "first_name": "Daniel", "middle_name": "M.", "last_name": "Bartels", "name_suffix": "", "institution": "University of Chicago Booth School of Business", "department": "" }, { "first_name": "Oleg", "middle_name": "", "last_name": "Urminsky", "name_suffix": "", "institution": "University of Chicago Booth School of Business", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26354/galley/15990/download/" } ] }, { "pk": 26763, "title": "Kindergarteners and adults learn fraction-rules in a categorization task", "subtitle": null, "abstract": "Both children and adults can learn new categories when presented with a rule about a perceptual feature. Likecategorization, numerical abstraction requires the ability to ignore irrelevant (non-numeric) perceptual features when makingdecisions about relevant (numeric) features. The present study fuses these two lines of research by training 5-7 year oldsand adults in a categorization task, in which they must form a rule about a fraction-based category. Can children form thismathematical category readily? Will they be able to do so without any formal instruction? How does this ability developor change across the lifespan? We find that young children and adults readily form fraction-based categories, indicating thatchildren can think about proportional information prior to formal schooling. Additionally, an ability to map between visual andsymbolic representations aided both children and adults in this numeric categorization task, with children showing additionalgains in traditional fraction knowledge.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6hh0454j", "frozenauthors": [ { "first_name": "Tasha", "middle_name": "", "last_name": "Posid", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Vladimir", "middle_name": "", "last_name": "Sloutsky", "name_suffix": "", "institution": "The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26763/galley/16399/download/" } ] }, { "pk": 26191, "title": "Knowledge and use of price distributions by populations and individuals", "subtitle": null, "abstract": "How much do individuals, compared to the population, knowabout the distribution of values in the world? Participantsreported the prices of consumer goods such as watches andbelts and we compared how accurately individuals vs. theoverall population knew the mean and dispersion of prices.Although individuals and the population both knew objects’average prices and relative standard deviations, the populationwas more sensitive to the absolute standard deviation ofprices. In a second experiment, we examined whetherindividuals’ impoverished distribution knowledge impairstheir ability to interpret advertisements. Consistent withpeople using Bayesian inference, the higher an object’s actualprice dispersion, the more participants relied onadvertisements; however, this effect is considerably smallerthan a simple proportional offset, suggesting again thatindividuals underestimate dispersion. Thus, despite having asense of the distribution of real world quantities, individualstend to know only a fraction of the world distribution.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Probabilistic inference; decision-making;behavioral economics; prior knowledge" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9hw7w44q", "frozenauthors": [ { "first_name": "Timothy", "middle_name": "", "last_name": "Lew", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Vul", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26191/galley/15827/download/" } ] }, { "pk": 26298, "title": "Know Your Adversary: Insights for a Better Adversarial Behavioral Model", "subtitle": null, "abstract": "Given the global challenges of security, both in physical and\ncyber worlds, security agencies must optimize the use of their\nlimited resources. To that end, many security agencies have\nbegun to use \"security game\" algorithms, which optimally plan\ndefender allocations, using models of adversary behavior that\nhave originated in behavioral game theory. To advance our\nunderstanding of adversary behavior, this paper presents\nresults from a study involving an opportunistic crime security\ngame (OSG), where human participants play as opportunistic\nadversaries against an algorithm that optimizes defender\nallocations. In contrast with previous work which often\nassumes homogeneous adversarial behavior, our work\ndemonstrates that participants are naturally grouped into\nmultiple distinct categories that share similar behaviors. We\ncapture the observed adversarial behaviors in a set of diverse\nmodels from different research traditions, behavioral game\ntheory, and Cognitive Science, illustrating the need for\nheterogeneity in adversarial models.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Human Behavioral Modeling" }, { "word": "Opportunistic\nSecurity Game" }, { "word": "Cognitive Models" }, { "word": "Heterogonous Adversaries" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9m64v190", "frozenauthors": [ { "first_name": "Yasaman", "middle_name": "D.", "last_name": "Abbasi", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Noam", "middle_name": "", "last_name": "Ben-Asher", "name_suffix": "", "institution": "US Army Research Labs & IBM T.J.Watson Research Center", "department": "" }, { "first_name": "Cleotilde", "middle_name": "", "last_name": "Gonzalez", "name_suffix": "", "institution": "Carnegie Melon University", "department": "" }, { "first_name": "Debarun", "middle_name": "", "last_name": "Kar", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Don", "middle_name": "", "last_name": "Morrison", "name_suffix": "", "institution": "Carnegie Melon University", "department": "" }, { "first_name": "Nicole", "middle_name": "", "last_name": "Sintov", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Milind", "middle_name": "", "last_name": "Tambe", "name_suffix": "", "institution": "University of Southern California", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26298/galley/15934/download/" } ] }, { "pk": 26467, "title": "Know Your Enemy: Applying Cognitive Modeling in Security Domain", "subtitle": null, "abstract": "Game Theory -based decision aids have been successfully em-ployed in real-world policing, anti-terrorism, and wildlife con-servation efforts (Tambe, Jiang, An, & Jain, 2013). Cognitivemodeling, in concert with model tracing and dynamic parame-ter fitting techniques, may be used to improve the performanceof such decision aids by predicting individual attacker behav-ior in repeated security games. We present three simulations,showing that (1) cognitive modeling can aid in greatly improv-ing decision-aid performance in the security domain; and (2)despite the fact that individual attackers will differ in initialpreferences and in how they learn, model parameters can beadjusted dynamically to make useful predictions for each at-tacker.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive modeling; game theory; behavioralgame theory; strategy selection; agent simulation; model trac-ing" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4h9395m9", "frozenauthors": [ { "first_name": "Vladislav", "middle_name": "D.", "last_name": "Veksler", "name_suffix": "", "institution": "U.S. Army Research Laboratory", "department": "" }, { "first_name": "Norbou", "middle_name": "", "last_name": "Buchler", "name_suffix": "", "institution": "U.S. Army Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26467/galley/16103/download/" } ] }, { "pk": 26369, "title": "L2 Idiom Processing: Figurative Attunement in Highly Idiomatic Contexts", "subtitle": null, "abstract": "Using cross-modal priming, we investigated the processing of\nidioms in non-native listeners in varying experimental\ncontexts. As idiomatic processing models have presented\nevidence for an idiomatic mode of processing that can be\nactivated for non-native speakers in highly figurative contexts\n(Bobrow & Bell, 1973), this experiment revisits those claims\nwhile also examining access to figurative meaning in addition\nto the literal meaning of individual words within an idiom. This\nexperiment showed increased priming for visual targets related\nto the figurative meaning of an idiom when the experimental\nlist contained a large proportion of idiomatic sentences\ncompared to when the list contained only a small proportion of\nidiomatic sentences. Non-native speakers not only showed\nonline access to figurative meaning but were also sensitive to\nhighly idiomatic contexts; though, responses to the targets\nrelated to literal meaning of the final word of the idiom were\nfaster in all instances than figuratively-related targets.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cross-modal priming; L2 listening; figurative\nlanguage; idioms; context; attunement" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/44g3r3cc", "frozenauthors": [ { "first_name": "Sara", "middle_name": "D.", "last_name": "Beck", "name_suffix": "", "institution": "University of Tübingen", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Weber", "name_suffix": "", "institution": "University of Tübingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26369/galley/16005/download/" } ] }, { "pk": 26703, "title": "Language acquisition as sparse foraging: mapping path-dependence in word", "subtitle": null, "abstract": "How does the acquisition of a new word affect the successive acquired ones? We model language acquisition interms of foraging in an unprecedentedly fine-grained 1-child corpus (0-3y, RoyEtAl2015). We assess whether successive wordsare learned in close semantic clusters or not (exploitation vs. exploration) and the structure of these clusters. Words are definedin terms of topic distribution in the parental input (Latent Dirichlet Allocation). Distance between successively learned wordsis measured as cosine distance between their topic distribution.Word acquisition can be accurately described as foraging in a sparse resource environment with very local path dependence(power law distribution: alpha=3.9±0.2; detrended fluctuation analysis: alpha=0.6). Words are acquired in semantically closeclusters of 2-4 successive words (Recurrence Quantification Analysis: L=2, LMAX=4, V=2, VMAX=4). The effects remainwhen controlling for shuffled baselines and temporal distance between word acquisition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7st288w7", "frozenauthors": [ { "first_name": "Riccardo", "middle_name": "", "last_name": "Fusaroli", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Malte", "middle_name": "Lau", "last_name": "Petersen", "name_suffix": "", "institution": "Aarhus University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26703/galley/16339/download/" } ] }, { "pk": 26090, "title": "Language does not explain the wine-specific memory advantage of wine experts", "subtitle": null, "abstract": "Although people are poor at naming odors, naming a smell\nhelps to remember that odor. Previous studies show wine\nexperts have better memory for smells, and they also name\nwine and wine-related smells differently than novices. This\nleads us to ask whether wine experts’ odor memory is\nverbally mediated? In addition, does the odor memory\nadvantage that experts have over novices generalize to all\nodors, or is it restricted to odors in their domain of expertise?\nTwenty-four wine experts and 24 novices smelled wines,\nwine-related odors and common odors, and were asked to\nremember these. Critically, half of the participants were asked\nto name the smells in addition to memorizing them, while the\nother half just remembered the smells. Wine experts had\nbetter memory for wines, but not for wine-related or common\nodors, indicating their memory is restricted to odors from\ntheir domain of expertise. Wine experts were also found to be\nmore consistent and accurate than novices in their\ndescriptions. But there was no relationship between experts’\nability to name odors and their memory for odors. This\nsuggests experts’ odor memory advantage is not linguistically\nmediated, but may be the result of differential perceptual\nlearning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "expertise" }, { "word": "wine experts" }, { "word": "Olfaction" }, { "word": "Language" }, { "word": "memory" }, { "word": "language and thought" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/58d7w9hm", "frozenauthors": [ { "first_name": "Ilja", "middle_name": "", "last_name": "Croijmans", "name_suffix": "", "institution": "Radboud University , International Max Planck Research School for Language Sciences", "department": "" }, { "first_name": "Asifa", "middle_name": "", "last_name": "Majid", "name_suffix": "", "institution": "Radboud University, Max Planck Institute for Psycholinguistics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26090/galley/15726/download/" } ] }, { "pk": 26340, "title": "Language Evolution in the Lab: The Case of Child Learners", "subtitle": null, "abstract": "Recent work suggests that cultural transmission can lead to\nthe emergence of linguistic structure as speakers’ weak\nindividual biases become amplified through iterated learning.\nHowever, to date, no published study has demonstrated a\nsimilar emergence of linguistic structure in children. This gap\nis problematic given that languages are mainly learned by\nchildren and that adults may bring existing linguistic biases to\nthe task. Here, we conduct a large-scale study of iterated\nlanguage learning in both children and adults, using a novel,\nchild-friendly paradigm. The results show that while children\nmake more mistakes overall, their languages become more\nlearnable and show learnability biases similar to those of\nadults. Child languages did not show a significant increase in\nlinguistic structure over time, but consistent mappings\nbetween meanings and signals did emerge on many\noccasions, as found with adults. This provides the first\ndemonstration that cultural transmission affects the languages\nchildren and adults produce similarly.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language evolution; cultural transmission;\niterated learning; developmental differences" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6gk76070", "frozenauthors": [ { "first_name": "Limor", "middle_name": "", "last_name": "Raviv", "name_suffix": "", "institution": "Hebrew University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26340/galley/15976/download/" } ] }, { "pk": 26668, "title": "Language influences attention to Japanese event components in nativeEnglish-speaking 21- to 24-month-olds", "subtitle": null, "abstract": "Japanese and American 13-15-month-old infants distinguish between crossing a bounded ground (e.g., a street)versus an unbounded ground (e.g., a field). In English, the same verb – crossing – expresses both types. While language hasbeen hypothesized to guide infants’ progression from language-general to language-specific event perception (G ̈oksun et al.,2011), no prior studies examined this hypothesis. We presented toddlers who no longer perceive this Japanese distinction inevents with novel spatial prepositions (N = 24) or nonlinguistic tones (N = 12) to label bounded versus unbounded grounds.Children presented with labels, but not tones, attended to the differences in ground categories by looking significantly longer tothe novel ground type at test. This suggests that above and beyond the attention-getting function associated with non-linguisticauditory stimuli, language uniquely facilitates categorization of event components.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/79x2958z", "frozenauthors": [ { "first_name": "Natalie", "middle_name": "", "last_name": "Brezack", "name_suffix": "", "institution": "University of Delaware", "department": "" }, { "first_name": "Haruka", "middle_name": "", "last_name": "Konishi", "name_suffix": "", "institution": "Michigan State University", "department": "" }, { "first_name": "Roberta", "middle_name": "", "last_name": "Golinkoff", "name_suffix": "", "institution": "University of Delaware", "department": "" }, { "first_name": "Kathryn", "middle_name": "", "last_name": "Hirsh-Pasek", "name_suffix": "", "institution": "Temple University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26668/galley/16304/download/" } ] }, { "pk": 26244, "title": "Language Informativity:\nIs starfish more of a fish in English than in Dutch?", "subtitle": null, "abstract": "Two studies examined how lexical information contained in\nwords affects people’s category representations. Some words\nare lexically suggestive regarding the taxonomic position of\ntheir referent (e.g., bumblebee, starfish). However, this\ninformation differs from language to language (e.g., in Dutch\nthe equivalent words hold no taxonomic information:\nhommel, vlinder). Three language groups, Dutch, English, and\nIndonesian speakers, were tested in similarity and typicality\njudgment tasks. The results show that the lexical information\naffects only the users of the language (e.g., Dutch speakers\nrated Dutch-informative items, both in similarity and\ntypicality tasks, higher than English and Indonesian speakers).\nResults are discussed in light of theories of concept\nrepresentation and the language relativity hypothesis.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "lexical; similarity; typicality; cognitive; concepts" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/24n131kh", "frozenauthors": [ { "first_name": "Farah", "middle_name": "", "last_name": "Djalal", "name_suffix": "", "institution": "University of Leuven", "department": "" }, { "first_name": "Wouter", "middle_name": "", "last_name": "Voorspoels", "name_suffix": "", "institution": "University of Leuven", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Heyman", "name_suffix": "", "institution": "University of Leuven", "department": "" }, { "first_name": "Gert", "middle_name": "", "last_name": "Storms", "name_suffix": "", "institution": "University of Leuven", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26244/galley/15880/download/" } ] }, { "pk": 26117, "title": "Lasting Political Attitude Change Induced by False Feedback About Own SurveyResponses", "subtitle": null, "abstract": "False feedback on choices has been documented to inducelasting preference change. Here we extend such effects to thepolitical domainand investigatethetemporal persistence ofinduced preferences, as well as, the possible role the length ofconfabulatory justifications may play. We conducted a two-day choice blindness experiment using political statements,with sessions being roughly one week apart. Changes inpolitical preferences remained one week after initialresponses, and were most prominent in participants who wereallowed to confabulate freely. These findings, being the firstto demonstrate lasting preference change using choiceblindness, are discussed in light of constructivist approachesto attitude formation through a process of self-perception.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "political attitudes; attitude change; choiceblindness; persuasion; confabulation" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6h13g2pf", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Sivén", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Strandberg", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "Lars", "middle_name": "", "last_name": "Hall", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "Petter", "middle_name": "", "last_name": "Johansson", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "Philip", "middle_name": "", "last_name": "Pärnamets", "name_suffix": "", "institution": "Lund University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26117/galley/15753/download/" } ] }, { "pk": 26228, "title": "Learning and making novel predictions about others’ preferences", "subtitle": null, "abstract": "We often make decisions on behalf of others, such as pickingout gifts or making restaurant recommendations. Yet, withoutdirect access to others’ preferences, our choices on behalf ofothers depend on what we think they like. Across twoexperiments, we examined whether and how accuratelypeople are able to infer others’ preferences by observing theirchoices. Our results suggest that people are capable of makingreasonably accurate predictions about what others will choosenext, given what they have chosen before. These results laythe groundwork to systematically study how people makenovel predictions about others’ preferences, and whendifferent strategies might be appropriate.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "preference learning; social cognition; Theory ofMind; decision-making" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8214k0ng", "frozenauthors": [ { "first_name": "Natalia", "middle_name": "", "last_name": "Vélez", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Yuan", "middle_name": "Chang", "last_name": "Leong", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Chelsey", "middle_name": "", "last_name": "Pan", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Jamil", "middle_name": "", "last_name": "Zaki", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Hyowon", "middle_name": "", "last_name": "Gweon", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26228/galley/15864/download/" } ] }, { "pk": 26364, "title": "Learning Behavior-Grounded Event Segmentations", "subtitle": null, "abstract": "The event segmentation theory (EST) postulates that humanssystematically segment the continuous sensorimotor informa-tion flow into events and event boundaries. The basis for theobserved segmentation tendencies, however, remains largelyunknown. We introduce a computational model that groundsEST in the interaction abilities of a system. The model learnsevents and event boundaries based on actively gathered senso-rimotor signals. It segments the signals based on principles ofprobabilistic predictive coding and surprise. The implementedmodel essentially simulates, anticipates, and learns event pro-gressions and event transitions online while interacting withthe environment by means of dynamic, predictive Bayesianmodels. Besides the model’s event segmentation capabilities,we show that the learned encodings can be used for higher-order planning. Moreover, the encodings systematically con-ceptualize environmental interactions and they help to identifythe factors that are critical for ensuring interaction success.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "event models; object interaction; predictive encod-ing; event segmentation; higher order planning; factorization;conceptualization" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/51t4q8kj", "frozenauthors": [ { "first_name": "Christian", "middle_name": "", "last_name": "Gumbsch", "name_suffix": "", "institution": "Eberhard Karls University of T ̈ubingen", "department": "" }, { "first_name": "Jan", "middle_name": "", "last_name": "Kneissler", "name_suffix": "", "institution": "Eberhard Karls University of T ̈ubingen", "department": "" }, { "first_name": "Martin", "middle_name": "V.", "last_name": "Butz", "name_suffix": "", "institution": "Eberhard Karls University of T ̈ubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26364/galley/16000/download/" } ] }, { "pk": 26413, "title": "Learning biases may prevent lexicalization of pragmatic inferences:a case study combining iterated (Bayesian) learning and functional selection", "subtitle": null, "abstract": "Natural languages exhibit properties that are difficult to explainfrom a purely functional perspective. One of these properties isthe systematic lack of upper-bounds in the literal meaning ofscalar expressions. This investigation addresses the develop-ment and selection of such semantics from a space of possiblealternatives. To do so we put forward a model that integratesBayesian learning into the replicator-mutator dynamics com-monly used in evolutionary game theory. We argue this syn-thesis to provide a suitable and general model to analyze thedynamics involved in the use and transmission of language.Our results shed light on the semantics-pragmatics divide andshow how a learning bias in tandem with functional pressuremay prevent the lexicalization of pragmatic inferences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantics; pragmatics; iterated learning; evolu-tionary game theory; scalar expressions" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8kf6d2wx", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "", "last_name": "Brochhagen", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Franke", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" }, { "first_name": "Robert", "middle_name": "van", "last_name": "Rooij", "name_suffix": "", "institution": "University of Amsterdam", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26413/galley/16049/download/" } ] }, { "pk": 26640, "title": "Learning Hierarchical Labels through Cross-situational Learning", "subtitle": null, "abstract": "An increasing body of research has demonstrated that human learners are able to use co-occurrences among wordsand objects to form word-object associations (e.g., Yu & Smith, 2007). In this study, we further investigated learners’ ability touse statistical information to learn labels at different hierarchical levels. Participants were presented with objects and words inambiguous learning trials. In some learning trials, participants saw multiple objects and heard their individual labels presentedin a random order, while in other trials, category labels were presented instead. Results from three experiments providedconverging evidence that adults were able to use word-object co-occurrences across different situations to learn hierarchicallabels. Moreover, participants generalized category labels to novel members at the same level but not to superordinate-levelinstances. There was also an interaction between the level of ambiguity in learning contexts and performance in label learningand generalization.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/92145456", "frozenauthors": [ { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Chi-hsin", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26640/galley/16276/download/" } ] }, { "pk": 26083, "title": "Learning How To Throw Darts\nThe Effect Of Modeling Type And Reflection On Dart-Throwing Skills", "subtitle": null, "abstract": "In this study we investigate the effect of modeling type and\nreflection on the acquisition of dart-throwing skills, self-\nefficacy beliefs and self-reaction scores by replicating a study\nby Kitsantas, Zimmerman, and Cleary (2000). Participants\nobserving a coping model were expected to surpass\nparticipants observing a mastery model who in turn were\nexpected to outperform participants who learned without a\nmodel. Reflection was hypothesized to have a positive effect.\nNinety undergraduate students were tested three times on\ndart-throwing skills, self-efficacy beliefs, and self-reaction\nscores. Contrary to what was expected, we found no main\neffects of modeling type and reflection. No interaction effects\nwere found either. There was an effect of trial, indicating that\nparticipants improved dart-throwing skills, self-efficacy\nbeliefs, and self-reaction scores over time. Furthermore, self-\nefficacy beliefs and dart-throwing skill were highly\ncorrelated. Our results suggest that learners do not benefit\nfrom observing a model and reflecting, but practice makes\nperfect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "observational learning; modeling type; reflection;\ndart throwing; motor skills" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8294c6vr", "frozenauthors": [ { "first_name": "Janneke", "middle_name": "van der", "last_name": "Loo", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Eefje", "middle_name": "", "last_name": "Frissen", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Emiel", "middle_name": "", "last_name": "Krahmer", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26083/galley/15719/download/" } ] }, { "pk": 26521, "title": "Learning in the wild - how labels influence what we learn", "subtitle": null, "abstract": "Learning concepts and categories in the real world is often ac-companied by verbal labels. The existing theoretical accountsof how labels influence what we learn range from facilitationto overshadowing, with changes occurring over development.Studies investigating how labels influence what people learnhave typically been confined to a category learning framework,where participants were tasked to learn how to discriminatecategories or infer missing category properties. Here, we in-vestigate how the absence or presence of labels, both commonand unique, alter how people attend and what they remember ina more general setting. Our results suggest that unique labelsmay promote visual exploration of objects; whereas, there wasno evidence to support the claim that hearing the same labelassociated with different members of a to-be-learned categorydirected attention to common features.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "categorization; cross-modal processing; attention;learning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0353x3mz", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "", "last_name": "Rivera", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Christopher", "middle_name": "W.", "last_name": "Robinson", "name_suffix": "", "institution": "The Ohio State University Newark", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26521/galley/16157/download/" } ] }, { "pk": 26343, "title": "Learning Non-Adjacent Dependencies in\nContinuous Presentation of an Artificial Language", "subtitle": null, "abstract": "Many grammatical dependencies in natural language\ninvolve elements that are not adjacent, such as between\nthe subject and verb in the child always runs. To date,\nmost experiments showing evidence of learning non-\nadjacent dependencies have used artificial languages in\nwhich the to-be-learned dependencies are presented in\nisolation by presenting the minimal sequences that\ncontain the dependent elements. However,\ndependencies in natural language are not typically\nisolated in this way. In this study we exposed learners\nto non-adjacent dependencies in long sequences of\nwords. We accelerated the speed of presentation and\nlearners showed evidence for learning of non-adjacent\ndependencies. The previous pause-based positional\nmechanisms for learning of non-adjacent dependency\nare challenged.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "implicit learning; non-adjacent\ndependencies" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1r56j5m1", "frozenauthors": [ { "first_name": "Felix", "middle_name": "Hao", "last_name": "Wang", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Jason", "middle_name": "", "last_name": "Zevin", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Toby", "middle_name": "", "last_name": "Mintz", "name_suffix": "", "institution": "University of Southern California", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26343/galley/15979/download/" } ] }, { "pk": 26749, "title": "Learning Spiking Neural Controllers for In-Silico Navigation Experiments", "subtitle": null, "abstract": "Artificial neural networks have been employed in many areas of cognitive systems research, ranging from low-levelcontrol tasks to high-level cognition. However, there is only little work on the use of spiking neural networks in these fields.In this project, we developed a virtual environment to explore solving navigation tasks using spiking neural networks. We firstused an existing experimental setup and compared the results to validate the developed environment. An evolutionary approachis used to set the parameters of a spiking neural network controlling a robot to navigate without collisions. In a second set ofexperiments, we trained the network via reinforcement learning which was implemented as a reward-based STDP protocol. Ourresults validate the correctness of the developed virtual environment and demonstrate the usefulness of using such a platform.The virtual environment guarantees the reproducibility of our experiments and can be easily adapted for future research.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5xb3c50f", "frozenauthors": [ { "first_name": "Mahmoud", "middle_name": "", "last_name": "Akl", "name_suffix": "", "institution": "Technical University of Munich", "department": "" }, { "first_name": "Florian", "middle_name": "", "last_name": "Walter", "name_suffix": "", "institution": "Technical University of Munich", "department": "" }, { "first_name": "Florian", "middle_name": "", "last_name": "Rohrbein", "name_suffix": "", "institution": "Technical University of Munich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26749/galley/16385/download/" } ] }, { "pk": 26366, "title": "Learning that numbers are the same, while learning that they are different", "subtitle": null, "abstract": "It has been suggested that the way that number words are used mayplay an important role in the development of number concepts.However, little is currently known about the overall ways in whichnumber words are used in child-directed speech. To address this,we performed an analysis of how number words are used in theCHILDES database. We looked at four statistics: 1) lexicalfrequency, 2) contextual diversity, 3) word co-occurrence, and 4)distributional similarity, to see if these distributional statisticssuggest why some aspects of number acquisition are easy andothers are hard, and if these statistics are informative about specificdebates in number acquisition. We found that that are manyimportant differences in how small and large number words areused (such as differences in frequency, co-occurrence patterns, anddistributional similarity), differences that may play an role inshaping hypotheses about children’s acquisition of numberconcepts. Keywords: number representation, language acquisition,concept acquisition, statistical learning, corpus analyses", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0x45q057", "frozenauthors": [ { "first_name": "Jon", "middle_name": "A.", "last_name": "Willits", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Michael", "middle_name": "N.", "last_name": "Jones", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Landy", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26366/galley/16002/download/" } ] }, { "pk": 26055, "title": "Learning to Talk about EventsGrounding Language Acquisition in Intuitive Theories and Event Cognition", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language acquisition; concepts; event cognition;cognitive development; intuitive theories; argument structure" } ], "section": "Workshops", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6mp895m3", "frozenauthors": [ { "first_name": "Eva", "middle_name": "", "last_name": "Wittenberg", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Melissa", "middle_name": "", "last_name": "Kline", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Joshua", "middle_name": "K.", "last_name": "Hartshorne", "name_suffix": "", "institution": "Boston College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26055/galley/15691/download/" } ] }, { "pk": 26469, "title": "Left-right mental timeline is robust to visuospatial and verbal interference", "subtitle": null, "abstract": "We test the robustness of American college students’ mentaltimeline to dual tasks that have interfered with spatial andverbal reasoning in prior work. We focus on the left-right axisfor representing sequences of events. We test Americancollege students, who read from left to right. We test forautomatic space-time mappings using two established space-time association tasks. We find that their tendency toassociate earlier events with the left side of space and laterevents with the right remains under conditions of visuospatialand verbal interference. We find this both when participantsmade time judgments about linguistic and non-linguisticstimuli. We discuss the relationship between these results andthose obtained for mental timelines that result from learningnew metaphors in language (Hendricks & Boroditsky, 2015),and the effects of the same interference tasks on number tasks(mental number-line and counting; van Dijck et al., 2009;Frank et al., 2012).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "space; time; mental timeline; metaphor; workingmemory; interference; implicit association" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6sj9g7wd", "frozenauthors": [ { "first_name": "Rose", "middle_name": "K.", "last_name": "Hendricks", "name_suffix": "", "institution": "Thurgood Marshall College", "department": "" }, { "first_name": "Esther", "middle_name": "J.", "last_name": "Walker", "name_suffix": "", "institution": "Thurgood Marshall College", "department": "" }, { "first_name": "Benjamin", "middle_name": "K.", "last_name": "Bergen", "name_suffix": "", "institution": "Thurgood Marshall College", "department": "" }, { "first_name": "Lera", "middle_name": "", "last_name": "Boroditsky", "name_suffix": "", "institution": "Thurgood Marshall College", "department": "" }, { "first_name": "Rafael", "middle_name": "", "last_name": "Núñez", "name_suffix": "", "institution": "Thurgood Marshall College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26469/galley/16105/download/" } ] }, { "pk": 26466, "title": "Leveling the Field: Talking Levels in Cognitive Science", "subtitle": null, "abstract": "Talk of levels is everywhere in cognitive science. Whether it isin terms of adjudicating longstanding debates or motivatingfoundational concepts, one cannot go far without hearingabout the need to talk at different ‘levels’. Yet in spite of itswidespread application and use, the concept of levels hasreceived little sustained attention within cognitive science.This paper provides an analysis of the various ways the notionof levels has been deployed within cognitive science. Thepaper begins by introducing and motivating discussion viafour representative accounts of levels. It then turns to outliningand relating the four accounts using two dimensions ofcomparison. The result is the creation of a conceptualframework that maps the logical space of levels talk, whichoffers an important step toward making sense of levels talkwithin cognitive science", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "levels; analysis; explanation; organization;cognitive science; conceptual framework" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/03f7f102", "frozenauthors": [ { "first_name": "Luke", "middle_name": "", "last_name": "Kersten", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "West", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Brook", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26466/galley/16102/download/" } ] }, { "pk": 26349, "title": "Lexical Complexity of Child-Directed and Overheard Speech:Implications for Learning", "subtitle": null, "abstract": "Although previous studies have found a link between thequantity and quality of child-directed speech learners receiveand their vocabulary development, no previous studies havefound a parallel link between overheard speech measured ata very young age and vocabulary development (Shneidman& Goldin-Meadow, 2012; Shneidman, Arroyo, Levine, &Goldin-Meadow, 2013; Weisleder & Fernald, 2013). This isdespite the fact that children are able to learn words from over-heard speech in laboratory settings (Shneidman & Woodward,2015). Drawing on the idea that children preferentially at-tend to stimuli that are at a manageable level of complexity(Kidd, Piantadosi, & Aslin, 2012, 2014), the present researchexplores the possibility that children do not initially tune intooverheard speech because it is initially too complex for theirstage of lexical development (i.e., contains too great a propor-tion of unfamiliar words). Using transcripts from CHILDESand the Santa Barbara Corpus, and estimates of vocabularyby age from the MB-CDI, we find that child-directed speechis significantly less complex than overheard speech throughat least 30 months. If attention based on complexity at leastpartially accounts for the statistical independence of overheardspeech and vocabulary development in early childhood, thenchildren might only begin learning from more complex, over-heard speech sometime after 30 months.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "lexical development; attention; corpus analysis" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5gt1437j", "frozenauthors": [ { "first_name": "Ruthe", "middle_name": "", "last_name": "Foushee", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Griffiths", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Mahesh", "middle_name": "", "last_name": "Srinivasan", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26349/galley/15985/download/" } ] }, { "pk": 26746, "title": "Lexicalization Typology of Realization Events in Mandarin Chinese", "subtitle": null, "abstract": "There has been a hot debate on the typological status of Mandarin Chinese in Talmyan framework of Verb-framedlanguages (V-languages) and Satellite-framed Languages(S-languages). However, most previous studies focus on motionevents, while other macro-events (Talmy, 2000) receive little attention. The present study aims to investigate event of real-ization in Mandarin Chinese with experimental method. The analysis of elicited data shows that: (1) predicates of Mandarinrealization events are mostly bipolar resultative verb compounds, which have the semantic feature of [+agent], [+instrument],and [+state change]. This proves that “result” is a semantic prime in Chinese verb semantics. (2) Lexicalization patterns ofrealization events in Mandarin represent more of S-language, but Mandarin also shows the characteristics of V-language. Thedifference between S-language patterns and V-language patterns is significant, and the general tendency is: S-language>V-language. Overall, the results indicate that the lexicalization typology of Mandarin realization events falls into a complementarytypological framework.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/69s9c1qh", "frozenauthors": [ { "first_name": "Yu", "middle_name": "", "last_name": "Deng", "name_suffix": "", "institution": "Beihang University", "department": "" }, { "first_name": "Fuyin", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "Beihang University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26746/galley/16382/download/" } ] }, { "pk": 26587, "title": "Linear separability and human category learning: Revisiting a classic study", "subtitle": null, "abstract": "The ability to acquire non-linearly separable (NLS) classifications is well documented in the study of human categorylearning. In particular, one experiment (Medin & Schwanenflugel, 1981; E4) is viewed as the canonical demonstration that,when within- and between- category similarities are evenly matched, NLS classifications are not more difficult to acquire thanlinearly separable ones. The results of this study are somewhat at issue due to non-standard methodology and small samplesize. We present a replication and extension of this classic experiment. We did not find any evidence of an advantage forlinearly separable classifications. In fact, the marginal NLS advantage observed in the original study was strengthened: wefound a significant advantage for the NLS classification. These results are discussed with respect to accounts provided byformal models of human classification learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8nk9m12s", "frozenauthors": [ { "first_name": "Kimery", "middle_name": "", "last_name": "Levering", "name_suffix": "", "institution": "Marist College", "department": "" }, { "first_name": "Nolan", "middle_name": "", "last_name": "Conaway", "name_suffix": "", "institution": "Binghamton University", "department": "" }, { "first_name": "Kenneth", "middle_name": "", "last_name": "Kurtz", "name_suffix": "", "institution": "Binghamton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26587/galley/16223/download/" } ] }, { "pk": 26622, "title": "Linguistic alignment with artificial entities in the context of second languageacquisition", "subtitle": null, "abstract": "Native-speakers often adapt to non-natives in order to foster mutual understanding and successful communication,sometimes with the negative outcome of interfering with successful second language acquisition (SLA) on a native-speakerlevel. In two experimental studies we explored the potential of artificial tutors to avoid inhibition effects and exploit linguisticalignment processes in HCI for SLA. Study 1 (n=130 non-native speakers) investigated the influence of system voice (text-to-speech vs. pre-recorded speech) and embodiment (virtual agent vs. robot vs. speech based interaction) on participants’perception of the system, their motivation, their lexical and syntactical alignment during interaction and their learning effectafter the interaction, while in Study 2 (n=85) embodiment and the presence of expressive nonverbal behavior were varied. Thevariation of system characteristics had barely influence on the evaluation of the system or participants’ alignment behavior.Moreover, although participants linguistically aligned this did not result in significant short-term learning effects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/02h3s76x", "frozenauthors": [ { "first_name": "Astrid", "middle_name": "Marieke", "last_name": "Rosenthal-von der Putten", "name_suffix": "", "institution": "University of Duisburg-Essen", "department": "" }, { "first_name": "Carolin", "middle_name": "", "last_name": "Straßmann", "name_suffix": "", "institution": "University of Duisburg-Essen", "department": "" }, { "first_name": "Nicole", "middle_name": "", "last_name": "Kramer", "name_suffix": "", "institution": "University of Duisburg-Essen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26622/galley/16258/download/" } ] }, { "pk": 26415, "title": "Linguistic input is tuned to children’s developmental level", "subtitle": null, "abstract": "Children rapidly learn a tremendous amount about languagedespite limitations imposed on them by their developing cog-nitive abilities. One possible explanation for this rapid learn-ing is that caregivers tune the language they produce tothese limitations, titrating the complexity of their speech todevelopmentally-appropriate levels. We test this hypothesis ina large-scale corpus analysis, measuring the contingency be-tween parents’ and children’s speech over the first 5 years.Our results support the linguistic tuning hypothesis, showinga high degree of mostly parent-led coordination early in de-velopment that decreases as children become more proficientlanguage learners and users.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language Acquisition" }, { "word": "Cognitive Development" }, { "word": "computational modelingI" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0mn348d4", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Yurovsky", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Gabriel", "middle_name": "", "last_name": "Doyle", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26415/galley/16051/download/" } ] }, { "pk": 26297, "title": "Linguistic niches emerge from pressures at multiple timescales", "subtitle": null, "abstract": "What accounts for the vast diversity in the world’s languages?We explore one possibility: languages adapt to their linguis-tic environment (Linguistic Niche Hypothesis; Lupyan & Dale,2010). Recent studies have found support for this hypothesisthrough correlations between aspects of the environment andlinguistic structure. We synthesize this previous work and findthat languages spoken in cold, small regions tend to be morecomplex across a range of linguistic features. We also testa novel prediction of the Linguistic Niche Hypothesis by ex-amining the learnability of languages for first-language, childlearners.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistic Niche Hypothesis; language evolution" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0hc9j2wb", "frozenauthors": [ { "first_name": "Molly", "middle_name": "", "last_name": "Lewis", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26297/galley/15933/download/" } ] }, { "pk": 26485, "title": "Linguistic Priming and Learning Adjacent and Non-Adjacent Dependencies in\nSerial Reaction Time Tasks", "subtitle": null, "abstract": "Although syntactic priming is well studied and\ncommonly assumed to involve implicit learning, the\nmechanisms behind this phenomenon are still under\ndebate. We tested whether implicit learning of adjacent\nand non-adjacent sequences occurs in a non-linguistic,\nfinger sequence task (Serial Reaction Time task), and if\nso, whether these implicitly-learned dependencies can\ncause syntactic priming in the linguistic domain. We\nfollowed the logic that exposure to statistical patterns in\nthe SRT task may influence language users’ relative\nclause (RC) attachment biases, and trained participants\non SRT sequences with adjacent or non-adjacent\ndependencies. Participants then wrote completions to\nrelative clause fragments in a situation where they\ncould opt for adjacent or non-adjacent linguistic\nstructures. Participants successfully learned the adjacent\nand non-adjacent dependency implicitly during the SRT\ntask, but, strikingly, their RC continuations did not\nexhibit priming effects. Implications for theories of\nsyntactic priming and its relations to implicit learning\nare discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "implicit learning; syntactic priming;\nrelative clause attachment bias; non-adjacent\ndependencies" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6sn268bj", "frozenauthors": [ { "first_name": "Felix", "middle_name": "Hao", "last_name": "Wang", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" }, { "first_name": "Elsi", "middle_name": "", "last_name": "Kaiser", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26485/galley/16121/download/" } ] }, { "pk": 26726, "title": "Linguistic recursion and Autism Spectrum Disorder", "subtitle": null, "abstract": "Both first-order and second-order false-belief mastery are important in acquisition of Theory of Mind. Our logicalanalysis of second-order false-belief tasks shows that this sort of reasoning involves recursion. Language involves recursion aswell; recursive possessive and complements clauses are examples.Second-order social reasoning depends on both individual cognitive resources and immersion in a wide range of interactivecontexts. But since the ‘usual’ interactive contexts do not make the same sense to children with Autism Spectrum Disorder(ASD), it has been proposed that they use language as scaffolding in false-belief understanding.We hypothesize that competency in linguistic recursion predicts second-order false-belief mastery for children with ASD.We investigate this by training children with ASD to better comprehend and produce recursive possessive and complementclauses. We have developed and validated a tool to measure the recursion competency in the Danish language, and we applythis in a randomized controlled training study.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/86x9w4v9", "frozenauthors": [ { "first_name": "Irina", "middle_name": "", "last_name": "Polyanskaya", "name_suffix": "", "institution": "Roskilde University", "department": "" }, { "first_name": "Torben", "middle_name": "", "last_name": "Brauner", "name_suffix": "", "institution": "Roskilde University", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Blackburn", "name_suffix": "", "institution": "Roskilde University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26726/galley/16362/download/" } ] }, { "pk": 26480, "title": "Linguistic Signatures of Cognitive Processes during Writing", "subtitle": null, "abstract": "The relationship between working memory capacity andwriting ability was examined via a linguistic analysis ofstudent essays. Undergraduate students (n = 108) wrotetimed, prompt-based essays and completed a battery ofcognitive assessments. The surface- and discourse-levellinguistic features of students’ essays were then analyzedusing natural language processing tools. The results indicatedthat WM capacity was related to surface-level, but notdiscourse-level features of student essays. Additionally, theresults suggest that these relationships were attenuated forstudents with high inferencing skills, as opposed to those withlower inferencing skills", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "writing; natural language processing;computational linguistics; strategies; working memory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1tp8f26c", "frozenauthors": [ { "first_name": "Laura", "middle_name": "K.", "last_name": "Allen", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Cecile", "middle_name": "", "last_name": "Perret", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Danielle", "middle_name": "S.", "last_name": "McNamara", "name_suffix": "", "institution": "Arizona State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26480/galley/16116/download/" } ] }, { "pk": 26362, "title": "Listener sensitivity to foreign-accented speech with grammatical errors", "subtitle": null, "abstract": "The present accent rating study investigates the interactionbetween accent strength and grammatical correctness on per-ceived accentedness. German native (L1) listeners rated Ger-man sentences produced by L1 and non-native (L2) speakers.Sentences either contained a grammatical error or were gram-matically correct. Results showed that grammatical correct-ness affected the accent rating of sentences produced by L1speakers, but not of those by L2 speakers. The inverse influ-ence of grammatical errors on sentences spoken with strongeraccents suggests that phonological information plays a moreimportant role for global perception of speech accentednessthan grammatical correctness does, revealing a hierarchical im-portance of factors that form an L2 accent. This finding is inline with recent findings from an online processing ERP study(Hanul ́ıkov ́a, van Alphen, van Goch, & Weber, 2012) in whichL1 listeners were tolerant towards grammatical errors made byL2 speakers, i.e. showed no P600 effect for grammatically in-correct sentences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "perceived accent strength; grammatical error" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/84j783qr", "frozenauthors": [ { "first_name": "Yuki", "middle_name": "", "last_name": "Asano", "name_suffix": "", "institution": "Eberhard Karls University Tubingen", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Weber", "name_suffix": "", "institution": "Eberhard Karls University Tubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26362/galley/15998/download/" } ] }, { "pk": 26241, "title": "Longitudinal L2 Development of the English Article in Individual Learners", "subtitle": null, "abstract": "We investigate the accuracy development of the Englisharticle by learners of English as a second language. The studyfocuses on individual learners, tracking their learningtrajectories through their writings in the EF-Cambridge OpenLanguage Database (EFCAMDAT), an open access learnercorpus. We draw from 17,859 writings by 1,280 learners andask whether article accuracy in individual learners fluctuatesrandomly or whether learners can be clustered according totheir developmental trajectories. In particular, we apply k-means clustering to automatically cluster in a bottom upfashion learners with similar learning curves. We followlearners for a period covering one CEFR level. Given therelatively short learning window, the majority of learnersfollow a horizontal line. Nevertheless, we also identify groupsof learners showing a power-function and U-shaped curve.Crucially, these groups are ‘hidden’ when the aggregate oflearners is considered, a finding highlighting the importanceof individual level analysis.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "learning curve; clustering; individual variation;second language" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9rv17591", "frozenauthors": [ { "first_name": "Akira", "middle_name": "", "last_name": "Murakami", "name_suffix": "", "institution": "University of Cambridge", "department": "" }, { "first_name": "Theodora", "middle_name": "", "last_name": "Alexopoulou", "name_suffix": "", "institution": "University of Cambridge", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26241/galley/15877/download/" } ] }, { "pk": 26709, "title": "Making invisible ”trouble” visible: Self-repair increases abstraction of referringexpressions", "subtitle": null, "abstract": "A central finding in dialogue research is that interlocutors rapidly converge on referring expressions which becomeprogressively contracted and abstract. However, there is currently no consensus on which mechanisms underpin convergence:The interactive alignment model (Pickering and Garrod) favours priming, the grounding model (Clark, 1996) prioritizes positivefeedback, while Healey (2002) demonstrates the importance of miscommunication. To investigate convergence in closer detailwe report a variant of the “maze-task”. Participants communicate via a text-based chat tool which selectively transformsparticipants’ private turn-revisions into public self-repairs that are made visible to the other participant. Dyads who receivedthese artificially transformed turns used more abstract referring expressions, but performed worse at the task. We argue this isdue to self-repairs having a beneficial effect of amplifying naturally occurring miscommunication (Healey et al., 2013), whilealso having a deleterious effect of decreasing participants’ confidence in the conventions established during the task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/74w2z113", "frozenauthors": [ { "first_name": "Gregory", "middle_name": "", "last_name": "Mills", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Gisela", "middle_name": "", "last_name": "Redeker", "name_suffix": "", "institution": "University of Groningen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26709/galley/16345/download/" } ] }, { "pk": 26137, "title": "Making it Right: Can the Right-Hemisphere Compensate for Language Function in\nPatients with Left-Frontal Brain Tumors?", "subtitle": null, "abstract": "Both the degree to which the left-hemisphere is specialized\nfor language and the relative ability of the right-hemisphere\nto subserve language function are underspecified. The\npresent study sought to identify whether the right-frontal\nfMRI activation seen in a number of case studies in patients\nwith left-sided brain lesions exists as a group-level trend in\npatients with left-frontal tumors. It also sought to examine\nthe possible compensatory nature of this activation. Thus, a\nretrospective analysis of 197 brain tumor patients who had\nundergone pre-surgical fMRI language mapping was\nconducted. Patients with left-frontal tumors were found to\nbe more likely to show right- or co-dominant fMRI\nactivation during language mapping tasks compared to\npatients who had tumors elsewhere in the brain. Further,\npatients with left-frontal tumors who were identified as\nright- or co-dominant for language were found to possess\nmore intact language function as measured by the Boston\nNaming Test.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language; neuroplasticity" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3c39353s", "frozenauthors": [ { "first_name": "Ethan", "middle_name": "", "last_name": "Jost", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Nicole", "middle_name": "P.", "last_name": "Brennan", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Kyung", "middle_name": "K.", "last_name": "Peck", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Andrei", "middle_name": "I.", "last_name": "Holodny", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Morten", "middle_name": "H.", "last_name": "Christiansen", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26137/galley/15773/download/" } ] }, { "pk": 26646, "title": "Mandarin-English Bilinguals Match Lexical-Tone Processing to the Language Context", "subtitle": null, "abstract": "Proficient bilingual listening requires differential processing of sound variation in each language context. We consid-ered context-based processing of pitch information by Mandarin-English bilinguals, for whom pitch indicates word distinctionsin one language but not the other. In an eye-tracked word-learning experiment, 58 bilinguals and 28 English monolinguals eachlearned English-like and Mandarin-like wordsets, words referring to images. Wordsets differed primarily in that English-likewords contained final consonants. We explained that some words might differ only in their pitch patterns, and included train-ing on minimal tone pairs. In test, two pictures appeared on the screen with referents differing in either tone or vowel. Onepicture was labeled. Bilinguals processed tones more efficiently (t(78) = 3.54, p = .001) and more accurately (t(84) = 3.78, p <.001) than monolinguals only in the Mandarin context. Mandarin-English bilinguals thus appear to tailor tone processing to thewithin-word language context.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4wj5z8t8", "frozenauthors": [ { "first_name": "Carolyn", "middle_name": "", "last_name": "Quam", "name_suffix": "", "institution": "University of Arizona", "department": "" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Creel", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26646/galley/16282/download/" } ] }, { "pk": 26424, "title": "Measuring and modeling distraction by self-referential processing in a complexworking memory span task", "subtitle": null, "abstract": "Two experiments using novel complex working memory spantasks were performed, both requiring the participants toremember a span of letters whilst being distracted by theprocessing of words. Word processing could either be self-referential (SRP) or not. In the first experiment recallperformance was compared between SRP and non-SRPconditions using the same words. In the second experiment,we compared SRP and non-SRP in two tasks equalized insemantic processing but using different words. In bothexperiments recall performance was significantly lower afterSRP compared to non-SRP, indicating that SRP has adisruptive effect on the recall task. A cognitive modelimplemented in PRIMs, using goal competition during SRP,interfering with rehearsal of letters, could account for theobserved experimental results. If SRP interferes withsubsequent tasks in this manner it should also interfere withtasks other than recall, such as SRP occurring in daily life.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "self-referential processing" }, { "word": "distraction" }, { "word": "cognitivemodeling" }, { "word": "complex working memory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/25m9d5t7", "frozenauthors": [ { "first_name": "Jeroen", "middle_name": "", "last_name": "Daamen", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Marieke", "middle_name": "van", "last_name": "Vugt", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Niels", "middle_name": "", "last_name": "Taatgen", "name_suffix": "", "institution": "University of Groningen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26424/galley/16060/download/" } ] }, { "pk": 26604, "title": "Measuring Cognitive Skills through Conversation-Based Assessment", "subtitle": null, "abstract": "Conversation-Based Assessment (CBA) represents a relatively new method of measuring student cognitive skills(e.g., science reasoning) through adaptive dialogues with automated characters. This approach leverages the openness ofnatural language with the interactivity of spoken dialogue to engage students in verbal reasoning and constructive processes(i.e., cognition). These two dimensions differentiate CBA from other assessment items (e.g., multiple choice and essays) byallowing for more freedom in responses along with the ability to adapt and follow-up on particular threads of information.The conversational exchange affords a rich data stream that can provide additional explanatory evidence of students’ cognitionexhibited through conversational content and dialogue paths. The current work, built on the AutoTutor dialogue engine, willdiscuss the affordances and constraints of CBA along with how this approach may complement and enhance other methods ofmeasuring of cognitive skills.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/48v6s08d", "frozenauthors": [ { "first_name": "G.", "middle_name": "Tanner", "last_name": "Jackson", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Katherine", "middle_name": "", "last_name": "Castellano", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Diego", "middle_name": "", "last_name": "Zapata-Rivera", "name_suffix": "", "institution": "Princeton", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26604/galley/16240/download/" } ] }, { "pk": 26620, "title": "Measuring individual and developmental differences in children’s sense ofconfidence", "subtitle": null, "abstract": "From something as simple as judging the time to more complicated behaviours like answering trivia questions, ourcognitive systems always provide us with a representation of confidence: the probability of being correct. The developmentof confidence has been a long-standing issue in cognitive and developmental science. However, most studies assess children’sconfidence through either extensively trained numerical or verbal scales (“I am sure”), or by asking children to gamble on theiranswer. These measures stand to confuse metacognition with the development of language and inhibitory control. Here, wevalidate a novel model and task that measures individual and developmental differences in confidence relatively (“Are you moreconfident in X or Y”). Subsequently, we apply this task to demonstrate that metacognitive abilities of children aged 5–8 showsignificant development in the domain of intuitive number representations. These results are discussed in a broader context oftheory and measurement of metacognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7hj931wt", "frozenauthors": [ { "first_name": "Carolyn", "middle_name": "", "last_name": "Baer", "name_suffix": "", "institution": "University of British Columbia", "department": "" }, { "first_name": "Darko", "middle_name": "", "last_name": "Odic", "name_suffix": "", "institution": "University of British Columbia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26620/galley/16256/download/" } ] }, { "pk": 26336, "title": "Measuring Interest in Science: The Science Curiosity Scale", "subtitle": null, "abstract": "In the current study, we present the methods for creating andvalidating a science curiosity scale. We find that the scalepresented here is unidimensional and highly reliable.Moreover, it predicts engagement with a science documentaryclip more accurately than do measures of science intelligenceor education. Although more steps are needed, this providesinitial evidence for the utility of our measure of sciencecuriosity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "curiosity; science curiosity; scale; psychometrics;Item Response Theory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2q17w8gk", "frozenauthors": [ { "first_name": "Asheley", "middle_name": "", "last_name": "Landrum", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Joseph", "middle_name": "", "last_name": "Hilgard", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Heather", "middle_name": "", "last_name": "Akin", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Nan", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Dan", "middle_name": "M.", "last_name": "Kahan", "name_suffix": "", "institution": "University of Pennsylvania , Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26336/galley/15972/download/" } ] }, { "pk": 26126, "title": "Measuring lay theories of parenting and child development", "subtitle": null, "abstract": "Parenting practices are known to play an important role inshaping children’s outcomes. For example, children whoseparents engage them in high-quality conversations and whoare given opportunities for free play are at an advantage forlearning and later academic outcomes. However, communicat-ing the results of relevant scientific findings to parents remainsa challenge. One possible moderator of uptake of parentinginformation is the implicit theories parents hold with regardto child development and parenting. As a first step in inves-tigating this possibility, the present work establishes a newmeasure of parenting attitudes including three subscales cor-responding to attitudes about rules and respect, affection andattachment, and early learning. We then examine whether sub-scale scores predict uptake of new information about children’slearning. Scores on the Early Learning subscale, but not theRules and Respect subscale, predicted generalization from thearticle, providing initial evidence of the validity of this mea-sure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Parenting attitudes; implicit theories" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8gg206fq", "frozenauthors": [ { "first_name": "Emily", "middle_name": "", "last_name": "Hembacher", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26126/galley/15762/download/" } ] }, { "pk": 26296, "title": "Measuring the Causal Dynamics of Facial Interactionwith Convergent Cross Mapping", "subtitle": null, "abstract": "The nature of the dynamics of nonverbal interactions is of con-siderable interest to the study of human communication andfuture human-computer interaction. Facial expressions consti-tute an important source of nonverbal social signals. Whereasmost studies have focused on the facial expressions of iso-lated individuals, the aim of this study is to explore the cou-pling dynamics of facial expressions in social dyadic interac-tions. Using a special experimental set-up, the frontal facialdynamics of pairs of socially interacting persons were mea-sured and analyzed simultaneously. We introduce the use ofconvergent cross mapping, a method originating from dynam-ical systems theory, to assess the causal coupling of the dyadicfacial-expression dynamics. The results reveal the presence ofbidirectional causal couplings of the facial dynamics. We con-clude that convergent cross mapping yields encouraging resultsin establishing evidence for causal behavioral interactions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mimicry; convergent cross mapping; facial ex-pressions" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/08p997t9", "frozenauthors": [ { "first_name": "Eric", "middle_name": "", "last_name": "Postma", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Marie", "middle_name": "", "last_name": "Postma-Nilsenova", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26296/galley/15932/download/" } ] }, { "pk": 26155, "title": "Mechanisms for storing and accessing event representations in episodic memory,and their expression in language: a neural network model", "subtitle": null, "abstract": "We present a neural network model of how events are storedin and retrieved from episodic long-term memory (LTM). Themodel is novel in giving an explicit account of the workingmemory (WM) medium mediating access to episodic mem-ory: it makes a specific proposal about how representations ofevents and situations in WM interface with representations ofevents and situations in episodic memory. It also provides theframework for an account of how operations accessing tempo-rally remote situations are reported in language.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "episodic memory; working memory; discoursemodels" }, { "word": "Neural Networks" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1210j5nn", "frozenauthors": [ { "first_name": "Martin", "middle_name": "", "last_name": "Takac", "name_suffix": "", "institution": "University of Otago ; Comenius University", "department": "" }, { "first_name": "Alistair", "middle_name": "", "last_name": "Knott", "name_suffix": "", "institution": "University of Otago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26155/galley/15791/download/" } ] }, { "pk": 26674, "title": "Memory-based decision making: Examining the relative influence experimentaland pre-experimental exposure.", "subtitle": null, "abstract": "We examine the role of memory accessibility across two different memory-related judgments: episodic recognition(e.g., ”Was this person’s name presented earlier in the experiment?”) and probabilistic inference (e.g., “How famous do youconsider this person to be?”). For both judgments (episodic recognition and probabilistic inference), we observe the influenceof both pre-experimental exposure, which is approximated by web-frequencies (e.g., Google search results), and experimentalexposure, which is manipulated through an incidental study phase (e.g., a vowel counting task). The results of these experimentsallow for an integrative understanding of how different sources of memory accessibility (experimental vs. pre-experiential) arecombined, and possibly interfere with one another, depending on the type of memory-related judgment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5t92g0hd", "frozenauthors": [ { "first_name": "Justin", "middle_name": "", "last_name": "Olds", "name_suffix": "", "institution": "University of Lausanne", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Marewski", "name_suffix": "", "institution": "University of Lausanne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26674/galley/16310/download/" } ] }, { "pk": 26597, "title": "Memory biases in matching and recall: Evidence from initial consonant clusters", "subtitle": null, "abstract": "Perception and memory of linguistic information is biased in favor of stimuli that conform to structural regularities.At the level of word form, there is evidence that initial consonant clusters varying in grammatical status (e.g., br vs. *bn,*bd, *rb) differentially affect response times in same-different matching (e.g., slower responses to rbif - REBIF than to brif- BERIF; Berent & Lennertz, 2010). Previous results are consistent with two hypotheses: non-conforming clusters could bemodified by a specific ’repair’ (e.g., rbif recoded as rebif), or the encoding of such clusters could be more uncertain and theirrecall more variable. A series of matching and full-recall experiments support the second hypothesis: the response time effectfor non-conforming clusters is observed for both *rbif - REBIF and *rbif - RBIFE, but only the former ’repairs’ the cluster;furthermore, errors made in recall exhibit high variability and do not systematically improve structural well-formedness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/87s5m1t9", "frozenauthors": [ { "first_name": "Mackenzie", "middle_name": "", "last_name": "Young", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Colin", "middle_name": "", "last_name": "Wilson", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26597/galley/16233/download/" } ] }, { "pk": 26440, "title": "Memory for exemplars in category learning", "subtitle": null, "abstract": "Some argue that category learning is mediated by two com-peting learning systems: one explicit, one implicit (Ashby etal., 1998). These systems are hypothesised to be responsi-ble for learning rule-based and information-integration cate-gory structures respectively. However, little experimental workhas directly investigated whether people are conscious of cat-egory knowledge supposedly learned by the implicit system.Here we report one experiment that directly compared explicitrecognition memory for exemplars between these two categorystructures. Contrary to the predictions of the dual-systems ap-proach, we found preliminary evidence of superior exemplarmemory after information-integration category learning com-pared to rule-based learning. This result is consistent with thehypothesis that participants learn information-integration cate-gory structures by using complex rules.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning; memory; dual-systems; recog-nition" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4fs1p8tq", "frozenauthors": [ { "first_name": "C. E. R", "middle_name": "", "last_name": "Edmunds", "name_suffix": "", "institution": "Plymouth University", "department": "" }, { "first_name": "Andy", "middle_name": "J.", "last_name": "Wills", "name_suffix": "", "institution": "Plymouth University", "department": "" }, { "first_name": "Fraser", "middle_name": "N.", "last_name": "Milton", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26440/galley/16076/download/" } ] }, { "pk": 26636, "title": "Memory for the Meaningless: Experts’ Advantage at Recalling UnstructuredMaterial", "subtitle": null, "abstract": "The ability to recall domain-specific unstructured material (e.g., random chess positions) is a litmus test for theoriesof expert memory. Theories emphasising high-level memory structures or holistic processing of stimuli predict no differencebetween experts and novices at recalling unstructured material, because no large structure or whole are present in such material.Conversely, theories assuming small memory structures (e.g., chunks) predict a skill effect, because even in scrambled materialsome small meaningful structures occur by chance. This meta-analysis assessed the correlation between expertise and recall ofunstructured material in several domains, including board games, programming, sports, and music. We found a moderate butsignificant overall correlation (r = .42, p < .001), and the presence of an effect in nearly every domain. This outcome suggeststhat experts base their superiority on a vaster knowledge of small memory structures, in addition to high-level structures orholistic processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8gn4z3fz", "frozenauthors": [ { "first_name": "Giovanni", "middle_name": "", "last_name": "Sala", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Fernand", "middle_name": "", "last_name": "Gobet", "name_suffix": "", "institution": "University of Liverpool", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26636/galley/16272/download/" } ] }, { "pk": 26292, "title": "Memory for the Random: A Simulation of Computer Program Recall", "subtitle": null, "abstract": "Contrary to a widely held belief, experts recall randommaterial better than non-experts. This phenomenon, predictedby the CHREST computational model, was first establishedwith chess players. Recently, it has been shown through ameta-analysis that it generalises to nearly all domains wherethe effect has been tested. In this paper, we carry outcomputer simulations to test whether the mechanismpostulated with chess experts – the acquisition and use of alarge number of chunks – also applies to computerprogramming experts. The results show that a simplifiedversion of CHREST (without the learning and use of high-level schemata known as templates) broadly captures the skilleffect with scrambled programs. However, it fails to accountfor the differences found in humans between different types ofrandomisation. To account for these differences, additionalmechanisms are necessary that use semantic processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "chunk; computer programming; expertise;memory recall; random material" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/697292bm", "frozenauthors": [ { "first_name": "Fernand", "middle_name": "", "last_name": "Gobet", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Iain", "middle_name": "", "last_name": "Oliver", "name_suffix": "", "institution": "University of Nottingham", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26292/galley/15928/download/" } ] }, { "pk": 26656, "title": "Mental representations and processing of radical expressions", "subtitle": null, "abstract": "Mathematical cognition researchers have studied the mental representations of natural numbers, integers, and frac-tions extensively. We investigated the representations of irrational and perfect square numbers in a laboratory setting. Eightyparticipants performed (1) a magnitude comparison task (MC) by indicating which of two numbers is greater or lesser, (2) anumber line estimation task (NLE) that required subjects to estimate the positions of natural and radical numbers on a numberline, and (3) a numeracy test. On the MC task, participants were slower for radical expressions than for natural numbers andshowed distance and size effects for both. When comparing radical expressions, they were faster when both numbers wereperfect squares. This suggests a privileged mental representation for perfect squares. On the NLE task, participants wereless accurate when locating radical expressions. Performance on the numeracy test revealed broad deficits in conceptual andprocedural knowledge of irrational numbers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3h35b4zc", "frozenauthors": [ { "first_name": "Purav", "middle_name": "", "last_name": "Patel", "name_suffix": "", "institution": "University of Minnesota - Twin Cities", "department": "" }, { "first_name": "Sashank", "middle_name": "", "last_name": "Varma", "name_suffix": "", "institution": "University of Minnesota - Twin Cities", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26656/galley/16292/download/" } ] }, { "pk": 26599, "title": "Metaphor and Memory: How Metaphors Instantiate Schemas in and InfluenceMemory of Narrative", "subtitle": null, "abstract": "Metaphoric frames are prominently featured in public discourse. They highlight certain aspects of the target issuesthey are used to describe, thereby encouraging specific patterns of inference. Our goal was to test whether they would influencememory as well. Building off prior work, we contrasted two metaphors for crime: virus and beast. In a pilot study, we identifiedspecific causes, examples, and solutions to crime that were congruent with each frame (one but not the other; e.g., people thought“drug use” better exemplified a crime virus, whereas “murder” better exemplified a crime beast). Participants (n = 469) read orlistened to a short metaphorically-framed crime report, completed a filler task, and were prompted for the information they hadseen/heard. Results indicated the virus metaphor facilitated memory, overall, but not the specific frame-congruent information,suggesting a more general influence of the frame than predicted.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3j70q8st", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "", "last_name": "Cox", "name_suffix": "", "institution": "Oberlin College", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Thibodeau", "name_suffix": "", "institution": "Oberlin College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26599/galley/16235/download/" } ] }, { "pk": 26575, "title": "Metaphorical Color Representations of Emotional Concepts in English andChinese Speakers", "subtitle": null, "abstract": "This project examined whether the cultural and linguistic experiences of English and Chinese speakers can result indifferent metaphorical representations of emotion in those individuals. The Brief Implicit Association Test (BIAT) techniquewas used to measure how strongly various colors are associated with anger, sadness, happiness, fear, envy, shame and shyness.The results showed that some metaphorical associations like red-anger are common in both English and Chinese speakers,whereas other associations are culturally-specific (e.g., red is also associated with happiness in Chinese, while only Englishindividuals associate blue with sadness). Some interesting gender differences were also obtained, such that Chinese femalesassociate shyness with pink, but males with red. Black was associated with fear in both genders in Chinese, but only presentin English males. This study thus demonstrates that the conceptual representations of different emotions are shaped by anindividual’s linguistic and cultural experience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7xm0j8qc", "frozenauthors": [ { "first_name": "Junqing", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "City University of New York", "department": "" }, { "first_name": "Natalie", "middle_name": "", "last_name": "Kacinik", "name_suffix": "", "institution": "City University of New York", "department": "" }, { "first_name": "Yingjun", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "Shanghai Normal University", "department": "" }, { "first_name": "Nianyang", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "Shanghai Normal University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26575/galley/16211/download/" } ] } ] }