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{ "count": 39542, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=23000", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=22800", "results": [ { "pk": 26594, "title": "Relational discovery in category learning: interactions of learning strategy andtask structure", "subtitle": null, "abstract": "Often failures of problem solving on educational assessments are failures of problem categorization. That is, whenreasoners do not properly classify a novel problem they do not know what solution to apply. For example, often physics studentsdo not recognize the underlying commonalities in the relationships among the variables in different problems concerningNewton’s laws of motion (Chi, Feltovich, & Glaser, 1981). Addressing this challenge there have been separate lines of researchexamining 1. how differences in students’ learning strategies or cognitive abilities affects their propensity to discover relationalcommonalities (e.g., Little & MacDaniel, 2015) and 2. how variations in task structure change the likelihood of successfulcategorization (e.g., Roher & Pashler, 2010). However, relatively little research has examined whether the optimal task structuredepends on the learner’s strategy or ability. Across several experiments, we demonstrate multiple dependencies between theeffectiveness of different task structures on differences in learning strategy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/46j1h121", "frozenauthors": [ { "first_name": "Micah", "middle_name": "", "last_name": "Goldwater", "name_suffix": "", "institution": "University of Sydney", "department": "" }, { "first_name": "Hilary", "middle_name": "", "last_name": "Don", "name_suffix": "", "institution": "University of Sydney", "department": "" }, { "first_name": "Evan", "middle_name": "", "last_name": "Livesey", "name_suffix": "", "institution": "University of Sydney", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26594/galley/16230/download/" } ] }, { "pk": 26199, "title": "Relation between bimanual coordination and whole-body balancing on a slackline", "subtitle": null, "abstract": "To reveal the fundamental skills involved in slacklining,this study examined a hypothesis regarding single-legstanding on a slackline. In the field of practice,instructors teach learners how to maintain balance on aswinging flat belt (slackline), such as by moving theirhands in parallel. We hypothesized that bimanualcoordination in the horizontal direction mightcontribute to dynamic balancing on a slackline. In ourpilot study, two participants at different skill levelswere asked to maintain their balance on a slackline aslong as possible. The dynamic stability of bimanualcoordination was assessed by a nonlinear time seriesanalysis (cross recurrence quantification analysis), thencompared among the participants. Bimanualcoordination stability was higher in the experiencedplayer than in the novice player. The results suggestthat the single-leg standing skill might be correlatedwith bimanual coordination stability. Furtherinvestigations are expected to clarify this notion in thefuture.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "slackline; balance sport; dynamic stability;whole-body coordination; self-organization" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7sq386hs", "frozenauthors": [ { "first_name": "Kentaro", "middle_name": "", "last_name": "KODAMA", "name_suffix": "", "institution": "Kanagawa University", "department": "" }, { "first_name": "Yusuke", "middle_name": "", "last_name": "KIKUCHI", "name_suffix": "", "institution": "Future University Hakodate", "department": "" }, { "first_name": "Hideo", "middle_name": "", "last_name": "YAMAGIWA", "name_suffix": "", "institution": "Tokyo Metropolitan Tobu Medical Center", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26199/galley/15835/download/" } ] }, { "pk": 26708, "title": "Relative influence of anchoring and centering biases in reconstructive memory", "subtitle": null, "abstract": "We report the results of an experiment probing the relative influence of centering and anchoring biases in recon-structive memory for line lengths. On each of 90 trials participants (N=120) viewed a target line, which they reproduced aftera delay by adjusting a response line. We manipulated the starting size of this response line in three conditions: one providedan anchoring bias opposite the centering bias (expand condition), one in the same direction (contract condition) and one thatprovided no anchoring bias (control). We eliminated the centering bias in the expand condition, increased it in the contract con-dition, and showed an attenuated centering bias in the control condition. We discuss the implications for these results in relationto cognitive models of stimulus reproduction that employ the method of serial reproduction. We suggest that experiments ofthis type should carefully control for the possible influence of anchoring biases in reconstructive memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2wf2264k", "frozenauthors": [ { "first_name": "Sean", "middle_name": "", "last_name": "Duffy", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "L.", "middle_name": "Elizabeth", "last_name": "Crawford", "name_suffix": "", "institution": "University of Richmond", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26708/galley/16344/download/" } ] }, { "pk": 26116, "title": "Representation: Problems and Solutions", "subtitle": null, "abstract": "The current orthodoxy in cognitive science, what I describe as\na commitment to deep representationalism, faces intractable\nproblems. If we take these objections seriously, and I will\nargue that we should, there are two possible responses: 1. We\nare mistaken that representation is the locus of our cognitive\ncapacities — we manage to be the successful cognitive agents\nin some other, non-representational, way; or, 2. Our\nrepresentational capacities do give us critical cognitive\nadvantages, but they are not fundamental to us qua human\nbeings. As Andy Clark has convincingly argued, anti-\nrepresentationalism, option one, is explanatorily weak.\nConsequently, I will argue, we need to take the second option\nseriously. In the first half of the paper I rehearse the problems\nwith the current representational view and in the second half of\nthe paper I defend and give a positive sketch of a two-systems\nview of cognition – a non-representational perceptual system\ncoupled with a representational language-dependent one – and\nlook at some consequences of the view.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "representation; representation-hungry problem;\nconsciousness; animal cognition; perception; two-systems" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4t04p3jf", "frozenauthors": [ { "first_name": "Nancy", "middle_name": "", "last_name": "Salay", "name_suffix": "", "institution": "Queen's University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26116/galley/15752/download/" } ] }, { "pk": 26687, "title": "Representations of Entropy and of the Relations Same and Different Early inHuman Development", "subtitle": null, "abstract": "Animals typically fail 2-item Relational Match to Sample (RMTS), whereas animals from pigeons through primatessucceed at 16-item RMTS. Furthermore, training on the 16-item arrays does not transfer to 2-item arrays in these non-humanspecies. Animal researchers conclude that success on 16-item RMTS reflects a perceptual property of the set, variabilityor entropy, rather than conceptual representations of the relations ‘same’ and ‘different’. Four experiments explore youngchildren’s ability to pass 2-item and 16-item RMTS. Like non-human animals, three- and four-year-olds fail 2-item RMTSwhile passing the16-item task. As with animals, training with 16-item cards does not facilitate success on 2-item RMTS infour- and five-year-olds. These data, as well as data from within the 16-item task, suggests that young children, like non-humananimals, rely on entropy in RMTS tasks. Data from 5 and 6-year-olds suggest a representational change late in the preschoolyears.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/882794fd", "frozenauthors": [ { "first_name": "Rebecca", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Jean-Remy", "middle_name": "", "last_name": "Hochmann", "name_suffix": "", "institution": "CNRS, Bron, France", "department": "" }, { "first_name": "Sophia", "middle_name": "", "last_name": "Sanborn", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Carey", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26687/galley/16323/download/" } ] }, { "pk": 26743, "title": "Re-presenting a Story by Emotional Factors using Sentiment Analysis Method", "subtitle": null, "abstract": "Remembering events is affected by personal emotional status. We examined the psychological status, personalfactors, and social factor of undergraduate students (N=64) and got summaries of a story, Chronicle of a Death Foretold fromthem. As transfer learning, we collected 38,265 movie review data to train a sentimental analysis model based on convolutionalneural network, using the model to score each summary. The results of CES-D and PANAS show the relationship betweenemotion and memory retrieval; depressed people have shown a tendency of representing a story more negatively, and seemedless expressive. People with full of emotion have retrieved their memory more expressively, using more negative words. Thecontributions of this study can be summarized as follows: First, we lighten the relationship between emotion and its effects onstoring or retrieving memories. Second, we suggest objective methods to evaluate the intensity of emotion in words, using asentimental analysis model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6j30z2wf", "frozenauthors": [ { "first_name": "Hwiyeol", "middle_name": "", "last_name": "Jo", "name_suffix": "", "institution": "Seoul National University", "department": "" }, { "first_name": "Yohan", "middle_name": "", "last_name": "Moon", "name_suffix": "", "institution": "Sungkyunkwan University", "department": "" }, { "first_name": "Jongin", "middle_name": "", "last_name": "Kim", "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": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26743/galley/16379/download/" } ] }, { "pk": 26141, "title": "Representing Sequence: The Influence of Timeline Axis and Directionon Causal Reasoning in Litigation Law", "subtitle": null, "abstract": "Can the representation of event sequence influence how jurorsremember and reason in a legal case? We addressed this ques-tion by examining the interaction between an individual’s pre-ferred spatial construal of time (SCT) for an external (visual-spatial) representation and the SCT of a courtroom graphic.One hundred fifty three undergraduates played the role of ju-rors in a fictitious civil trial. The details of a case were re-counted in a multimedia presentation featuring timelines an-imated in one of four orientations: left-right, right-left, top-bottom, and bottom-top. Participants were assessed on mea-sures of comprehension and causal reasoning. Results indi-cated effects of timeline orientation and SCT choice behav-ior on comprehension and reasoning. We discuss these resultsin terms of the role of attention in temporal-causal reasoning,and implications for the design of multimedia materials for thecourtroom.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "external representation; courtroom graphics; visu-alization; spatial construal of time; sequence; events; multime-dia learning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/73r7w6hd", "frozenauthors": [ { "first_name": "Amy", "middle_name": "Rae", "last_name": "Fox", "name_suffix": "", "institution": "California State University - Chico ; University of California San Diego", "department": "" }, { "first_name": "Martin", "middle_name": "van den", "last_name": "Berg", "name_suffix": "", "institution": "California State University - Chico", "department": "" }, { "first_name": "Erica", "middle_name": "de", "last_name": "Vries", "name_suffix": "", "institution": "Univ. Grenoble Alpes", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26141/galley/15777/download/" } ] }, { "pk": 26071, "title": "Research at the Interface of Cognition, Education, and Disciplinary Science", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "STEM education; science literacy;representations; processes; learning" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/06t4t99v", "frozenauthors": [ { "first_name": "Laura", "middle_name": "R.", "last_name": "Novick", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Mary", "middle_name": "", "last_name": "Hegarty", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Catrambone", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "John", "middle_name": "R.", "last_name": "Pani", "name_suffix": "", "institution": "University of Louisville", "department": "" }, { "first_name": "Thomas", "middle_name": "F.", "last_name": "Shipley", "name_suffix": "", "institution": "Temple University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26071/galley/15707/download/" } ] }, { "pk": 26733, "title": "Roles of Metacognitive Suggestions in Hypothesis Revision", "subtitle": null, "abstract": "We investigated whether metacognitive suggestions alone can function as a means of encouraging recipients’ reflec-tion and facilitate hypothesis revision. We also examined whether it is necessary to ground the suggestions on the recipients’thinking processes for the facilitative effects. 108 participants were assigned to one of the four conditions: metacognitivesuggestion collaboration with/without grounding support; free collaboration; and sole. They were asked to engage in a rulediscovery task. The task was designed so that hypothesis revision was necessary for the participants to find the correct rule.The results showed that performance both in the free collaboration and in the metacognitive suggestion collaboration withgrounding support conditions was higher than that in the solo condition. We concluded that metacognitive suggestions alonecan facilitate hypothesis revision as well as free collaboration and that grounding support is necessary for the facilitative effectto be obtained.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0d27k5f2", "frozenauthors": [ { "first_name": "Sachiko", "middle_name": "", "last_name": "Kiyokawa", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Kazuhiro", "middle_name": "", "last_name": "Ueda", "name_suffix": "", "institution": "The University of Tokyo", "department": "" }, { "first_name": "Yoshimasa", "middle_name": "", "last_name": "Ohmoto", "name_suffix": "", "institution": "Kyoto University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26733/galley/16369/download/" } ] }, { "pk": 26274, "title": "Salience versus prior knowledge - how do children learn rules?", "subtitle": null, "abstract": "Categories are essential for thinking, learning, and communi-cating. Research has shown that young children and adultstreat categories very differently, with young children favor-ing whole objects while adults focus on the key informationin most cases. If so, then how can young children learn cat-egories requiring focused attention to key features? Studieshave shown that drawing attention to rules had facilitative ef-fects. We sought to identify whether the effect was driven byinstruction about rules or by stimulus-driven factors. Our re-sults suggest that even with instruction, 4-year-olds were notable to attend to key information. Simply making importantinformation more salient, however, allowed them to learn thecategory and transfer to situations when the key feature wasno longer salient.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning; attention; cognitive develop-ment" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3g9424gk", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "", "last_name": "Rivera", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Vladimir", "middle_name": "M.", "last_name": "Sloutsky", "name_suffix": "", "institution": "The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26274/galley/15910/download/" } ] }, { "pk": 26266, "title": "Scarcity captures attention and induces neglect:\nEyetracking and behavioral evidence", "subtitle": null, "abstract": "Resource scarcity poses challenging demands on the human\ncognitive system. Budgeting with limited resources induces an\nattentional focus on the problem at hand. This focus enhances\nprocessing of relevant information, but it also comes with a\ncost. Specifically, scarcity may cause a failure to notice\nbeneficial information that helps alleviate the condition of\nscarcity. In three experiments, participants were randomly\nassigned with a small budget (“the poor”) or a large budget\n(“the rich”) to order a meal from a restaurant menu. The poor\nparticipants looked longer at the prices of the items and\nrecalled the prices more accurately, compared to the rich\nparticipants. Importantly, the poor neglected a useful discount\nthat would save them money. This neglect may arise as a result\nof attentional narrowing, and help explain a range of counter-\nproductive behaviors of low-income individuals. The current\nfindings have important implications for public policy and\nservices for low-income individuals.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Poverty; visual attention; memory; encoding;\ndecision making;" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8058x3w3", "frozenauthors": [ { "first_name": "Brandon", "middle_name": "M.", "last_name": "Tomm", "name_suffix": "", "institution": "University of British Columbia", "department": "" }, { "first_name": "Jiaying", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "University of British Columbia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26266/galley/15902/download/" } ] }, { "pk": 26174, "title": "Searching large hypothesis spaces by asking questions", "subtitle": null, "abstract": "One way people deal with uncertainty is by asking questions.A showcase of this ability is the classic 20 questions gamewhere a player asks questions in search of a secret object. Pre-vious studies using variants of this task have found that peopleare effective question-askers according to normative Bayesianmetrics such as expected information gain. However, so far,the studies amenable to mathematical modeling have used onlysmall sets of possible hypotheses that were provided explic-itly to participants, far from the unbounded hypothesis spacespeople often grapple with. Here, we study how people eval-uate the quality of questions in an unrestricted 20 Questionstask. We present a Bayesian model that utilizes a large data setof object-question pairs and expected information gain to se-lect questions. This model provides good predictions regardingpeople’s preferences and outperforms simpler alternatives.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bayesian modeling; active learning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0dz4648h", "frozenauthors": [ { "first_name": "Alexander", "middle_name": "N.", "last_name": "Cohen", "name_suffix": "", "institution": "Hunter College High School", "department": "" }, { "first_name": "Brenden", "middle_name": "M.", "last_name": "Lake", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26174/galley/15810/download/" } ] }, { "pk": 26724, "title": "Seeing the Bees Buzz and Hearing the Diamonds Glisten: The Effect of the Modeof Presentation of Stimuli on the Modality-Switch Effect", "subtitle": null, "abstract": "Previous studies showed that the sequential verification of different sensory modality properties for concepts (e.g.,BLENDER-loud; BANANA-yellow) incurs a processing cost, known as the modality-switch effect (Pecher et al. 2003; 2004).We assessed the influence of the mode of presentation of stimuli on the modality-switch effect in a property verification primingparadigm. Participants were required to perform a property verification task on a target sentence (e.g., “butter is yellowish”,“leaves rustle”) presented either visually or aurally after having been presented with a prime sentence (e.g., “the light is flick-ering”, “the sound is echoing”) that could either share both, one or none of the target’s mode of presentation and contentmodality. Results showed that the presentation and the content-driven effects were not cumulative. We conclude that the MSEis a two-fold effect which can occur at two different levels of information processing (i.e., perceptual and semantic).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/39t5n2s3", "frozenauthors": [ { "first_name": "Elisa", "middle_name": "", "last_name": "Scerrati", "name_suffix": "", "institution": "University of Bologna", "department": "" }, { "first_name": "Luisa", "middle_name": "", "last_name": "Lugli", "name_suffix": "", "institution": "University of Bologna", "department": "" }, { "first_name": "Anna", "middle_name": "M.", "last_name": "Borghi", "name_suffix": "", "institution": "University of Bologna", "department": "" }, { "first_name": "Roberto", "middle_name": "", "last_name": "Nicoletti", "name_suffix": "", "institution": "University of Bologna", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26724/galley/16360/download/" } ] }, { "pk": 26098, "title": "Semantic Contamination of Visual Similarity Judgments", "subtitle": null, "abstract": "The roles of semantic and perceptual information in cognition\nare of widespread interest to many researchers. However,\ndisentangling their contributions is complicated by their\noverlap in real-world categories. For instance, attempts to\ncalibrate visual similarity based on participant judgments are\nundermined by the possibility that semantic knowledge\ncontaminates these judgments. This study investigated whether\ninverting stimuli attenuates semantic contamination of visual\nsimilarity judgments in adults and children. Participants\nviewed upright and inverted triads of familiar animals, and\njudged which of two test items looked most like the target. One\ntest item belonged to the same category as the target, and one\nbelonged to a different category. Test items’ visual similarity\nto the target either corresponded or conflicted with category\nmembership. Across age groups, conflicting category\nmembership reduced accuracy and slowed reaction times to a\ngreater extent in upright than inverted triads. Therefore,\ninversion attenuates semantic contamination of visual\nsimilarity judgments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantic knowledge; visual similarity" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1b86z174", "frozenauthors": [ { "first_name": "Layla", "middle_name": "", "last_name": "Unger", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26098/galley/15734/download/" } ] }, { "pk": 26299, "title": "Semantic, Lexical, and Geographic Cues are used in Geographic Fluency", "subtitle": null, "abstract": "Semantic fluency tasks have increasingly been used to probethe structure of human memory, adopting methodologies fromthe ecological foraging literature to describe memory as a tra-jectory through semantic space. Clusters of semantically re-lated items are often produced together, and the transitions be-tween these clusters of semantically related items are consis-tent with theories of optimal foraging, where the search pro-cess exhibits a balance between exploration and exploitationbehaviors (Hills, Jones, & Todd, 2012). Here, we use a seman-tic fluency memory task in which subjects recall geographiclocations. For each pairwise transition, we measure tempo-ral, geographic, semantic, lexical, and phonetic distances. Ingeneral, the dimensions are loosely but reliably correlated witheach other. Segmentation of the retrieval sequence into patchessupports the notion that subjects strategically leave patches aswithin-patch resources diminish, but also suggests that sub-jects may shift their attention between different sources of in-formation, perhaps reflecting dynamically changing patch def-initions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Memory search; Semantic fluency; Optimal for-aging; Spatial search" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0cs2k9z0", "frozenauthors": [ { "first_name": "Janelle", "middle_name": "", "last_name": "Szary", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Michael", "middle_name": "N.", "last_name": "Jones", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26299/galley/15935/download/" } ] }, { "pk": 26300, "title": "Sentire Decision-Making in a Mixed-Motive Game", "subtitle": null, "abstract": "The complexity of situations makes individuals use emotionsto make sense of their environment and interdependent oth-ers. In this paper, we build on the idea that physiological re-actions give emotional information about the subject and wefocus on Electrodermal Activity (EDA), an index of arousal,to inspect deep processes of a dyadic interaction in a mixed-motive game. Our interest lies on how conflict episodes un-fold, to design intelligent agents that are more socially awareand thus able to express and recognise dyadic forms of con-flict. A qualitative analysis of the data allowed us to identifymoments where players made choices to cope with ongoingconflict or prospects of it in the future.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Conflict; Electrodermal Activity; Skin Conduc-tance Responses ; Agent Modelling;" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/47z9f7vr", "frozenauthors": [ { "first_name": "Joana", "middle_name": "", "last_name": "Campos", "name_suffix": "", "institution": "Universidade de Lisboa", "department": "" }, { "first_name": "Ana", "middle_name": "", "last_name": "Paiva", "name_suffix": "", "institution": "Universidade de Lisboa", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26300/galley/15936/download/" } ] }, { "pk": 26409, "title": "Sequential images are not universal,orCaveats for using visual narratives in experimental tasks", "subtitle": null, "abstract": "Sequential images have frequently been used as experimentalstimuli in the cognitive and psychological sciences to exploretopics like theory of mind, temporal cognition, discourse,social intelligence, and event sequencing, among others. Theassumption has been that sequential images provide a fairlyuniversal and transparent stimuli that require little to nolearning to decode, and thus are ideal for non-verbal tasks indevelopmental, clinical, and non-literate populations.However, decades of cross-cultural and developmentalresearch have actually suggested something different: thatsequential image comprehension is contingent on exposureand practice with a graphic system. I here review thisliterature and advocate for more sensitivity to the “fluency”needed to understand sequential images.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "visual narratives; sequential images; experimentalmethods; cross-cultural cognition" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8zf0r7pz", "frozenauthors": [ { "first_name": "Neil", "middle_name": "", "last_name": "Cohn", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26409/galley/16045/download/" } ] }, { "pk": 26707, "title": "Sex Differences in Mental Rotation Performance: The Self-fulfilling Prophecy ofGender Stereotypes", "subtitle": null, "abstract": "Male advantage on spatial tasks may be explained in part by gender stereotypes (Nash 1975). The current studyinvestigated the effect of awareness of sex differences in mental rotation on mental rotation (MR) performance. We hypothe-sized that students with negative stereotypes would score significantly lower than students who were unaware or held positivestereotypes. Participants – 285 undergraduates — completed the Shepard & Metzler (1971) MR task followed by a short onlinesurvey. Preliminary analysis revealed a significant sex difference in mental rotation performance F (1, 256) = 9.68, p=. 002.There was no main effect of awareness on MR performance. Interestingly, there was a significant interaction between sex andawareness on MR performance, F (1,256) =6.77, p=. 010. Results on the role of awareness in cognitive strategy selectionwill be presented. By understanding gender stereotypes associated with spatial ability, we can reduce the gender gap found inSTEM disciplines.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/15h0t70t", "frozenauthors": [ { "first_name": "Alina", "middle_name": "", "last_name": "Nazareth", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Shannon", "middle_name": "", "last_name": "Pruden", "name_suffix": "", "institution": "Florida International University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26707/galley/16343/download/" } ] }, { "pk": 26425, "title": "Shakers and Maracas:Action-based Categorisation Choices in Triads Are Influenced by TaskInstructions", "subtitle": null, "abstract": "The forced-choice triad task has become increasinglypopular in use over recent years. While it is seen as beinga categorisation task (Lin & Murphy, 2001) variation intask instructions often leads to different results. Shipp,Vallée-Tourangeau, and Anthony (2014) used the triadtask to show that when participants are asked to choosean option that ‘goes best with the target’, they are morelikely to select the choice that shares an action relationwhen it also shares taxonomic information. Howeverusing the instruction to select the item that “goes best” isvague and might encourage a strategy other than acategorical decision. The present experiment used thesame triads as in Shipp et al. to test whether participantswould match items based on shared actions or sharedtaxonomic relations when given specific categorisationinstructions. The task instructions were manipulated sothat participants either selected the item that “goes best”,“goes best to form a category” or is “most similar” to thetarget. The results found instances where the instructionsof “goes best to form a category” led to a higherprobability that participants would select the actionchoices over the instructions of “goes best”. Howeverwhen participants were encouraged to use similarityoverall action choices were lower. Therefore the triadtask does encourage a natural categorisation strategy anddifferences in task instructions across research are aresult of the stimuli used.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Action; Triads; Context; Instructions." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8wn5k71g", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": "J.", "last_name": "Shipp", "name_suffix": "", "institution": "University of HertfordshireHatfield", "department": "" }, { "first_name": "Frédéric", "middle_name": "", "last_name": "Vallée-Tourangeau", "name_suffix": "", "institution": "Kingston University", "department": "" }, { "first_name": "Susan", "middle_name": "H.", "last_name": "Anthony", "name_suffix": "", "institution": "University of HertfordshireHatfield", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26425/galley/16061/download/" } ] }, { "pk": 26561, "title": "Shifting meanings: The fluidity of signal-meaning mappings in a minimalcommunicative task", "subtitle": null, "abstract": "We used a non-linguistic experimental paradigm to explore the instantaneous creation of new communicative con-ventions. Participants played a computer game, in which they sent and interpreted minimal signals to obtain shared rewardswithin a virtual scene. Trials manipulated the space of possible signals that could be sent, and the meanings to be expressed (lo-cations and quantities of rewards); as such, optimal success in the task required participants to jointly construct signal-meaningmappings that functioned as part of a system, rather than in isolation.We observed different signalling strategies among participants, but with some individuals using ‘system-mapping’ conven-tions that globally reorganized in light of changing task constraints. Such behaviour reflects the principle of pre-emption inpragmatics, where the inferred meaning of an utterance depends on its relationship among a set of alternatives. Our initialfindings provide a basis for future research, investigating contexts that are conducive to this phenomenon.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7ss2j691", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "", "last_name": "Misyak", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Takao", "middle_name": "", "last_name": "Noguchi", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Nick", "middle_name": "", "last_name": "Chater", "name_suffix": "", "institution": "University of Warwick", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26561/galley/16197/download/" } ] }, { "pk": 26318, "title": "Should Moral Decisions be Different for Human and Artificial Cognitive Agents?", "subtitle": null, "abstract": "Moral judgments are elicited using dilemmas presentinghypothetical situations in which an agent must choosebetween letting several people die or sacrificing one person inorder to save them. The evaluation of the action or inaction ofa human agent is compared to those of two artificial agents –a humanoid robot and an automated system. Ratings ofrightness, blamefulness and moral permissibility of action orinaction in incidental and instrumental moral dilemmas areused. The results show that for the artificial cognitive agentsthe utilitarian action is rated as more morally permissible thaninaction. The humanoid robot is found to be less blameworthyfor his choices compared to the human agent or to theautomated system. Action is found to be more appropriate,morally permissible, more right, and less blameworthy thaninaction only for the incidental scenarios. The results areinterpreted and discussed from the perspective of perceivedmoral agency.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "moral dilemmas; moral judgment; artificialcognitive agents; moral agency" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4v23b48x", "frozenauthors": [ { "first_name": "Evgeniya", "middle_name": "", "last_name": "Hristova", "name_suffix": "", "institution": "New Bulgarian University", "department": "" }, { "first_name": "Maurice", "middle_name": "", "last_name": "Grinberg", "name_suffix": "", "institution": "New Bulgarian University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26318/galley/15954/download/" } ] }, { "pk": 26580, "title": "Sign languages reveal spatial mappings of valence and magnitude", "subtitle": null, "abstract": "Much research indicates that concepts of magnitude and valence are represented spatially, with more/less and posi-tive/negative relations mapped to vertical and horizontal axes. While these mappings are sometimes manifested linguisticallythrough conventional metaphors (e.g., ”prices fell”), recent evidence suggests that they may be built into the very forms ofwords – traditionally assumed to be arbitrarily related to their meanings. Following previous research, we examined whetherthe directions of hand motions constituting words in two sign languages predicted the meanings of their English translationequivalents. Upward-moving signs were more positively valenced than downward-moving signs, as found previously, but werealso greater in magnitude, or intensity. Additionally, rightward-moving signs (from the signer’s perspective) were more posi-tively valenced than leftward-moving signs, consistent with the bodily experience of right-handers. Our findings demonstratesystematic encoding of multiple spatial-conceptual mappings in words, adding to the growing literature showing non-arbitrarylinks between linguistic form and meaning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5xk7709q", "frozenauthors": [ { "first_name": "Eileen", "middle_name": "", "last_name": "Kitrick", "name_suffix": "", "institution": "Colorado College", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Holmes", "name_suffix": "", "institution": "Colorado College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26580/galley/16216/download/" } ] }, { "pk": 26211, "title": "Similarity-Based Reasoning is Shaped by Recent Learning Experience", "subtitle": null, "abstract": "Popular approaches to modeling analogical reasoning havecaptured a wide range of developmental and cognitivephenomena, but the use of structured symbolicrepresentations makes it difficult to account for the dynamicand context sensitive nature of similarity judgments. Here, theresults of a novel behavioral task are offered as an additionalchallenge for these approaches. Participants were presentedwith a familiar analogy problem (A:B::C:?), but with a twist.Each of the possible completions (D1, D2, D3), could beconsidered valid: There was no unambiguously “correct”answer, but an array of equally good candidates. We find thatparticipants’ recent experience categorizing objects (i.e.,manipulating the salience of the features), systematicallyaffected performance in the ambiguous analogy task. Theresults are consistent with a dynamic, context sensitiveapproach to modeling analogy that continuously updatesfeature weights over the course of experience", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "similarity; analogy; statistical learning; relationalreasoning; categorization" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3d3939wt", "frozenauthors": [ { "first_name": "Paul", "middle_name": "H.", "last_name": "Thibodeau", "name_suffix": "", "institution": "Oberlin College", "department": "" }, { "first_name": "David", "middle_name": "Jaz", "last_name": "Myers", "name_suffix": "", "institution": "Oberlin College", "department": "" }, { "first_name": "Stephen", "middle_name": "J.", "last_name": "Flusberg", "name_suffix": "", "institution": "SUNY Purchase College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26211/galley/15847/download/" } ] }, { "pk": 26382, "title": "Simpler structure for more informative words: a longitudinal study", "subtitle": null, "abstract": "As new concepts and discoveries accumulate over time, theamount of information available to speakers increases as well.One would expect that an utterance today would be more in-formative than an utterance 100 years ago (basing informationon surprisal; Shannon, 1948), given the increase in technol-ogy and scientific discoveries. This prediction, however, is atodds with recent theories regarding information in human lan-guage use, which suggest that speakers maintain a somewhatconstant information rate over time. Using the Google Ngramcorpus (Michel et al., 2011), we show for multiple languagesthat changes in lexical information (a unigram model) are actu-ally negatively correlated with changes in structural informa-tion (a trigram model), supporting recent proposals on infor-mation theoretic constraints.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "information rate" }, { "word": "information theory" }, { "word": "Google" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0cr8c0x1", "frozenauthors": [ { "first_name": "Uriel", "middle_name": "", "last_name": "Priva", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Emily", "middle_name": "", "last_name": "Gleason", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26382/galley/16018/download/" } ] }, { "pk": 26285, "title": "Simple Search Algorithms on Semantic Networks Learned from Language Use", "subtitle": null, "abstract": "Recent empirical and modeling research has focused on thesemantic fluency task because it is informative about seman-tic memory. An interesting interplay arises between the rich-ness of representations in semantic memory and the complex-ity of algorithms required to process it. It has remained anopen question whether representations of words and their re-lations learned from language use can enable a simple searchalgorithm to mimic the observed behavior in the fluency task.Here we show that it is plausible to learn rich representationsfrom naturalistic data for which a very simple search algorithm(a random walk) can replicate the human patterns. We sug-gest that explicitly structuring knowledge about words into asemantic network plays a crucial role in modeling human be-havior in memory search and retrieval; moreover, this is thecase across a range of semantic information sources.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantic networks; semantic search; semanticmemory; computational modeling" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7vx123zw", "frozenauthors": [ { "first_name": "Aida", "middle_name": "", "last_name": "Nematzadeh", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Filip", "middle_name": "", "last_name": "Miscevic", "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": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26285/galley/15921/download/" } ] }, { "pk": 26488, "title": "Simple Trees in Complex Forests: Growing Take The Best by Approximate Bayesian Computation", "subtitle": null, "abstract": "How can heuristic strategies emerge from smaller build-ing blocks? We propose Approximate Bayesian Com-putation (ABC) as a computational solution to thisproblem. As a first proof of concept, we demonstratehow a heuristic decision strategy such as Take The Best(TTB) can be learned from smaller, probabilisticallyupdated building blocks. Based on a self-reinforcingsampling scheme, different building blocks are com-bined and, over time, tree-like non-compensatory heuris-tics emerge. This new algorithm, coined ApproximatelyBayesian Computed Take The Best (ABC-TTB), is ableto recover data that was generated by TTB, leads tosensible inferences about cue importance and cue direc-tions, can outperform traditional TTB, and allows totrade-off performance and computational effort explic-itly.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Heuristics" }, { "word": "Take The Best" }, { "word": "Approximate Bayesian Computation" }, { "word": "Reinforcement Learning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6bj9g2vc", "frozenauthors": [ { "first_name": "Eric", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Maarten", "middle_name": "", "last_name": "Speekenbrink", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Bjorn", "middle_name": "", "last_name": "Meder", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26488/galley/16124/download/" } ] }, { "pk": 26167, "title": "Simulating Developmental Changes in Noun Richness throughPerformance-limited Distributional Analysis", "subtitle": null, "abstract": "In this paper we examine how a mechanism that learns wordclasses from distributional information can contribute to thesimulation of child language. Using a novel measure of nounrichness, it is shown that the ratio of nouns to verbs in youngchildren’s speech is considerably higher than in adult speech.Simulations with MOSAIC show that this effect can bepartially (but not completely) explained by an utterance-finalbias in learning. The remainder of the effect is explained bythe early emergence of a productive noun category, which canbe learned through distributional analysis.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language Acquisition; Learning biases;Productive noun use." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/77n3b86j", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Freudenthal", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Pine", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Jones", "name_suffix": "", "institution": "Nottingham Trent University", "department": "" }, { "first_name": "Fernand", "middle_name": "", "last_name": "Gobet", "name_suffix": "", "institution": "University of Liverpool", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26167/galley/15803/download/" } ] }, { "pk": 26766, "title": "Simulating the cost of cooperation: A recipe for collaborative problem solving", "subtitle": null, "abstract": "Crowdsourcing consists in engaging a community of people in solving complex problems. Collaborative problemsolving is affected by many variables (e.g., group size, difficulty of the task, tendency to cooperate) in a complex way. In thisstudy, we extend the results of Guazzini et al. (2015) by means of a numerical simulation exploring the impact of the cost ofcooperation in collaborative problem solving. We observed that the cooperation costs have damaging effect with smaller groupsthat face hard problems. When groups fail to solve the problem there is a long-term reduction in fitness (since the group is notable to learn) as well as a short-term loss of a payoff. So, when facing small group and hard task in concrete application, it isbetter to control the cooperation costs with ad hoc interventions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3x54h0mj", "frozenauthors": [ { "first_name": "Alessandro", "middle_name": "", "last_name": "Lazzeri", "name_suffix": "", "institution": "University of Pisa", "department": "" }, { "first_name": "Alessandro", "middle_name": "", "last_name": "Guazzini", "name_suffix": "", "institution": "University of Florence", "department": "" }, { "first_name": "Daniele", "middle_name": "", "last_name": "Vilone", "name_suffix": "", "institution": "National Research Council of Italy", "department": "" }, { "first_name": "Giorgio", "middle_name": "", "last_name": "Gronchi", "name_suffix": "", "institution": "University of Florence", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26766/galley/16402/download/" } ] }, { "pk": 26605, "title": "Single-kernel models of single-voxel visual selectivities in convolution neuralnetworks", "subtitle": null, "abstract": "The translation of retinal images into recognizable objects and scenes is not yet well understood. Beyond edge-detection in primary visual cortex, higher stages of cortical representation are still uncertain. We use a multi-layer convolutionalneural network (Krizhevsky, 2012) to provide models for visual selectivities in the ventral visual pathway. We examine individ-ual neural units, or ”kernels”, in CNN layer 2, correlating kernel activity to single fMRI voxel activity for 1750 natural images(Kay, 2008). Building on G ̈uc ̧l ̈u (2015), we find most significant voxel-kernel correlations in V2, with additional matchesthroughout the ventral pathway. Notably, only 25% of kernels correlate with voxel responses — many voxels correlate with aconsistent small set of kernels. Inhibition of voxel response for kernel selectivities also was observed. Our results indicate alimited number of CNN kernels may be used to gain a finer understanding of voxel level representations in the mid-level ventralvisual pathway.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9hq1s6r3", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Leeds", "name_suffix": "", "institution": "Fordham University", "department": "" }, { "first_name": "Ivan", "middle_name": "", "last_name": "Iotzov", "name_suffix": "", "institution": "Fordham University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26605/galley/16241/download/" } ] }, { "pk": 26264, "title": "Singular Interpretations Linger During the Processing of Plural Noun Phrases", "subtitle": null, "abstract": "Plural nouns do not strictly refer to more than one object, whichsuggests that they are not semantically marked to mean “more thanone” and that plurality inferences are made via a scalarimplicature. Consistent with that hypothesis, recent evidence usinga picture-matching paradigm supports founds that participantswere equally fast to respond to a picture of a single object as apicture of multiple objects after reading a sentence containing aplural. This suggests that comprehenders activate both a semantic(i.e., singular) and a pragmatic interpretation (i.e., plural). Thecurrent study found that even after a 1500 ms delay,comprehenders still maintain activation of both meanings afterreading a sentence containing a plural. This suggests that theactivation of the singular meaning may not be due to theprocessing of a scalar implicature, but rather may be due to thenature of plural conceptual representations", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "plurals; semantics; pragmatics; scalarimplicature; language comprehension; conceptualrepresentations" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3x58z164", "frozenauthors": [ { "first_name": "Nikole", "middle_name": "D.", "last_name": "Patson", "name_suffix": "", "institution": "Mount Vernon Avenue", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26264/galley/15900/download/" } ] }, { "pk": 26236, "title": "Social Affordance Tracking over Time -A Sensorimotor Account of False-Belief Tasks", "subtitle": null, "abstract": "False-belief task have mainly been associated with the ex-planatory notion of the theory of mind and the theory-theory.However, it has often been pointed out that this kind of high-level reasoning is computational and time expensive. Dur-ing the last decades, the idea of embodied intelligence, i.e.complex behavior caused by sensorimotor contingencies, hasemerged in both the fields of neuroscience, psychology andartificial intelligence. Viewed from this perspective, the fail-ing in a false-belief test can be the result of the impairment torecognize and track others’ sensorimotor contingencies and af-fordances. Thus, social cognition is explained in terms of low-level signals instead of high-level reasoning. In this work, wepresent a generative model for optimal action selection whichsimultaneously can be employed to make predictions of others’actions. As we base the decision making on a hidden state rep-resentation of sensorimotor signals, this model is in line withthe ideas of embodied intelligence. We demonstrate how thetracking of others’ hidden states can give rise to correct false-belief inferences, while a lack thereof leads to failing. Withthis work, we want to emphasize the importance of sensorimo-tor contingencies in social cognition, which might be a key toartificial, socially intelligent systems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social cognition" }, { "word": "sensorimotor signals" }, { "word": "affor-dances" }, { "word": "false-beliefs" }, { "word": "theory of mind." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/880724j7", "frozenauthors": [ { "first_name": "Judith", "middle_name": "", "last_name": "Butepage", "name_suffix": "", "institution": "Computer Vision and Active Perception Laboratory", "department": "" }, { "first_name": "Hedvig", "middle_name": "", "last_name": "Kjellstrom", "name_suffix": "", "institution": "Computer Vision and Active Perception Laboratory", "department": "" }, { "first_name": "Danica", "middle_name": "", "last_name": "Kragic", "name_suffix": "", "institution": "Computer Vision and Active Perception Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26236/galley/15872/download/" } ] }, { "pk": 26160, "title": "Social Cues Modulate Cognitive Status of Discourse Referents", "subtitle": null, "abstract": "We use visual world eye-tracking to test if a speaker’s eyegaze to a potential antecedent modulates the listener’sinterpretation of an ambiguous pronoun. Participants listenedto stories that included an ambiguous pronoun, such as “Thedolphin kisses the goldfish... He....” During the pre-pronominal context, an onscreen narrator gazed at one of thetwo characters. As expected, participants looked more at thesubject character overall. However, this was modulated by thenarrator’s eye gaze and the amount of time the participantspent looking at the gaze cue. For trials in which participantsattended to the narrator’s eye gaze for > 500ms, participantswere significantly more likely to interpret the pronoun asreferring to the object if the narrator had previously looked atthe object. Results suggest that eye gaze – a social cue – cantemper even strong linguistic/cognitive biases in pronounresolution, such as the subject/first-mention bias.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Ambiguous pronoun resolution" }, { "word": "visual worldparadigm" }, { "word": "eye-tracking" }, { "word": "Reference" }, { "word": "Social cues" }, { "word": "eye gaze." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9fd5398n", "frozenauthors": [ { "first_name": "Kara", "middle_name": "", "last_name": "Hawthorne", "name_suffix": "", "institution": "University of Mississippi", "department": "" }, { "first_name": "Anja", "middle_name": "", "last_name": "Arnhold", "name_suffix": "", "institution": "University of Konstanz", "department": "" }, { "first_name": "Emily", "middle_name": "", "last_name": "Sullivan", "name_suffix": "", "institution": "University of Alberta", "department": "" }, { "first_name": "Juhani", "middle_name": "", "last_name": "Järvikivi", "name_suffix": "", "institution": "University of Alberta", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26160/galley/15796/download/" } ] }, { "pk": 26176, "title": "Solution of division by access to multiplication: Evidence from eye tracking", "subtitle": null, "abstract": "People report solving division problems by mentally recastingdivision problems as multiplication (e.g., 72 ÷ 8 à 8 × [?] =72). Mediation of division by multiplication occurs mainly onlarger problems. Eye tracking data was used to determinewhether patterns of gaze durations on division problemsprovided support for mediation. Adults solved divisionproblems in two formats: traditional (e.g., 72 ÷ 8 = [ ]) andrecasted (e.g. 72 = 8 × [ ]). Processing of individual problemelements was compared across formats. Results providesupport for mediation. Processing patterns for traditionally-formatted problems were more similar to those for traditionaldivision in earlier work (72 ÷ 8) whereas problems in recastedformat (72 = 8 × [ ]) were more similar to patterns foundwhen participants solved multiplication problems (e.g., 8 × 9).These findings provide a novel source of support fordifferential processing of problems across presentationformats.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mental arithmetic; strategies; numericalcognition; mathematical cognition; division; eye tracking;gaze duration" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/15g4f3mc", "frozenauthors": [ { "first_name": "Shawn", "middle_name": "", "last_name": "Tan", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Kasia", "middle_name": "", "last_name": "Muldner", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Jo-Anne", "middle_name": "", "last_name": "LeFevre", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26176/galley/15812/download/" } ] }, { "pk": 26334, "title": "Solving the knowledge-behavior gap:Numerical cognition explains age-related changes in fairness", "subtitle": null, "abstract": "Young children share fairly and expect others to do the same.Yet little is known about the underlying cognitivemechanisms that support fairness. Across two experiments,we investigated whether children’s numerical competenciesare linked with their sharing behavior. Preschoolers (aged2.5-5.5) participated in either third-party (Experiment 1) orfirst-party (Experiment 2) resource allocation tasks.Children’s numerical competence was then assessed using theGive-N-Task (Sarnecka & Carey, 2008; Wynn, 1990).Numerical competence – specifically knowledge of thecardinal principle explained age-related changes in fairsharing in both the third- and first-party contexts. Theseresults suggest that an understanding of the cardinal principleserves as an important mechanism for fair sharing behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "fairness; numerical cognition; preschoolers;knowledge-behavior gap" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4mf3m3bm", "frozenauthors": [ { "first_name": "Nadia", "middle_name": "", "last_name": "Chernyak", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "Beth", "middle_name": "", "last_name": "Sandham", "name_suffix": "", "institution": "University of Bath", "department": "" }, { "first_name": "Paul", "middle_name": "L.", "last_name": "Harris", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Sara", "middle_name": "", "last_name": "Cordes", "name_suffix": "", "institution": "Boston College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26334/galley/15970/download/" } ] }, { "pk": 26731, "title": "Source Expertise and Question Type Effects in Conversation-Based Assessment", "subtitle": null, "abstract": "Conversational discourse is a cognitive and social process influenced by both discourse content and pragmaticfactors, such as the participants’ prior knowledge; these factors may also affect how simulated conversations with virtual agentsunfold, with implications for design. This study explored effects of question content and perceived expertise of a virtual agenton students’ interactions with a conversation-based assessment (CBA) measuring science inquiry skills. Twenty-four middleschool students were randomly assigned to work with a High- or Low-Knowledge virtual peer to collect data and generateweather predictions. Students evaluated their own data relative to the peer’s; they could either ”Choose” which note to keep, orto ”Agree/Disagree” with the peer’s suggested choice of note. Students rated the peer as more expert in the High-Knowledgecondition, but peer expertise did not affect performance. However, the Agree/Disagree condition improved students’ accuracyin their note choice, and yielded marginally higher pre-post learning gains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0xf5d5zs", "frozenauthors": [ { "first_name": "Jesse", "middle_name": "", "last_name": "Sparks", "name_suffix": "", "institution": "Educational Testing Service", "department": "" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Andrews", "name_suffix": "", "institution": "Educational Testing Service", "department": "" }, { "first_name": "Diego", "middle_name": "", "last_name": "Zapata-Rivera", "name_suffix": "", "institution": "Educational Testing Service", "department": "" }, { "first_name": "Blair", "middle_name": "", "last_name": "Lehman", "name_suffix": "", "institution": "Educational Testing Service", "department": "" }, { "first_name": "Kofi", "middle_name": "", "last_name": "James", "name_suffix": "", "institution": "Educational Testing Service", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26731/galley/16367/download/" } ] }, { "pk": 26223, "title": "Spatial Attention to Social Cues is not a Monolithic Process", "subtitle": null, "abstract": "Social stimuli are a highly salient source of information, and\nseem to possess unique qualities that set them apart from\nother well-known categories. One characteristic is their ability\nto elicit spatial orienting, whereby directional stimuli like eye-\ngaze and pointing gestures act as exogenous cues that trigger\nautomatic shifts of attention that are difficult to inhibit. This\neffect has been extended to non-social stimuli, like arrows,\nleading to some uncertainty regarding whether spatial\norienting is specialized for social cues. Using a standard\nspatial cueing paradigm, we found evidence that both a\npointing hand and arrow are effective cues, but that the hand\nis encoded more quickly, leading to overall faster responses.\nWe then extended the paradigm to include multiple cues in\norder to evaluate congruent vs. incongruent cues. Our results\nindicate that faster encoding of the social cue leads to\ndownstream effects on the allocation of attention resulting in\nfaster orienting.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social cues; spatial cueing; selective attention;\nreflexive orienting; exogenous and endogenous attention" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8f6509tt", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "M.", "last_name": "Harding", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Ty", "middle_name": "W.", "last_name": "Boyer", "name_suffix": "", "institution": "Georgia Southern University", "department": "" }, { "first_name": "Bennett", "middle_name": "I.", "last_name": "Bertenthal", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26223/galley/15859/download/" } ] }, { "pk": 26464, "title": "Spatial Interference and Individual Differences in Looking at Nothing for Verbal Memory", "subtitle": null, "abstract": "People tend to look at uninformative, blank locations inspace when retrieving information. This gaze behaviour,known as looking at nothing, is assumed to be driven by theuse of spatial indices associated with external information.We investigated whether people form spatial indices andlook at nothing when retrieving words from memory.Participants were simultaneously presented four words.During retrieval participants looked at the relevant, blanklocation, where the probe word had appeared previously,longer than the other blank locations. Additionally, wordpresentation was sometimes followed by a visual cue eitherco-located or not with the probe word. Valid cues functionedas visual reinforcement while invalid cues causedinterference. Finally, participants with better visuospatialmemory looked less at the relevant, blank location,suggesting a dynamic relationship between so-called“external” and “internal” memory. Overall findings suggestan automatic, instantaneous spatial indexing mechanism forwords and a dynamic looking at nothing behaviour.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "looking at nothing; spatial indexing; mentalrepresentation; visuospatial memory; verbal memory; spatialinterference; individual differences" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7vp6n84c", "frozenauthors": [ { "first_name": "Alper", "middle_name": "", "last_name": "Kumcu", "name_suffix": "", "institution": "University of Birmingham", "department": "" }, { "first_name": "Robin", "middle_name": "L.", "last_name": "Thompson", "name_suffix": "", "institution": "University of Birmingham", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26464/galley/16100/download/" } ] }, { "pk": 26242, "title": "Spatializing emotion: A mapping of valence or magnitude?", "subtitle": null, "abstract": "People implicitly associate different emotions with differentlocations in left-right space. Which dimensions of emotion dothey spatialize? Across many studies people spatializeemotional valence, mapping positive emotions onto theirdominant side of space and negative emotions onto their non-dominant side. Yet, other results suggest a contradictorymapping of emotional intensity (a.k.a., emotional magnitude),according to which people associate more intense emotionswith the right and less intense emotions with the left, regardlessof valence. To resolve this apparent contradiction, we firsttested whether people implicitly spatialize whicheverdimension of emotion they attend to. Results showed thepredicted valence mapping, but no intensity mapping. We thentested an alternative explanation of findings previouslyinterpreted as showing an intensity mapping; these data mayreflect a left-right mapping of spatial magnitude, not emotion.People implicitly spatialize emotional valence, but there is noclear evidence for an implicit lateral mapping of emotionalintensity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "conceptual metaphor theory; emotion; magnitude;mental metaphor; valence" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6p03x3t6", "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": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26242/galley/15878/download/" } ] }, { "pk": 26138, "title": "Spatial Meaning is Retained in Emotion Metaphors: Some Evidence from Spanish", "subtitle": null, "abstract": "Previous work has shown that the abstract use of the prepositions in\nand on retains spatial meaning, such as containment and support that\nincludes the control relationship between a located object (the\nfigure) and a reference object (the ground). We extend these ideas\nto the case of metaphorical descriptions of emotion in Spanish –\nsome of them featuring the emotion as a located entity in the\nperson ́s body, and some of them featuring emotion as the ground in\nwhich the person ́s body stands. Two rating experiments show that\npeople judge emotions as more “controllable” when they are\ndescribed as located entities (the figure) than when they are\ndescribed as grounds.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "conceptual metaphors; emotion; spatial language;\nemotion; Spanish." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0896n643", "frozenauthors": [ { "first_name": "César", "middle_name": "", "last_name": "Riaño", "name_suffix": "", "institution": "Universidad de los Andes\nBogotá", "department": "" }, { "first_name": "Florencia", "middle_name": "", "last_name": "Reali", "name_suffix": "", "institution": "Universidad de los Andes", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26138/galley/15774/download/" } ] }, { "pk": 26377, "title": "Spatial Memory and Foraging: How Perfect Spatial Memory Improves Foraging\nPerformance", "subtitle": null, "abstract": "Foraging is a search process common to all mobile organisms.\nSpatial memory can improve foraging efficiency and efficacy,\nand evidence indicates that many species—including\nhumans—actively utilize spatial memory to aid in their\nforaging, yet most current models of foraging do not include\nspatial memory. In this study, a simple online foraging game\nwas used to attempt to replicate and extend findings from a\nrecent study (Kerster, Rhodes, & Kello, 2016) to further\ninvestigate the role of spatial memory in foraging. The game\ninvolved searching a simple 2d space by clicking the mouse\nto try and find as many resources as possible in 300 clicks.\nSpatial information was displayed that provided complete\ninformation about search history in order test how “perfect”\nspatial memory improves search performance. Over 1000\nparticipants were recruited to participate in the task using\nAmazon’s Mechanical Turk, which allowed this test to be\nperformed across a wide parameter space of different resource\ndistributions. Results replicated many of the findings of\nearlier studies, and demonstrated that spatial memory can\nhave a dramatic effect on search performance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Foraging; spatial memory; Lévy walks; area\nrestricted search; crowdsourcing" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/29m0w1nn", "frozenauthors": [ { "first_name": "Bryan", "middle_name": "Elvis", "last_name": "Kerster", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Christopher", "middle_name": "T.", "last_name": "Kello", "name_suffix": "", "institution": "University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26377/galley/16013/download/" } ] }, { "pk": 26514, "title": "Specificity at the basic level in event taxonomies: The case of Maniq verbs ofingestion", "subtitle": null, "abstract": "Previous research on basic-level object categories shows thereis cross-cultural variation in basic-level concepts, arguingagainst the idea that the basic level reflects an objectivereality. In this paper, I extend the investigation to the domainof events. More specifically, I present a case study of verbs ofingestion in Maniq illustrating a highly specific categorizationof ingestion events at the basic level. A detailed analysis ofthese verbs reveals they tap into culturally salient notions.Yet, cultural salience alone cannot explain specificity ofbasic-level verbs, since ingestion is a domain of universalhuman experience. Further analysis reveals, however, thatanother key factor is the language itself. Maniq’s preferencefor encoding specific meaning in basic-level verbs is not apeculiarity of one domain, but a recurrent characteristic of itsverb lexicon, pointing to the significant role of the languagesystem in the structure of event concepts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "basic level; categorization; events; verbs; Maniq;Aslian." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2c40c3x2", "frozenauthors": [ { "first_name": "Ewelina", "middle_name": "", "last_name": "Wnuk", "name_suffix": "", "institution": "Radboud University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26514/galley/16150/download/" } ] }, { "pk": 26631, "title": "Speech Perception Across the Lifespan: Using a Gaussian Mixture Model toUnderstand Changes in Cue Weighting Between Younger and Older Adults", "subtitle": null, "abstract": "In order to understand speech, listeners must weight and combine multiple acoustic cues. For example, voiceonset time (VOT) is a reliable cue to stop consonant voicing, while onset F0 provides information, but is much less reliable.Consequently, we would expect listeners to weight VOT higher than F0. This is the pattern observed for most listeners.However, these cue weights also change over time, and older adults tend to rely less on VOT than young adults, even inlisteners without hearing loss. One hypothesized mechanism for this change is a decreased ability to detect temporal differencesin sounds, which renders temporal cues (e.g., VOT) less reliable and leads to a greater reliance on spectral information (F0). Wesimulate this using a weighted Gaussian mixture model and find evidence in support of this mechanism: decreased temporalcue reliability leads to the same pattern of differences observed between younger and older listeners.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3hb3b6wt", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "", "last_name": "Vrabic", "name_suffix": "", "institution": "Villanova University", "department": "" }, { "first_name": "Elke", "middle_name": "", "last_name": "Nordeen", "name_suffix": "", "institution": "Villanova University", "department": "" }, { "first_name": "Joe", "middle_name": "", "last_name": "Toscano", "name_suffix": "", "institution": "Villanova University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26631/galley/16267/download/" } ] }, { "pk": 26510, "title": "Stable Causal Relationships are Better Causal Relationships", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0qn5936k", "frozenauthors": [ { "first_name": "Nadya", "middle_name": "", "last_name": "Vasilyeva", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Blanchard", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Tania", "middle_name": "", "last_name": "Lombrozo", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26510/galley/16146/download/" } ] }, { "pk": 26421, "title": "Statistical Learning Ability Can Overcome the Negative Impact of Low\nSocioeconomic Status on Language Development", "subtitle": null, "abstract": "Statistical learning (SL) is believed to be a mechanism that enables\nsuccessful language acquisition. Language acquisition in turn is\nheavily influenced by environmental factors such as\nsocioeconomic status (SES). However, it is unknown to what\nextent SL abilities interact with SES in affecting language\noutcomes. To examine this potential interaction, we measured\nevent-related potentials (ERPs) in 38 children aged 7-12 while\nperforming a visual SL task consisting of a sequence of stimuli that\ncontained covert statistical probabilities that predicted a target\nstimulus. Hierarchical regression results indicated that SL ability\nmoderated the relationship between SES (average of both\ncaregiver’s education level) and language scores (grammar, and\nmarginally with receptive vocabulary). For children with high SL\nability, SES had a weaker effect on language compared to children\nwith low SL ability, suggesting that having good SL abilities could\nhelp ameliorate the disadvantages associated with being raised in a\nfamily with lower SES.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "statistical learning; language development;\nsocioeconomic status" }, { "word": "event-related potentials (ERP); cognitive\ndevelopment" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6c93j4vb", "frozenauthors": [ { "first_name": "Leyla", "middle_name": "", "last_name": "Eghbalzad", "name_suffix": "", "institution": "Georgia State University", "department": "" }, { "first_name": "Joanne", "middle_name": "A.", "last_name": "Deocampo", "name_suffix": "", "institution": "Georgia State University", "department": "" }, { "first_name": "Christopher", "middle_name": "M.", "last_name": "Conway", "name_suffix": "", "institution": "Georgia State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26421/galley/16057/download/" } ] }, { "pk": 26417, "title": "Statistical learning bias predicts second-language reading efficiency", "subtitle": null, "abstract": "Statistical learning (SL) is increasingly invoked as a set ofgeneral-purpose mechanisms upon which language learning isbuilt during infancy and childhood. Here we investigated theextent to which SL is related to adult language processing. Inparticular, we asked whether SL proclivities towards relationsthat are more informative of English are related to efficiency inreading English sentences by native speakers of Korean. Wefound that individuals with a stronger statistical learningsensitivity showed a larger effect of conditional wordprobability on word reading times, indicating that they moreefficiently incorporated statistical regularities of the languageduring reading. In contrast, L2 English proficiency was relatedto overall reading speed but not to the use of statisticalregularities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "statistical learning; sequential learning; reading;sentence processing; bilingualism." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2rh0z3t2", "frozenauthors": [ { "first_name": "Luca", "middle_name": "", "last_name": "Onnis", "name_suffix": "", "institution": "Nanyang Technological University", "department": "" }, { "first_name": "Stefan", "middle_name": "L.", "last_name": "Frank", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Hongoak", "middle_name": "", "last_name": "Yun", "name_suffix": "", "institution": "Konkuk University", "department": "" }, { "first_name": "Matthew", "middle_name": "", "last_name": "Lou-Magnuson", "name_suffix": "", "institution": "Nanyang Technological University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26417/galley/16053/download/" } ] }, { "pk": 26231, "title": "Statistical learning creates novel object associations via transitive relations", "subtitle": null, "abstract": "A remarkable ability of the cognitive system is the creation of\nnew knowledge based on prior experiences. What cognitive\nmechanisms support such knowledge creation? We propose\nthat statistical learning not only extracts existing relationships\nbetween objects, but also generates new associations between\nobjects that have never been directly associated. Participants\nviewed a continuous color sequence consisting of base pairs\n(e.g., A-B, B-C), and learned these pairs. Importantly, they also\nsuccessfully learned a novel pair (A-C) that could only be\nassociated through transitive relations between the base pairs\n(Exp1). This learning, however, was not successful with three\nbase pairs (e.g., learning A-D from A-B, B-C, C-D), revealing\na limit in this transitive process (Exp2). Beyond temporal\nassociations, novel transitive associations can also be formed\nacross categorical hierarchies (Exp3), but with limits\n(Exp4&5). The current findings suggest that statistical learning\nprovides an efficient scaffold through which new object\nassociations are transitively created.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Statistical learning; transitive inference; implicit\nassociations; regularities; categorical hierarchy" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4hc2n88z", "frozenauthors": [ { "first_name": "Yu", "middle_name": "", "last_name": "Luo", "name_suffix": "", "institution": "University of British Columbia", "department": "" }, { "first_name": "Jiaying", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "University of British Columbia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26231/galley/15867/download/" } ] }, { "pk": 26481, "title": "Statistical Learning of Prosodic Patterns and Reversal of Perceptual Cues forSentence Prominence", "subtitle": null, "abstract": "Recent work has proposed that prominence perception inspeech could be driven by predictability of prosodic patterns,connecting prominence perception to the concept of statisticallearning. In the present study, we tested the predictabilityhypothesis by conducting a listening test where subjects werefirst exposed to a 5-minute stream of sentences with a certainproportion of sentence-final words having either a falling orrising pitch trajectory. After the exposure stage, subjects wereasked to grade prominence in a set of novel sentences withsimilar pitch patterns. The results show that the subjects weresignificantly more likely to perceive words with low-probability pitch trajectories as prominent independently ofthe direction of the pitch change. This suggests that evenshort exposure to prosodic patterns with a certain statisticalstructure can induce changes in prominence perception,supporting the connection between prominence perceptionand attentional orientation towards low-probability events inan otherwise predictable context.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "statistical learning; prosody; prominenceperception; attention; stimulus predictability" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/67z3999r", "frozenauthors": [ { "first_name": "Sofoklis", "middle_name": "", "last_name": "Kakouros", "name_suffix": "", "institution": "Aalto University", "department": "" }, { "first_name": "Okko", "middle_name": "", "last_name": "Räsänen", "name_suffix": "", "institution": "Aalto University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26481/galley/16117/download/" } ] }, { "pk": 26154, "title": "Stereotype-Based Intuitions: A Psycholinguistic Approach to ExperimentalPhilosophy’s ‘Sources Project’", "subtitle": null, "abstract": "Experimental philosophy’s ‘sources project’ seeks to developpsychological explanations of philosophically relevantintuitions which help us assess their evidentiary value. Thispaper develops a psycholinguistic explanation of intuitionsprompted by brief philosophical case-descriptions. For proofof concept, we target intuitions underlying a classic paradoxabout perception (‘argument from hallucination’). We tracethem to stereotype-driven inferences automatically executedin verb comprehension. We employ a forced-choiceplausibility-ranking task to show that contextuallyinappropriate stereotypical inferences are made from lesssalient uses of the verb “to see”. This yields a debunkingexplanation which resolves the philosophical paradox.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Experimental philosophy; Sources Project;stereotype-driven inference; graded salience." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8nr3b4hr", "frozenauthors": [ { "first_name": "Eugen", "middle_name": "", "last_name": "Fischer", "name_suffix": "", "institution": "University of East Anglia", "department": "" }, { "first_name": "Paul", "middle_name": "E.", "last_name": "Engelhardt", "name_suffix": "", "institution": "University of East Anglia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26154/galley/15790/download/" } ] }, { "pk": 26517, "title": "Stop paying attention: the need for explicit stopping in inhibitory control", "subtitle": null, "abstract": "Inhibitory control, the ability to stop inappropriate actions, isan important cognitive function often investigated via the stop-signal task, in which an infrequent stop signal instructs the sub-ject to stop a default go response. Previously, we proposed arational decision-making model for stopping, suggesting theobserver makes a repeated Go versus Wait choice at each in-stant, so that a Stop response is realized by repeatedly choosingto Wait. We propose an alternative model here that incorpo-rates a third choice, Stop. Critically, unlike the Wait action,choosing the Stop action not only blocks a Go response at thecurrent moment but also for the remainder of the trial – thedisadvantage of losing this flexibility is balanced by the bene-fit of not having to pay attention anymore. We show that thisnew model both reproduces known behavioral effects and hasinternal dynamics resembling presumed Go neural activationsin the brain.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bayesian model" }, { "word": "decision-making" }, { "word": "stochastic con-trol theory" }, { "word": "Inhibitory control" }, { "word": "stop-signal task" }, { "word": "neural data" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5p0205c3", "frozenauthors": [ { "first_name": "Ning", "middle_name": "", "last_name": "Ma", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Angela", "middle_name": "J.", "last_name": "Yu", "name_suffix": "", "institution": "University of California San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26517/galley/16153/download/" } ] }, { "pk": 26327, "title": "Strategic search in semantic memory", "subtitle": null, "abstract": "We search for various things every day – food, information onthe Internet or someone’s name in memory. Despite the dif-ferent nature of these tasks, they all have a common feature –a final goal with an unknown location in a complex environ-ment. This property of the search raises a problem of trade-offbetween exploration of new opportunities and exploitation ofthe known information. We used the data from the semanticfluency task experiment to investigate how humans switch be-tween exploration and exploitation strategies when they searchin memory and whether they do it optimally. On comparingfour different search models, the one that assumes that humansswitch search strategies according to the semantic quality ofthe current neighbourhood best fits the data. Moreover, par-ticipants who set higher thresholds for the words with betterquality of the neighbourhood tend to retrieve more words frommemory. We also used regression analysis to find out whichfactors affect efficiency of both search strategies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Semantic memory; Memory search; Explorationand exploitation" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1fw9h4fq", "frozenauthors": [ { "first_name": "Evgenii", "middle_name": "", "last_name": "Nikitin", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Hills", "name_suffix": "", "institution": "University of Warwick", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26327/galley/15963/download/" } ] }, { "pk": 26130, "title": "Structure-sensitive Noise Inference: Comprehenders Expect Exchange Errors", "subtitle": null, "abstract": "Previous research has found that comprehenders are willingto adopt non-literal interpretations of sentences whose literalreading is unlikely. Several studies found evidence that com-prehenders decide whether or not a given utterance should betaken at face value in accordance with principles of Bayesianrationality, by weighing the prior probability of potential inter-pretations against the degree to which they are (in)consistentwith the literal form of the utterance. While all of these re-sults are consistent with string-edit noise models, many errorprocesses are known to be sensitive to the underlying linguis-tic structure of the intended utterance. Here, we explore thecase of exchange errors and provide experimental evidencethat comprehenders’ noise model is structure-sensitive. Ourresults add further support to the noisy-channel theory of lan-guage comprehension, extend the set of known noise opera-tions to include positional exchanges, and show that compre-henders’ noise models are well-adapted to structure-sensitivesources of signal corruption during communication.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "rational analysis; noisy-channel comprehension;non-literal interpretation;" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7vx580zr", "frozenauthors": [ { "first_name": "Till", "middle_name": "", "last_name": "Poppels", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Roger", "middle_name": "P.", "last_name": "Levy", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26130/galley/15766/download/" } ] }, { "pk": 26091, "title": "Sub-Categorical Properties of Stimuli Determine the Category-Order Effect", "subtitle": null, "abstract": "The category-order effect (COE) is observed when the\ncategorical properties of items within the first half of a given\nlist affect recall performance in a mixed-list serial-recall task.\nThe present study examines whether the advantage is due to\nother sub-categorical properties (e.g., orthographic similarity\nand word frequency) rather than an artifact of stimuli used in\nprevious studies (e.g., numbers vs. nouns). Participants were\npresented with numeric stimuli and nouns from a variety of\nsemantic categories while their orthography and word\nfrequency were systematically manipulated. The results\nsuggest that a large portion of the COE can be attributed to\nthe sub-categorical properties of the items.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "memory" }, { "word": "category-order effect" }, { "word": "Recall" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3zt1v422", "frozenauthors": [ { "first_name": "Jordan", "middle_name": "", "last_name": "Schoenherr", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Thomson", "name_suffix": "", "institution": "United States Military Academy", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26091/galley/15727/download/" } ] }, { "pk": 26268, "title": "Surprising blindness to conversational incoherencein both instant messaging and face-to-face speech", "subtitle": null, "abstract": "Language is widely assumed to be a well designed tool for re-liably communicating propositional information between peo-ple. This suggests that its users should be sensitive to failuresof communication, such as utterances that are blatantly inco-herent with respect to an ongoing conversation. We presentexperimental work suggesting that, in fact, people are surpris-ingly tolerant of conversational incoherence. In two previousstudies, participants engaged in instant-messaging conversa-tions that were either repeatedly crossed with other conversa-tions or had lines inserted into them that deliberately contra-dicted available information. In both cases, a substantial pro-portion of participants failed to notice. In a new study, confed-erates inserted unexpected, nonsensical lines into face-to-faceconversations. The majority of participants failed to notice.We argue these findings suggest that we should be wary ofmodeling spontaneous communication in terms of faithful in-formation transmission, or language as a well designed tool forthat purpose.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "communication; miscommunication; languageevolution; change blindness" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0p04f0h3", "frozenauthors": [ { "first_name": "Gareth", "middle_name": "", "last_name": "Roberts", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Langstein", "name_suffix": "", "institution": "Yeshiva University", "department": "" }, { "first_name": "Bruno", "middle_name": "", "last_name": "Galantucci", "name_suffix": "", "institution": "Yeshiva University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26268/galley/15904/download/" } ] }, { "pk": 26515, "title": "Switch it up: Learning Categories via Feature Switching", "subtitle": null, "abstract": "This research introduces the switch task, a novel learning modethat fits with calls for a broader explanatory account of hu-man category learning (Kurtz, 2015; Markman & Ross, 2003;Murphy, 2002). Learning with the switch task is a processof turning each presented exemplar into a member of anotherdesignated category. This paper presents the switch task to fur-ther explore the contingencies between learning goals, learn-ing modes, outcomes, and category representations. The pro-cess of successfully transforming exemplars into members of atarget category requires generative knowledge such as within-category feature correspondences – similar to inference learn-ing. Given that the ability to switch items between categoriesnicely encapsulates category knowledge, how does this relateto more familiar tasks like inferring features and classifyingexemplars? To address this question we present an empiri-cal investigation of this new task, side-by-side with the well-established alternative of classification learning. The resultsshow that the category knowledge acquired through switchlearning shares similarities with inference learning and pro-vides insight into the processes at work. The implications ofthis research, particularly the distinctions between this learn-ing mode and well-known alternatives, are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "concepts; learning; categorization; category use" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4x28v1cj", "frozenauthors": [ { "first_name": "Garrett", "middle_name": "", "last_name": "Honke", "name_suffix": "", "institution": "Binghamton University", "department": "" }, { "first_name": "Nolan", "middle_name": "", "last_name": "Conaway", "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": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26515/galley/16151/download/" } ] }, { "pk": 26497, "title": "Syntactic Flexibility in the Noun: Evidence from Picture Naming", "subtitle": null, "abstract": "Does syntactic information affect the production of bare nouns?Research into this issue has explored word-specific features (e.g.,gender). However, word-independent syntactic distributions mayalso play a role. For example, studies of word recognition haveuncovered strong effects of the diversity of a word's syntacticdistribution – its syntactic flexibility – on response times in thelexical decision paradigm. By contrast, studies of sentenceproduction have produced strong but conflicted effects of syntacticflexibility. We propose that syntactic flexibility also affectsproduction of individual words. We reanalyze a database ofpreviously collected timed picture naming data using two novelmeasures of syntactic flexibility, one based on the relationsstemming from the noun, and one based on the relations extendingto the noun. Our results show that nouns that project a diversearray of structures are produced faster, and those that are integratedinto a diverse array of structures are produced slower.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "syntactic flexibility; word production; picturenaming; entropy" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6dt8n0pb", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": "", "last_name": "Lester", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" }, { "first_name": "Fermín", "middle_name": "Moscoso del Prado", "last_name": "Martín", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26497/galley/16133/download/" } ] }, { "pk": 26310, "title": "Syntax Accommodation in Social Media Conversations", "subtitle": null, "abstract": "The psycholinguistic theory of Communication Accommoda-tion proposes that people modify communication dynamics(e.g. vocal patterns, gesture, word choice, syntax, etc.) tominimize (or maximize) their social differences. Research oncommunication accommodation has shown that people whowant social approval will modify their linguistic style to matchthat of their interactant; however, most studies have been con-ducted on small-scale datasets and in laboratory situations. Inthis work, we investigate the relationship between linguisticsyntactic usage and conversation participation in a more nat-uralistic conversational setting: social media conversations onReddit.com. We introduce a novel approach for calculatingdocument-level syntactic similarity by relying on natural lan-guage processing methods (parse tree generators) and graphtheory techniques (minimum weight perfect matching on com-plete bipartite graphs). Using the proposed method, we presentthe results of two experiments which demonstrate that userswho comment on a post tend to use syntax similar to that ofthe original post. Specifically, we provide evidence that com-ments on a post are more likely to follow the syntactic structureof the original post, compared to both random comments andalso posts by the author of the comment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Communication Accommodation Theory; SocialMedia; Syntax Similarity; Linguistic Style Convergence" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/42f288ng", "frozenauthors": [ { "first_name": "Reihane", "middle_name": "", "last_name": "Boghrati", "name_suffix": "", "institution": "University of Southern California Los Angeles", "department": "" }, { "first_name": "Joe", "middle_name": "", "last_name": "Hoover", "name_suffix": "", "institution": "University of Southern California Los Angeles", "department": "" }, { "first_name": "Kate", "middle_name": "", "last_name": "Johnson", "name_suffix": "", "institution": "University of Southern California\nLos Angeles", "department": "" }, { "first_name": "Justin", "middle_name": "", "last_name": "Garten", "name_suffix": "", "institution": "University of Southern California\nLos 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": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26310/galley/15946/download/" } ] }, { "pk": 26370, "title": "Synthesized size-sound sound symbolism", "subtitle": null, "abstract": "Studies of sound symbolism have shown that people can\nassociate sound and meaning in consistent ways when\npresented with maximally contrastive stimulus pairs of\nnonwords such as bouba/kiki (rounded/sharp) or mil/mal\n(small/big). Recent work has shown the effect extends to\nantonymic words from natural languages and has proposed a\nrole for shared cross-modal correspondences in biasing form-\nto-meaning associations. An important open question is how\nthe associations work, and particularly what the role is of\nsound-symbolic matches versus mismatches. We report on a\nlearning task designed to distinguish between three existing\ntheories by using a spectrum of sound-symbolically matching,\nmismatching, and neutral (neither matching nor mismatching)\nstimuli. Synthesized stimuli allow us to control for prosody,\nand the inclusion of a neutral condition allows a direct test of\ncompeting accounts. We find evidence for a sound-symbolic\nmatch boost, but not for a mismatch difficulty compared to\nthe neutral condition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "sound symbolism; iconicity; ideophones; cross-\nmodal correspondences; language" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7hm5x4dd", "frozenauthors": [ { "first_name": "Gwilym", "middle_name": "", "last_name": "Lockwood", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Hagoort", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Dingemanse", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26370/galley/16006/download/" } ] }, { "pk": 26471, "title": "Systematic feature variation underlies adults’ and children’s use of in and on", "subtitle": null, "abstract": "The spatial prepositions in and on apply to a wide range ofcontainment and support relations, making exhaustivedefinitions difficult. Theories differ in whether they endorsegeometric or functional properties and how these properties arerelated to meaning and use. This study directly examines theroles of geometric and functional information in adults’ andchildren’s use of in and on by developing a large sample ofrelations situated within a small gradable geometric andfunctional feature space. We propose that variation in featuresacross items is systematically related to the use of in and onand demonstrate that feature-language relationships changeacross development: adults’ expression use is sensitive to bothgeometric and functional features, while children’s use variesonly according to geometric features.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Spatial language; spatial cognition; acquisition;language use" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/32w1j3vq", "frozenauthors": [ { "first_name": "Kristen", "middle_name": "", "last_name": "Johannes", "name_suffix": "", "institution": "WestEd", "department": "" }, { "first_name": "Colin", "middle_name": "", "last_name": "Wilson", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Landau", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26471/galley/16107/download/" } ] }, { "pk": 26331, "title": "Systems Factorial Analysis of Item and Associative Retrieval", "subtitle": null, "abstract": "Using hierarchical Bayesian estimation of RT distributions, wepresent a novel application of Systems Factorial Technology(Townsend & Nozawa, 1995) to the retrieval of item and asso-ciative information from episodic memory. We find that itemand associative information are retrieved concurrently, withpositive memory evidence arising from a holistic match be-tween the test pair and the contents of memory, in which bothitem and associative matches are pooled together into a sin-gle source. This retrieval architecture is inconsistent with bothstrictly serial processing and independence of item and asso-ciative information. Pooling of item and associative matchesimplies that while item and associative information may beseparable, they are not qualitatively different, nor are quali-tatively different processes (e.g., familiarity vs. recollection)used to retrieve these kinds of information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Memory models; associative recognition; systemsfactorial technology; Bayesian statistics." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0gj625m6", "frozenauthors": [ { "first_name": "Gregory", "middle_name": "E.", "last_name": "Cox", "name_suffix": "", "institution": "Syracuse University", "department": "" }, { "first_name": "Amy", "middle_name": "H.", "last_name": "Criss", "name_suffix": "", "institution": "Syracuse University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26331/galley/15967/download/" } ] }, { "pk": 26734, "title": "Tactile protocol analysis: Observations of novices reading data tables by touch", "subtitle": null, "abstract": "The “Cognitive Science of Tactile Graphics Project” at the University of Sussex is studying how experienced andnovice users of tactile graphics read diagrams by touch. One goal of the project is to design novel tactile formats that specificallysupport ready access to, and rich interpretations of, information in tactile materials by people with visual impairment. Thispresentation focuses upon the development of a Tactile Protocol Analysis (TPA) method for the transcription, segmentation,coding and interpretation of tactile graphic reading behaviours. TPA is challenging because both hands may be performingseparate actions over different timescales and fingers of one hand may themselves be performing different actions. To initiallydemonstrate the utility of the method, 24 novice tactile readers’ performance on a data table search task was analyzed, fromwhich hypotheses were formulated about the impact of object recognition skill on overall patterns of search.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3xs4z3zw", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Cheng", "name_suffix": "", "institution": "University of Sussex", "department": "" }, { "first_name": "Panayiota", "middle_name": "", "last_name": "Polycarpou", "name_suffix": "", "institution": "Cyprus University of Technology", "department": "" }, { "first_name": "Grecia", "middle_name": "Garcia", "last_name": "Garcia", "name_suffix": "", "institution": "University of Sussex", "department": "" }, { "first_name": "Frances", "middle_name": "", "last_name": "Aldrich", "name_suffix": "", "institution": "University of Sussex", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26734/galley/16370/download/" } ] }, { "pk": 26693, "title": "Taking the Easy Way Out: Effects of Feedback on Children’s MetacognitiveControl", "subtitle": null, "abstract": "It is a well-known finding that adults are “cognitive misers,” in that they optimize performance by reducing effortwhenever possible. We examined how this tendency emerges in the course of development. We incentivized participantsto acquire as many points for correct responses as possible, and allowed them to choose between two games of differentialdifficulty on every trial. Whereas adults systematically chose the easier of the two games, 5-year-olds did not. However, whenwe gave children feedback on the basis of their choice rather than accuracy, they exhibited evidence of optimization by selectingthe easier game. Further, they showed the same pattern when the two games were modified to be identical in difficulty, withonly feedback supporting the choice of one game over the other. These findings suggest that children may be cognitive misers,but they rely on external feedback rather than internal signals of effort to optimize their behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4hf422rk", "frozenauthors": [ { "first_name": "Allison", "middle_name": "", "last_name": "O’Leary", "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": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26693/galley/16329/download/" } ] }, { "pk": 26528, "title": "Talking with tact: Polite language as a balance between kindness and informativity", "subtitle": null, "abstract": "Conveying information in a false or indirect manner in consid-eration of listeners’ wants (i.e. being polite) seemingly contra-dicts an important goal of a cooperative speaker: informationtransfer. We propose that a cooperative speaker considers bothepistemic utility, or utility of providing the listener new and ac-curate information, and social utility, or utility of maintainingor boosting the listener’s self-image (being polite). We for-malize this tradeoff within a probabilistic model of languageunderstanding and test it with empirical data on people’s infer-ences about the relation between a speaker’s goals, utterancesand the true states of the world.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Politeness; computational modeling; communica-tive goals; pragmatics" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6dm139m8", "frozenauthors": [ { "first_name": "Erica", "middle_name": "J.", "last_name": "Yoon", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "Henry", "last_name": "Tessler", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Noah", "middle_name": "D.", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26528/galley/16164/download/" } ] }, { "pk": 26129, "title": "Tangible models and haptic representations aid learning of molecular biology", "subtitle": null, "abstract": "Can novel 3D models help students develop a deeperunderstanding of core concepts in molecular biology? Weadapted 3D molecular models, developed by scientists, foruse in high school science classrooms. The models accuratelyrepresent the structural and functional properties of complexDNA and Virus molecules, and provide visual and hapticfeedback about biomolecular properties that are often implicitin traditional models. We investigated: 1) Can we measureconceptual growth on core concepts? 2) Do lessons with 3Dmodels improve student outcomes on these measures?, and 3)What factors mediate learning? Model use yielded measurablegains in conceptual knowledge and the greatest gains wererelated to how actively models were used during a lesson andthe facilitative role adopted by the teachers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Scientific models; science education; molecularstructure; visual representations; haptic representations" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/50n352f6", "frozenauthors": [ { "first_name": "Kristen", "middle_name": "", "last_name": "Johannes", "name_suffix": "", "institution": "WestEd, 300 Lakeside Dr., Oakland", "department": "" }, { "first_name": "Jacklyn", "middle_name": "", "last_name": "Powers", "name_suffix": "", "institution": "WestEd, 300 Lakeside Dr., Oakland", "department": "" }, { "first_name": "Lisa", "middle_name": "", "last_name": "Couper", "name_suffix": "", "institution": "WestEd, 300 Lakeside Dr., Oakland", "department": "" }, { "first_name": "Matt", "middle_name": "", "last_name": "Silberglitt", "name_suffix": "", "institution": "WestEd, 300 Lakeside Dr., Oakland", "department": "" }, { "first_name": "Jodi", "middle_name": "", "last_name": "Davenport", "name_suffix": "", "institution": "WestEd, 300 Lakeside Dr., Oakland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26129/galley/15765/download/" } ] }, { "pk": 26406, "title": "Task-set Selection in Probabilistic Environments: a Model of Task-set Inference", "subtitle": null, "abstract": "To act effectively in a complicated, uncertain world, peopleoften rely on task-sets (TSs) that define action policies over arange of stimuli. Effectively selecting amongst TSs requiresassessing their individual utility given the current world state.However, the world state is, in general, latent, stochastic, andtime-varying, making TS selection a difficult inference for theagent. An open question is how observable environmentalfactors influence an actor's assessment of the world state andthus the selection of TSs. In this work, we designed a noveltask in which probabilistic cues predict one of two TSs on atrial-by-trial basis. With this task, we investigate how peopleintegrate multiple sources of probabilistic information in theservice of TS selection. We show that when action feedback isunavailable, TS selection can be modeled as “biased Bayesianinference”, such that individuals participants differentiallyweight immediate cues over TS priors when inferring thelatent world state. Additionally, using the model’s trial-by-trial posteriors over TSs, we calculate a measure of decisionconfidence and show that it inversely relates to reactiontimes. This work supports the hierarchical organization ofdecision-making by demonstrating that probabilistic evidencecan be integrated in the service of higher-order decisions overTSs, subsequently simplifying lower-order action selection.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "task-sets; structure learning; Bayesian cognition;model-based; decision making" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/63b2m910", "frozenauthors": [ { "first_name": "Ian", "middle_name": "", "last_name": "Eisenberg", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Russell", "middle_name": "", "last_name": "Poldrack", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26406/galley/16042/download/" } ] }, { "pk": 26519, "title": "tDCS to premotor cortex changes action verb understanding:Complementary effects of inhibitory and excitatory stimulation", "subtitle": null, "abstract": "Do neural systems for planning motor actions play a func-tional role in understanding action language? Across multi-ple neuroimaging studies, processing action verbs correlateswith somatotopic activity in premotor cortex (PMC). Yet, onlyone neurostimulation study supports a functional role for PMCin action verb understanding: paradoxically, inhibiting PMCmade people respond faster to action verbs. Here we investi-gated effects of PMC excitation and inhibition on action verbunderstanding using tDCS. Right-handers received excitatoryor inhibitory stimulation to left PMC hand areas, then madelexical decisions on unimanual action verbs and abstract verbs.tDCS polarity selectively affected how accurately participantsresponded to unimanual action verbs. Inhibitory stimulationto left PMC caused a relative improvement in performance forright-hand responses, whereas excitatory left PMC stimulationcaused a relative impairment. tDCS polarity did not differ-entially affect responses to abstract verbs. Premotor areas thatsubserve planning actions also support understanding languageabout these actions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "action; language; embodiment; premotor cortex;tDCS" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1s88k942", "frozenauthors": [ { "first_name": "Tom", "middle_name": "", "last_name": "Gijssels", "name_suffix": "", "institution": "University of Chicago , Vrije Universiteit Brussel", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Casasanto", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26519/galley/16155/download/" } ] }, { "pk": 36050, "title": "Teaching L2 Composition: Purpose, Process, and Practice (3rd ed.) - Dana Ferris and John Hedgcock", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2wk8t5pq", "frozenauthors": [ { "first_name": "Gillian", "middle_name": "A.", "last_name": "Estes", "name_suffix": "", "institution": "Sonoma State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36050/galley/26902/download/" } ] }, { "pk": 26652, "title": "Technological Shaping of Verbal Working Memory: A Difference between ChinesePhonology-Based and Orthography-Based Typing", "subtitle": null, "abstract": "Typing Chinese words on a computer can be carried out with a phonology-based or an orthography-based method.Phonological typing constantly engages typists’ verbal working memory (VWM), while orthographic typing engages theirvisual-spatial working memory (VSWM). Accordingly, habitual phonological typists would develop a better VWM capacity,while habitual orthographic typists would have a better VSWM capacity. Five VWM tests and five VSWM tests were adminis-tered to 24 phonological typists and 23 orthographic typists. The results showed that the phonological typists scored higher thanthe orthographic typists on the VWM tests, but no significant differences on the VSWM scores were observed. The latter resultis attributed to the notoriously abundance of homophones in Chinese, which forces the phonological typists to keep attending tothe orthographic forms of the characters being typed. Our findings suggest that individual cognitive systems develop and adaptflexibly, subject to shaping by technology within a life’s time.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2897t7cp", "frozenauthors": [ { "first_name": "Jenn-Yeu", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "National Taiwan Normal University", "department": "" }, { "first_name": "Adam", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "National Taiwan Normal University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26652/galley/16288/download/" } ] }, { "pk": 26193, "title": "Temporal Causal Strength Learning with Multiple Causes", "subtitle": null, "abstract": "When learning the relation between a cause and effect, howdo people control for all the other factors that influence thesame effect? Two experiments tested a hypothesis that peoplefocus on events in which the target cause changes and allother factors remain stable. In both four-cause (Experiment 1)and eight-cause (Experiment 2) scenarios, participants learnedcausal relations more accurately when they viewed datasets inwhich only one cause changed at a time. However,participants in the comparison condition, in which multiplecauses changed simultaneously, performed fairly well; inaddition to focusing on events when a single cause changed,they also used events in which multiple causes changed forupdating their beliefs about causal strength. These findingshelp explain how people are able to learn causal relations insituations when there are many alternative factors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal learning; causality; causal strength;conditionalizing" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8q51f4z3", "frozenauthors": [ { "first_name": "Cory", "middle_name": "J.", "last_name": "Derringer", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Benjamin", "middle_name": "M.", "last_name": "Rottman", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26193/galley/15829/download/" } ] }, { "pk": 26623, "title": "Temporal event clustering in speech versus music", "subtitle": null, "abstract": "Both speech and music can be organized as hierarchical, nested groupings of units. In speech, for instance, phonemescan group to form syllables, which group to form words, which group to form sentences, and so on. In music, notes can groupto form phrases, which group to form chord progressions, which group to form verses, and so on. We present a new methodfor extracting events (amplitude peaks in Hilbert envelopes of filter banks) from speech and music recordings, and quantifyingthe degree of nesting in temporal clusters of events across timescales (using Allan Factor analysis). We apply this method tomonologue recordings of speech (TED talks) and also to solo musical performances of similar lengths. We found that bothtypes of recordings exhibit nested clustering, revealing similar organizational principles, but that clustering is more pronouncedon shorter timescales (milliseconds) for speech, but longer timescales (seconds+) for music.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4k21q82z", "frozenauthors": [ { "first_name": "Butovens", "middle_name": "", "last_name": "Mede", "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": "Chris", "middle_name": "", "last_name": "Kello", "name_suffix": "", "institution": "University of California Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26623/galley/16259/download/" } ] }, { "pk": 26378, "title": "Temporal Expressions in Speech and Gesture", "subtitle": null, "abstract": "People use spatial metaphors to talk about temporal concepts.They also gesture frequently during speech. Thecharacteristics of these gestures give information regardingthe mental timelines people form to experience time. Thepresent study investigates the expression of temporal conceptson a natural setting with Turkish speakers. We found thatTurkish speakers used more metaphoric temporal phrases(e.g., short period, time flies quickly) than words referring totime without spatial content (e.g., today, nowadays) in asession where they talked about people’s fortune.Spontaneous gestures were mainly classified as metaphoricand beat gestures and were mostly produced on the sagittalaxis, which contradicts with the previous findings. Yet, wealso found that people used vertical axis to represent currentand future events. These findings suggest that lateral axis maynot always be the most common direction for co-speechtemporal gesture use, and the pragmatic constraints of theenvironment may influence the spatial conceptualization oftime.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "time" }, { "word": "spatial metaphors" }, { "word": "temporal gestures" }, { "word": "Turkish" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/54n6s609", "frozenauthors": [ { "first_name": "İdil", "middle_name": "", "last_name": "Bostan", "name_suffix": "", "institution": "Koç University", "department": "" }, { "first_name": "Ahmet", "middle_name": "", "last_name": "Börütecene", "name_suffix": "", "institution": "Koç University", "department": "" }, { "first_name": "Oğuzhan", "middle_name": "", "last_name": "Özcan", "name_suffix": "", "institution": "Koç University", "department": "" }, { "first_name": "Tilbe", "middle_name": "", "last_name": "Göksun", "name_suffix": "", "institution": "Koç University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26378/galley/16014/download/" } ] }, { "pk": 26400, "title": "Temporal Horizons and Decision-Making: A Big Data Approach", "subtitle": null, "abstract": "Human behavior is plagued by shortsightedness. When faced withtwo options, smaller rewards are often chosen over larger rewards,even when such choices are potentially costly. In threeexperiments, we use big data techniques to examine how suchchoices might be driven by people’s temporal horizons. InExperiment 1, we determine the average distance into the futurepeople talk about in their tweets in order to determine the temporalhorizon of each U.S. state. States with further future horizons hadlower rates of risk taking behavior (smoking, binge drinking) andhigher rates of investment (e.g., education, infrastructure). InExperiment 2, we used an individual’s tweets to establish theirtemporal horizon and found that those with longer temporalhorizons were more willing to wait for larger rewards. InExperiment 3, we were once again able to predict the choicebehaviors of individuals from their tweets, this time showing thatthose with longer future horizons were less likely to take risks. Thefindings help establish a powerful relationship between people’sthoughts about the future and their decisions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "prospection; future thinking; big data" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/12b9025v", "frozenauthors": [ { "first_name": "Robert", "middle_name": "", "last_name": "Thorstad", "name_suffix": "", "institution": "Emory University", "department": "" }, { "first_name": "Phillip", "middle_name": "", "last_name": "Wolff", "name_suffix": "", "institution": "Emory University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26400/galley/16036/download/" } ] }, { "pk": 26190, "title": "Temporal Structure Modulates ERP Correlates of Visual Sequential Learning", "subtitle": null, "abstract": "Sequential learning (SL) refers to the ability to learn thetemporal and ordinal patterns of one’s environment. Whereasresearch on the learning of ordinal patterns is common, thelearning of temporal patterns within sequential events hasbeen far less studied. The current study examines the effectsof synchronous and asynchronous temporal patterns on visualsequential learning. We hypothesize that entrainment (i.e.exposure to a regular rhythmic pattern) allows for betterprocessing of the ordinal structure of sequential events.Twenty healthy adult participants (11 females, 18–34 yearsold) performed two versions of a visual sequential learningparadigm while event-related potentials (ERPs) wererecorded. The SL task involved the visual presentation ofcolored circles, wherein a target circle was embedded thatwas partially predictable based on preceding predictorstimuli. One version of the task incorporated synchronoustemporal presentation of the stimuli whereas the other versioninvolved asynchronous presentation of stimuli using arandomized ISI on every trial. Reaction time datademonstrated that learning occurred in both temporalconditions. On the other hand, the mean ERP amplitudesbetween 350 and 750ms post-predictor onset in the posteriorregions of interest revealed that learning of the statisticalcontingencies between stimuli was disrupted for theasynchronous temporal condition but intact for thesynchronous condition. These neurophysiological datasuggest that the brain processes regular and irregular timingevents differently, with statistical learning of ordinal visualpatterns being improved by a synchronous temporal structure,possibly a result of heightened attention to the stimuli due toentrainment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Sequential learning; statistical learning; temporalprocessing; entrainment; ERPs" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/49k3s2bn", "frozenauthors": [ { "first_name": "Kimberly", "middle_name": "M.", "last_name": "Ross", "name_suffix": "", "institution": "Georgia State University", "department": "" }, { "first_name": "Christopher", "middle_name": "M.", "last_name": "Conway", "name_suffix": "", "institution": "Georgia State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26190/galley/15826/download/" } ] }, { "pk": 26453, "title": "Testing the Tolerance Principle: Children form productive rules when it is morecomputationally efficient to do so", "subtitle": null, "abstract": "During language acquisition, children must learn when togeneralize a pattern – applying it broadly and to new words(‘add –ed’ in English) – and when to restrict generalization,storing the pattern only with specific lexical items. One effortto quantify the conditions for generalization, the TolerancePrinciple, has been shown to accurately predict children’sgeneralizations in dozens of corpus-based studies. Thisprinciple hypothesizes that a general rule will be formedwhen it is computationally more efficient than storing lexicalforms individually. It is formalized as: a rule R will generalizeif the number of exceptions does not exceed the number ofwords in the category N divided by the natural log of N(N/lnN). Here we test the principle in an artificial language of9 nonsense nouns. As predicted, children exposed to 5 regularforms and 4 exceptions generalized, applying the regular formto 100% of novel test words. Children exposed to 3 regularforms and 6 exceptions did not extend the rule, even thoughthe token frequency of the regular form was still high in thiscondition. The Tolerance Principle thus appears to capture abasic principle of generalization in rule formation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "artificial language; language acquisition;productivity; morphology; computational modeling." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1cn5n52p", "frozenauthors": [ { "first_name": "Kathryn", "middle_name": "D.", "last_name": "Schuler", "name_suffix": "", "institution": "Georgetown University", "department": "" }, { "first_name": "Charles", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Elissa", "middle_name": "L.", "last_name": "Newport", "name_suffix": "", "institution": "Georgetown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26453/galley/16089/download/" } ] }, { "pk": 26218, "title": "The Aging Lexicon: Differences in the Semantic Networks of Younger and OlderAdults", "subtitle": null, "abstract": "How does the mental lexicon, the network of learned words inour semantic memory, change in old age? To address thisquestion, we employ a new network inference method to infernetworks from verbal fluency data of a group of younger andolder adults. We find that older adults produce more uniquewords in verbal fluency tasks than younger adults. In line withrecent theorizing, this suggests a larger mental lexicon forolder than for younger adults. Moreover, we find that relativeto the mental lexicon of younger adults, the mental lexicon ofolder adults is less small-world-like. Based on severalfindings linking network clustering to processing speed, thisfinding suggests that not only the size, but also the structureof the mental lexicon may contribute to apparent cognitivedecline in old age.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantic representation" }, { "word": "networks" }, { "word": "small world" }, { "word": "verbal fluency" }, { "word": "aging." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0jz483dm", "frozenauthors": [ { "first_name": "Dirk", "middle_name": "U.", "last_name": "Wulff", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Thomas", "middle_name": "T.", "last_name": "Hills", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Margie", "middle_name": "", "last_name": "Lachman", "name_suffix": "", "institution": "Brandeis University", "department": "" }, { "first_name": "Rui", "middle_name": "", "last_name": "Mata", "name_suffix": "", "institution": "University of Basel", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26218/galley/15854/download/" } ] }, { "pk": 26302, "title": "The Charon Model of Moral Judgment", "subtitle": null, "abstract": "We present a model of moral judgment, Charon, which addsto previous models several factors that have been shown toinfluence moral judgment: 1) a more sophisticated account ofprior mental state, 2) imagination, 3) empathy, 4) thefeedback process between emotion and reason, 5) self-interest, and 6) self-control. We discuss previous classes ofmodels and demonstrate Charon’s extended explanatorypower with a focus on psychopathy and autism.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "morals" }, { "word": "Morality" }, { "word": "Ethics" }, { "word": "Ethical Reasoning" }, { "word": "moralreasoning" }, { "word": "moral judgment" }, { "word": "philosophy" }, { "word": "deontological" }, { "word": "utilitarian" }, { "word": "dual-process" }, { "word": "modeling" }, { "word": "psychopathy" }, { "word": "Autism" }, { "word": "Reasoning" }, { "word": "Emotion" }, { "word": "emotions" }, { "word": "self-interest" }, { "word": "Empathy" }, { "word": "compassion" }, { "word": "willpower" }, { "word": "self-control" }, { "word": "imagination." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7st7p9hf", "frozenauthors": [ { "first_name": "Deirdre", "middle_name": "", "last_name": "Kelly", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Jim", "middle_name": "", "last_name": "Davies", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26302/galley/15938/download/" } ] }, { "pk": 26287, "title": "The Combinatorial Power of Experience", "subtitle": null, "abstract": "Recent research in the artificial grammar literature has found\nthat a simple exemplar model of memory can account for a\nwide variety of artificial grammar results (Jamieson &\nMewhort, 2009, 2010, 2011). This classic type of model has\nalso been extended to account for natural language sentence\nprocessing effects (Johns & Jones, 2015). The current article\nextends this work to account for sentence production, and\ndemonstrates that the structure of language itself provides\nsufficient power to generate syntactically correct sentences,\neven with no higher-level information about language provided\nto the model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language production; Computational models of\nlanguage; Corpus-based models." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6k50h3wz", "frozenauthors": [ { "first_name": "Brendan", "middle_name": "T.", "last_name": "Johns", "name_suffix": "", "institution": "University at Buffalo", "department": "" }, { "first_name": "Randall", "middle_name": "K.", "last_name": "Jamieson", "name_suffix": "", "institution": "University of Manitoba", "department": "" }, { "first_name": "Matthew", "middle_name": "J. C.", "last_name": "Crump", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Michael", "middle_name": "N.", "last_name": "Jones", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Douglas", "middle_name": "J. K.", "last_name": "Mewhort", "name_suffix": "", "institution": "Queen’s University, Kingston", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26287/galley/15923/download/" } ] }, { "pk": 26168, "title": "The Comprehension of English Garden-path Sentences byMandarin and Korean Learners of English as a Second Language", "subtitle": null, "abstract": "How the properties of a first language (Mandarin, Korean)influence the comprehension of sentences in a secondlanguage (English) was investigated in a series of self-pacedreading time studies. Native Mandarin- and Korean-speakinglearners of English were compared with native Englishspeakers on how they resolved a temporary ambiguity aboutthe relationship between a verb and the noun following it in asentence (e.g., The club members understood [that] thebylaws would be applied to everyone.). Frequency biases ofverbs’ subcategorization structure (direct-object-bias vs.sentential-complement-bias) was manipulated in Experiment1. Results showed that L1-Mandarin learners of L2-Englishwere able to use both the verb bias and the complementizercue, and their usage of these cues was not modulated byproficiency. L1-Mandarin learners’ use of the verb bias cuecontrasts with previously reported findings with L1-Koreanlearners of L2-English, who showed sensitivity to verb biasonly in higher proficiency learners (Lee, Lu, & Garnsey,2013). The difference between L1-Mandarin and L1-Koreanlearners suggests that L1 word order (Mandarin & English,SVO; Korean SOV) influences how quickly L2 learners learnword-order-dependent cues about structures in the L2.Experiment 2 added plausibility manipulation (e.g., The clubmembers understood the bylaws/the pool...). Neither thenative speakers or the L2 groups (L1-Mandarin L2-English &L1-Korean L2-English) used plausibility to disambiguatesentences, challenging the claims that L2 learners rely moreheavily on plausibility than syntactic cues during sentenceprocessing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "verb bias; plausibility; garden-path sentences" }, { "word": "L2sentence processing" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/58x1t7v6", "frozenauthors": [ { "first_name": "Zhiying", "middle_name": "", "last_name": "Qian", "name_suffix": "", "institution": "University of Illinois", "department": "" }, { "first_name": "Eun-Kyung", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "Yonsei University", "department": "" }, { "first_name": "Dora", "middle_name": "Hsin-Yi", "last_name": "Lu", "name_suffix": "", "institution": "National Taipei University", "department": "" }, { "first_name": "Susan", "middle_name": "M.", "last_name": "Garnsey", "name_suffix": "", "institution": "University of Illinois", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26168/galley/15804/download/" } ] }, { "pk": 26737, "title": "The Concept of Transcendent God and the Emergence of Cognitive Level D in theFour-Level-Cognitive-Development Theory", "subtitle": null, "abstract": "The author addresses the emergence of cognitive level D in the Four-Level-Cognitive-Development Theory(FLCDT). He argues that the concept of transcendent God, ‘Maker of Heaven and Earth and of all things visible and invis-ible’ was an important factor for that. The problem of God’s qualities and the view of numbers in medieval Christian andArabic philosophy are examined as some arguments for the key point of this paper.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9c37s30w", "frozenauthors": [ { "first_name": "Vladimir", "middle_name": "", "last_name": "Glebkin", "name_suffix": "", "institution": "RANEPA", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26737/galley/16373/download/" } ] }, { "pk": 26618, "title": "The construction of function representations", "subtitle": null, "abstract": "Whether learning how pressing on the gas pedal of rental car will affect its acceleration or learning how changingthe volume of speakers affects the perceived loudness of the sound they produce, humans can quickly learn functions from afew examples. Recent hybrid models (Lucas et al., 2015) combine the structure of rule-based models with the flexibility ofsimilarity-based models by exploiting the equivalence of Bayesian linear regression and Gaussian processes. We expand onthese models by taking advantage of the compositional nature of Gaussian processes and imposing a generative grammar overa set of base components in order to build the structured but diverse hypothesis spaces that appear to be represented by people.Subsequent testing will compare this model’s ability to reproduce people’s learning difficulty rankings of different functions,extrapolation results, and representations of multiple overlapping functions to that of other hybrid models.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8gk7r06m", "frozenauthors": [ { "first_name": "Brian", "middle_name": "", "last_name": "Montambault", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Lucas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Joseph", "middle_name": "", "last_name": "Austerweil", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26618/galley/16254/download/" } ] }, { "pk": 36026, "title": "The Creative Teacher: Learning From Psychology and Art Education to Develop Our Creative Processes in Teaching English to Speakers of Other Languages", "subtitle": null, "abstract": "This article explores the teaching of English to speakers of other languages as an art, and as such, how teachers can engage in\nthe creative process to develop their own teaching and encourage students to gain more meaningful and effective language\nskills. Drawing on the work of psychologists, art educators, and\ncreative pedagogy, the writer details four stages in the creative\nprocess (Wallas, 1926/2014) and eight habits (Hetland, Winner,\nVeenema, & Sheridan, 2013) to practice within those stages to\nhelp all teachers identify, evaluate, and develop their creativity.\nA grammar lesson from the writer’s work as an ESL instructor in\nreading/writing for graduate students in art and design is used to\nexemplify how we can all become more creative and successful\nfacilitators of language learning.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Creativity in Language Teaching", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9304h1sz", "frozenauthors": [ { "first_name": "Susannah", "middle_name": "", "last_name": "Schoff", "name_suffix": "", "institution": "Academy of Art University, San Francisco", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36026/galley/26878/download/" } ] }, { "pk": 26069, "title": "The cultural evolution of cognition", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive evolution; culture; language; materiali-ty; conceptual tools." } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2z47d9ws", "frozenauthors": [ { "first_name": "Sieghard", "middle_name": "", "last_name": "Beller", "name_suffix": "", "institution": "University of Bergen", "department": "" }, { "first_name": "Christine", "middle_name": "A.", "last_name": "Caldwell", "name_suffix": "", "institution": "University of Stirling", "department": "" }, { "first_name": "Morten", "middle_name": "H.", "last_name": "Christiansen", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Karenleigh", "middle_name": "A.", "last_name": "Overmann", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Bender", "name_suffix": "", "institution": "University of Bergen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26069/galley/15705/download/" } ] }, { "pk": 26504, "title": "The Description-ExperienceGap in Risky Choice Framing", "subtitle": null, "abstract": "We examined whether the classical framing effect observedwith the Asian Disease problem could be reversed when peoplemake decisions from experience. Ninety-five universitystudents were randomly allocated to one of three conditions:Description, Sampling (where the participants were allowed tosample through the outcomes presented as a pack of cards) andInteractive (where the participants were invited to spread outall possible outcomes in a sample) and made three gain-framedchoices and three loss-framed choices, with two filler tasksafter the first three choices. The results revealed a significantinteraction effect between framing and choice condition. In theDescription choice condition, participants were more risk-seeking with loss-framed problems. This pattern was reversedin the Sampling choice condition where participants were morerisk-seeking with gain frames. Finally, the Interactive choicecondition resulted in a classic pattern of framing effect,whereby people were more risk averse in the domain of gains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "description-experience gap; risk-taking; framingeffect; Asian disease problem; interactivity; distributedcognition." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/84s8k2dp", "frozenauthors": [ { "first_name": "Gaëlle", "middle_name": "", "last_name": "Vallée-Tourangeau", "name_suffix": "", "institution": "Kingston University London", "department": "" }, { "first_name": "Frédéric", "middle_name": "", "last_name": "Vallée-Tourangeau", "name_suffix": "", "institution": "Kingston University London", "department": "" }, { "first_name": "Madhuri", "middle_name": "", "last_name": "Ramasubramanian", "name_suffix": "", "institution": "University of Madras", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26504/galley/16140/download/" } ] }, { "pk": 26329, "title": "The Determinants of Knowability", "subtitle": null, "abstract": "Many propositions are not known to be true or false, andmany phenomena are not understood. What determineswhat propositions and phenomena are perceived asknowable or unknowable? We tested whether factorsrelated to scientific methodology (a proposition’sreducibility and falsifiability), its intrinsic metaphysics (themateriality of the phenomena and its scope ofapplicability), and its relation to other knowledge (itscentrality to one’s other beliefs and values) influenceknowability. Across a wide range of naturalistic scientificand pseudoscientific phenomena (Studies 1 and 2), as wellas artificial stimuli (Study 3), we found that reducibilityand falsifiability have strong direct effects on knowability,that materiality and scope have strong indirect effects (viareducibility and falsifiability), and that belief and valuecentrality have inconsistent and weak effects onknowability. We conclude that people evaluate theknowability of propositions consistently with principlesproposed by epistemologists and practicing scientists.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Lay epistemology; folk science; experimentalphilosophy; psychology of religion." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8mw0c90j", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "G. B.", "last_name": "Johnson", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Kristen", "middle_name": "J.", "last_name": "Kim", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Frank", "middle_name": "C.", "last_name": "Keil", "name_suffix": "", "institution": "Yale Universit", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26329/galley/15965/download/" } ] }, { "pk": 26311, "title": "The Developmental Trajectory of Children's Statistical Learning Abilities", "subtitle": null, "abstract": "Infants, children and adults are capable of implicitly\nextracting regularities from their environment through\nstatistical learning (SL). SL is present from early infancy and\nfound across tasks and modalities, raising questions about the\ndomain generality of SL. However, little is known about its’\ndevelopmental trajectory: Is SL fully developed capacity in\ninfancy, or does it improve with age, like other cognitive\nskills? While SL is well established in infants and adults, only\nfew studies have looked at SL across development with\nconflicting results: some find age-related improvements while\nothers do not. Importantly, despite its postulated role in\nlanguage learning, no study has examined the developmental\ntrajectory of auditory SL throughout childhood. Here, we\nconduct a large-scale study of children's auditory SL across a\nwide age-range (5-12y, N=115). Results show that auditory\nSL does not change much across development. We discuss\nimplications for modality-based differences in SL and for its\nrole in language acquisition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "statistical learning; developmental differences" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1bh7r95f", "frozenauthors": [ { "first_name": "Limor", "middle_name": "", "last_name": "Raviv", "name_suffix": "", "institution": "Hebrew University", "department": "" }, { "first_name": "Inbal", "middle_name": "", "last_name": "Arnon", "name_suffix": "", "institution": "Hebrew University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26311/galley/15947/download/" } ] }, { "pk": 26419, "title": "The development of heuristics in children: Base-rate neglect and representativeness", "subtitle": null, "abstract": "This paper examines the development of therepresentativeness heuristic in early childhood. Using a novelparadigm, we investigated 3- to 6-year-old children’s abilityto use base-rate and individuating information in theirpredictive inferences. In Experiment 1, we presented childrenwith base-rate and individuating information separately to testtheir ability to use each independently. In Experiment 2, wepresented children with base-rate and individuatinginformation together. Two critical trial types were used, onein which the base-rate information and individuatinginformation pointed to the same response and one in whichthe base-rate and individuating information pointed toconflicting responses. Results suggest that children progressto adult-like heuristic-based responding at 6 years of age.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision making" }, { "word": "base-rate neglect" }, { "word": "Heuristics" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/57q5v3vx", "frozenauthors": [ { "first_name": "Samantha", "middle_name": "", "last_name": "Gualtieri", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Denison", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26419/galley/16055/download/" } ] }, { "pk": 26648, "title": "The Development of Intuitions about the Controllability of Thoughts, Emotions,and Behavior", "subtitle": null, "abstract": "From early in development children show impressive knowledge about mental states such as beliefs and desires.However, less is known about the development of knowledge about more sophisticated aspects of mental activity, including theadult intuition that the mind is an independent agent over which we have some but not total control. This project explored 8- to11-year-olds’ (n = 46) and adults’ (n = 48) beliefs about the extent to which thoughts, emotions, and behaviors are controllable.Results indicated that both children and adults viewed thoughts and emotions (in contrast to behavior) as relatively involuntary.Children and adults also generally rejected the notion that mental activities and behaviors are chronic. However, while adultswere skeptical about whether people can stop their own thoughts, emotions, and behavior, children fully endorsed this typeof control. Overall, data suggest that intuitions about the controllability of mental activities continue to mature throughoutchildhood.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5fb2m6v7", "frozenauthors": [ { "first_name": "Brittany", "middle_name": "", "last_name": "Klimek", "name_suffix": "", "institution": "Lehigh University", "department": "" }, { "first_name": "Amanda", "middle_name": "", "last_name": "Brandone", "name_suffix": "", "institution": "Lehigh University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26648/galley/16284/download/" } ] }, { "pk": 26536, "title": "The distorting effect of deciding to stop sampling", "subtitle": null, "abstract": "usually collect information to serve specific goals andoften end up with samples that are unrepresentative of the un-derlying population. This can introduce biases on later judg-ments that generalize from these samples. Here we show thatgoals influence not only what information we collect, but alsowhen we decide to terminate search. Using an optimal stop-ping analysis, we demonstrate that even when learners have nocontrol over the content of a sample (i.e., natural sampling),the simple decision of when to stop sampling can yield sampledistributions that are non-representative and could potentiallybias future decision making. We test the prediction of thesetheoretical analyses with two behavioral experiments", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "information search; stopping rules; sampling;decision-making" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1255g3gs", "frozenauthors": [ { "first_name": "Anna", "middle_name": "", "last_name": "Coenen", "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": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26536/galley/16172/download/" } ] }, { "pk": 26663, "title": "The Effect of Book Design on Beginning Readers’ Attention Allocation", "subtitle": null, "abstract": "Books for beginning readers typically intermix text and pictures in close proximity. The proximity of difficult-to-decode text to pictures may induce competition between these sources of information. As a result, children may frequently shiftgaze between text and pictures, which may degrade memory representations of the text and reduce comprehension. A mobileeye tracker was used to measure children’s attention allocation while reading commercially available books for beginningreaders. Preliminary evidence suggests that pictures capture young children’s (N=12, Mage=7.14 years) attention while theyare engaged in guided reading. Even when the text was short (on average 6.94 words per page), children frequently shifted theirattention between text and pictures. Per page, children made on average 2.80 alterations from text to pictures (Range: 0.93 to6.57 alterations). These findings are consistent with the hypothesis that the close proximity of text and pictures may result incompetition between these sources of information", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7s0409hn", "frozenauthors": [ { "first_name": "Karrie", "middle_name": "", "last_name": "Godwin", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26663/galley/16299/download/" } ] }, { "pk": 26611, "title": "The effect of disfluency on mind wandering during text comprehension", "subtitle": null, "abstract": "Perceptual disfluency of a text can operate as a desirable difficulty, presumably because it leads to better comprehen-sion. However, little is known about what cognitive mechanisms support this benefit. Here, we investigate whether sustainedattention, as measured by reports of mind wandering (i.e., lapses in attention) during reading, mediates the relationship be-tween disfluency and text comprehension. We manipulated the typeface (fluent: Arial; disfluent: Comic Sans) of two textson research methods. A total of 208 participants recruited online read either one of these texts, either in a fluent or disfluenttypeface, followed by a series of text level and inference level comprehension questions. We found that mind wandering wasless frequent when participants read disfluent text. Importantly, our results show that the relationship between disfluency andtext level comprehension was indirectly mediated by mind wandering, suggesting that sustained attention is one of the cognitivemechanisms by which disfluency influences comprehension.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1v04h9dr", "frozenauthors": [ { "first_name": "Myrthe", "middle_name": "", "last_name": "Faber", "name_suffix": "", "institution": "University of Notre Dame", "department": "" }, { "first_name": "Caitlin", "middle_name": "", "last_name": "Mills", "name_suffix": "", "institution": "University of Notre Dame", "department": "" }, { "first_name": "Kristopher", "middle_name": "", "last_name": "Kopp", "name_suffix": "", "institution": "University of Notre Dame", "department": "" }, { "first_name": "Sidney", "middle_name": "", "last_name": "D’mello", "name_suffix": "", "institution": "University of Notre Dame", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26611/galley/16247/download/" } ] }, { "pk": 26355, "title": "The Effect of Emotion and Induced Arousal on Numerical Processing", "subtitle": null, "abstract": "Prominent theories suggest that time and number arerepresented by a common magnitude system. However,distinct patterns of temporal and numerical processingoccur in the presence of emotional stimuli, calling intoquestion theories of a common magnitude system, whilealso unveiling questions regarding the mechanismsunderlying these temporal and numerical biases. Wetested whether numerical processing, like temporalprocessing, may be impacted by increased arousal levels,yet have a higher threshold level in order to impactestimates. If so, then induced arousal may reverse thetypical pattern of numerical underestimation in thepresence of emotions. Adults (N = 85) participated ineither a stress-induction or a control version of the task.Then, participants completed a numerical bisection task inthe presence and absence of emotional content. Increasingarousal had no impact on numerical processing, except inthe presence of happy faces, providing further evidencefor distinct processing mechanisms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "quantity processing; numerical cognition;temporal processing; emotion; stress" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6wc1q8f2", "frozenauthors": [ { "first_name": "Karina", "middle_name": "", "last_name": "Hamamouche", "name_suffix": "", "institution": "Boston College", "department": "" }, { "first_name": "Michelle", "middle_name": "", "last_name": "Hurst", "name_suffix": "", "institution": "Boston College", "department": "" }, { "first_name": "Sara", "middle_name": "", "last_name": "Cordes", "name_suffix": "", "institution": "Boston College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26355/galley/15991/download/" } ] }, { "pk": 26680, "title": "The effect of language impairment on non-symbolic exact quantity representation", "subtitle": null, "abstract": "Both English-speakers whose access to number language is artificially compromised by verbal interference and thePirah ̃a (an Amazonian tribe without exact number words) appear to rely on analog magnitude estimation for representing non-symbolic exact quantities greater than 3. Here, 10 participants with aphasia from stroke performed the same 5 counting tasksfrom these previous studies. Performance was poorest when targets were not visible during response (70% correct) and bestwhen targets were presented as subitizable groups of 2 and 3 (98% correct). Western Aphasia Battery-Revised subtest scoreswere reliably correlated with performance across counting tasks suggesting ways that both speech and naming may contributeto errors. Coefficients of variation for particular tasks, and significant correlations between target magnitude with both errorrate and size across tasks suggests use of analog magnitude estimation for verbally impaired participants. Diverse forms oflanguage impairment may contribute to errors on nonverbal counting tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1255j43c", "frozenauthors": [ { "first_name": "John", "middle_name": "", "last_name": "Verbos", "name_suffix": "", "institution": "Duquesne University", "department": "" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Wallace", "name_suffix": "", "institution": "Duquesne University", "department": "" }, { "first_name": "Alexander", "middle_name": "", "last_name": "Kranjec", "name_suffix": "", "institution": "Duquesne University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26680/galley/16316/download/" } ] }, { "pk": 26595, "title": "The effect of loss and gain expression in the riddle on insight problem solving", "subtitle": null, "abstract": "Previous studies suggested that heuristics sometimes obstructed solving particular insight problems (e.g. Knoblich,1999). Abe & Nakagawa (2008) took up the Cheater Detection Model (CDM: Cosmides, 1989) as an adaptive heuristic withinsocial environment, and suggested that it has a negative influence on the ‘missing dollar’ riddle. In this study, we examined thesame type of insight problem from a different point of view, i.e., the balance of loss and gain. We made two isomorphic riddles:in one riddle some amount of money was lost and was never found (the loss condition), and in another riddle the same amountof money was spent for additional service (the benefit condition). The percentage of correct answer was significantly higher forthe latter. The result suggested that the balance of loss and gain influenced the cognitive set of the participants. The occurrenceof loss might draw their attention on outflow of the money.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9236j2rp", "frozenauthors": [ { "first_name": "Reiko", "middle_name": "", "last_name": "Yakushijin", "name_suffix": "", "institution": "AOYAMA GAKUIN UNIVERSITY", "department": "" }, { "first_name": "Katsutochi", "middle_name": "", "last_name": "Endo", "name_suffix": "", "institution": "AOYAMA GAKUIN UNIVERSITY", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26595/galley/16231/download/" } ] }, { "pk": 26203, "title": "The effect of ”mood”: Group-based collaborative problem solving by takingdifferent perspectives", "subtitle": null, "abstract": "Collaborative problem solving based on different perspectivesis an effective strategy for constructing new knowledge anddiscoveries. It remains unclear what kind of interaction pro-cess underlies development of an abstract or integrated per-spective upon experiencing conflict with different perspectivesin a group. The present study investigates two factors in anexperimental setting: (1) groups with a single opposing per-spective (maverick) would hold an advantage over groups and(2) groups with positive moods would hold an advantage overgroups with negativity. We investigate the factors influencingperspective taking in problem-solving groups using conversa-tional agents. Results showed that (1) a single different per-spective in the group can be accepted for perspective takingcompared to several members with an opposing perspective,and (2) positive mood generated by group members facilitat-ing perspective taking compared to negative mood.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Collaborative problem solving; minority influ-ence; emotion and cognition; perspective taking; conversa-tional agents." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7669v4p4", "frozenauthors": [ { "first_name": "Yugo", "middle_name": "", "last_name": "Hayashi", "name_suffix": "", "institution": "Ritsumeikan University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26203/galley/15839/download/" } ] }, { "pk": 26705, "title": "The Effect of Varying Problem Contexts on Learning Probability Rules", "subtitle": null, "abstract": "While previous research shows that varying problem contexts generally facilitates learning (Ranzijin, 1991), it isstill unknown how much variability is ideal. Since it is often more economical for teachers to use consistent problem contexts,it is valuable to know how much variability is needed. We examined this in teaching probability. Students randomly assignedto one of three groups learned four rules with four worked examples each, differing in context variability: One group learnedfour rules with the same cover story (all examples for all rules used cards), the second group with different cover stories perrule (multiplication taught with cards, permutation, with spinners), and the third group with varying cover stories within eachrule (addition taught with cards, spinners, marbles, and dice). Learning with context varying within rules led to the greatestlearning gains from pretest to posttest. We discuss implications of these findings and underway follow-up research.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6hj2s8kp", "frozenauthors": [ { "first_name": "Tiantian", "middle_name": "", "last_name": "Jin", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "Marianna", "middle_name": "", "last_name": "Lamnina", "name_suffix": "", "institution": "Columbia University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26705/galley/16341/download/" } ] }, { "pk": 26213, "title": "The Effects of Discourse Cues on Garden-path Processing", "subtitle": null, "abstract": "We report a self-paced reading study that investigated garden-path sentences like While the boy washed {a/the} dog barkedloudly and While the man hunted {a/the} deer ran into thewoods. In such sentences, the critical noun phrase (dog, deer)tends to be misparsed as an object of the preceding verb, andhas to be re-analyzed as a subject of the following clause whenthe disambiguating verb (e.g. barked, ran) is encountered. Tobetter understand how discourse level information guides real-time processing, we build on earlier corpus work in linguisticswhich found a relationship between syntactic function andinformation status: Entities in subject position tend to bealready-mentioned (old/given) information and definite, whileentities in object position are typically new information andindefinite. We investigated whether the information status ofthe ambiguous noun influences the extent of processingdifficulty, and whether this effect also depends on the argumentstructure of the first verb. Results from self-paced readingshowed that information status matters when processing theambiguous NP after optionally transitive verbs (e.g. hunt) butnot after reflexive absolute verbs (e.g. wash). These resultssuggest that access to discourse-level representations during re-analysis of the noun phrase is modulated by verb argumentstructure", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "garden-path" }, { "word": "information status" }, { "word": "definiteness" }, { "word": "givenness" }, { "word": "verb argument structure" }, { "word": "sentence processing" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4xh8287h", "frozenauthors": [ { "first_name": "Ana", "middle_name": "", "last_name": "Besserman", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" }, { "first_name": "Elsi", "middle_name": "", "last_name": "Kaiser", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26213/galley/15849/download/" } ] }, { "pk": 26402, "title": "The Effects of Gender Stereotypes for Structure Mapping in Mathematics", "subtitle": null, "abstract": "Fear of a negative stereotype about one’s performance canlead to temporary underperformance on tests; e.g. womenmay underperform on a math test when prompted to thinkabout gender. The current study extends this literature toexamine whether stereotype threat not only leads tounderperformance on tests, but also may impact reasoningand learning more broadly. We focus in particular on theeffects of stereotype threat on analogical learning, a complexreasoning process that imposes a high working memory load.In this study, we examined the effects of gender stereotypeswhen females were asked to learn by comparing themathematical concepts of combinations and permutations.Overall, participants given a threat before learning gained lessfrom the instruction, as reflected by assessments administeredimmediately after the lesson and after a 1-week delay. Thiscould lead to systematic differences in the quality of abstractrepresentational knowledge for individuals from negativelystereotyped groups.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Gender stereotype threat; analogy; comparison;mathematics education; video stimulus; working memory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1m80p2k5", "frozenauthors": [ { "first_name": "Kreshnik", "middle_name": "", "last_name": "Begolli", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Brooke", "middle_name": "", "last_name": "Herd", "name_suffix": "", "institution": "University of California, Irvine", "department": "" }, { "first_name": "Hannah", "middle_name": "", "last_name": "Sayonno", "name_suffix": "", "institution": "University of California, Irvine", "department": "" }, { "first_name": "Susanne", "middle_name": "", "last_name": "Jaeggi", "name_suffix": "", "institution": "University of California, Irvine", "department": "" }, { "first_name": "Lindsey", "middle_name": "", "last_name": "Richland", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26402/galley/16038/download/" } ] }, { "pk": 26577, "title": "The Effects of Grammatical Aspect and Visual Perspective on ImagingingAccomplishments", "subtitle": null, "abstract": "We examined how grammatical aspect and visual perspective taking (first- or third-person) influence the abilityto imagine accomplishments. Our main prediction was that it would be easier to imagine completed (I had built the fence.)than ongoing events (I was building the fence.) because accomplishments include natural temporal end points. Slow corticalbrain potentials were examined as an index of the difficulty associated with imagining. Our results showed that participantshad more difficulty imagining ongoing than completed accomplishments, and that it was easier to imagine from the third-versus first-person perspective. The ability of participants to imagine from different visual perspectives was not influencedby grammatical aspect. Participants indicated that the people in their imagined events were more vivid when they imaginedongoing versus completed accomplishments, as well as when they imagined from a third- versus first-person perspective. Asexpected, grammatical aspect influenced which temporal components of events were imagined.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8qf4k1mt", "frozenauthors": [ { "first_name": "Deanna", "middle_name": "", "last_name": "Hall", "name_suffix": "", "institution": "Wilfrid Laurier University", "department": "" }, { "first_name": "Todd", "middle_name": "", "last_name": "Ferretti", "name_suffix": "", "institution": "Wilfrid Laurier University", "department": "" }, { "first_name": "Jeffrey", "middle_name": "", "last_name": "Hong", "name_suffix": "", "institution": "Wilfrid Laurier University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26577/galley/16213/download/" } ] }, { "pk": 26068, "title": "The Emergence of Conventions", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8xj3p8xq", "frozenauthors": [ { "first_name": "Robert", "middle_name": "X. D.", "last_name": "Hawkins", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Noah", "middle_name": "D.", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Olga", "middle_name": "", "last_name": "Feher", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Robert", "middle_name": "L.", "last_name": "Goldstone", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Griffiths", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26068/galley/15704/download/" } ] }, { "pk": 26101, "title": "The Emergence of Linguistic Consciousness and the ‘hard problem’", "subtitle": null, "abstract": "Ray Jackendoff (2007) claims that most work on consciousness deals “almost exclusively with visualexperience” and suggests to focus more on linguistic awareness. Jackendoff proposes that phonologicalability – to divide utterances into words and syllables – is at the core of linguistic consciousness. Thisaccount can be supplemented by empirical research on language acquisition. Focusing on the step-by-stepemergence of linguistic consciousness in infancy can offer new and potentially fruitful angles forinvestigating states of consciousness. In addition computational models of word segmentation andpossible implications for linguistic consciousness are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9zn4p150", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26101/galley/15737/download/" } ] }, { "pk": 26152, "title": "The face-space duality hypothesis: a computational model", "subtitle": null, "abstract": "Valentine’s face-space suggests that faces are represented in apsychological multidimensional space according to their per-ceived properties. However, the proposed framework was ini-tially designed as an account of invariant facial features only,and explanations for dynamic features representation were ne-glected. In this paper we propose, develop and evaluate a com-putational model for a twofold structure of the face-space, ableto unify both identity and expression representations in a singleimplemented model. To capture both invariant and dynamicfacial features we introduce the face-space duality hypothesisand subsequently validate it through a mathematical presen-tation using a general approach to dimensionality reduction.Two experiments with real facial images show that the pro-posed face-space: (1) supports both identity and expressionrecognition, and (2) has a twofold structure anticipated by ourformal argument.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "face perception; face processing; face-space; du-ality hypothesis; dimensionality reduction" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/49t3p1zp", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "", "last_name": "Vitale", "name_suffix": "", "institution": "University of Technology, Sydney", "department": "" }, { "first_name": "Mary-Anne", "middle_name": "", "last_name": "Williams", "name_suffix": "", "institution": "University of Technology, Sydney", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Johnston", "name_suffix": "", "institution": "University of Technology, Sydney", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2016-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26152/galley/15788/download/" } ] } ] }