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{ "count": 39542, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=22900", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=22700", "results": [ { "pk": 26280, "title": "Mindfulness meditation as attention control training: A dual-blind investigation", "subtitle": null, "abstract": "Mindfulness meditation is a form of secular meditation thatemphasizes non-judgmental awareness of the presentmoment. Research into mindfulness has greatly expanded inrecent years (Davidson & Kasniak, 2015) and a growingliterature has documented effects of mindfulness training oncognition. However, the specific aspects of mindfulnessmeditation training for novice practitioners that mightinfluence cognition remain unexplored. The present studyused a rigorous, dual-blind design to investigate whether theattention-monitoring component of mindfulness meditationreduces mind-wandering and improves performance duringreading comprehension and sustained attention tasks. Whencompared with relaxation meditation, mindfulness trainingimproved recall of specific details from a text but did notreduce mind-wandering or affect sustained attention. Theresults are discussed with respect to design considerationswhen studying a meditation intervention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mindfulness; meditation; mind-wandering; textcomprehension; sustained attention" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5mp2f9gj", "frozenauthors": [ { "first_name": "Alexa", "middle_name": "R.", "last_name": "Romberg", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Henk", "middle_name": "J.", "last_name": "Haarmann", "name_suffix": "", "institution": "University of Maryland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26280/galley/15916/download/" } ] }, { "pk": 26097, "title": "Mind reading: Discovering individual preferences from eye movements using\nswitching hidden Markov models", "subtitle": null, "abstract": "Here we used a hidden Markov model (HMM) based ap-\nproach to infer individual choices from eye movements in\npreference decision-making. We assumed that during a deci-\nsion making process, participants may switch between explo-\nration and decision-making periods, and this behavior can be\nbetter captured with a Switching HMM (SHMM). Through\nclustering individual eye movement patterns described in\nSHMMs, we automatically discovered two groups of partici-\npants with different decision making behavior. One group\nshowed a strong and early bias to look more often at the to-be\nchosen stimulus (i.e., the gaze cascade effect; Shimojo et al.,\n2003) with a short final decision-making period. The other\ngroup showed a weaker cascade effect with a longer final de-\ncision-making period. The SHMMs also showed capable of\ninferring participants’ preference choice on each trial with\nhigh accuracy. Thus, our SHMM approach made it possible to\nreveal individual differences in decision making and discover\nindividual preferences from eye movement data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "hidden Markov model; gaze preference; eye\nmovement; face recognition." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/27c7n6vv", "frozenauthors": [ { "first_name": "Tim", "middle_name": "", "last_name": "Chuk", "name_suffix": "", "institution": "The University of Hong Kong", "department": "" }, { "first_name": "Antoni", "middle_name": "B.", "last_name": "Chan", "name_suffix": "", "institution": "City University of Hong Kong", "department": "" }, { "first_name": "Shinsuke", "middle_name": "(Shin)", "last_name": "Shimojo", "name_suffix": "", "institution": "California Institute of Technology", "department": "" }, { "first_name": "Janet", "middle_name": "H.", "last_name": "Hsiao", "name_suffix": "", "institution": "The University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26097/galley/15733/download/" } ] }, { "pk": 26678, "title": "Mind Wandering during Film Comprehension: The Role of Prior Knowledge andSituational Interest", "subtitle": null, "abstract": "We assessed mind wandering (MW) during film comprehension. We predicted that prior-knowledge would aid in theconstruction of a situation model of the film, which would suppress MW by directing attention towards task-related thoughts,and that interest would moderate this effect. In our experiment, 108 participants either read a short story that depicted the plot(i.e., prior-knowledge condition) or read an unrelated story of equal length (control condition) prior to viewing the 32.5 minutefilm The Red Balloon. Participants self-reported their interest in viewing the film immediately before the film presentationand reported self-caught instances of MW while viewing the film. The prior-knowledge condition reported less MW comparedto the control condition. MW also decreased over the course of the film, but only for the prior-knowledge condition, therebysuggesting a suppression effect. Finally, prior-knowledge effects on MW were only observed when interest was average orhigh.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3gv9w800", "frozenauthors": [ { "first_name": "Sidney", "middle_name": "", "last_name": "Dmello", "name_suffix": "", "institution": "University of Notre Dame", "department": "" }, { "first_name": "Kris", "middle_name": "", "last_name": "Kopp", "name_suffix": "", "institution": "University of Notre Dame", "department": "" }, { "first_name": "Caitlin", "middle_name": "", "last_name": "Mills", "name_suffix": "", "institution": "University of Notre Dame", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26678/galley/16314/download/" } ] }, { "pk": 26294, "title": "Modeling Adaptation to a Novel Accent", "subtitle": null, "abstract": "Listeners quickly adapt to novel accents. There are three mainhypotheses for how they do so. Some suggest that listenersexpand their phonetic categories, allowing more variability inhow a sound is pronounced. Others argue that listeners shifttheir categories instead, only accepting deviations consistentwith the accent. A third hypothesis is that listeners both shiftand expand their categories. Most work has supported thecategory expansion hypotheses, with the key exception of Mayeet al. (2008) who argued for a shifting strategy. Here, we applythe ideal adaptor model from Kleinschmidt & Jaeger (2015)to reexamine what conclusions can be drawn from their data.We compare adaptation models in which categories are shifted,expanded, or both shifted and expanded. We show that modelsinvolving expansion can explain the data as well as, if not betterthan, the shift model, in contrast to what has been previouslyconcluded from these data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "accent adaptation; speech perception" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2vv3m3dm", "frozenauthors": [ { "first_name": "Kasia", "middle_name": "", "last_name": "Hitczenko", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Naomi", "middle_name": "H.", "last_name": "Feldman", "name_suffix": "", "institution": "University of Maryland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26294/galley/15930/download/" } ] }, { "pk": 26078, "title": "Modeling category learning using a dual-system approach: A simulation ofShepard, Hovland and Jenkins (1961) by COVIS", "subtitle": null, "abstract": "This paper examines the ability of a dual-system, formal modelof categorization COVIS (Ashby, Paul & Maddox, 2011) topredict the learning performance of participants on the six cat-egory structures described in Shepard, Hovland and Jenkin’s(1961) seminal study. COVIS assumes that category learningis mediated by two dissociable neural systems that compete tocontrol responding. The verbal system explicitly tests verbal-izable rules, whereas the implicit system gradually associateseach stimulus with the appropriate response. Although COVISis highly influential, there are no published evaluations of theformal model against classic category learning data (COVIS ismost typically applied heuristically to the design of new exper-iments). In the current paper, we begin to address this gap inthe literature. Specifically, we demonstrate that COVIS is ableto accommodate the ordinal pattern found by Shepard et al.,provided that adjustments consistent with the model’s theoret-ical framework are made.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning; computational modelling; dual-system; implicit; explicit;" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4mw2v9rg", "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": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26078/galley/15714/download/" } ] }, { "pk": 26159, "title": "Modeling Commonsense Reasoning via Analogical Chaining: A Preliminary Report", "subtitle": null, "abstract": "Understanding the nature of commonsense reasoning is one ofthe deepest questions of cognitive science. Prior work hasproposed analogy as a mechanism for commonsense reasoning,with prior simulations focusing on reasoning about continuousbehavior of physical systems. This paper examines howanalogy might be used in commonsense more broadly. The twocontributions are (1) the idea of common sense units,intermediate-sized collections of facts extracted fromexperience (including cultural experience) which improvesanalogical retrieval and simplifies inferencing, and (2)analogical chaining, where multiple rounds of analogicalretrieval and mapping are used to rapidly constructexplanations and predictions. We illustrate these ideas via animplemented computational model, tested on examples froman independently-developed test of commonsense reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Analogical Reasoning; Commonsense Reasoning;Analogical Abduction" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2fw981j5", "frozenauthors": [ { "first_name": "Joseph", "middle_name": "A.", "last_name": "Blass", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Kenneth", "middle_name": "D.", "last_name": "Forbus", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26159/galley/15795/download/" } ] }, { "pk": 26442, "title": "Modeling developmental and linguistic relativity effects in color term acquisition", "subtitle": null, "abstract": "We model two patterns related to the acquisition of color termsin Russian and English: children produce overextension errorsfor some colors but not others, and language-specific distinc-tions affect color discrimination in a non-linguistic task. Botheffects, as well as a reasonable convergence with adult linguis-tic behavior, are shown by a Self-Organizing Map trained onnaturalistic input. We investigate the effect of different waysof representing colors, i.e., as perceptual features or in terms ofthe cognitive biases on categorization extracted from crosslin-guistic color naming data. We also consider the influence ofcolor term frequency. Our results suggest effects of all three ofterm frequency, cognitive biases, and perceptual features.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "color terms" }, { "word": "Language Acquisition" }, { "word": "linguistic rela-tivity" }, { "word": "Typological Prevalence Hypothesis" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/30g8x1jq", "frozenauthors": [ { "first_name": "Barend", "middle_name": "", "last_name": "Beekhuizen", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Suzanne", "middle_name": "", "last_name": "Stevenson", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26442/galley/16078/download/" } ] }, { "pk": 26081, "title": "Modeling Impairments in Lexical Development", "subtitle": null, "abstract": "We implemented the connectionist model of social-pragmaticword learning (Caza & Knott, 2012) to test the hypothesis thatreduced joint attention between infant and mother wouldincrease the difference in acquisition between nouns andverbs as observed in Autistic Spectrum Disorder (ASD). Theratio of objects to actions in the observed event stream wasmanipulated to create an original noun-verb asymmetry. Tensimulations were run for each of the combinations of threeconditions of communicative reliability and two conditions ofunfiltered random associative learning, which is regarded bysome researchers as the primary mechanism of languagelearning in ASD. The simulations indicated that the reductionin the reliability of communicative actions does not lead toincreased noun-verb asymmetry within the originally plannedtraining epochs. A trend in the predicted direction appearedtoward the end of training, suggesting that further simulationsmay help resolve the issue within the current architecture.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "connectionist model; lexical development; social-pragmatic approach; joint attention; bootstrapping; ASD; SLI;noun-verb asymmetry; associative learning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2mm74411", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Vinos", "name_suffix": "", "institution": "University of Athens, Greece", "department": "" }, { "first_name": "Angeliki", "middle_name": "", "last_name": "Andrikopoulou", "name_suffix": "", "institution": "University of Athens, Greece", "department": "" }, { "first_name": "Christina", "middle_name": "F.", "last_name": "Papaeliou", "name_suffix": "", "institution": "University of the Aegean, Rhodes, Greece", "department": "" }, { "first_name": "Athanassios", "middle_name": "", "last_name": "Protopapas", "name_suffix": "", "institution": "University of Athens, Greece", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26081/galley/15717/download/" } ] }, { "pk": 26215, "title": "Modeling language discrimination in infants using i-vector representations", "subtitle": null, "abstract": "Experimental research suggests that at birth infants can dis-criminate two languages if they belong to different rhythmicclasses, and by 4 months of age they can discriminate two lan-guages within the same class provided they have been previ-ously exposed to at least one of them. In this paper, we presenta novel application of speech technology tools to model lan-guage discrimination, which may help to understand how in-fants achieve high performance on this task. By combininga Gaussian Mixture Model of the acoustic space and low-dimensional representations of novel utterances with a modelof a habituation paradigm, we show that brief exposure toFrench does not allow to discriminate between two previouslyunheard languages with similar phonological properties, butfacilitates discrimination of two phonologically distant lan-guages. The implications of these findings are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language discrimination; speech; acoustics; com-putational models; habituation" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3bz942s2", "frozenauthors": [ { "first_name": "M.", "middle_name": "Julia", "last_name": "Carbajal", "name_suffix": "", "institution": "Laboratoire de Sciences Cognitives et Psycholinguistique, ENS/EHESS/CNRS; 29, rue d’Ulm", "department": "" }, { "first_name": "Radek", "middle_name": "", "last_name": "F ́er", "name_suffix": "", "institution": "Speech@FIT, Faculty of Information Technology, BUT; Bozetechova", "department": "" }, { "first_name": "Emmanuel", "middle_name": "", "last_name": "Dupoux", "name_suffix": "", "institution": "Laboratoire de Sciences Cognitives et Psycholinguistique, ENS/EHESS/CNRS; 29, rue d’Ulm", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26215/galley/15851/download/" } ] }, { "pk": 26307, "title": "Modeling N400 amplitude using vector space models of word representation", "subtitle": null, "abstract": "We use a vector space model (VSM) to simulate semantic relat-edness effects in sentence processing, and use this connectionto predict N400 amplitude in an ERP study by Federmeierand Kutas (1999). We find that the VSM-based model is ableto capture key elements of the authors’ manipulations and re-sults, accounting for aspects of the results that are unexplainedby cloze probability. This demonstration provides a proof ofconcept for use of VSMs in modeling the particular contextrepresentations and corresponding facilitation processes thatseem to influence non-cloze-like behavior in the N400.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "N400" }, { "word": "vector space models" }, { "word": "semantic relatedness" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/35n97456", "frozenauthors": [ { "first_name": "Allyson", "middle_name": "", "last_name": "Ettinger", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Naomi", "middle_name": "", "last_name": "Feldman", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Philip", "middle_name": "", "last_name": "Resnik", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Colin", "middle_name": "", "last_name": "Phillips", "name_suffix": "", "institution": "University of Maryland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26307/galley/15943/download/" } ] }, { "pk": 26447, "title": "Modeling sampling duration in decisions from experience", "subtitle": null, "abstract": "Cognitive models of choice almost universally implicate se-quential evidence accumulation as a fundamental element ofthe mechanism by which preferences are formed. When to stop evidence accumulation is an important question that suchmodels do not currently try to answer. We present the first cog-nitive model that accurately predicts stopping decisions in in-dividual economic decisions-from-experience trials, using anonline learning model. Analysis of stopping decisions acrossthree different datasets reveals three useful predictors of sam-pling duration - relative evidence strength, how long it takesparticipants to see all rewards, and a novel indicator of con-vergence of an underlying learning process, which we call pre-dictive volatility. We quantify the relative strengths of thesefactors in predicting observers’ stopping points, finding thatpredictive volatility consistently dominates relative evidencestrength in stopping decisions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "response time; decision-making; evidence accu-mulation; sequential sampling; decisions from experience" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6db3h1j0", "frozenauthors": [ { "first_name": "Nisheeth", "middle_name": "", "last_name": "Srivastava", "name_suffix": "", "institution": "UC San Diego", "department": "" }, { "first_name": "Johannes", "middle_name": "", "last_name": "Muller-Trede", "name_suffix": "", "institution": "UC San Diego", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Schrater", "name_suffix": "", "institution": "University of Minnesota", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Vul", "name_suffix": "", "institution": "UC San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26447/galley/16083/download/" } ] }, { "pk": 26301, "title": "Modeling the Contribution of Central Versus Peripheral Vision in Scene, Object,and Face Recognition", "subtitle": null, "abstract": "It is commonly believed that the central visual field (fovea andparafovea) is important for recognizing objects and faces, andthe peripheral region is useful for scene recognition. However,the relative importance of central versus peripheral informa-tion for object, scene, and face recognition is unclear. Larsonand Loschky (2009) investigated this question in the context ofscene processing using experimental conditions where a cir-cular region only reveals the central visual field and blocksperipheral information (”Window”), and in a ”Scotoma” con-dition, where only the peripheral region is available. Theymeasured the scene recognition accuracy as a function of vi-sual angle, and demonstrated that peripheral vision was indeedmore useful in recognizing scenes than central vision in termsof achieving maximum recognition accuracy. In this work,we modeled and replicated the result of Larson and Loschky(2009), using deep convolutional neural networks (CNNs).Having fit the data for scenes, we used the model to predictfuture data for large-scale scene recognition as well as for ob-jects and faces. Our results suggest that the relative order ofimportance of using central visual field information is facerecognition>object recognition>scene recognition, and vice-versa for peripheral information. Furthermore, our results pre-dict that central information is more efficient than peripheralinformation on a per-pixel basis across all categories, which isconsistent with Larson and Loschky’s data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "face recognition; object recognition; scene recog-nition; central and peripheral vision; deep neural networks" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5788x57g", "frozenauthors": [ { "first_name": "Panqu", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Garrison", "middle_name": "W.", "last_name": "Cottrell", "name_suffix": "", "institution": "University of California San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26301/galley/15937/download/" } ] }, { "pk": 26601, "title": "Modeling the Influence of Knowledge on Recognition: Connecting visualrecognition behavior across development to PDP computational models ofsemantic knowledge", "subtitle": null, "abstract": "Recent behavioral findings in children’s selection of a “real” versus “silly” animal demonstrated a developmentalchange wherein younger children select chimeric animals with regular forms (e.g., a seal with four legs, a camel with no hump)as real. To reduce verbal demands while maintaining the same stimuli, we developed a touch screen change-detection task inwhich children (4 – 7-years-old) were instructed to locate a single changing feature (e.g., a rhinoceros with and without a horn)as fast as possible. Children were faster to find changes when the feature appeared on animals with more prototypic animalforms (e.g., a donkey with and without a hump) when compared to animals with atypical forms (e.g., a camel with and withouta hump). Alongside exploration via computational models, these findings suggest that children’s real-world object recognitionis supported by the interplay of semantic knowledge, informed by covariation among visual features, and visual recognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5tv9w051", "frozenauthors": [ { "first_name": "Clint", "middle_name": "", "last_name": "Jensen", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Vanessa", "middle_name": "", "last_name": "Simmering", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Rogers", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26601/galley/16237/download/" } ] }, { "pk": 26486, "title": "Modeling the Visual Word Form Area Using a Deep Convolutional NeuralNetwork", "subtitle": null, "abstract": "The visual word form area (VWFA) is a region of the cortex lo-cated in the left fusiform gyrus, that appears to be a waystationin the reading pathway. The discovery of the VWFA occurredin the late twentieth century with the advancement of func-tional magnetic resonance imaging (fMRI). Since then, therehas been an increasing number of neuroimaging studies to un-derstand the VWFA, and there are disagreements as to its prop-erties. One such disagreement is regarding whether or not theVWFA is more selective for real words over pseudowords1. Arecent study using fMRI adaptation (Glezer, et al., 2009) pro-vided evidence that neurons in the VWFA are selectively tunedto real words. This contradicts the hypothesis that the VWFAis tuned to the sublexical structure of visual words, and there-fore has no preference for real words over pseudowords. Inthis paper, we develop a realistic model of the VWFA by train-ing a deep convolutional neural network to map printed wordsto their labels. The network is able to achieve an accuracy of98.5% on the test set. We then analyze this network to see ifit can account for the data Glezer et al. found for words andpseudowords, and find that it does.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0pn4n283", "frozenauthors": [ { "first_name": "Sandy", "middle_name": "", "last_name": "Wiraatmadja", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Garrison", "middle_name": "W.", "last_name": "Cottrell", "name_suffix": "", "institution": "University of California San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26486/galley/16122/download/" } ] }, { "pk": 26472, "title": "Modeling Triage Decision Making", "subtitle": null, "abstract": "With the ever increasing amount of information available, the\nability to prioritize the most relevant items for full processing\nis increasingly necessary to maintain expertise in a domain.\nAs a result, accurate triage decisions--initial decisions about\nthe relevance of a given article, book, or talk in order to\ndetermine whether to pursue that information further--are\nvery important. In the present paper, we present a model of\ntriage decision making that includes both an information\nsearch component to determine reading strategy and a\ndecision making component to make the final decision. We\napply the model to human relevance ratings as well as binary\ndecisions of relevance for a set of emails.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "information search; information foraging;\ndecision making; triage decision making" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1461m8q3", "frozenauthors": [ { "first_name": "J.", "middle_name": "Isaiah", "last_name": "Harbison", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Alan", "middle_name": "", "last_name": "Mishler", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Wallsten", "name_suffix": "", "institution": "University of Maryland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26472/galley/16108/download/" } ] }, { "pk": 26273, "title": "Modelling the co-development of word learning and perspective-taking", "subtitle": null, "abstract": "Word learning involves mapping observable words to unob-servable speaker intentions. The ability to infer referential in-tentions in turn has been shown to depend in part on accessto language. Thus, word learning and intention-reading co-develop. To explore this interaction, we present an agent-basedmodel in which an individual simultaneously learns a lexiconand learns about the speaker’s perspective, given a shared con-text and the speaker’s utterances, by performing Bayesian in-ference. Simulations with this model show that (i) lexicon-learning and perspective-learning are strongly interdependent:learning one is impossible without some knowledge of theother, (ii) lexicon- and perspective-learning can bootstrap eachother, resulting in successful inference of both even when thelearner starts with no knowledge of the lexicon and unhelpfulassumptions about the minds of others, and (iii) receiving ini-tial input from a ‘helpful’ speaker (who adopts the learner’sperspective on the world) paves the way for later learning fromspeakers with perspectives which diverge from the learner’s.This approach represents a first attempt to model the hypoth-esis that language and mindreading co-develop, and a first ex-ploration of the implications for theories of word learning andmindreading development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word learning; perspective-taking; computationalmodel; Bayesian inference;" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9z18h505", "frozenauthors": [ { "first_name": "Marieke", "middle_name": "", "last_name": "Woensdregt", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Kirby", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Cummins", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26273/galley/15909/download/" } ] }, { "pk": 26647, "title": "Modifying Cognitive Load Component Survey for K-12 STEM Testing", "subtitle": null, "abstract": "Test-taker’s capability to answer questions is influenced by available cognitive resources for problem solving. Due tothe limited working memory capacity, excessive cognitive load for interpreting instruction would impact test-taker’s construct-relevant process and test validity. Especially in STEM assessment where multimedia and interactive design are widely used,test-takers can easily get overwhelmed by a large amount of visual or audio information. Testing materials should be designed tominimize the unnecessary cognitive load in order to increase cognitive resources for problem solving in the task. The CognitiveLoad Component Survey is one of the first self-report measurements distinguishing different types of cognitive load: intrinsiccognitive load, extraneous cognitive load, and germane cognitive load. We report modifications of this survey to fit into K-12educational assessment, results of measuring cognitive loads in a simulation-rich science assessment, and implications to usethis survey for future assessment development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8tz830sp", "frozenauthors": [ { "first_name": "Jingyuan", "middle_name": "", "last_name": "Huang", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Janet", "middle_name": "Koster", "last_name": "van Groos", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Michelle", "middle_name": "", "last_name": "Lamar", "name_suffix": "", "institution": "Princeton", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26647/galley/16283/download/" } ] }, { "pk": 26614, "title": "Modular versus Integrated Causal Learning", "subtitle": null, "abstract": "Many pieces of information are potentially important to causal inference. Determining whether vitamin C preventscolds may entail knowing the frequency with which colds occur without vitamin C, other cold inhibitors, and the frequencyof vitamin C use. Do reasoners integrate all this information to create coherent beliefs? In contrast to models emphasizingmodular causal learning (e.g., Cheng, 1997), McDonnell, Tsividis, & Rehder (2013) proposed an integrated model, positingthat individuals simultaneously update their beliefs about all components of a causal network. We tested modular versusintegrated learning in two experiments using a retrospective inhibition design. In both, participants learned about two causesof headaches sequentially across two phases. We manipulated the base rate of headaches in phase II to be either consistentor inconsistent with phase I learning. Across experiments, participants failed to use base rate information as predicted by theintegrated model, supporting modular causal modular learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8mr1n55h", "frozenauthors": [ { "first_name": "Bob", "middle_name": "", "last_name": "Rehder", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Kelly", "middle_name": "", "last_name": "Goedert", "name_suffix": "", "institution": "Seton Hall University", "department": "" }, { "first_name": "Ciara", "middle_name": "", "last_name": "Willett", "name_suffix": "", "institution": "Seton Hall University", "department": "" }, { "first_name": "Raymond", "middle_name": "", "last_name": "Blattner", "name_suffix": "", "institution": "Seton Hall University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26614/galley/16250/download/" } ] }, { "pk": 26229, "title": "Monitoring the Level of Attention by Posture Measurement and EEG", "subtitle": null, "abstract": "Attention is a factor that affects the performance of various in-telligent activities in humans. Up until now, the methods formeasuring the level of attention have been mostly based onsubjective reports or employing large and costly devices. Inthis paper, a new method of estimating the level of attentionis proposed, based on posture and EEG measurements. Thesedata can be recorded using easily available and less burden-some devices. From the obtained data, the time evolution ofattention was explored. Experiments showed that there is neg-ative correlation between posture variance and attention, andalso between EEG and attention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attention" }, { "word": "posture measurement" }, { "word": "EEG" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6t56b7nm", "frozenauthors": [ { "first_name": "Ryohei", "middle_name": "", "last_name": "Furutani", "name_suffix": "", "institution": "University of Tsukuba", "department": "" }, { "first_name": "Yuki", "middle_name": "", "last_name": "Seino", "name_suffix": "", "institution": "University of Tsukuba", "department": "" }, { "first_name": "Taro", "middle_name": "", "last_name": "Tezuka", "name_suffix": "", "institution": "University of Tsukuba", "department": "" }, { "first_name": "Tetsuji", "middle_name": "", "last_name": "Satoh", "name_suffix": "", "institution": "University of Tsukuba", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26229/galley/15865/download/" } ] }, { "pk": 26082, "title": "Monolinguals’ and Bilinguals’ Use of Language in Forming Novel Object Categories", "subtitle": null, "abstract": "Monolinguals and bilinguals differ along a number ofdimensions, including way they label existing objectcategories (Pavlenko & Malt, 2011). In the present study, weask whether English monolinguals, Spanish-Englishbilinguals, and English-Spanish bilinguals also differ in theway they use language when forming novel categories.Previous research with monolinguals shows that a sharedlabel encourages children (e.g., Waxman & Markow, 1995)and adults (e.g., Lupyan, Rakison, & McClelland, 2007) toplace objects together. Our results further demonstrate thatwhen two objects shared a Licit Word label like “zeg,”monolinguals and bilinguals alike are encouraged to groupthem together. Illicit Words like “gxz,” on the other hand,only influence the categorization decisions of bilinguals.Thus, bilinguals appear to be more flexible in their use oflinguistic information in categorization. Neither group madeuse of non-linguistic cues (patterned frames), suggesting aunique role for language in category formation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "verbal labels; categorization; bilingualism" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7484163g", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "", "last_name": "Fairchild", "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": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26082/galley/15718/download/" } ] }, { "pk": 26184, "title": "Moral Judgments: Studying People with Helping Professions", "subtitle": null, "abstract": "While a considerable amount of research is done in the fieldof moral psychology, to our best knowledge, no systematicstudy of moral judgments made by professional groups whomake moral decisions as part of their occupational dutiesexists (e.g. firefighters, medical doctors, midwives, policeofficers). By their training and practice, such professionals areexpected to exhibit differences in moral judgment comparedto the general population. Here we report data about moraljudgments of firefighters and midwives using moral dilemmasin which one person must be sacrificed in order to save morepeople. The study reveals that midwives and firefighters areconsiderably less utilitarian compared to a control group ofstudents. Midwives almost never find the utilitarian action tobe permissible. This striking result demonstrates that furtherunderstanding of the specific mechanisms involved in specialprofessional groups’ moral judgment is needed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "moral dilemmas; moral judgment; professionalbiases in moral judgment" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0fj785zb", "frozenauthors": [ { "first_name": "Maurice", "middle_name": "", "last_name": "Grinberg", "name_suffix": "", "institution": "New Bulgarian University", "department": "" }, { "first_name": "Evgeniya", "middle_name": "", "last_name": "Hristova", "name_suffix": "", "institution": "New Bulgarian University", "department": "" }, { "first_name": "Veselina", "middle_name": "", "last_name": "Kadreva", "name_suffix": "", "institution": "New Bulgarian University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26184/galley/15820/download/" } ] }, { "pk": 26603, "title": "Moral language in the Basel Accords: A quantitative analysis", "subtitle": null, "abstract": "Technical documents are generally perceived as objective and free of opinion. The Basel Accords, a global financialregulatory standard, fall into this category. Therefore, political texts have to appear as morally neutral.In this paper we argue that some moral arguments and convictions can be found in most texts, including technical ones. Totest this hypothesis, we employ a novel quantitative analysis, based on corpus statistics and uncover elements of moral languagethat are present in the Basel Accords. In particular, we investigate the differences between the language used in different partsof the Accords and how it evolved over time.Our results show an increase in moral language that emphasizes fairness following the financial crisis of 2007-2009. Incontrast, moral language relating to authority greatly decreased in the most recent version of the Accords.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5dn2f9w0", "frozenauthors": [ { "first_name": "Eyal", "middle_name": "", "last_name": "Sagi", "name_suffix": "", "institution": "University of St. Francis", "department": "" }, { "first_name": "Hadar", "middle_name": "", "last_name": "Jabotinsky", "name_suffix": "", "institution": "Hebrew University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26603/galley/16239/download/" } ] }, { "pk": 26673, "title": "Moral Social Media: Heavy Facebook Users Accept Harsher Moral Criticism forMicroaggressions", "subtitle": null, "abstract": "Microaggressions are unintentional or thoughtless behaviors that convey negative messages to members of minoritygroups. Due to the attributional ambiguity of microaggressions, people often differ in their judgments about how morally badacts of microaggression are. To account for this individual variation, we explored the potential influence of heavy social mediause on individuals’ moral judgments of microaggressive behaviors. We hypothesized that, because of the relative acceptance ofstrong blame expressions on social media, heavy Facebook users would endorse intense moral criticism of microaggressions.Participants read about several agents who committed microaggressions and judged the appropriateness of moral criticism(pretested to vary in degrees from “disapprove of,” “chastise,” “chew out,” to “lash out at”) that a friend directed towards theoffender. Consistent with our hypothesis, we found a strong correlation (r = .47) between increasing degrees of Facebook useand increasing acceptance of harsher moral criticism for microaggressions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/66p4t7sd", "frozenauthors": [ { "first_name": "Boyoung", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Joanna", "middle_name": "", "last_name": "Korman", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Bertram", "middle_name": "F.", "last_name": "Malle", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26673/galley/16309/download/" } ] }, { "pk": 26372, "title": "More than Words: The Many Ways Extended Discourse\nFacilitates Word Learning", "subtitle": null, "abstract": "Child-directed speech is often temporally organized such that\nsuccessive utterances refer to the same topic. This type of\nextended discourse on the same referent has been shown to\npossess several verbal signatures that could facilitate learning.\nHere, we reveal multiple non-verbal correlates to extended\ndiscourse that could also aid learning. Multimodal analyses of\nextended discourse episodes reveal that during these episodes,\ntoddlers and parents exhibit greater sustained attention on\nobjects, and greater coordination between their behaviors. The\nresults indicate the interconnections between multiple aspects\nof the language-learning environment, and suggest that\nparents’ speech may both shape and be shaped by non-verbal\nprocesses. Implications for understanding how the learning\nenvironment influences development are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language acquisition; word learning; discourse\ndevelopment; child-directed speech; joint attention" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5br3d2cc", "frozenauthors": [ { "first_name": "Sumarga", "middle_name": "H.", "last_name": "Suanda", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Linda", "middle_name": "B.", "last_name": "Smith", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26372/galley/16008/download/" } ] }, { "pk": 26700, "title": "Mothers’ use of emotion words to their 15- to 18- month old children.", "subtitle": null, "abstract": "Young children can apply certain emotion words in a manner that is too wide for facial expressions or situations anduse other emotion words too narrowly. To explore the extent to which children’s overextension or underextension of emotionwords is influenced by mothers’ use of those words, the present study analyzed how mothers talk to their 15- to 18-month-oldchildren. Mothers were asked to explain to their children the emotions of a model using particular facial expressions or thoseof characters in stories. The results indicated that mothers used some emotion words in a manner that was too wide and otheremotion words too narrowly. Mothers’ use of emotion words is partly related to children’s application patterns of those words,especially regarding facial expressions. Regarding the use of emotion words for characters in stories, other factors aside frommothers’ use can contribute to children’s semantic domain of emotion.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/79d744mz", "frozenauthors": [ { "first_name": "Mai", "middle_name": "", "last_name": "Hamana", "name_suffix": "", "institution": "Universtiy of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26700/galley/16336/download/" } ] }, { "pk": 26650, "title": "Motion Capture of Phase Change Transitions During Insight Problem Solving", "subtitle": null, "abstract": "Insight problem solving refers to the phenomenon of experiencing a sudden flash of insight when discovering novelproblem solving strategies. This sudden transition in thinking suggests a phase change in human cognition as an emergentproperty of the self-organizing complex system of coupled neural activations. In our study, we developed a method of measuringthis phase change within an embodied cognition paradigm. We used 3D motion capture to measure the precise body movementsof 21 participants at 120 Hz resolution while they solved 3 different types of insight problems. We analyzed a sliding time seriesof postural sway and head displacement using recurrence quantification and spectral analyses to determine changes in entropyin the participants’ movements. These measures allow us to make inferences about changes in level of self-organization as theparticipant’s neural activation transitions from one state to another.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/85s8m2hq", "frozenauthors": [ { "first_name": "John", "middle_name": "", "last_name": "Hart", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Chelsea", "middle_name": "", "last_name": "Johnson", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Nicholas", "middle_name": "", "last_name": "Duran", "name_suffix": "", "institution": "Arizona State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26650/galley/16286/download/" } ] }, { "pk": 26642, "title": "Motor cortex excitability during processing of handwritten and typednon-action-related text", "subtitle": null, "abstract": "Motor cortex has been found to play a crucial role in processing the semantics of spoken and written action-relatedlanguage as well as in early speech perception. One possibility is that the motor system is always involved in perception andcognition, picking up any available motor information in the environment. If this is true we should see increased corticospinalexcitability when subjects are looking at anything that affords motor behaviors or possible simulation of motor behaviors. Weused Transcranial Magnetic Stimulation and electromyography to investigate corticospinal excitability while participants readhandwritten or typed words and non-words from a computer screen. Results show that for typed words, there is an increase inexcitability for words compared to non-words, while the reverse is true for handwritten words. We discuss implications for thepossible role of the motor system in early language perception in different contexts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7h70479c", "frozenauthors": [ { "first_name": "Chelsea", "middle_name": "", "last_name": "Gordon", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Ramesh", "middle_name": "", "last_name": "Balasubramaniam", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Spivey", "name_suffix": "", "institution": "University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26642/galley/16278/download/" } ] }, { "pk": 26633, "title": "Multimodal Dynamics of Explaining the Mechanisms of Global Warming", "subtitle": null, "abstract": "Human communication is a complex multimodal behavior that is deeply embedded within our environment. Fromnarrative monologues (Dale, 2014) to dyadic task performance (Paxton, Abney, Kello, & Dale, 2014), recent efforts havesought to identify multimodal signatures of different types of communication. We extend these efforts in the current project byinvestigating the multimodal signatures of learning about a pressing but publicly controversial issue: global warming. Here,we explore how personal political stances and previous scientific understanding affect patterns of multimodal behavior (i.e.,language use and gaze patterns) when participants are asked to learn about and then describe the mechanisms behind globalwarming (Ranney et al., 2013). Quantifying understanding – and exploring how personal traits affect that understanding – isnot only vital to better describing communication dynamics overall but may also shed light on emerging efforts to educate thepublic on important scientific concerns.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3m22t5w5", "frozenauthors": [ { "first_name": "Alexandra", "middle_name": "", "last_name": "Paxton", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Drew", "middle_name": "", "last_name": "Abney", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Kristina", "middle_name": "", "last_name": "Castellanos", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Gilbert", "middle_name": "", "last_name": "Sepulveda", "name_suffix": "", "institution": "University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26633/galley/16269/download/" } ] }, { "pk": 26768, "title": "Multimodal Object Recognition and Categorisation by Interactive Behaviours", "subtitle": null, "abstract": "Human beings have an excellent ability which can form and recognise object categories. In this paper, a novel systemof multimodal object recognition and categorisation by perform- ing interactive behaviours is introduced. Video clips are filmedas the raw input of the system. A dataset of 100 objects with 18 categories and 5 different interactions is used to evaluated theperformance. Convolutional neural network is used to train the classifier and learn the categories. The result shows the high-est, lowest and average recognition accuracies of every specific object in every category and the receiver operating character-istic for every category. The connection between the presented system and human cognitive system is discussed in the conclu-sion and future works.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6479h9fw", "frozenauthors": [ { "first_name": "Haojun", "middle_name": "", "last_name": "Guan", "name_suffix": "", "institution": "University of Hamburg", "department": "" }, { "first_name": "Jianwei", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "University of Hamburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26768/galley/16404/download/" } ] }, { "pk": 26704, "title": "Multiple Systems for Modal Cognition", "subtitle": null, "abstract": "The capacity for representing and reasoning over sets of possibilities, or modal cognition, has long been understoodas central to many high level judgments. To date, however, little empirical research has sought to directly investigate theconnection between these high-level judgments and the underlying cognition that allows humans to represent and reason oversets of possibilities. The present studies build on previous developmental research which suggests that the early emergingsystem for modal cognition treats norm-violations (e.g., immoral actions) as impossible. Across two studies, we provideevidence that a similar system for representing possibilities persists in human adults, despite the development of an additionalcapacity for reasoning about possibilities in a way that is independent of considerations of normality. Study 1 distinguishesbetween these two ways of representing possibilities. Study 2 demonstrates that the early-emerging system is often recruitedwhen adults make high-level cognitive judgments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/53n079s2", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "", "last_name": "Phillips", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Fiery", "middle_name": "", "last_name": "Cushman", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26704/galley/16340/download/" } ] }, { "pk": 26316, "title": "Music Reading Expertise Modulates Visual Spans in both Music Note and EnglishLetter Reading", "subtitle": null, "abstract": "Here we investigated how music reading experience modu-lates visual spans in language reading. Participants wereasked to identify music notes, English letters, Chinese charac-ters, and novel symbols (Tibetan letters) presented at randomlocations on the screen while maintaining central fixation. Wefound that for music note reading, musicians outperformednon-musicians at some peripheral positions in both visualfields, and for English letter reading, musicians outperformednon-musicians at some peripheral positions in the RVF butnot in the LVF. In contrast, in both Chinese character andnovel symbol reading, musicians and non-musicians did notdiffer in their performance at peripheral positions. Since bothmusic and English reading involve a left-to-right reading di-rection and a RVF/LH advantage, these results suggest thatthe modulation of music reading experience on visual spans inlanguage reading depends on the similarities in the cognitiveprocesses involved.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Music reading expertise; visual span; Englishreading; Chinese reading; symbol reading" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/16q0h1gk", "frozenauthors": [ { "first_name": "Tze", "middle_name": "Kwan", "last_name": "Li", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Susana", "middle_name": "T. L.", "last_name": "Chung", "name_suffix": "", "institution": "University of California Berkeley", "department": "" }, { "first_name": "Janet", "middle_name": "H.", "last_name": "Hsiao", "name_suffix": "", "institution": "University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26316/galley/15952/download/" } ] }, { "pk": 26407, "title": "N400 amplitudes reflect change in a probabilistic representation of meaning:Evidence from a connectionist model", "subtitle": null, "abstract": "The N400 component of the event-related brain potential iswidely used in research on language and semantic memory,but the cognitive functions underlying N400 amplitudes arestill unclear and actively debated. Recent simulations with aneural network model of word meaning suggest that N400amplitudes might reflect implicit semantic prediction error.Here, we extend these simulations to sentencecomprehension, using a neural network model of sentenceprocessing to simulate a number of N400 effects obtained inempirical research. In the model, sequentially incoming wordsupdate a representation capturing probabilities of elements ofsentence meaning, not only reflecting the constituentspresented so far, but also the model’s best guess at all featuresof the sentence meaning based on the statistical regularities inthe model’s environment internalized in its connectionweights. Simulating influences of semantic congruity, clozeprobability, a word’s position in the sentence, reversalanomalies, semantic and associative priming, categoricallyrelated incongruities, lexical frequency, repetition, andinteractions between repetition and semantic congruity, wefound that the update of the predictive representation ofsentence meaning consistently patterned with N400amplitudes. These results are in line with the idea that N400amplitudes reflect semantic surprise, defined as the change inthe probability distribution over semantic features in anintegrated representation of meaning occasioned by the arrivalof each successive constituent of a sentence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "neural network model; sentence comprehension;language; event-related potentials; N400; semantic surprise" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1rw1s1jf", "frozenauthors": [ { "first_name": "Milena", "middle_name": "", "last_name": "Rabovsky", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Hansen", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "James", "middle_name": "L.", "last_name": "Hansen", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26407/galley/16043/download/" } ] }, { "pk": 26494, "title": "Natural science: Active learning in dynamic physical microworlds", "subtitle": null, "abstract": "In this paper, we bring together research on active learningand intuitive physics to explore how people learn about“microworlds” with continuous spatiotemporal dynamics.Participants interacted with objects in simple two-dimensionalworlds governed by a physics simulator, with the goal ofidentifying latent physical properties such as mass, and forcesof attraction or repulsion. We find an advantage for activelearners over passive and yoked controls. Active participantsspontaneously performed several kinds of “natural exper-iments” which reveal the objects’ properties with varyingsuccess. While yoked participants’ judgments were affectedby the quality of the active participant they observed, they didnot share the learning advantage, performing no better thanpassive controls overall. We discuss possible explanations forthe divergence between active and yoked learners, and outlinefurther steps to categorize and explore active learning in thewild.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "active learning; intuitive physics; causality; prob-abilistic inference; mental simulation." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8345k786", "frozenauthors": [ { "first_name": "Neil", "middle_name": "", "last_name": "Bramley", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Gerstenberg", "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": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26494/galley/16130/download/" } ] }, { "pk": 26745, "title": "Negation affects processing of correct and incorrect information: A visual-worldparadigm for misinformation", "subtitle": null, "abstract": "The current study investigated how lexical priming and negation affects encoding and retrieval of information.Studies have shown people encode and retrieve misinformation from memory, but the mechanisms of encoding and retrieval arenot well understood. To address this, an eye-tracking paradigm was designed to examine probabilistic activation during retrievalof accurate or inaccurate information. Participants read four different kinds of texts that varied by if they were affirmative ornegated and whether they contained accurate or inaccurate information. After participants read all texts, eye fixations weretracked in a visual world paradigm with four plausible answers on screen in each corner to choose from. Suppression wasobserved in groups that did not produce misinformation. When participants answered correctly, despite reading misinformation,we observed misinformation being inhibited instead of primed. Mechanisms of processing true and false information and theinterplay between language and conceptual formation 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/5jh2w19c", "frozenauthors": [ { "first_name": "Jeffrey", "middle_name": "", "last_name": "Viaud", "name_suffix": "", "institution": "University of Memphis", "department": "" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Huette", "name_suffix": "", "institution": "University of Memphis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26745/galley/16381/download/" } ] }, { "pk": 26617, "title": "Network Analysis of Characters’ Relationship in ”Chronicle of Death foretold”using Graph Theory", "subtitle": null, "abstract": "Over the past decade, there has been an explosion of interest in network analysis research across the social sciencesand computer science. As it is an idea that can be applied in many fields, this study, in particular, its influence in the literature.We present a method for extracting social networks from literature. This study focuses on the relation between novel itself,narration in fiction and was carried out experiments with 89 undergraduate students. They were instructed to write down theirremembered memory of the novel after reading the novel ‘Chronicle of a death foretold.’ We extract features from the socialnetworks of characters in students’ recall story and examine their differentiation with one another, as well as novel’s setting.This study compares graph theory–based cohesion measures characters’ relationship in novel and students’ story. Our resultssuggest an alternative explanation for difference in social networks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1s96q9tx", "frozenauthors": [ { "first_name": "Jongin", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Seoul National University", "department": "" }, { "first_name": "Yohan", "middle_name": "", "last_name": "Moon", "name_suffix": "", "institution": "Sung Kyun Kwan University", "department": "" }, { "first_name": "Hwiyeol", "middle_name": "", "last_name": "Jo", "name_suffix": "", "institution": "Seoul National University", "department": "" }, { "first_name": "Jeong", "middle_name": "", "last_name": "Ryu", "name_suffix": "", "institution": "Yonsei University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26617/galley/16253/download/" } ] }, { "pk": 26723, "title": "Neural bases of semantic-memory deficits for events", "subtitle": null, "abstract": "This study investigated the neural bases of event-related\nsemantic-memory deficits among people with aphasia due to\nleft-hemisphere (LH) stroke. A novel task using naturalistic\nphotographic stimuli and patient-friendly procedures was\nused to test event-related semantic knowledge. In the task,\nparticipants decided whether depicted events were normal\n(represented in semantic memory) or were abnormal (not\nrepresented in semantic memory). Performance on this Event\ntask was correlated with deficits in action- and object-concept\nprocessing and on standardized language measures, especially\naction- and verb-processing deficits. Logistic regression\nanalyses examined lesion correlates of patient performance on\nthe Event task. Surprisingly, increasing LH lesion size in\naction ROIs was associated with improved performance on\nthe event-knowledge task. These findings suggest that action\nprocessing may play a special role in event-related semantic\nmemory representations. Furthermore, they are consistent\nwith recent claims that the right hemisphere may be\nespecially important for activation of event-related\nknowledge.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantic memory; event-related knowledge; left-\nhemisphere lesion; aphasia; lesion-deficit analysis" } ], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/586917r9", "frozenauthors": [ { "first_name": "Chia-Ming", "middle_name": "", "last_name": "Lei", "name_suffix": "", "institution": "University in Pittsburgh", "department": "" }, { "first_name": "Haley", "middle_name": "C.", "last_name": "Dresang", "name_suffix": "", "institution": "University in Pittsburgh", "department": "" }, { "first_name": "Michelle", "middle_name": "B.", "last_name": "Holcomb", "name_suffix": "", "institution": "University in Pittsburgh", "department": "" }, { "first_name": "Tessa", "middle_name": "C.", "last_name": "Warren", "name_suffix": "", "institution": "University in Pittsburgh", "department": "" }, { "first_name": "Michael", "middle_name": "Walsh", "last_name": "Dickey", "name_suffix": "", "institution": "University in Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26723/galley/16359/download/" } ] }, { "pk": 26697, "title": "Neural Resonance Theory: Entrainment to Missing Pulse Rhythms", "subtitle": null, "abstract": "Many rhythm perception experiments employ simple isochronous rhythms, in which synchronous neural or behav-ioral responses are observed. However, responses at the stimulus frequency do not allow one to distinguish whether synchronyoccurs as a response to common input, or as the result of an emergent population oscillation that entrains at a particular fre-quency. This study aimed to investigate whether the sensorimotor system, as measured by 32- channel cortical EEG, wouldentrain to a complex rhythm at the pulse frequency even when the complex rhythm contained no spectral power at that fre-quency. Dynamical analysis predicts neural oscillation will emerge at such a “missing” pulse frequency. We report evidence ofresponse in the EEG to missing 2 Hz pulse rhythms. These data support the theory that rhythmic synchrony occurs as the resultof an emergent population oscillation that entrains at this particular frequency. We also discuss generators of the missing pulseresponse.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9p7047bb", "frozenauthors": [ { "first_name": "Charles", "middle_name": "", "last_name": "Wasserman", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Jung", "middle_name": "Nyo", "last_name": "Kim", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Large", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Erika", "middle_name": "", "last_name": "Skoe", "name_suffix": "", "institution": "University of Connecticut", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26697/galley/16333/download/" } ] }, { "pk": 26461, "title": "Neurophysiological Effects of Negotiation Framing", "subtitle": null, "abstract": "In this study, we manipulated gain/loss framing context duringa simulated negotiation between a human user and a virtualagent. Task instructions placed users either in a loss or gainframed context, such that those in the loss frame had tominimize expenses whereas those in the gain frame had tomaximize profits. The virtual agent displayed facial emotionsso that we could also test how interpersonal emotions interactwith framing. Results suggest that individuals are moremotivated to minimize their losses than maximizing their gains.The loss frame caused individuals to demand more during thenegotiation, hence to minimize expenses. Neurophysiologicalresults suggest that cardiovascular patterns of challenge (i.e.,positive motivations) were present in the loss frame condition,most strongly when the virtual human smiled. We discuss theseresults in regards to Prospect Theory. This work also hasimplications for designing and rigorously evaluating human-like virtual agents.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Prospect Theory; Negotiation; Context andEmotion; Gain/Loss Framing; Human-agent interaction" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/40m499jf", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Khooshabeh", "name_suffix": "", "institution": "US Army Research Laboratory", "department": "" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Lin", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" }, { "first_name": "Celso", "middle_name": "", "last_name": "Melo", "name_suffix": "", "institution": "University of Southern California, Playa Vista", "department": "" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Gratch", "name_suffix": "", "institution": "University of Southern California, Playa Vista", "department": "" }, { "first_name": "Brett", "middle_name": "", "last_name": "Ouimette", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" }, { "first_name": "Jim", "middle_name": "", "last_name": "Blascovich", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26461/galley/16097/download/" } ] }, { "pk": 26113, "title": "No Effect of Verbal Labels for the Shapes on Type II Categorization Tasks", "subtitle": null, "abstract": "Category learning is thought to be mediated—in at least some\ncategory structures—by hypothesis-testing processes. Verbal\nlabels for the stimuli and stimulus individuation have been\nshown to facilitate the formation, testing, and application of\nrules of category membership (Fotiadis & Protopapas, 2014).\nWe sought to replicate the phenomenon of facilitation due to\nverbal names for the stimuli by training participants for two\nconsecutive days to either learn new names for abstract\nshapes, or learn shape-ideogram pairings; a third group was\nunexposed to the shapes. After training, participants were\ngiven a Type II categorization task—thought to be mediated\nby verbal processes of rule discovery—utilizing the trained\nshapes. We hypothesized that verbal labels for the shapes and\nshape individuation would provide facilitative effects in\nlearning to categorize. Results revealed no effect of training\non categorization performance. This study suggests that\ncaution should be taken when generalizing findings across\nperceptual modalities or different experimental paradigms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Verbal labels; hypothesis testing; categorization;\nlearning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/24z0r4wh", "frozenauthors": [ { "first_name": "Fotis", "middle_name": "A.", "last_name": "Fotiadis", "name_suffix": "", "institution": "University of Athens", "department": "" }, { "first_name": "Athanassios", "middle_name": "", "last_name": "Protopapas", "name_suffix": "", "institution": "University of Athens", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26113/galley/15749/download/" } ] }, { "pk": 26390, "title": "Noisy Parameters in Risky Choice", "subtitle": null, "abstract": "We examine the effect of variability in model parameters on\nthe predictions of expected utility theory and cumulative\nprospect theory, two of the most influential choice models in\ndecision making research. We find that zero-mean and\nsymmetrically distributed noise in the underlying parameters\nof these models can systematically distort choice\nprobabilities, leading to false conclusions. Likewise,\ndifferences in choice proportions across decision makers\nmight be due to differences in the amount of noise affecting\nunderlying parameters rather than to differences in actual\nparameter values. Our results suggest that care and caution\nare needed when trying to infer the underlying preferences of\ndecision makers, or the effects of psychological, biological,\neconomic, and demographic variables on these preferences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Decision making; Random utility; Random\npreference; Risky choice; Prospect theory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/61n8h0k4", "frozenauthors": [ { "first_name": "Sudeep", "middle_name": "", "last_name": "Bhatia", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Graham", "middle_name": "", "last_name": "Loomes", "name_suffix": "", "institution": "University of Warwick", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26390/galley/16026/download/" } ] }, { "pk": 36051, "title": "NorthStar Listening and Speaking 5 (4th ed.) - Sherry Preiss", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5z89f9v7", "frozenauthors": [ { "first_name": "Rose", "middle_name": "", "last_name": "Park", "name_suffix": "", "institution": "California State University, Fullerton", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36051/galley/26903/download/" } ] }, { "pk": 26131, "title": "No stereotype threat effect in international chess", "subtitle": null, "abstract": "We examine data from over 6.6 million games of tour-nament chess between players rated by the internationalchess authority, FIDE. Previous research has focussed onthe low representation of women in chess. We repli-cate and extend previous analysis (Chabris and Glickman,2006) on an international level. We find no support fordifferential variability, differential drop-out between maleand female players, or social context (in the form of pro-portion of female players at a national level) as drivers ofdrivers of male-female differences. Further, we examinegames between mixed and same gender pairs for evidenceof a ‘stereotype threat’ effect. Contrary to previous re-ports, we find no evidence of stereotype threat. Thoughthis analysis contradicts one specific mechanism wherebygender stereotype may influence players, the persistentdifferences between male and female players suggeststhat systematic factors do exist and remain to be uncov-ered.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "learning; chess; skill acquisition; expertise;" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1kn7h2d1", "frozenauthors": [ { "first_name": "Tom", "middle_name": "", "last_name": "Stafford", "name_suffix": "", "institution": "University of Sheffield", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26131/galley/15767/download/" } ] }, { "pk": 26397, "title": "Not all overlaps are equal: Social affiliation and rare overlaps of preferences", "subtitle": null, "abstract": "Shared preferences are a critical component of social attrac-tion. Knowing that someone likes the same things as you do isindicative of broader underlying similarities that support suc-cessful social partnerships. However, not all overlaps in prefer-ences are equally informative. Here we propose that the rarityof overlaps in preferences may be a particularly salient cue forsocial affiliation. We find evidence that people are sensitiveto the rarity of overlaps in preferences and affiliate themselves(Experiment 1) or predict others’ affiliations (Experiment 2)with potential social partners who share a relatively rare pref-erence. Because preferences provide information about bothwhat people know and what they like, we also tested the ef-fect of overlaps in knowledge (without taste) and overlaps intaste (without knowledge) to understand why we are drawn topeople who share our preferences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social categories; preferences; probabilistic rea-soning" }, { "word": "social affiliation" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4k11s0cj", "frozenauthors": [ { "first_name": "Natalia", "middle_name": "", "last_name": "Velez", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Sophie", "middle_name": "", "last_name": "Bridgers", "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": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26397/galley/16033/download/" } ] }, { "pk": 26550, "title": "Noticing causal properties of objects from sequence statistics", "subtitle": null, "abstract": "How do we learn non-physical properties of physical objects? We explored how the statistical structure of eventscan be a source of object property learning. Twenty-five participants saw sequences of visual events surrounding two distinctobjects. Object identity determined 1) the direction of a high transition probability between two events, and 2) the frequency oftwo other events. Learning was unsupervised and unguided. However, participants spontaneously noticed these regularities. Inan explicit, verbal judgment task, they discriminated between frequent vs. rare events (t(24) = 10.7, p< 0.00001) and betweenpredictive vs. non-predictive event pairs (t(24) = 3.04, p<0.01), as appropriate to the object. These statistics gave rise to distinctconceptual interpretations: participants ascribed a causal interpretation to the predictive statistics (t(24) = 1.91, p<0.05) morethan to events frequently co-occurring with the objects (t(24) = 3.00, p<0.01). Such learning may underlie concept acquisition,particularly of functional kinds like artifacts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1km1c8j6", "frozenauthors": [ { "first_name": "Anna", "middle_name": "", "last_name": "Leshinskaya", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Sharon", "middle_name": "L", "last_name": "Thompson-Schill", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26550/galley/16186/download/" } ] }, { "pk": 26188, "title": "Numeric Competencies and Anchoring Biases", "subtitle": null, "abstract": "Two experiments were conducted to examine the role of threefacets of numeracy (objective (ONS), subjective (SNS), andsymbolic number mapping (SMap)) in three anchoring tasks(experimenter-given, self-generate, and valuation). We foundthat the three numeric competencies were associated withdifferent anchoring tasks. SMap was associated with none ofthe three anchor tasks, while ONS consistently predictedstronger susceptibility to self-generated anchoring. The roleof ONS and SNS in experimenter-given and valuation taskswere inconsistent. In Experiment 1, where the direction ofadjustment from an anchor is specified, ONS and SNS werepositively associated with anchor susceptibility in a valuationtask, while they were not in an experimenter-given anchortask. On the other hand, in Experiment 2 where the directionof adjustment from an anchor is uncertain, ONS and SNSwere positively associated with anchor susceptibility in anexperimenter-given anchor task, while they were not in avaluation task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "anchoring effect; numeric competencies;individual differences; decision biases; symbolic numbermapping; anchor susceptibility" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0qd653m1", "frozenauthors": [ { "first_name": "Sangsuk", "middle_name": "", "last_name": "Yoon", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Nathan", "middle_name": "", "last_name": "Fong", "name_suffix": "", "institution": "Temple University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26188/galley/15824/download/" } ] }, { "pk": 26627, "title": "On Constancy in Spatial Perception", "subtitle": null, "abstract": "The perceptual constancies are at the heart of the scientific and philosophical study of perceptual experience, forthey are responsible for our enjoying stable percepts despite fluctuating proximal stimulation. For some time, it has thereforeseemed natural to appeal to the constancies as a way of explaining the factivity of perception - how (in veridical cases) wepresent or represent our environments as they are. Notably, a number of theorists now reject the suggestion that color constancystraightforwardly allows us to track mind-independent physical properties, such as surface spectral reflectances. In the spatialliteratures, however, the constancies remain tasked with accounting for the perceptual presentation or representation of objectivevalues as they are independent of perceivers. In this presentation, I outline the unacceptable normative consequences of theselatter views, and sketch an alternative, more ecologically plausible understanding of veridicality in spatial perception.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5jb5w52b", "frozenauthors": [ { "first_name": "Louise", "middle_name": "", "last_name": "Daoust", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26627/galley/16263/download/" } ] }, { "pk": 26574, "title": "On Measuring the Difficulty of Scrabble-like Problems", "subtitle": null, "abstract": "Scrabble-like tasks have increased in popularity as a means of exploring cognitive phenomena, such as embodiedproblem solving, mastery, and creativity. Many of these tasks make assumptions about the key factors driving relative difficultyof word-finding problems; these factors include average frequency of words produced, number of words produced, and numberof readily apparent bi-grams in the initial presentation of the letters. This study measures the effects of each of these factors oncognitive load by systematically and empirically exploring such factors, comparing how these various attributes influence thenumber of words participants produce in different circumstances.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/664201rk", "frozenauthors": [ { "first_name": "Morgan", "middle_name": "Magnus", "last_name": "Fleming", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Paul", "middle_name": "P.", "last_name": "Maglio", "name_suffix": "", "institution": "University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26574/galley/16210/download/" } ] }, { "pk": 26104, "title": "On the adaptive nature of memory-based false belief", "subtitle": null, "abstract": "Previous studies have shown that people’s memories are\nchangeable, and systematic incorrect memories (e.g., false\nmemory) can be created. We hypothesize that people’s beliefs\nabout the real world can be changed similarly to the way\nsystematic incorrect memories and systematic incorrect\nbeliefs (which we call memory-based false belief) are\ngenerated. We also predict that since memory-based false\nbeliefs are consistent with abstract knowledge that is\nconsisted with prototypical patterns and organization found in\nthe real world, false beliefs work adaptively in making\ninferences about environmental information in the real world.\nWe conducted behavioral and simulation studies in order to\nexamine our hypotheses on people’s beliefs and inferences\nabout the real world. The results showed that participants had\nsystematic false beliefs about cities’ attributes (e.g., whether\nthey have a professional baseball team), and that such false\nbeliefs worked adaptively in making inferences about\npopulation size.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "memory-based false belief; inference about real\nworld; ecological rationality" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9q85s2n1", "frozenauthors": [ { "first_name": "Hidehito", "middle_name": "", "last_name": "Honda", "name_suffix": "", "institution": "The University of Tokyo", "department": "" }, { "first_name": "Toshihiko", "middle_name": "", "last_name": "Matsuka", "name_suffix": "", "institution": "Chiba University", "department": "" }, { "first_name": "Kazuhiro", "middle_name": "", "last_name": "Ueda", "name_suffix": "", "institution": "The University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26104/galley/15740/download/" } ] }, { "pk": 26608, "title": "On the Evaluability of Effort: Influences of Single and Joint Evaluation onJudgments of Subjective Effort in Memorial, Motor, and Perceptual Domains", "subtitle": null, "abstract": "Theories attempting to explain the evaluation of subjective values often stress the importance of the context in whicha judgment is made. One such theory, the General Evaluability Theory (GET; Hsee & Zhang, 2010), suggests judgments areparticularly sensitive to evaluation mode (i.e., a single or joint evaluation). Importantly, deviations in the patterns of judgmentsof a value across single and joint modes are argued to reflect the degree to which individuals can consistently evaluate thatvalue (i.e., the extent of evaluability). We applied this framework to a novel context, specifically the evaluation of effort.Individuals made judgments of effort across memorial, motor, and perceptual domains in single and joint evaluation modes.Results demonstrated that memorial and motor effort judgments remained largely consistent across modes, whereas perceptualeffort judgments did not. These results provide initial evidence that at least some types of effort may not be evaluable.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3tz785xj", "frozenauthors": [ { "first_name": "Timothy", "middle_name": "", "last_name": "Dunn", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Evan", "middle_name": "", "last_name": "Risko", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26608/galley/16244/download/" } ] }, { "pk": 26483, "title": "On the Link between Fact Learning and General Cognitive Ability", "subtitle": null, "abstract": "Adaptive fact learning systems have been developed to makeoptimal use of testing and spacing effects by taking intoaccount individual differences in learning efficiency.Measures derived from these systems, capturing theindividual differences, predict later performance in similarand different fact learning tasks. Additionally, there is a richbody of literature showing that individual differences ingeneral cognitive ability or working memory capacity canpredict scores on achievement tests. If these measures alsoinfluence fact learning, incorporating them might furtherenhance adaptive systems. However, here we provideevidence that performance during fact learning is neitherrelated to working memory capacity nor general cognitiveability. This means that the individual differences captured byour adaptive learning system encapsulate characteristics oflearners that are independent of their general cognitive ability.Consequently, adaptive learning methods should focusprimarily on memory-related processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "learning; memory; working memory capacity;general cognitive ability; fluid intelligence; individualdifferences; computational modeling" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4cr419sq", "frozenauthors": [ { "first_name": "Florian", "middle_name": "", "last_name": "Sense", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Rob", "middle_name": "R.", "last_name": "Meijer", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Hedderik", "middle_name": "van", "last_name": "Rijn", "name_suffix": "", "institution": "University of Groningen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26483/galley/16119/download/" } ] }, { "pk": 26556, "title": "On the psychological reality of linguistic event structures", "subtitle": null, "abstract": "How language represents meaning remains a central topic of debate in linguistics. On some accounts, the nounphrases in a sentence are identified semantically by a list of independent atomic labels (thematic roles), ordered relative to oneanother depending on the position of the nouns around the verb (e.g., AGENT-THEME-GOAL). Others instead capture suchinterdependencies with complex, non-atomic event structures (e.g., [x CAUSE [y TO-COME-TO-BE-AT z]]). Here, we usestructural priming to investigate the psychological reality of these two theories of semantic representation. On the thematicrole approach, we should expect to see priming between theme-first locatives and prepositional-object datives (both VP-NP-PPsyntactically) precisely because their thematic ordering is consistent across the two constructions. The event structure approachposits no such minimal semantic structural similarity, such that we should not see priming cross-constructionally. We find onlywithin-construction priming (N=52) and not across-construction priming (total N=344), in favor of event structures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5042n8rq", "frozenauthors": [ { "first_name": "Jayden", "middle_name": "", "last_name": "Ziegler", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Jesse", "middle_name": "", "last_name": "Snedeker", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26556/galley/16192/download/" } ] }, { "pk": 26084, "title": "On the Tragedy of Personnel Evaluation", "subtitle": null, "abstract": "In social-dilemma situations (public-good games) people may\npursue their local, egoistic interests and thereby lower the\nglobal, overall payoff of their group and, paradoxically, even\ntheir own resulting payoff. One may also speak of intra-\nindividual dilemmas, where people pursue local goals at the\nexpense of their overall utility. Our current experiments\ntransfer this idea to the context of personnel evaluation and\npersonnel selection. In our experiments, participants were put\nin the position of a Human Resources manager, who should\nfor instance select workers who optimize the overall payoff of\nthe company, rather than those who optimize only their\nspecific payoffs. The results of the experiments, however,\nsuggest that most, albeit not all, participants tended to focus\non directly comparing individuals without considering the\noverall contribution to a group. Thus employees with the best\noverall effects for a company or organization may be\nevaluated the most negatively. This possible ‘tragedy of\npersonnel evaluation’ may be linked to maladaptive incentive\nstructures (personnel evaluation), advancement of employees\n(personnel promotion) and job offers (personnel selection),\nand may have a substantial negative impact on the\neffectiveness of companies or organizations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "intra-individual dilemmas; social dilemmas;\npersonnel evaluation; personnel selection" }, { "word": "altruism; causal\ninduction; global vs. local optimization; less-is-more effect" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9267v4c3", "frozenauthors": [ { "first_name": "Momme", "middle_name": "von", "last_name": "Sydow", "name_suffix": "", "institution": "University of Munich , University of Heidelberg", "department": "" }, { "first_name": "Niels", "middle_name": "", "last_name": "Braus", "name_suffix": "", "institution": "University of Heidelberg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26084/galley/15720/download/" } ] }, { "pk": 26702, "title": "Optimal Predictions in Illness Cognition", "subtitle": null, "abstract": "People make accurate predictions for many real world events e.g. human life spans (Griffiths & Tenenbaum, 2006).Accurate predictions are particularly important in the domain of health, where illness knowledge directly influences patientoutcomes. To understand how well peoples’ illness expectations were aligned, we asked participants to estimate durationsfor 9 illnesses, and compared their responses to the real-world distributions. We found that for common acute illnesses (e.g.,the cold) people make accurate predictions, whereas for rare chronic illnesses (e.g., COPD) people make comparatively poorpredictions. Further, we found that participants overestimate the prevalence of every illness, especially for those that are morecommon (e.g., the cold). Taken together, these results suggest that people more accurately estimate the duration of commonacute illnesses, but this may cause them to overestimate the prevalence of these illnesses. Results will be discussed in terms ofimplications for both cognition and behavioral health theory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5xk5w6vz", "frozenauthors": [ { "first_name": "Talia", "middle_name": "", "last_name": "Robbins", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Pernille", "middle_name": "", "last_name": "Hemmer", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26702/galley/16338/download/" } ] }, { "pk": 26227, "title": "Our morals really depends on our language:The foreign language effect within participants", "subtitle": null, "abstract": "Recent research has suggested that using a foreign languageto present hypothetical moral dilemmas increases the rate ofutilitarian judgments about those dilemmas (e.g., Greene et al,2001) and decreases incoherency between judgments inframing effect tasks (e.g., Tversky & Kahneman, 1981; seeCosta, Foucart, Arnon, Aparici, & Apesteguia, 2014; Costa,Foucart, Hayakawa, Aparici, Apesteguia, Heafner, & Keysar,2014; Keysar, Hayakawa, & An, 2012). However, existingresearch has mainly investigated this effect using between-participants designs (i.e., different participants in the foreignand native language conditions). Such designs are unable toexclude non-equivalent conditions as a confounding variable.In contrast, this study examined the foreign language effectusing a within-subjects design (i.e., all participants respondedto moral dilemmas (Greene et al, 2001) and framing effecttasks (Tversky & Kahneman, 1981) in both their native andforeign languages. The “foreign language effect” wasreplicated, excluding semantic non-equivalence betweenlanguage conditions as a potential confound. This resultsupports the hypothesis that the foreign language effect isindependent of meaning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "foreign language effect; moral dilemmas; framingeffect; individual differences" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/61m0k50b", "frozenauthors": [ { "first_name": "Kuninori", "middle_name": "", "last_name": "Nakamura", "name_suffix": "", "institution": "Seijo University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26227/galley/15863/download/" } ] }, { "pk": 26341, "title": "Outcome or Strategy? A Bayesian Model of Intelligence Attribution", "subtitle": null, "abstract": "People have a common-sense notion of intelligence and use itto evaluate decisions and decision-makers. One can attributeintelligence by evaluating the strategy or the outcome of agoal-directed agent. We propose a model of intelligence at-tribution, based on inverse planning in Partially ObservableMarkov Decision Processes (POMDPs) in a probabilistic envi-ronment, inferring the most likely planning parameters givenobserved actions. The model explains the agent’s decisionsby a combination of probabilistic planning, a softmax decisionnoise, prior knowledge about the world and forgetting, estimat-ing the agent’s intelligence by a proxy measure of efficientlyoptimising costs and rewards. Behavioural evidence from twoexperiments shows that people cluster into those who attributeintelligence to the strategy and those who attribute intelligenceto the outcome of the observed actions. People in the strat-egy cluster attribute more intelligence to decisions that min-imise the agent’s overall cost, even if the outcome is unlucky.People in the outcome cluster attribute intelligence to the out-come, judging low-cost outcomes as a sign of intelligence evenif the outcome is accidental and make neutral judgements be-fore they observe the result. Our model explains human in-telligence judgements better than perceptual cues such as thenumber of revisits or moves.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Theory of mind; Intelligence attribution; Socialcognition; Bayesian inference; Partially Observable MarkovDecision Processes; Inverse planning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1gv4r5p7", "frozenauthors": [ { "first_name": "Marta", "middle_name": "", "last_name": "Kryven", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Tomer", "middle_name": "", "last_name": "Ullman", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "William", "middle_name": "", "last_name": "Cowan", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26341/galley/15977/download/" } ] }, { "pk": 26610, "title": "Parsing Selective Attention and Executive Function in Children", "subtitle": null, "abstract": "Selective attention is related to a range of cognitive abilities, including executive function (Lawson et al., 2014).Orienting attention to visual and auditory targets are component skills inherent in many cognitive assessments, making it oftendifficult to parse cognitive capacities from selective attention abilities.The fundamental, early-developing nature of somatosen-sory processing (Saby et al., 2015) make it a compelling sensory domain within which to study top-down attentional processes.This presentation describes the initial results of a study examining how the electrophysiological indicators of selective atten-tion, specifically the ability to focus attention on tactile stimuli, relate to children’s executive function. Results will parse therelations between a composite of executive function tasks and the EEG mu rhythm response of participants when anticipatingtactile stimulation of the hand. The implications of individual differences in somatosensory selective attention are discussed inlight of cognitive assessment design, SES-related discrepancies in attention, and bodily awareness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8vm5b307", "frozenauthors": [ { "first_name": "Staci", "middle_name": "", "last_name": "Weiss", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Marshall", "name_suffix": "", "institution": "Temple University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26610/galley/16246/download/" } ] }, { "pk": 26437, "title": "Perceived Momentum Influences Responsibility Judgments", "subtitle": null, "abstract": "This work examines the extent to which people hold\nindependent sequential events (e.g., players making\ncorrect/incorrect guesses) responsible for overall outcomes\n(e.g., the team winning/losing the game). Two types of\nevents are found to garner the majority of responsibility for\noverall outcomes: (1) final events and (2) events that are\nperceived to disrupt momentum (e.g., an incorrect guess\nafter a sequence of correct guesses). While previous research\nhas shown that final events tend to be perceived as more\nresponsible for overall outcomes, the current experiments\nare the first to document the role of perceived momentum on\nresponsibility judgments. Specifically, we demonstrate that\nthe effect is mediated by perceived momentum changes after\nthe time of the event and moderated when exogenous factors\n(e.g., a delay between events) disrupt perceived momentum.\nWe discuss how these findings relate to pivotality, the\ncounterfactual simulation model, and the role of\nunexpectedness in responsibility judgments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "perceived momentum; responsibility\njudgments; perceived causality" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/89j72651", "frozenauthors": [ { "first_name": "Jeffrey", "middle_name": "", "last_name": "Parker", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Iman", "middle_name": "", "last_name": "Paul", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Nicholas", "middle_name": "", "last_name": "Reinholtz", "name_suffix": "", "institution": "University of Colorado Boulder", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26437/galley/16073/download/" } ] }, { "pk": 26277, "title": "Perceiving Fully Occluded Objects via Physical Simulation", "subtitle": null, "abstract": "Conventional theories of visual object recognition treat objectseffectively as abstract, arbitrary patterns of image features.They do not explicitly represent objects as physical entities inthe world, with physical properties such as three-dimensionalshape, mass, stiffness, elasticity, surface friction, and so on.However, for many purposes, an object’s physical existence iscentral to our ability to recognize it and think about it. Thisis certainly true for recognition via haptic perception, i.e., per-ceiving objects by touch, but even in the visual domain an ob-ject’s physical properties may directly determine how it looksand thereby how we recognize it. Here we show how a physi-cal object representation can allow the solution of visual prob-lems, like perceiving an object under a cloth, that are other-wise difficult to accomplish without extensive experience, andwe provide behavioral and computational evidence that peoplecan use such a representation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "physical object representations; analysis-by-synthesis; object perception; occlusion; psychophysics" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0cp7162x", "frozenauthors": [ { "first_name": "Ilker", "middle_name": "", "last_name": "Yildirim", "name_suffix": "", "institution": "The Rockefeller University, MIT , BCS", "department": "" }, { "first_name": "Max", "middle_name": "H.", "last_name": "Siegel", "name_suffix": "", "institution": "BCS, MIT", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "BCS, MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26277/galley/15913/download/" } ] }, { "pk": 26566, "title": "Perception of math and non-math content in children’s storybooks", "subtitle": null, "abstract": "Young children acquire informal math ideas through everyday experiences. Research demonstrates that storybookscan link their informal notions to abstract concepts (Murphy, 1999). The integration of visual and written depictions of math-ematics, along with conversations arising from the story, can bolster children’s capacity to communicate and think mathemati-cally. Despite the growing literature supporting use of math storybooks, little is understood about how educators perceive andinterpret the embedded math content. Our study presents storybook pages to educators and asks questions to determine whetherthey are more likely to identify concepts in math (e.g., number) or non-math (e.g., vocabulary) domains. We also analyze theassociation between domain and the degree of abstraction in the language used to describe content in that domain. Preliminarydata suggest that educators ask questions about number concepts at higher levels than expected and character’s actions at lowerlevels than expected.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4dr98041", "frozenauthors": [ { "first_name": "Colleen", "middle_name": "", "last_name": "Uscianowski", "name_suffix": "", "institution": "Teachers College Columbia University", "department": "" }, { "first_name": "Ma.", "middle_name": "Victoria", "last_name": "Almeda", "name_suffix": "", "institution": "Teachers College Columbia University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26566/galley/16202/download/" } ] }, { "pk": 26757, "title": "Perceptual Decision Making of Humans and Deep Learning Machines: aBehavioral Study", "subtitle": null, "abstract": "Human visual perception system is a key issue of the cognitive researches. It is also an inspiring prototype of thecutting-edge artificial intelligence researches - deep learning. It is interesting to investigate the behaviors of humans and deeplearning machines on vision tasks. In this paper, we focus on the perceptual decision making and object recognition on distortedimages. We found that in a wide range of distortion levels, the recognition rates of human subjects are smoothly increased alongwith the decreases of distortions. Although the deep learning machines perform obviously worse than human subjects, theirrecognition rates vary with the similar trends. It indicates that the deep learning machines make a good simulation to the humanbeing on the perceptual decision making tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/701304cs", "frozenauthors": [ { "first_name": "Ge", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "Beihang University", "department": "" }, { "first_name": "Yuzhong", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Beihang University", "department": "" }, { "first_name": "Qiyang", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "Beihang University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26757/galley/16393/download/" } ] }, { "pk": 26455, "title": "Performance Pressure and Comparison in Relational Category Learning", "subtitle": null, "abstract": "An important objective in higher-order cognition research isto understand how relational categories are acquired andapplied. Much of the research on relational category learninghas investigated the role of within-category comparisonopportunities in category acquisition and transfer – guided bypredictions from structure mapping theory that alignmentleads to highlighting and abstraction of shared relationalstructure (Gentner, 1983). Recent research has yielded awithin-category comparison advantage under the supervisedobservational learning mode (relative to twice as many single-item trials), but not under the supervised classification mode(Patterson & Kurtz, 2015). In the present study we investigatethe role that pressure to succeed at the training task – a criticaldifference between the two learning modes – plays in theapparent ineffectiveness of learning by comparison within theclassification mode. In a 2x2 between-subjects design wecrossed two levels of performance pressure (elevated andstandard) with two presentation formats (single-item andwithin-category pairs). The main findings are: (1) asignificant interaction showing a negative impact of increasedperformance pressure for single-item learners, but not forcomparison learners; and (2) a theoretically predicted, butempirically elusive effect of comparison over single-item inthe classification mode. We conclude that: (1) performancepressure exerts a deleterious effect on relational categorylearning (in accord with findings in the attribute categoryliterature) that opportunities to compare may compensate for;and (2) pressure to perform does not appear to underlielackluster comparison + classification performance (relativeto observational learning). Further, we offer new evidence onthe role that within-category comparison plays in relationalcategory learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "relational categories; structural alignment;comparison; classification learning; transfer; performancepressure" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4kd6x7b1", "frozenauthors": [ { "first_name": "John", "middle_name": "D.", "last_name": "Patterson", "name_suffix": "", "institution": "Binghamton University", "department": "" }, { "first_name": "Kenneth", "middle_name": "J.", "last_name": "Kurtz", "name_suffix": "", "institution": "Binghamton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26455/galley/16091/download/" } ] }, { "pk": 36034, "title": "Perspectives on Teaching and Learning English Literacy in China - Jiening Ruan and Cynthia Leung (Eds.)", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/75n756r3", "frozenauthors": [ { "first_name": "Tracy", "middle_name": "", "last_name": "Tang", "name_suffix": "", "institution": "San José State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36034/galley/26886/download/" } ] }, { "pk": 26671, "title": "Plasticity of Categorization: Developmental Differences in Category Learning andTransfer between Children and Adults", "subtitle": null, "abstract": "How do people learn categories and transfer learning? This study addressed this question by examining the roleof attention in the development of category learning and transfer. Participants (adults and 4-year-olds) were trained with twocategories including deterministic and probabilistic features and their attention was directed to either type of features. Aftertraining, participants learned two new categories and their categorization and memory for exemplars were tested. Resultsindicated that adults and 4-year-olds were able to be trained to use either a similarity-based or rule-based strategy. However,adults failed to transfer and went back to their default rule-based strategy in novel situations, whereas 4-year-olds transferredthe learned strategy. Furthermore, in contrast to adults exhibiting better memory for features used in categorization, 4-year-oldsremembered multiple features well regardless of categorization. These results have important implications for understandingthe development of categorization and the role of attention in cognitive development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/88h0d18w", "frozenauthors": [ { "first_name": "Sophia", "middle_name": "", "last_name": "Deng", "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": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26671/galley/16307/download/" } ] }, { "pk": 26720, "title": "Pragmatic inference in definite and indefinite contexts", "subtitle": null, "abstract": "Previous studies have shown that children have difficulty inferring intended referents of definite/indefinite determin-ers: e.g., that ”Give me the ball” implies a specific ball, while ”Give me a ball” requests any ball from a larger set. Here, weshow that these findings need not indicate a fragile capacity for pragmatic reasoning because adults only make such inferenceswithin specific contexts. Across four studies, we found that when presented with novel labels in definite contexts (the dax),adults consistently selected unique objects as the referent (though they were not at ceiling), suggesting they interpreted thedefinite as conveying specificity. Strikingly, however, when presented in indefinite contexts (a dax), subjects did not reliablylink novel labels to objects of a larger set of kind-members, unless the context explicitly encouraged them to reason aboutthe intended addressee. Together, these findings suggest that failures to make inferences about definiteness need not reflectpragmatic incompetence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4wd226fv", "frozenauthors": [ { "first_name": "Kelsey", "middle_name": "", "last_name": "Moty", "name_suffix": "", "institution": "Lehigh University", "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": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26720/galley/16356/download/" } ] }, { "pk": 26282, "title": "Pragmatic relativity: Gender and context affect the use of personal pronouns in\ndiscourse differentially across languages", "subtitle": null, "abstract": "Speakers need to use a variety of referring expressions (REs)\n(e.g. full noun phrases, pronouns or null forms) in\npragmatically appropriate ways to produce coherent\nnarratives. Languages, however, differ from each other in\nterms of a) whether REs as arguments can be dropped or not\nand b) whether personal pronouns encode gender or not. Here\nwe examine two languages that differ from each other in these\ntwo aspects and ask whether the co-reference context (i.e.,\nreferents are maintained or re-introduced) and the gender\nencoding options affect the use of REs differentially. We\nelicited narratives from Dutch and Turkish speakers about\ntwo types of three-person events, one including people of the\nsame and the other of mixed-gender. Speakers of both\nlanguages followed a general principle of using full forms\nsuch as noun phrases (NPs) while re-introducing a previously\nmentioned referent into the discourse and reduced forms\n(overt or null pronoun) while maintaining the same referent; a\nlanguage independent strategy in discourse production.\nTurkish speakers, unlike Dutch speakers, used pronouns\nmainly to mark emphasis. Furthermore, Dutch but not Turkish\nspeakers used pronouns differentially across the two videos.\nThus, we argue that linguistic possibilities available in\ntypologically different languages might tune speakers into\ntaking different principles into account to establish coherence\nin narratives in pragmatically coherent ways.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "referring expressions; gender encoding;\npronouns; cross-linguistic comparison; discourse production" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3fx1f6d4", "frozenauthors": [ { "first_name": "Zeynep", "middle_name": "", "last_name": "Azar", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Ad", "middle_name": "", "last_name": "Backus", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Aslı", "middle_name": "", "last_name": "Özyürek", "name_suffix": "", "institution": "Radboud University , Max Planck Institute for Psycholinguistics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26282/galley/15918/download/" } ] }, { "pk": 26689, "title": "Predictable stimulus onsets improve memory", "subtitle": null, "abstract": "Exploring and remembering are fundamental to many human activities. Characterizing influences on recognitionmemory can help clarify the workings of memory systems and facilitate design of effective learning environments. Studies ofself-directed learning show that a key determinant of self-directed benefits is in choosing when to see the next stimulus, butthese results do not establish whether it is the act of choosing or the knowledge of stimulus arrival times that primarily matters.We disentangle these factors by asking whether predictable stimulus timing that is not under participant control still leads to amemory benefit. Participants saw pictures of objects one at a time with either a constant or unpredictable inter-stimulus interval(ISI) and showed better memory with constant timing across a range of ISIs. These results speak to interactions betweenattention and memory, the efficiency of study protocols, and the factors influencing effective self-directed learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/61926982", "frozenauthors": [ { "first_name": "George", "middle_name": "", "last_name": "Kachergis", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Shannon", "middle_name": "", "last_name": "Tubridy", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Todd", "middle_name": "", "last_name": "Gureckis", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26689/galley/16325/download/" } ] }, { "pk": 26173, "title": "Predicting Decision in Human-Agent Negotiation using functional MRI", "subtitle": null, "abstract": "The importance of human-agent negotiation, and the role ofemotion in such negotiations, have been emphasized in human-agent interaction research. Thus far, studies have focused onbehavioral effects, rather than examining the neural underpin-nings of different behaviors shown in human-agent interac-tions. Here, we used a multi-round negotiation platform, in-stead of the more common single-shot negotiation, and wereable to find distinct brain patterns in emotion-related regionsof the brain during different types of offers. Using multi-voxelpattern analysis to analyze brain imaging data acquired duringfunctional MRI scanning, we show that it is possible to pre-dict whether the negotiator concedes, does not change, or asksfor more during the negotiation. Most importantly, we demon-strate that left dorsal anterior insula, which is known to be anemotion-related brain region, shows a different pattern of ac-tivity for each of the three offer types.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Decision-making; Negotiation; fMRI" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5nb7k9bb", "frozenauthors": [ { "first_name": "Eunkyung", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" }, { "first_name": "Sarah", "middle_name": "I.", "last_name": "Gimbel", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" }, { "first_name": "Aleksandra", "middle_name": "", "last_name": "Litvinova", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" }, { "first_name": "Jonas", "middle_name": "T.", "last_name": "Kaplan", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" }, { "first_name": "Morteza", "middle_name": "", "last_name": "Dehghani", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26173/galley/15809/download/" } ] }, { "pk": 26150, "title": "Predicting Overprecision in Range Estimation", "subtitle": null, "abstract": "Overprecision (overconfidence in interval estimation) is a biaswith clear implications for economic outcomes in industriesreliant on forecasting possible ranges for future prices andunknown states of nature - such as mineral and petroleumexploration. Prior research has shown the ranges peopleprovide are too narrow given the knowledge they have – thatis, they underestimate uncertainty and are overconfident intheir knowledge. The underlying causes of this bias are,however, still unclear and individual differences research hasshed little light on traits predictive of susceptibility. Takingthis as a starting point, this paper directly contrasts the NaïveSampling Model and Informativeness-Accuracy Tradeoffaccounts of overprecision – seeing which better predictsperformance in an interval estimation task. This was achievedby identifying traits associated with these theories – ShortTerm Memory and Need for Cognitive Closure, respectively.Analyses indicate that NFCC but not STM predicts intervalwidth and thus, potentially, impacts overprecision.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "confidence; overprecision; need for cognitiveclosure; STM; informativeness; naïve sampling model." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/33m534nb", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "", "last_name": "Kaesler", "name_suffix": "", "institution": "The University of Adelaide", "department": "" }, { "first_name": "Matthew", "middle_name": "B.", "last_name": "Welsh", "name_suffix": "", "institution": "The University of Adelaide", "department": "" }, { "first_name": "Carolyn", "middle_name": "", "last_name": "Semmler", "name_suffix": "", "institution": "The University of Adelaide", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26150/galley/15786/download/" } ] }, { "pk": 26568, "title": "Prediction of Single-Trial Behavior using a Layered Dynamic Systems Model withEvolutionary Algorithm Updating", "subtitle": null, "abstract": "In this study we attempted to predict individual participants single trial behavior (response and reaction time) on anon-symbolic number comparison task. Experimental sessions included the completion of the number comparison task alongwith concurrent EEG measures. We then used a dynamic systems model with evolutionary algorithm updating to predict be-havior for each participant independently. The computational model approximated neural coding of number by calculatingtuning curves implemented through multilayered dynamic systems architecture. Typically dynamical systems models of cogni-tion have fixed parameters tailored to the particular task being modeled and selected by the researcher. The models used weredesigned to adapt such that each participant’s model is individually customized to their particular data. Average ERP amplitudeacross occipitoparietal areas were used as model input in addition to participant’s prior responses and reaction time.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5jc539n0", "frozenauthors": [ { "first_name": "Richard", "middle_name": "", "last_name": "Prather", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Sara", "middle_name": "", "last_name": "Heverly-Fitt", "name_suffix": "", "institution": "University of Maryland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26568/galley/16204/download/" } ] }, { "pk": 26187, "title": "Predictions with Uncertain Categorization: A Rational Model", "subtitle": null, "abstract": "A key function of categories is to help predictions about unob-served features of objects. At the same time, humans often findthemselves in situations where the categories of the objectsthey perceive are uncertain. How do people make predictionsabout unobserved features in such situations? We propose arational model that solves this problem. Our model comple-ments existing models in that it is applicable in settings wherethe conditional independence assumption does not hold (fea-tures are correlated within categories) and where the featuresare continuous as opposed to discrete. The qualitative predic-tions of our model are borne out in two experiments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Feature inferences" }, { "word": "Categories" }, { "word": "concepts" }, { "word": "Predic-tions" }, { "word": "Judgments" }, { "word": "Rational Analysis" }, { "word": "Bayesian model" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/93x06347", "frozenauthors": [ { "first_name": "Elizaveta", "middle_name": "", "last_name": "Konovalova", "name_suffix": "", "institution": "Universitat Pompeu Fabra", "department": "" }, { "first_name": "Gael", "middle_name": "Le", "last_name": "Mens", "name_suffix": "", "institution": "Universitat Pompeu Fabra", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26187/galley/15823/download/" } ] }, { "pk": 26688, "title": "Predictors of lexical stability in an artificially learnt language", "subtitle": null, "abstract": "Lexical items in the vocabulary of a language undergo dramatic changes over time, explaining the mechanismsthat cause this change has been an important topic for the cognitive sciences. One particular focus for researchers has beenunderstanding the dynamics of change in word forms. The rate (or half-life) at which word forms change over time variesgreatly, and corpus-based cladistic studies have shown that certain properties, such as word frequency, length and age ofacquisition, can be used to predict this variation. We test through the use of an artificial language learning paradigm the extentto which these psycholinguistic factors affect accurate learning of word forms, linking processes of acquisition with processesof evolutionary change. Our findings provide an insight into the underlying mechanisms that drive diachronic change within alanguage’s vocabulary, highlighting the important role that the learning process has on lexical change.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2bb899jf", "frozenauthors": [ { "first_name": "James", "middle_name": "", "last_name": "Brand", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Padraic", "middle_name": "", "last_name": "Monaghan", "name_suffix": "", "institution": "Lancaster University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26688/galley/16324/download/" } ] }, { "pk": 26107, "title": "Preferring the Mighty to the Meek: Toddlers Prefer Novel Dominant Agents.", "subtitle": null, "abstract": "Every human society includes social hierarchies—\nrelationships between individuals and groups of unequal rank\nor status. Recent research has shown that even preverbal\ninfants represent hierarchical relationships, expecting larger\nagents and agents from larger groups to win dominance\ncontests. However, to successfully navigate social hierarchies,\ninfants must also integrate information about social rank into\ntheir own behavior, such as when deciding which individuals\nto approach and which to avoid. Here we demonstrate that two-\nyear-old children (ages 21-31 months) preferred novel\ndominant agents to subordinates. That is, by the age of 21\nmonths, toddlers not only use phylogenetically stable cues to\npredict the winner of dominance contests, they also like the\ndominant agents better. This finding suggests that young\nchildren use their ability to infer relative rank to selectively\napproach dominant individuals.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social hierarchy" }, { "word": "naïve sociology" }, { "word": "infant cognition" }, { "word": "social cognition" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/559808b1", "frozenauthors": [ { "first_name": "Ashley", "middle_name": "J.", "last_name": "Thomas", "name_suffix": "", "institution": "University of California Irvine", "department": "" }, { "first_name": "Meline", "middle_name": "", "last_name": "Abramyan", "name_suffix": "", "institution": "University of California Irvine", "department": "" }, { "first_name": "Angela", "middle_name": "", "last_name": "Lukowski", "name_suffix": "", "institution": "University of California Irvine", "department": "" }, { "first_name": "Lotte", "middle_name": "", "last_name": "Thomsen", "name_suffix": "", "institution": "University of California Irvine", "department": "" }, { "first_name": "Barbara", "middle_name": "W.", "last_name": "Sarnecka", "name_suffix": "", "institution": "University of California Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26107/galley/15743/download/" } ] }, { "pk": 26769, "title": "Preschoolers evaluate risk and reward in exploration-exploitation tasks", "subtitle": null, "abstract": "Children are drivers of their own discovery. To develop a complete characterization of the factors that drive explo-ration in early childhood, we must first understand how competing factors influence children’s decision making. We investigatedpreschool-aged children’s decision-making on explore-exploit tasks where the available information about the distribution ofrewards was controlled. When probability information is unknown, children preferred to exploit known rewards over exploringunknown ones. However, performance in Experiment 2 shows that children can use probabilistic information to form accurateexpectations about possible outcomes to effectively choose between exploiting and exploring. The degree to which individ-ual children are “exploratory” is also shown to be consistent over weeks, suggesting that individual children have “trait-like”exploratory drives. On aggregate, children incorporate these individual tendencies towards exploration or exploitation withprobability information; thus children readily form estimations of expected reward and use this information to guide efficientexploratory behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2jc8404g", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Lapidow", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Elizabeth", "middle_name": "Baraff", "last_name": "Bonawitz", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26769/galley/16405/download/" } ] }, { "pk": 26741, "title": "Priming Spatial Reference Frames for Memory", "subtitle": null, "abstract": "We examined the role of spatial frames of reference in memory. Participants first verified verbal descriptions of visualscenes and spatial relations among objects. The intrinsic and relative frames of reference (FoR) were used in the descriptionswith varying degrees of frequency (availability) and veridicality (reliability). Descriptions in the two reference frames couldeither be equally distributed in terms of validity or were biased towards one of the two spatial frames. Participants’ performanceon the memory task was sensitive to priming from the spatial FoRs and their information distribution characteristics. Thesefindings provide evidence that spatial frames of reference can influence spatial memory and that this influence depends onthe frequency of use of a given frame of reference and on the frequency with which it is associated with valid and reliableinformation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6nc3j93x", "frozenauthors": [ { "first_name": "Elena", "middle_name": "", "last_name": "Andonova", "name_suffix": "", "institution": "New Bulgarian University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26741/galley/16377/download/" } ] }, { "pk": 26367, "title": "Probabilistic Simulation Predicts Human Performance on Viscous Fluid-Pouring Problem", "subtitle": null, "abstract": "The physical behavior of moving fluids is highly complex, yetpeople are able to interact with them in their everyday liveswith relative ease. To investigate how humans achieve thisremarkable ability, the present study extended the classicalwater-pouring problem (Schwartz & Black, 1999) to examinehow humans take into consideration physical properties of flu-ids (e.g., viscosity) and perceptual variables (e.g., volume) ina reasoning task. We found that humans do not rely on simplequalitative heuristics to reason about fluid dynamics. Instead,they rely on the perceived viscosity and fluid volume to makequantitative judgments. Computational results from a prob-abilistic simulation model can account for human sensitivityto hidden attributes, such as viscosity, and their performanceon the water-pouring task. In contrast, non-simulation mod-els based on statistical learning fail to fit human performance.The results in the present paper provide converging evidencesupporting mental simulation in physical reasoning, in addi-tion to developing a set of experimental conditions that rectifythe dissociation between explicit prediction and tacit judgmentthrough the use of mental simulation strategies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Intuitive physics; mental simulation; animation;reasoning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6294x329", "frozenauthors": [ { "first_name": "James", "middle_name": "", "last_name": "Kubricht", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Chenfanfu", "middle_name": "", "last_name": "Jiang", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Yixin", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Song-Chun", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Demetri", "middle_name": "", "last_name": "Terzopoulos", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Hongjing", "middle_name": "", "last_name": "Lu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26367/galley/16003/download/" } ] }, { "pk": 26468, "title": "Probability Prediction in Children with ASD", "subtitle": null, "abstract": "Individuals with Autism Spectrum Disorder (ASD) often\nstruggle with making inductive generalizations. Yet for\ntypically developing children, the capacity to make such\ngeneralizations is a hallmark of human learning. This ability\nrequires some understanding of “intuitive statistics” (i.e., the\nunderstanding that there is a relationship between samples\nand populations), which have been previously demonstrated\nto emerge early on in infancy. We hypothesized that the\nchallenges with inductive generalization among the ASD\npopulation may have its roots in weaknesses in probabilistic\nreasoning. In the current study, we gave children with ASD a\nprobability prediction task adapted from the method used with\ninfants in Teglas et al. (2007), and our results over two\nexperiments with two groups (one from the U.S. and one from\nSingapore) suggest that compared with typically developing\nchildren, children with autism may have difficulties in\nengaging in probabilistic reason", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "autism; probabilistic reasoning; prediction" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/95v8b3gg", "frozenauthors": [ { "first_name": "Zi", "middle_name": "L.", "last_name": "Sim", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Fei", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26468/galley/16104/download/" } ] }, { "pk": 36041, "title": "Processing Academic Language Through Four Corners Vocabulary Chart Applications", "subtitle": null, "abstract": "4 Corners Vocabulary Charts (FCVCs) are explored as a multipurpose vehicle for processing academic language in a 5th-grade\nclassroom. FCVCs typically display a vocabulary word, an illustration of the word, synonyms associated with the word, a sentence using a given vocabulary word, and a definition of the term\nin students’ words. The use of personal dictionary entries in the\nform of FCVCs created on 3-by-5–inch index cards allowed for\nthe implementation of 4 key classroom activities—namely, a “fill\nin the square” review activity and 3 games: Heads Up, a modified\nversion of Connect 4, and Bingo. FCVCs are identified as optimal\ntools for the instruction of English learners because of the high\nlevel of vocabulary processing required for their creation and\ntheir functionality as key elements of engaging vocabulary games.", "language": "eng", "license": null, "keywords": [], "section": "CATESOL Exchange", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0762q8tc", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "Texas Woman’s University", "department": "" }, { "first_name": "Claudia", "middle_name": "", "last_name": "Sanchez", "name_suffix": "", "institution": "Texas Woman’s University", "department": "" }, { "first_name": "Sharon", "middle_name": "", "last_name": "Betty", "name_suffix": "", "institution": "Denton Independent School District", "department": "" }, { "first_name": "Shiloh", "middle_name": "", "last_name": "Davis", "name_suffix": "", "institution": "Texas Woman’s University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36041/galley/26893/download/" } ] }, { "pk": 26339, "title": "Processing Consequences of Onomatopoeic Iconicity in Spoken Language\nComprehension", "subtitle": null, "abstract": "Iconicity is a fundamental feature of human language.\nHowever its processing consequences at the behavioral and\nneural level in spoken word comprehension are not well\nunderstood. The current paper presents the behavioral and\nelectrophysiological outcome of an auditory lexical decision\ntask in which native speakers of Dutch listened to\nonomatopoeic words and matched control words while their\nelectroencephalogram was recorded. Behaviorally,\nonomatopoeic words were processed as quickly and\naccurately as words with an arbitrary mapping between form\nand meaning. Event-related potentials time-locked to word\nonset revealed a significant decrease in negative amplitude in\nthe N2 and N400 components and a late positivity for\nonomatopoeic words in comparison to the control words.\nThese findings advance our understanding of the temporal\ndynamics of iconic form-meaning mapping in spoken word\ncomprehension and suggest interplay between the neural\nrepresentations of real-world sounds and spoken words.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8cc7n2x9", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Peeters", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26339/galley/15975/download/" } ] }, { "pk": 26344, "title": "Process Modeling of Qualitative Decision Under Uncertainty", "subtitle": null, "abstract": "Fuzzy-trace theory assumes that decision-makers processqualitative “gist” representations and quantitative “verbatim”representations in parallel. Here, we develop a formal modelof fuzzy-trace theory that explains both processes. The modelalso integrates effects of individual differences in numeracy,metacognitive monitoring and editing, and sensation seeking.Parameters of the model varied in theoretically meaningfulways with differences in numeracy, monitoring, and sensationseeking, accounting for risk preferences at multiple levels.Relations to current theories and potential extensions arediscussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Decision making; need for cognition; riskychoice; framing effect; Allais paradox" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/56c7g2bg", "frozenauthors": [ { "first_name": "David", "middle_name": "A.", "last_name": "Broniatowski", "name_suffix": "", "institution": "The George Washington University", "department": "" }, { "first_name": "Valerie", "middle_name": "F.", "last_name": "Reyna", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26344/galley/15980/download/" } ] }, { "pk": 26562, "title": "Process of visual input does not decide the accuracy imitation performance", "subtitle": null, "abstract": "The associative sequence learning (ASL) model states that error patterns in observed actions during physical imi-tation and verbal description are identical, because of the critical role played by the process of visual input compared to theprocess after visual input. Action models were presented that comprised four elements: using right or left hand, using right orleft stick, tapping right or left side of a box, and placing a stick on right or left side. In the condition in which identical elementsof video stimuli and manipulated objects placed in front of participants had the same color, the colored element was correctlyperformed compared to the condition with different colored elements. However, colored element was not correctly performedin the condition in which particular elements of video stimuli were colored, whereas manipulated objects were not colored.These results suggest the important role of the process occurring after the visual input.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7m1522q2", "frozenauthors": [ { "first_name": "Takashi", "middle_name": "", "last_name": "Mizuguchi", "name_suffix": "", "institution": "Shinshu University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26562/galley/16198/download/" } ] }, { "pk": 26764, "title": "Promoting prosocial behavior and emotional awareness in preschoolers", "subtitle": null, "abstract": "Human-animal interaction (HAI) supports a theory that animals may enhance social support both directly, as a sourceof comfort, and indirectly, as a facilitator of human interaction. Existing research found that dogs are suitable in helping childrendevelop healthy self-esteem and empathy for others and the classroom interaction between assistance dogs and children is alsoeffective in developing children’s sense of responsibility and empathy. The current study implemented dog-assisted interaction(DAI) and video interaction (VI) as two different experimental conditions to test their efficacies in promoting preschoolers’prosocial behaviors and emotional awareness. A total of 146 Chinese children (aged from 3 to 5.5 years old) participated in thestudy. The results indicated that both DAI and VI are more effective in promoting collaborative behaviors than regular teachingmethod on their collaborative ability and emotional awareness while only DAI significantly enhanced children’s emotionalawareness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2c81z1n5", "frozenauthors": [ { "first_name": "Qiuwen", "middle_name": "", "last_name": "Dou", "name_suffix": "", "institution": "The Hong Kong Institute of Education", "department": "" }, { "first_name": "Sarah-Jane", "middle_name": "", "last_name": "Vick", "name_suffix": "", "institution": "University of Stirling", "department": "" }, { "first_name": "Michael", "middle_name": "C. W.", "last_name": "Yip", "name_suffix": "", "institution": "The Hong Kong Institute of Education", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26764/galley/16400/download/" } ] }, { "pk": 36033, "title": "Pronunciation Fundamentals: Evidence-Based Perspectives for L2 Teaching and Research - Tracey M. Derwing and Murray J. Munro", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6q58m241", "frozenauthors": [ { "first_name": "Skyler", "middle_name": "", "last_name": "King", "name_suffix": "", "institution": "Chaffey College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36033/galley/26885/download/" } ] }, { "pk": 36049, "title": "Pronunciation Myths: Applying Second Language Research to Classroom Teaching - Linda Grant (Ed.)", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9mt5x2tg", "frozenauthors": [ { "first_name": "Nicole", "middle_name": "Hammond", "last_name": "Carrasquel", "name_suffix": "", "institution": "University of Central Florida, Orlando", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36049/galley/26901/download/" } ] }, { "pk": 26056, "title": "Proposal of the Second Workshop on Physical and Social Scene Understanding", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Functionality; Physics; Intentionality; Causality" } ], "section": "Workshops", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/36t7j6t4", "frozenauthors": [ { "first_name": "Tao", "middle_name": "", "last_name": "Gao", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Chenfanfu", "middle_name": "", "last_name": "Jiang", "name_suffix": "", "institution": "UCLA", "department": "" }, { "first_name": "Yixin", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "UCLA", "department": "" }, { "first_name": "Yibiao", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Lap-Fai", "middle_name": "Craig", "last_name": "Yu", "name_suffix": "", "institution": "University of Massachusetts Boston", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26056/galley/15692/download/" } ] }, { "pk": 26356, "title": "Putting the “th” in Tenths: The Role of Labeling Decimals in Revealing Place ValueStructure", "subtitle": null, "abstract": "Language is a powerful cognitive tool. For example, labelingobjects or features of problems can support categorization andrelational thinking. Less is known about their role in makinginferences about the structure of mathematics problems. Wetest the impact of labeling decimals such as 0.25 using formalplace value labels (“two tenths and five hundredths”)compared to informal labels (“point two five”) or no labels onchildren’s problem-solving performance. Third- and fourth-graders (N = 104) were randomly assigned to one of threeconditions (formal labels, informal labels, or no labels) andlabeled decimals while playing a magnitude comparison gameand number line estimation task. Formal labels facilitatedperformance on comparison problems that requiredunderstanding the role of zero, which highlighted place valuestructure. However, formal labels hindered performance whenexplicit understanding of place value magnitudes wasrequired. Findings highlight how the language teachers andstudents use can impact problem-solving success.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mathematics; problem solving; labels; decimals" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2mt8g7f8", "frozenauthors": [ { "first_name": "Abbey", "middle_name": "M.", "last_name": "Loehr", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Bethany", "middle_name": "", "last_name": "Rittle-Johnson", "name_suffix": "", "institution": "Vanderbilt University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26356/galley/15992/download/" } ] }, { "pk": 26399, "title": "Quantifying Joint Activities using Cross-Recurrence Block Representation", "subtitle": null, "abstract": "Humans, as social beings, are capable of employing variousbehavioral cues, such as gaze, speech, manual action, and bodyposture, in everyday communication. However, to extract fine-grained interaction patterns in social contexts has beenpresented with methodological challenges. Cross-RecurrencePlot Quantification Analysis (CRQA) is an analysis methodinvented in theoretical physics and recently applied tocognitive science to study interpersonal coordination. In thispaper, we extend this approach to analyzing joint activities inchild-parent interaction. We define a new representation asCross Recurrence Block based on CRQA. With thisrepresentation, we are able to capture interpersonal dynamicsfrom more than two behavioral streams in one CrossRecurrence Plot and derive a suite of measures to quantifydetailed characteristics of coordination. Using a datasetcollected from a child-parent interaction study, we show thatthese quantitative measures of joint activities revealdevelopmental changes in coordinative behavioral patternsbetween children and parents.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cross-recurrence quantification analysis; childparent interaction; multimodal behavioral data; interpersonalinteraction; hand coordination; statistical methods" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6g27f06p", "frozenauthors": [ { "first_name": "Tian", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26399/galley/16035/download/" } ] }, { "pk": 26247, "title": "Questions in informal teaching: A study of mother-child conversations", "subtitle": null, "abstract": "Questioning is a core component of formal pedagogy. Parents\ncommonly question children, but do they use questions to teach?\nResearch has shown that informal pedagogical situations elicit\nstronger inferences than the same evidence observed in non-\npedagogical situations. Certain questions (“pedagogical questions”)\nhave similar features. We investigate the frequency and distribution\nof pedagogical questions from mother-child conversations\ndocumented in the CHILDES database. We show that pedagogical\nquestions are commonplace, are more frequent for middle-class\nmothers compared to working-class mothers, are more frequent\nduring free play than during daily routines, and are more frequent in\nmothers who ask more questions. The results serve as a first step\ntowards understanding the role of questions in informal pedagogy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "informal pedagogy; mother-child conversation;\nindividual differences; socioeconomic status; CHILDES." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7r10p95n", "frozenauthors": [ { "first_name": "Yue", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Bonawitz", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Shafto", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26247/galley/15883/download/" } ] }, { "pk": 26286, "title": "Racial Essentialism is Associated with Prejudice Towards Blacks in 5- and 6-Year-\nOld White Children", "subtitle": null, "abstract": "Psychological essentialism is a cognitive bias that leads people\nto view members of a category as sharing a deep, underlying,\ninherent nature that causes them to be fundamentally similar to\none another in non-obvious ways. Although essentialist beliefs\ncan be beneficial, allowing people to view the social world as\nstable and predictable, essentialist beliefs about social\ncategories such as race or ethnicity are also thought to underlie\nthe development of stereotyping and prejudice. Whereas\nrecent studies in adults have found that racial essentialism is\nassociated with increased prejudice, the development of this\nrelationship has rarely been examined. The present research\nexamined the implications of essentialism for prejudice in a\npopulation of white five- and six-year old children in the\nUnited States, and revealed that essentialist beliefs about race\nare associated with increased implicit and explicit prejudice\ntowards members of a minority racial group.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "essentialism; social; race; prejudice; cognitive\ndevelopment" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1k7571zw", "frozenauthors": [ { "first_name": "Tara", "middle_name": "", "last_name": "Mandalaywala", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Marjorie", "middle_name": "", "last_name": "Rhodes", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26286/galley/15922/download/" } ] }, { "pk": 26695, "title": "Rapid acquisition of novel information: Is disjunctive syllogism necessary for fastmapping?", "subtitle": null, "abstract": "We investigated two possible mechanisms that may mediate the rapid acquisition of novel words and their corre-sponding referents (i.e., fast mapping, FM). In the standard paradigm that examines FM, a novel label is presented alongside anovel object and a familiar object, and subjects are asked to identify the item that corresponds to the novel label. Acquisitionof name-object pairing is subsequently assessed. One possible mechanism underlying FM is disjunctive syllogism: the activerejection of the familiar item, which allows for the novel object-to-label mapping (e.g., “I know this is a cricket, so “torato”can’t be referring to that; it must refer to the unfamiliar item.”). Another possible mechanism involves activation of a relevantsemantic network (e.g., insect) into which the novel concept can be incorporated. We found that semantic network activationalone is sufficient, and that active rejection is not necessary, for the rapid acquisition of novel object-name associations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1h05c0j5", "frozenauthors": [ { "first_name": "Hillary", "middle_name": "", "last_name": "Abel", "name_suffix": "", "institution": "Villanova University", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Drummey", "name_suffix": "", "institution": "Villanova University", "department": "" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Vicari", "name_suffix": "", "institution": "Villanova University", "department": "" }, { "first_name": "Irene", "middle_name": "", "last_name": "Kan", "name_suffix": "", "institution": "Villanova University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26695/galley/16331/download/" } ] }, { "pk": 26655, "title": "Rapid emotion discrimination in the infant brain", "subtitle": null, "abstract": "The ability to recognize facial expressions of emotion in social partners is important for successful social interactions.It is unknown how accurately and rapidly the infant brain discriminates between emotions with different valences (e.g., happyvs. fearful) and between emotions with similar valences (e.g., fearful vs. angry). The current study uses a novel approach—FastPeriodic Visual Stimulation (FPVS)—to evaluate emotion discrimination in infancy. FPVS is an electrophysiological techniquethat relies on rapid presentation of stimuli to create corresponding oscillations in the brain that can be measured at the scalpsurface. Preliminary results (n = 6) indicate that infants are indeed sensitive to the visual stimulation: EEG power, averagedover occipital and occipitotemporal areas, was 11.55 times larger at 6Hz compared to surrounding frequencies. This study aimsto shed light on a longstanding theoretical debate of whether emotion recognition is innate or learned through experience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7cm473dk", "frozenauthors": [ { "first_name": "Alexandra", "middle_name": "", "last_name": "Marquis", "name_suffix": "", "institution": "Ryerson University", "department": "" }, { "first_name": "Bruno", "middle_name": "", "last_name": "Rossion", "name_suffix": "", "institution": "University of Louvain", "department": "" }, { "first_name": "Margaret", "middle_name": "", "last_name": "Moulson", "name_suffix": "", "institution": "Ryerson University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26655/galley/16291/download/" } ] }, { "pk": 36048, "title": "Reading and Vocabulary Focus 3 - Jessica Williams", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2cv1n4hx", "frozenauthors": [ { "first_name": "Lauren", "middle_name": "", "last_name": "Butler", "name_suffix": "", "institution": "Middlebury Institute of International Studies at Monterey", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36048/galley/26900/download/" } ] }, { "pk": 26525, "title": "Reading experience shapes the mental timeline but not the mental number line", "subtitle": null, "abstract": "People conceptualize both time and numbers as unfoldingalong a horizontal line, either from left to right or from rightto left. The direction of both the mental timeline (MTL) andthe mental number line (MNL) are widely assumed to dependon the direction of reading and writing within a culture.Although experimental evidence supports this assumptionregarding the MTL, there is no clear evidence that readingdirection determines the direction of the MNL. Here wetested effects of reading experience on the direction of boththe MTL and MNL. Participants read English text eithernormally (from left to right) or mirror-reversed (from right toleft). After normal reading, participants showed the space-time associations and space-number associations typical ofWesterners. After mirror reading, participants’ space-timeassociations were significantly reduced but their space-number associations were unchanged. These results suggestthat the MTL and MNL have different experiential bases.Whereas the MTL can be shaped by reading experience, theMNL is shaped by other culture-specific practices throughwhich people experience numbers arrayed in left-right space.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "SNARC; Mental number line; Mental timeline;Space; Time; Reading direction; Numerical cognition" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5hq4n3gh", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "", "last_name": "Pitt", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Casasanto", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26525/galley/16161/download/" } ] }, { "pk": 26751, "title": "Reasoners are influenced by conversational pragmatics in abstract conditionalreasoning tasks", "subtitle": null, "abstract": "People demonstrate systematic logical failures when reasoning about conditional statements. In the Wason selectiontask, a test typically interpreted as a measure of abstract deductive reasoning, only about 10% of participants choose the cardsprescribed by deductive logic. One possibility is that people are simply bad at hypothesis testing – biased toward confirmingrather than falsifying abstract conditional rules. A second possibility, however, is that performance on the task is stronglyinfluenced by pragmatic effects of linguistic interpretation. In three experiments, we find that manipulating the instructions toemphasize falsification and that changing the formulation of the rule to increase the pragmatic salience of the correct choicesimproves performance. These results arise because people do not merely decode the logical content of linguistic expressions.Rather they attempt to understand the communicative intentions of the individual who produced the expression even in abstractreasoning tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7dq6v9qw", "frozenauthors": [ { "first_name": "Paul", "middle_name": "", "last_name": "Thibodeau", "name_suffix": "", "institution": "Oberlin College", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Grodner", "name_suffix": "", "institution": "Swarthmore College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26751/galley/16387/download/" } ] }, { "pk": 26554, "title": "Reciprocal altruism in preschool-aged children", "subtitle": null, "abstract": "Young children are remarkably prosocial, yet the mechanisms driving their prosociality are poorly understood. Intwo studies, we looked at whether a need for reciprocity drives children’s prosocial behavior. In Experiment 1, children weregiven a puzzle task to complete in which they were either missing 2 pieces (experimental group) or not (control group). Allchildren then received 2 puzzle pieces from a confederate, resulting in either necessary instrumental help (experimental group)or unnecessary help (control group). Children were more prosocial (shared a greater proportion of their resources) with theconfederate after receiving instrumental help than after receiving unnecessary help. In Experiment 2, we investigated the typesof principles children use when paying back help. We found that children employed a mix of exact reciprocation and “needs-based” help when paying back individuals. Our results suggest an important role of gratitude and reciprocity in the developmentof early prosociality.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4fr306n2", "frozenauthors": [ { "first_name": "Nadia", "middle_name": "", "last_name": "Chernyak", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "Yarrow", "middle_name": "", "last_name": "Dunham", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Blake", "name_suffix": "", "institution": "Boston University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26554/galley/16190/download/" } ] }, { "pk": 26290, "title": "Recursion in Nicaraguan Sign Language", "subtitle": null, "abstract": "Syntactic recursion is argued to be a key property of naturallanguages, allowing us to create an infinite number ofutterances from a finite number of words and rules. Somehave argued that recursion is uniquely human. There are atleast two possibilities for the origins of recursion: 1)Recursion is a property of the language faculty. 2) Recursionis an historical accomplishment and is culturally constructedover millennia. Here we ask whether an emerging signlanguage, Nicaraguan Sign Language (NSL), exhibitssyntactic recursion by comparing the language of the firstthree age cohorts of signers. Signers (n=27) watched anddescribed vignettes designed to elicit relative clauses. Resultssuggest that signers from all three cohorts have strategies tofulfill the discourse function of relative clauses, picking outan individual from a set. The grammatical form of theutterances differs across cohorts, with signers from latercohorts clearly producing embedded structures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language emergence; syntactic recursion" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4hc3p2jm", "frozenauthors": [ { "first_name": "Annemarie", "middle_name": "", "last_name": "Kocab", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Ann", "middle_name": "", "last_name": "Senghas", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "Jesse", "middle_name": "", "last_name": "Snedeker", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26290/galley/15926/download/" } ] }, { "pk": 26496, "title": "Recursive belief manipulation and second-order false-beliefs", "subtitle": null, "abstract": "The literature on first-order false-belief is extensive, but less isknown about the second-order case. The attainment of second-order false-belief mastery seems to mark a cognitively signifi-cant stage, but what is its status? Is it an example of complex-ity only development, or does it indicate that a more funda-mental conceptual change has taken place? In this paper weextend Bra ̈uner’s hybrid-logical analysis of first-order false-belief tasks (Bra ̈uner, 2014, 2015) to the second-order case,and argue that our analysis supports a version of the concep-tual change position.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Second-order false-belief tasks; hybrid logic; nat-ural deduction; complexity only; conceptual change; beliefformation; belief manipulation; recursion" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9977v3s7", "frozenauthors": [ { "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": "" }, { "first_name": "Irina", "middle_name": "", "last_name": "Polyanskaya", "name_suffix": "", "institution": "Roskilde University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26496/galley/16132/download/" } ] }, { "pk": 26563, "title": "Reduced benefit from regularities in language among Dyslexics", "subtitle": null, "abstract": "The ”Anchoring Deficit” hypothesis (Ahissar et al., Nat Neurosci. 2006) proposed that Dyslexics have a difficultyin automatic extraction of simple stimulus regularities in sound sequences. JaffeDax et al. (J Neurosci. 2015) modelled thesedifficulties as yielding noisy priors.The current study was aimed to assess the impact of long-term regularities in language, which listeners had life long experi-ence with. Our assumption was that this familiarity would enhance Controls’ performance more than Dyslexics’ due to a noisierprior formation among Dyslexics. This question was addressed in a series of experiments - in each there was one condition forwhich information accumulated over the life span could be utilized.In all three experiments Dyslexics did not benefit as much as Controls from the long term statistics associated with the input.These results suggest that Dyslexics could not compensate for the deficit despite multiple exposures to lingual input with thesame statistics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0q62997k", "frozenauthors": [ { "first_name": "Eva", "middle_name": "", "last_name": "Kimel", "name_suffix": "", "institution": "The Hebrew University of Jerusalem", "department": "" }, { "first_name": "Merav", "middle_name": "", "last_name": "Ahissar", "name_suffix": "", "institution": "The Hebrew University of Jerusalem", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26563/galley/16199/download/" } ] }, { "pk": 26744, "title": "Reexamining the Unaccusative Hypothesis: a Visual World Paradigm study", "subtitle": null, "abstract": "The Unaccusative Hypothesis (UH) predicts that the subject of an unaccusative is mentally reactivated in the objectposition. Previous psycholinguistic studies have reported evidence of reactivation (Friedmann et al 2008, Koring et al 2012).However, these studies did not equate the unaccusative and unergative stimuli, resulting in confounds which jeopardize theirconclusions. We reexamined UH with two Visual World Paradigm experiments carefully controlled for the potential confoundsin the previous studies. On each trial, participants (n=40; n=52) saw 4 black-and-white drawings and heard a sentence. In thetest condition, but not the control condition, one image was semantically related to subject of the sentence. We measured theproportion of looks to the target image at three time regions after the verb onset and found a robust match-effect (p’s<.05)but no differences between the unaccusative and unergative conditions. We will discuss the consequences of our findings forsyntactic theory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0f77v0fq", "frozenauthors": [ { "first_name": "Yujing", "middle_name": "", "last_name": "Huang", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Laine", "middle_name": "", "last_name": "Stranahan", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Jesse", "middle_name": "", "last_name": "Snedeker", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26744/galley/16380/download/" } ] }, { "pk": 26230, "title": "Referential choice in identification and route directions", "subtitle": null, "abstract": "Though communicative goals are an important element in lan-guage production, few studies investigate the extent to whichthese goals might affect the form and content of referring ex-pressions. In this study, we directly contrast two tasks withdifferent goals: identification and instruction giving. Speak-ers had to refer to a target building nearby or further away, sothat their addressee would distinguish it between other build-ings (identification) or give route directions and use the samebuilding as a landmark (instructions). Our results showed thatirrespective of goals, the referring expressions consisted of thesame types of attributes, yet the attribute frequency and for-mulation differed. In the identification task, references werelonger, contained more locative and more post-nominal mod-ifiers. In addition, referential choices were influenced by thevisual distance between the speaker and the target: when thespeaker observed the target from far, references were longerand contained more often locative modifiers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "communicative goals; identification task; route di-rections; referring expressions" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/17s0067t", "frozenauthors": [ { "first_name": "Adriana", "middle_name": "", "last_name": "Baltaretu", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Emiel", "middle_name": "", "last_name": "Krahmer", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Alfons", "middle_name": "", "last_name": "Maes", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26230/galley/15866/download/" } ] }, { "pk": 26240, "title": "Reflexive Spatial Attention to Goal-Directed Reaching", "subtitle": null, "abstract": "Social interaction involves cues such as gaze direction, headorientation, and pointing gestures that serve to automaticallyorient attention to a specific referent or spatial location. In thispaper we demonstrate that an observed reaching actionsimilarly results in a reflexive shift in attention as evidencedby faster responses that are congruent with the direction of thereach, than responses that are incongruent. This facilitation isevident quickly after the onset of the reach action and is dueto the rapid prediction of the reach-goal. When the taskinvolves a saccadic response (Experiment 1) this prediction isinhibited and results in a reverse-congruence, faster responsesto incongruent than congruent cues, when the cue occurs afterthe reach is completed. This reverse-congruence is not presentwhen the task involves a key press (Experiment 2) or a mousemovement (Experiment 3). We propose that the inhibition ofthe predictive saccade is overcome when the eye movementstoward the goal are activated to guide the mouse movement.The three experiments together demonstrate that automaticattention distribution and its effects on behavior depend onthe response.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "action perception; reflexive attention; actionprediction" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0ht5q5pq", "frozenauthors": [ { "first_name": "Alexis", "middle_name": "A.", "last_name": "Barton", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Bennett", "middle_name": "I.", "last_name": "Bertenthal", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Samuel", "middle_name": "", "last_name": "Harding", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26240/galley/15876/download/" } ] } ] }