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{ "count": 39542, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=24700", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=24500", "results": [ { "pk": 25691, "title": "Iconicity in English Vocabulary and its Relation to Toddlers' Word Learning", "subtitle": null, "abstract": "<p>Scholars have documented substantial classes of iconic vocabulary in many non-Indo-European languages. In comparison, Indo-European languages like English are assumed to be arbitrary outside of a small number of onomatopoeic words. In three experiments, we asked English speakers to rate the iconicity of words from the MacArthur- Bates Communicative Developmental Inventory. We found English‚Äîcontrary to common belief‚Äîexhibits iconicity that correlates with age of acquisition and differs across lexical classes. Words judged as most iconic are learned earlier, in accord with findings that iconic words are easier to learn. We also find that adjectives and verbs are more iconic than nouns, supporting the idea that iconicity provides an extra cue in learning more difficult abstract meanings. Our results provide new evidence for a relationship between iconicity and word learning and suggest iconicity may be a more pervasive property of spoken languages than previously thought.</p>", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "English" }, { "word": "iconicity" }, { "word": "sound symbolism" }, { "word": "vocabulary" }, { "word": "word learning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6536w0w1", "frozenauthors": [ { "first_name": "Lynn", "middle_name": "K", "last_name": "Perry", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Marcus", "middle_name": "", "last_name": "Perlman", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Lupyan", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25691/galley/15315/download/" } ] }, { "pk": 25539, "title": "Ideas in Dialogue: The Effects of Interaction on Creative Problem Solving", "subtitle": null, "abstract": "Much problem-solving research has investigated if and why\n‚Äòtwo heads are better than one‚Äô, but typically posits that if there\nis any process gain observed it is because of the exposure to the\nideas provided by another person‚Äôs attempted solutions. This\nwork fails to acknowledge or investigate what the interaction\nitself contributes to joint problem solving.\nUsing an online version of the Alternative Uses Task, we compare\nsituations in which people are passively exposed to what\nis said in a dialogue with situations in which people are actively\nengaged in the dialogue, thus varying the interactivity independently\nof the informational content that participants were\nexposed to.\nInteracting participants produce more turns overall, but they\ndo not come up with more ideas. Interacting participants were\nalso more likely to build on each other‚Äôs ideas and produce\nmore complex ideas when a turn is linked to a previous idea;\nfollowing leads to elaboration ‚Äì but only if there is genuine\ninteractivity. These results indicate that conversational mechanisms\npromote the exploration of a problem space and that\nmerely counting the number of ideas produced would miss the\nimportance of the interaction itself.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "interaction; dialogue; creative problem-solving" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4sx8281v", "frozenauthors": [ { "first_name": "Christine", "middle_name": "", "last_name": "Howes", "name_suffix": "", "institution": "University of Gothenburg", "department": "" }, { "first_name": "Patrick", "middle_name": "G.T.", "last_name": "Healey", "name_suffix": "", "institution": "Queen Mary University of London", "department": "" }, { "first_name": "Pietro", "middle_name": "", "last_name": "Panzarasa", "name_suffix": "", "institution": "Queen Mary University of London", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Hills", "name_suffix": "", "institution": "University of Warwick", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25539/galley/15163/download/" } ] }, { "pk": 25596, "title": "If at First You Don't Succeed: The Role of Evidence in Preschoolers' and Infants' Persistence.", "subtitle": null, "abstract": "<p>Perseverance, above and beyond IQ, predicts academic outcomes in school age children. Yet, little is known about how very young children learn the contexts in which persistence is valuable (or not). Here, we explore how young children and infants learn about the rational deployment of effort through observing adults‚Äô persistent behavior. Results from Experiments 1 and 2 indicate that preschoolers persist more after watching an adult persist, but only if the adult is successful at reaching their goal. Experiment 3 extends these findings, showing that even infants use adult models to modulate their persistence, and can generalize this inference to novel situations. Thus, both preschoolers and infants are sensitive to adult persistence and use it to calibrate their own tenacity.</p>", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "learning" }, { "word": "Child Development" }, { "word": "motivation" }, { "word": "persistence" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/79v75857", "frozenauthors": [ { "first_name": "Julia", "middle_name": "A", "last_name": "Leonard", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Laura", "middle_name": "E", "last_name": "Schulz", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25596/galley/15220/download/" } ] }, { "pk": 25629, "title": "Ignorance-Based Chance Discovery\nBeyond Dark Events", "subtitle": null, "abstract": "The human part of chance-discovery is usually analyzed as an\neffect of the agent‚Äôs knowledge of herself and of her environment.\nIn this paper, setting off from the importance of ‚Äúunderstanding\nthe meaning of an impending phenomenon as a\nchance,‚Äù we will analyze how chance-discovery activities are\naffected and driven by the agent‚Äôs ignorance, and the relationship\nshe entertains with the latter. More specifically, we will\nspell out two kinds of ignorance that are relevant for chancediscovery,\nalso considering which abductive chance-discovery\nprocesses they can be related to.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Human Computer Interaction; Chance-Discovery\nMethods; Abductive Reasoning; Affordances; Ignorance" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1wp2h0hv", "frozenauthors": [ { "first_name": "Lorenzo", "middle_name": "", "last_name": "Magnani", "name_suffix": "", "institution": "University of Pavia", "department": "" }, { "first_name": "Selene", "middle_name": "", "last_name": "Arfini", "name_suffix": "", "institution": "University of Chieti and Pescara", "department": "" }, { "first_name": "Tommaso", "middle_name": "", "last_name": "Bertolotti", "name_suffix": "", "institution": "University of Pavia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25629/galley/15253/download/" } ] }, { "pk": 25638, "title": "Illusory inferences: disjunctions, indefinites, and the erotetic theory of reasoning", "subtitle": null, "abstract": "Work in the mental model tradition has shown that human\nreasoners are subject to fallacious inferences from very simple\npremises that have been described as tantamount to cognitive\nillusions (Walsh & Johnson-Laird, 2004; Khemlani &\nJohnson-Laird, 2009). We present four experiments that show\nthat these phenomena are much more general and systematic\nthan has previously been thought. Among other results, we\nfind that premises using ‚Äòsome‚Äô mirror premises using ‚Äòor‚Äô\nin generating fallacious inferences, showing that there are interesting\nfacts about reasoning with quantifiers beyond syllogisms\nthat have been the main focus in the literature. Neither\nmental model theory nor other familiar theories of reasoning\naccount for the results we present. However, the novel illusory\ninferences we present are predicted by the erotetic theory of\nreasoning (Koralus and Mascarenhas, 2013). The key idea is\nthat, by default, we reason by interpreting successive premises\nas questions and maximally strong answers to those questions,\nwhich generates the observed fallacies", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "illusory inferences; disjunction; quantifiers;\nerotetic theory; reasoning; mental models; fallacies" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1ft528sw", "frozenauthors": [ { "first_name": "Salvador", "middle_name": "", "last_name": "Mascarenhas", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Philipp", "middle_name": "", "last_name": "Koralus", "name_suffix": "", "institution": "University of Oxford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25638/galley/15262/download/" } ] }, { "pk": 26014, "title": "Imagine That: The Relationship between Imagery Measures and Imagery Types", "subtitle": null, "abstract": "Imagery is an important feature of mental simulation, which is central to human cognitive functions from decision\nmaking to joint action to language production. Imagery is often used as a mental rehearsal strategy in areas of expertise, such as\nmusic, athletics and surgery, but also in movement rehabilitation. Individual imagery abilities may vary by general, modalityunspecific\nimagery capacity, as well as by imagery types. Within the literature, multiple tests have been used to measure imagery\nability in various modalities such as visual, auditory, motor and spatial imagery. Participants (n=301) completed common\nimagery questionnaires (MIQ3, VMIQ2, BQMI, VVIQ, MASMI, OSIVQ, BAIS, CAIS). Findings suggest that greater reported\ndance, video game or music experience is related to increased kinesthetic, spatial or auditory imagery ability respectively.\nOther individual differences were found across subscales of the same modality, suggesting issues with reliability between\nquestionnaires. Further factor analyses may reveal commonalities between imagery types.\n2998", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/09k1x4n7", "frozenauthors": [ { "first_name": "Margaret", "middle_name": "", "last_name": "Tarampi", "name_suffix": "", "institution": "University of California Santa Barbara", "department": "" }, { "first_name": "Boris", "middle_name": "", "last_name": "Khanukayev", "name_suffix": "", "institution": "University of California Santa Barbara", "department": "" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Schaefer", "name_suffix": "", "institution": "University of California Santa Barbara", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26014/galley/15638/download/" } ] }, { "pk": 25672, "title": "Implementation of selective attention in sequential word production", "subtitle": null, "abstract": "We studied changes to the pattern of speech errors as a\nfunction of selectively attending to one word in a sequence to\nlearn how attention is implemented in language production.\nThree hypotheses were tested: (1) attention specifically\ninhibits the past, (2) attention enhances the activation of the\npresent without affecting the past or the future, and (3)\nattention decreases priming of the future. In Experiment 1,\nusing a model of sequential word production, we simulated\nthe pattern of anticipatory and perseveratory errors on the\nattended words, and compared them to empirical error data.\nOur findings support a model in which attention only affects\nthe present. Experiment 2 tested the prediction of this model\nregarding the error patterns on the word following the\nattended word. These results were also compatible with a\ntransient enhancement in the activation of present that does\nnot affect the production of the future words.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language production; Selective attention;\nStructural frame; Perseveration" }, { "word": "Anticipation; Speech error" }, { "word": "Cognitive control; Executive function" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5hk078mx", "frozenauthors": [ { "first_name": "Nazbanou", "middle_name": "", "last_name": "Nozari", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Gary", "middle_name": "S", "last_name": "Dell", "name_suffix": "", "institution": "University of Illinois at Urbana-Champaign", "department": "" }, { "first_name": "Kyle", "middle_name": "", "last_name": "Schneck", "name_suffix": "", "institution": "University of Delaware", "department": "" }, { "first_name": "Barry", "middle_name": "", "last_name": "Gordon", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25672/galley/15296/download/" } ] }, { "pk": 25885, "title": "Implicit Association in Mathematics and Science", "subtitle": null, "abstract": "Previous work using the Implicit Association Test (IAT) has revealed an implicit association between academic\ndisciplines and gender (Nosek et al., 2002). Namely, participants appear to have an implicit association between men and\nscience, and women and the humanities. The purpose of this research is to examine whether the former implicit association\nis rooted in an association between men and mathematics or math-heavy fields. This might explain the fact of relatively low\nrepresentation by women in math-heavy sciences, and relatively high representation by women in areas of science that do\nnot require advanced mathematical training. One hypothesis is that this difference in representation can be at least partially\nexplained by an implicit association between math or math-intensive fields and men. We hypothesize that subjects will exhibit\nan implicit association between women and non-math intensive sciences, and men and math-intensive sciences. This research\nis conducted using mouse-tracking on Amazon Mechanical Turk.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1rd2t9mm", "frozenauthors": [ { "first_name": "Yuliya", "middle_name": "", "last_name": "Chernykhovskaya", "name_suffix": "", "institution": "University of California Merced", "department": "" }, { "first_name": "Carolyn", "middle_name": "", "last_name": "Jennings", "name_suffix": "", "institution": "University of California Merced", "department": "" }, { "first_name": "Maryam", "middle_name": "", "last_name": "Tabatabaeian", "name_suffix": "", "institution": "University of California Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25885/galley/15509/download/" } ] }, { "pk": 25985, "title": "Implicit learning in dynamic decision making: A glass-box approach", "subtitle": null, "abstract": "Although simulations can be useful tools to train dynamic decision making (DDM) skills, studies show that mere\npractice with simulated environments leads to limited improvements in performance. Simulated environments often show little\nor no transparency about the underlying structure. Making information about the system and the consequences of decisions\navailable to users has been found to enhance learning. We tested a glass-box approach using highly interactive feedback tools to\nsupport implicit learning in a 3-hour DDM training session. Ninety participants were assigned to either the control (no training)\nor implicit learning condition. While performance on the training scenario improved over time, learning took place mostly in\nthe beginning of the training session, and final performance remained far from optimal. Performance in the training scenario\nwas positively correlated to performance in a test scenario. However, implicit learning did not improve performance on the test\nscenario compared to the control group.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2bw3p5nw", "frozenauthors": [ { "first_name": "Sylvain", "middle_name": "", "last_name": "Pronovost", "name_suffix": "", "institution": "Laval University, Quebec City", "department": "" }, { "first_name": "Marie-Eve", "middle_name": "", "last_name": "St-Louis", "name_suffix": "", "institution": "Laval University, Quebec City", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Lafond", "name_suffix": "", "institution": "Thales Research & Technology (TRT) Canada", "department": "" }, { "first_name": "Jean-Francois", "middle_name": "", "last_name": "Gagnon", "name_suffix": "", "institution": "Laval University, Quebec City", "department": "" }, { "first_name": "Sebastien", "middle_name": "", "last_name": "Tremblay", "name_suffix": "", "institution": "Laval University, Quebec City", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25985/galley/15609/download/" } ] }, { "pk": 25477, "title": "Implicit Understanding of Arithmetic with Rational Numbers:\nThe Impact of Expertise", "subtitle": null, "abstract": "Recent work has shown that undergraduates at a major public\nuniversity demonstrate implicit understanding of inverse\nrelations between multiplication problems with fractions, as\nevidenced by the fact that solving one problem facilitates\nsolving its inverse. The present study investigated whether\nsuch implicit understanding of mathematical relations is\nrelated to overall math ability. We found that low performers\nshowed relational facilitation only when it was supported by\nperceptual similarity, whereas high performers showed\nrelational facilitation on both perceptually similar and\ndissimilar problems. These findings are interpreted in terms\nof novice-expert differences in the representation of\nmathematical relations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mathematical reasoning" }, { "word": "rational numbers" }, { "word": "relational reasoning" }, { "word": "expertise" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7h13w9h0", "frozenauthors": [ { "first_name": "Melissa", "middle_name": "", "last_name": "deWolf", "name_suffix": "", "institution": "Department of Psychology, University of California, Los Angeles", "department": "" }, { "first_name": "Ji", "middle_name": "Y", "last_name": "Son", "name_suffix": "", "institution": "Department of Psychology, University of California, Los Angeles", "department": "" }, { "first_name": "Miriam", "middle_name": "", "last_name": "Bassok", "name_suffix": "", "institution": "Department of Psychology, University of Washington", "department": "" }, { "first_name": "Keith", "middle_name": "J", "last_name": "Holyoak", "name_suffix": "", "institution": "Department of Psychology, University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25477/galley/15101/download/" } ] }, { "pk": 25774, "title": "Improving Lexical Memory Access and Decision Making Processes Using\nCognitive Word Games", "subtitle": null, "abstract": "Strengthening semantic and orthographic associations among\nwords in a lexicon may help to improve memory processes\nrelated to fluent organizing and retrieval of language. In the\npresent study, we examined how training in several different\nword games impacts later retrieval access for the words.\nGames included a word-stem completion task (orthographic),\na free association task (semantic), and a crossword paradigm\ntask (orthographic+semantic). A within-subject experiment\nwas used to compare the relative effectiveness of these three\ntraining methods on a lexical association task performed prior\nto and following training. Results showed that the games were\nable to improve participants‚Äô decision times, and the increased\nfluency in the lexical association task due to the free association\ntask was greater than the other games. We will further\napply and examine this study with non-native English speakers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Crossword Paradigm; Lexical Memory Access;\nWord-Stem Completion; Free Association" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6pj47967", "frozenauthors": [ { "first_name": "Kejkaew", "middle_name": "", "last_name": "Thanasuan", "name_suffix": "", "institution": "Michigan Technilogical University", "department": "" }, { "first_name": "Shane", "middle_name": "T", "last_name": "Mueller", "name_suffix": "", "institution": "Michigan Technilogical University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25774/galley/15398/download/" } ] }, { "pk": 25409, "title": "Improving Science Writing in Research Methods Classes Through Computerized Argument Diagramming", "subtitle": null, "abstract": "The purpose of this study was to characterize the ways in\nwhich psychologists address research hypothesis risk in\nacademic articles, and to support undergraduates in learning\nto write about such risk using argument diagramming prewriting\nactivities. First, 90 articles recently published in top\nsocial, developmental, and cognitive psychology journals\nwere examined for their presentation of research hypothesis\n‚Äòrisk‚Äô ‚Äì an element of the intellectual merit of a research study\ndenoting the novelty and importance of the study being\nconducted. Second, an experimental study was conducted\ninvolving 82 students in undergraduate research methods\nclasses. They were assigned to either argument diagram or\ntraditional instruction conditions. Research reports were\ncoded for explicit discussion of risk. Students using argument\ndiagramming were significantly more likely to write about\nrisk when compared to matched classes given no\ndiagramming support", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Argument diagram; writing instruction; science\ninstruction; educational intervention; hypothesis risk;\nphilosophy of science" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1b28v9cz", "frozenauthors": [ { "first_name": "Brendan", "middle_name": "J", "last_name": "Barstow", "name_suffix": "", "institution": "Learning Research and Development Center, Pitt", "department": "" }, { "first_name": "Christian", "middle_name": "D", "last_name": "Schunn", "name_suffix": "", "institution": "Learning Research and Development Center, Pitt", "department": "" }, { "first_name": "Lisa", "middle_name": "K", "last_name": "Fazio", "name_suffix": "", "institution": "Department of Psychology & Human Development, Vanderbilt University", "department": "" }, { "first_name": "Mohammad", "middle_name": "H", "last_name": "Falakmasir", "name_suffix": "", "institution": "Learning Research and Development Center, Pitt", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Ashley", "name_suffix": "", "institution": "Learning Research and Development Center, Pitt", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25409/galley/15033/download/" } ] }, { "pk": 25450, "title": "Incidental Memory for Naturalistic Scenes: Exposure, Semantics, and Encoding", "subtitle": null, "abstract": "Visual memory for naturalistic scenes is mediated by: amount\nof exposure, semantic content, and type of encoding. These\nfactors might interactively contribute to scene memorability.\nThus, we tracked computer-mouse movements during an encoding\nphase where participants verified the congruency of\nsentence and scene pairs, which varied in plausibility. The\npresentation time of the scenes was also manipulated. Subsequently,\nin an unexpected recognition phase, participants had\nto indicate whether they remembered scenes (old and new).\nRecognition improved when correct verifications were made\nduring encoding especially: when the scene was implausible,\nthe stimuli pair congruent, and for longer presentation times.\nWhen comparing the trajectories between encoding and recognition,\nwe found greater hesitancy during encoding, especially\nfor implausible scenes in incongruent pairs, decreasing as presentation\ntime increased. These results provide novel insights\ninto the factors modulating the memorability of naturalistic\nscenes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "visual memory; action-dynamics; presentation\ntime; semantic plausibility; active encoding" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9dx3m2s3", "frozenauthors": [ { "first_name": "Moreno", "middle_name": "I", "last_name": "Coco", "name_suffix": "", "institution": "Faculdade de Psicologia, Universidade de Lisboa", "department": "" }, { "first_name": "Nicholas", "middle_name": "D", "last_name": "Duran", "name_suffix": "", "institution": "School of Social and Behavioral Sciences, Arizona State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25450/galley/15074/download/" } ] }, { "pk": 25423, "title": "Incorporating Background Knowledge into Text Classification", "subtitle": null, "abstract": "It has been shown that prior knowledge and information are\norganized according to categories, and that also background\nknowledge plays an important role in classification. The purpose\nof this study is first, to investigate the relationship between\nbackground knowledge and text classification, and second,\nto incorporate this relationship in a computational model.\nOur behavioral results demonstrate that participants with access\nto background knowledge (experts), overall performed\nsignificantly better than those without access to this knowledge\n(novices). More importantly, we show that experts rely more\non relational features than surface features, an aspect that bagof-\nwords methods fail to capture. We then propose a computational\nmodel for text classification which incorporates background\nknowledge. This model is built upon vector-based representation\nmethods and achieves significantly more accurate\nresults over other models that were tested.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "text classification; background knowledge; distributed\nrepresentation; similarity" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2j23p7jn", "frozenauthors": [ { "first_name": "Reihane", "middle_name": "", "last_name": "Bogharti", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Justin", "middle_name": "", "last_name": "Garten", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Aleksandra", "middle_name": "", "last_name": "Litvinova", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Morteza", "middle_name": "", "last_name": "Dehghani", "name_suffix": "", "institution": "University of Southern California", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25423/galley/15047/download/" } ] }, { "pk": 25429, "title": "Incremental Object Perception in an Attention-Driven Cognitive Architecture", "subtitle": null, "abstract": "With few exceptions, architectural approaches to modeling\ncognition have historically emphasized what happens in the\nmind following the transduction of environmental signals into\npercepts. To our knowledge, none of these architectures\nimplements a sophisticated, general theory of human attention.\nIn this paper we summarize progress to date on a new cognitive\narchitecture called ARCADIA that gives a central role to\nattention in both perception and cognition. First, we give an\noverview of the architecture, comparing it to other approaches\nwhen appropriate. Second, we present a model of incremental\nobject construction and property binding in ARCADIA using\nthe well known change blindness phenomena to illustrate the\ntime course of object perception and its dependence on attention.\nFinally, we discuss near-term challenges and future plans", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attention; change blindness; feature integration\ntheory; salience; global workspace" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0sx081tw", "frozenauthors": [ { "first_name": "Will", "middle_name": "", "last_name": "Bridewell", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" }, { "first_name": "Paul", "middle_name": "F", "last_name": "Bello", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25429/galley/15053/download/" } ] }, { "pk": 25594, "title": "Independent Recognition of Numerosity Requires Attention", "subtitle": null, "abstract": "The overlap of numerical and non-numerical properties\nin concrete object arrays raises the question of how these\ninput dimensions interact. Two studies were conducted\nto address this question and showed that changing the\nobject identity (while retaining the numerosity) and\nchanging the numerosity (while retaining the object\nidentity) both resulted in attenuated recognition of object\narrays. However, this interference differed across\ndevelopment. In adults interference was asymmetrical\n(i.e. changing the object identity has greater effect on\nmemory for numerosity than changed numerosity had on\nobject identity). In contrast, children showed a\nsymmetrical pattern of interference. These results imply\nthat for adults, processing numerosity might be an\nattention-demanding process compared to a spontaneous\nobject perception. Children, however, processed neither\nthe object identity nor numerosity independently.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Numerical cognition; Interference" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4t81484s", "frozenauthors": [ { "first_name": "Saebyul", "middle_name": "", "last_name": "Lee", "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": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25594/galley/15218/download/" } ] }, { "pk": 25799, "title": "Individual Belief Revision Dynamics in a Group Context", "subtitle": null, "abstract": "Our beliefs about the world are generally not formed in isolation:\nthe inherently social nature of human beings means that\nmuch of what we believe to know is based, at least in part, on\ninformation gained from others. Consequently, human knowledge\nand its acquisition cannot be fully understood by considering\nindividuals alone. In this paper, we examine the belief\ndynamics in a group of networked participants engaged in a\nsimple, factual estimation task. Specifically, we examine the\nextent to which participants revise their own judgments in light\nof others‚Äô responses, and compare formal models of that process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "belief revision; social networks; feedback; judgment;\nadvice; social epistemology" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2mg8w82j", "frozenauthors": [ { "first_name": "Igor", "middle_name": "", "last_name": "Volzhanin", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Ulrike", "middle_name": "", "last_name": "Hahn", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Martin", "middle_name": "L", "last_name": "Jonsson", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "Erik", "middle_name": "J", "last_name": "Olsson", "name_suffix": "", "institution": "Lund University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25799/galley/15423/download/" } ] }, { "pk": 25912, "title": "Individual Differences, Confirmation, and the Consideration of Alternative Causes", "subtitle": null, "abstract": "In causal inference, people place greatest weight on cases where a hypothesized cause and its outcome are simultaneously\npresent, potentially reflecting a positive test or confirmatory strategy. We hypothesized that individuals may display\nmore confirmation seeking when an outcome has few, versus many, causal alternatives and that this relation may vary with\nactively open-minded thinking (AOT) or need for cognition (NFC). Subjects learned about implausible or plausible causes\nof outcomes that had many or few causal alternatives (e.g., stress vs. colon cancer). On each of 16 trials, subjects received\nfrequency data and made a causal judgment, after which they completed the AOT and NFC scales. As hypothesized, subjects\nweighted confirming data more heavily with fewer vs. many causal alternatives, but this relationship only held for plausible\ncauses. AOT interacted with causal alternatives: With few alternatives, AOT was unrelated to data-weighting. However, with\nmany alternatives, data-weighting increased with increases in AOT.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7z65k4r5", "frozenauthors": [ { "first_name": "Kelly", "middle_name": "", "last_name": "Goedert", "name_suffix": "", "institution": "Seton Hall University", "department": "" }, { "first_name": "Michelle", "middle_name": "", "last_name": "Ellefson", "name_suffix": "", "institution": "University of Cambridge", "department": "" }, { "first_name": "Victoria", "middle_name": "", "last_name": "Kerns", "name_suffix": "", "institution": "Seton Hall University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25912/galley/15536/download/" } ] }, { "pk": 25997, "title": "Individual Differences in Base-rate Neglect: A Computational Dual Process Model", "subtitle": null, "abstract": "Dual-process theories (DPT) of cognition posit that performance differences in reasoning stem from an interplay\nbetween heuristics-based processing (i.e., System 1) and more controlled, rule-based processing (System 2). Emerging evidence\nsuggests that solving classic base-rate problems via Bayesian inference depends on adequately inhibiting the prepotent\nrepresentations elicited by System 1 (De Neys, 2014). We propose that DPTs may benefit probabilistic models of reasoning by\nproviding a framework on which to map individual difference predictions (e.g., how inhibitory capacity, prior knowledge, and\nmotivation influence adherence to probabilistic rules). We present a dual-process computational model that implements various\nnormative (i.e., Bayesian) and non-normative rules, which in turn are probabilistically fired based on a functional relationship\nbetween relative (de)activations of each system and variability in agents‚Äô inhibitory capacity and motivation. Simulation results\nmap onto behavioral data and replicate a variety of base-rate performance patterns, including base-rate neglect", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9065h072", "frozenauthors": [ { "first_name": "Carlos", "middle_name": "", "last_name": "Salas", "name_suffix": "", "institution": "University of Ilinois at Chicago", "department": "" }, { "first_name": "Tim", "middle_name": "", "last_name": "Sparer", "name_suffix": "", "institution": "University of Ilinois at Chicago", "department": "" }, { "first_name": "Sabrina", "middle_name": "", "last_name": "Velez", "name_suffix": "", "institution": "University of Ilinois at Chicago", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Griffin", "name_suffix": "", "institution": "University of Ilinois at Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25997/galley/15621/download/" } ] }, { "pk": 25640, "title": "Individual Differences in Chunking Ability Predict On-line Sentence Processing", "subtitle": null, "abstract": "There are considerable differences in language processing\nskill among the normal population. A key question for\ncognitive science is whether these differences can be ascribed\nto variations in domain-general cognitive abilities,\nhypothesized to play a role in language, such as working\nmemory and statistical learning. In this paper, we present\nexperimental evidence pointing to a fundamental memory\nskill‚Äîchunking‚Äîas an important predictor of crossindividual\nvariation in complex language processing.\nSpecifically, we demonstrate that chunking ability reflects\nexperience with language, as measured by a standard serial\nrecall task involving consonant combinations drawn from\nnaturally occurring text. Our results reveal considerable\nindividual differences in participants‚Äô ability to use chunk\nfrequency information to facilitate sequence recall. Strikingly,\nthese differences predict variations across participants in the\non-line processing of complex sentences involving relative\nclauses. Our study thus presents the first evidence tying the\nfundamental ability for chunking to sentence processing skill,\nproviding empirical support for construction-based\napproaches to language.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Chunking; Sentence Processing; Language\nLearning; Usage-based Approach; Memory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3v46m31n", "frozenauthors": [ { "first_name": "Stewart", "middle_name": "M", "last_name": "McCauley", "name_suffix": "", "institution": "Department of Psychology, Cornell University", "department": "" }, { "first_name": "Morten", "middle_name": "H", "last_name": "Christiansen", "name_suffix": "", "institution": "Department of Psychology, Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25640/galley/15264/download/" } ] }, { "pk": 25872, "title": "Individual Differences in Coordinating Between Graphs and Equations of\nFunctions: Effects of CMR Facilitation", "subtitle": null, "abstract": "Success in calculus undoubtedly requires the ability to coordinate multiple representations (CMR; i.e., coordinate\namong graphs, equations, tables representing the same function). This presentation will describe a study in which calculus\nand pre-calculus high school students are presented with CMR activities involving graphs and equations, first in their standard\nformat, and then in an enhanced format designed to facilitate coordination between the order/sign of the function and the\nshape/direction of the graph. Students will also be tested on their visuospatial working memory, conceptual knowledge of\ncalculus, spatial skills, and their knowledge of strategies for completing CMR problems. We will investigate whether individual\nor group-level differences in these background measures and their class placement lead to different levels of responsiveness to\nthe enhanced presentation format. Both success vs. failure on the CMR problems and the particular strategies students use to\nsolve the problems will be evaluated.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/37q0m6z0", "frozenauthors": [ { "first_name": "Julie", "middle_name": "", "last_name": "Booth", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Cromley", "name_suffix": "", "institution": "University of Illinois at Urbana Champaign", "department": "" }, { "first_name": "Theodore", "middle_name": "", "last_name": "Wills", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Walt", "middle_name": "", "last_name": "Stepnowski", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Shipley", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "William", "middle_name": "", "last_name": "Zahner", "name_suffix": "", "institution": "San Diego State University", "department": "" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Rossi", "name_suffix": "", "institution": "Temple University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25872/galley/15496/download/" } ] }, { "pk": 25974, "title": "Individual differences in older adults‚Äô working memory capacity and speed of\nusing touch interfaces", "subtitle": null, "abstract": "I examined the effect of the working memory capacity (WMC) of older adult participants on tasks using touch\ninterfaces, by using an extreme-groups design. Older participants (N = 100) completed a single tapping task and verbal,\nnumerical, and spatial WMC tasks. To test whether the response time in the single tapping task differed as a result of the WMC,\nI performed a 2 x 2 Analyses of Variance with WMC (high, n = 25 /low, n = 25) as the between-subjects factors and the tapping\ninterface (a touch pen, a finger, or a computer mouse) as within-subject factors. This indicated a significant interaction between\nthe WMC and the tapping interface. The results suggested that the response time of participants with high WMC was shorter\nthan the response time of participants with a low WMC, when using a touch pen and a computer mouse interface", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9hg199dk", "frozenauthors": [ { "first_name": "Kazunori", "middle_name": "", "last_name": "Otsuka", "name_suffix": "", "institution": "University of Nagasaki", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25974/galley/15598/download/" } ] }, { "pk": 25973, "title": "Individual differences in the use of cues during insight problem solving", "subtitle": null, "abstract": "Previous studies indicated that facilitating effects of implicit hints on insight problem solving are not\nuniversal. To clarify the mechanisms of this variability, the relationship between the use of hints and\nindividual differences in personality traits were investigated. Participants engaged in a Remote\nAssociates Test in which solution words were subliminally presented in one third of the trials.\nDuring the test, participant‚Äôs pulse rate was measured as an indicator of arousal. After the test,\nparticipants completed the Big Five personality scale (TIPI-J). The participants‚Äô ‚Äúextroversion‚Äù and\n‚Äúopenness‚Äù were positively correlated with the effect of hints during low pulse rate, whereas they\nwere negatively correlated during high pulse rate. These results suggest that solver during low\narousal could utilize the cues, and their search through the problem space may become broader.\nDuring high arousal, however, their focus attention may become narrower, and extrinsic cues may\nnot be associated with the problem.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6kc946vs", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25973/galley/15597/download/" } ] }, { "pk": 26021, "title": "Induction with Familiar and Newly-Learned Categories in Young Children", "subtitle": null, "abstract": "Accounts of induction development suggest that young children‚Äôs inferences are based either on object kind knowledge\n(Gelman & Markman, 1986), or on perceptual similarity (e.g., Sloutsky & Fisher, 2004). However, both accounts suggest\nthat inferences with familiar and newly-learned categories engage a common set of psychological processes (determination of\nobject kind or perceptual similarity). Alternately, young children may perform similarity-based induction with newly-learned\ncategories, but use prior knowledge to make inferences with familiar categories. In this study, children complete two versions of\na task in which a property attributed to a target can be extended to a category match or a perceptual match. In one version, items\nbelong to familiar biological categories; in the other, items belong to two novel pseudo-biological categories. Preliminary findings\nindicate that although Kindergarten-age children learn to accurately categorize the novel items, they make similarity-based\ninferences with newly-learned categories, and category-consistent inferences with familiar categories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sr8b4mv", "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": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26021/galley/15645/download/" } ] }, { "pk": 25811, "title": "Infant Locomotion, the Language Environment, and Language Development:\nA Home Observation Study", "subtitle": null, "abstract": "Developmental transitions, such as the onset of walking, are\nassociated with changes in a broad range of domains,\nincluding language development and social interactions. This\nstudy used a full-day home observation recording to compare\nthe language environment of age-matched crawling and\nwalking infants. Central to the study was exploring how the\nlanguage environment related to vocabulary development of\neach locomotor group. Adult words, infant vocalizations, and\nparent-child conversational turn-taking were positively\nassociated with infant vocabulary development, but only for\nwalking infants. These findings provide further evidence for\nthe integrated nature of infant locomotion, language\ndevelopment, and the social and linguistic environment", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language development; motor development;\nsocial development; word learning; infant-adult interaction" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9m0219bb", "frozenauthors": [ { "first_name": "Eric", "middle_name": "A", "last_name": "Walle", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Anne", "middle_name": "S", "last_name": "Warlaumont", "name_suffix": "", "institution": "University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25811/galley/15435/download/" } ] }, { "pk": 25998, "title": "Inference, Not Dilution in the Dilution Effect", "subtitle": null, "abstract": "When asked to combine two pieces of evidence, one diagnostic and one non-diagnostic, people show a dilution effect:\nthe addition of non-diagnostic evidence dilutes the overall strength of the evidence. This non-normative effect has been found in\na variety of tasks and has been taken as evidence that people inappropriately combine information. We investigated the dilution\neffect using simple perceptual stimuli but unlike in previous work we asked participants to judge likelihoods ratios, allowing us\nto assess not just ordinal relationship between judgments but also whether each individual judgment was accurate. We found\nthe dilution effect, but surprisingly it was not due to inaccurate combination of diagnostic and non-diagnostic information.\nPeople were accurate at judging diagnostic evidence combined with non-diagnostic evidence, but overestimated the strength of\ndiagnostic evidence alone. We explain this within-participants dilution effect as the result of inference about missing features\nrather than incorrect combination 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/3fr526kk", "frozenauthors": [ { "first_name": "Adam", "middle_name": "", "last_name": "Sanborn", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Takao", "middle_name": "", "last_name": "Noguchi", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Tripp", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Neil", "middle_name": "", "last_name": "Stewart", "name_suffix": "", "institution": "University of Warwick", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25998/galley/15622/download/" } ] }, { "pk": 25568, "title": "Inference of Intention and Permissibility in Moral Decision Making", "subtitle": null, "abstract": "The actions of a rational agent reveal information about its\nmental states. These inferred mental states, particularly the\nagent‚Äôs intentions, play an important role in the evaluation of\nmoral permissibility. While previous computational models\nhave shown that beliefs and desires can be inferred from behavior\nunder the assumption of rational action they have critically\nlacked a third mental state, intentions. In this work, we\ndevelop a novel formalism for intentions and show how they\ncan be inferred as counterfactual contrasts over influence diagrams.\nThis model is used to quantitatively explain judgments\nabout intention and moral permissibility in classic and novel\ntrolley problems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "moral judgment; social cognition; intention; theory\nof mind; influence diagrams; counterfactuals" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7wq4b79n", "frozenauthors": [ { "first_name": "Max", "middle_name": "", "last_name": "Kleiman-Weiner", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Gerstenberg", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Sydney", "middle_name": "", "last_name": "Levine", "name_suffix": "", "institution": "Rutgers", "department": "" }, { "first_name": "Joshua", "middle_name": "B", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25568/galley/15192/download/" } ] }, { "pk": 25953, "title": "Inferring causal structure and hidden causes from event sequences", "subtitle": null, "abstract": "Past research has shown that people use temporal information to detect and discriminate between different causal\nrelationships and that timing-based causal inferences are modulated by explicit information and domain-appropriate expectations.\nMany of these past results suggest that learners make inferences about hidden causes from timing information, but there\nhave been no systematic studies of the ways in which subtle changes in temporal information can shape inferences about the\npresence and nature of hidden causes. We present new results showing that people make nuanced causal inferences when faced\nwith streams of events, using temporal information to infer the presence of simple generative relationships, independent and\ncommon hidden causes, and causal cycles. Interpreted in a Bayesian framework, these results shed light on the cues and tacit\ntemporal expectations that people use to make efficient use of temporal information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3r7480cg", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "", "last_name": "Lucas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Kenneth", "middle_name": "", "last_name": "Holstein", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Pacer", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25953/galley/15577/download/" } ] }, { "pk": 25532, "title": "Inferring the Tsimane's use of color categories from recognition memory", "subtitle": null, "abstract": "<p>Knowledge of color has strong individual, environmental, and cultural differences that may systematically influence performance in cognitive tasks. For example, color knowledge has been shown to influence recall of color (Persaud & Hemmer, 2014). This manifests as a systematic regression to the mean effect, where memory is biased towards the mean hue of each universal color category. What remains unclear is whether differences, such as culture and environment, might differentially influence memory. We tested recognition memory for color in the Tsimane‚Äô of Bolivia; an indigenous population with little or no modern schooling, whose environment is very different from industrialized societies. We found that recognition regressed towards the mean of some universal color categories, but for others was systematically biased toward neighboring categories. A cluster analysis suggested that the Tsimane‚Äô use five underlying color categories‚Äînot the standard universals. This might be shaped by education, language and the environment</p>", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Episodic memory; color; Prior knowledge;Expectations; Tsimane" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/75w4z248", "frozenauthors": [ { "first_name": "Pernille", "middle_name": "", "last_name": "Hemmer", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Kimele", "middle_name": "", "last_name": "Persaud", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Celeste", "middle_name": "", "last_name": "Kidd", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Piantadosi", "name_suffix": "", "institution": "University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25532/galley/15156/download/" } ] }, { "pk": 25662, "title": "Influence of Excitation/Inhibition Imbalance on Local Processing Bias in\nAutism Spectrum Disorder", "subtitle": null, "abstract": "People with autism spectrum disorder (ASD) tend to detect lo-\ncal patterns of visual stimuli more quickly than global patterns,\nwhich is opposite to the behavior of typically developing peo-\nple. We hypothesized that the imbalance between excitation\nand inhibition neurons in the visual cortex causes the local pro-\ncessing bias observed in ASD. Stronger inhibitory connections\ncould diminish the neural activities and thus prevent global fea-\nture integration, whereas properly balanced connections would\nenable the cortex to detect features of any size. We verified\nour hypothesis by employing a computational neural network\ncalled a neocognitron. Our experimental results demonstrated\nthat the network with stronger inhibitory connections exhib-\nited a local processing bias, whereas the network with properly\nadjusted connections showed a moderate global bias. More-\nover, the networks with extremely strong or weak inhibitions\nrevealed no perception bias. These results suggest that an ex-\ncitation/inhibition imbalance causes multiple types of atypical\nperception in ASD.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "autism spectrum disorder; local processing bias;\nexcitation/inhibition balance; neocognitron" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0tj1p2gb", "frozenauthors": [ { "first_name": "Yukie", "middle_name": "", "last_name": "Nagai", "name_suffix": "", "institution": "Osaka University", "department": "" }, { "first_name": "Takakazu", "middle_name": "", "last_name": "Moriwaki", "name_suffix": "", "institution": "Osaka University", "department": "" }, { "first_name": "Minoru", "middle_name": "", "last_name": "Asada", "name_suffix": "", "institution": "Osaka University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25662/galley/15286/download/" } ] }, { "pk": 25993, "title": "Influence of High and Low Groove Music on Postural Sway Dynamics", "subtitle": null, "abstract": "Standing balance control relies on multisensory feedback, but little is known about the influence of periodically\nvarying sounds on this process. The level of sensorimotor activation has been shown to be highly correlated with the concept\nof musical groove. We presented musical stimuli with high and low groove ratings to participants (N=40) as center of pressure\n(CoP) was recorded using a force platform. We found an effect of groove on radial sway in both non-musician and musician\ngroups, with the high groove condition accompanied by the least amount of sway. Further analysis revealed a stronger correlation\nbetween musical events and postural sway deviations in the high groove condition when compared with the low groove\ncondition, providing support for auditory-motor entrainment in postural sway. Our results show that periodicity in music can\nreduce sway variability in standing balance, possibly due to involuntary motor entrainment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/00t1w2fr", "frozenauthors": [ { "first_name": "Jessica", "middle_name": "", "last_name": "Ross", "name_suffix": "", "institution": "The University of California, Merced", "department": "" }, { "first_name": "Anne", "middle_name": "", "last_name": "Warlaumont", "name_suffix": "", "institution": "The University of California, Merced", "department": "" }, { "first_name": "Lillian", "middle_name": "", "last_name": "Rigoli", "name_suffix": "", "institution": "The University of California, Merced", "department": "" }, { "first_name": "Ramesh", "middle_name": "", "last_name": "Balasubramaniam", "name_suffix": "", "institution": "The University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25993/galley/15617/download/" } ] }, { "pk": 25899, "title": "Influences of task difficulty on initiation time and overall use of an external\nstrategy", "subtitle": null, "abstract": "Humans readily deploy external strategies in an attempt to offload cognitive work, a process commonly referred to\nas cognitive offloading. For example, individuals will often rotate their head in an attempt to normalize a rotated display (i.e.,\nexternal normalization). Previous work has emphasized how various manipulations affect the overall use of the behavior to\nbetter understand the underlying decision processes. This approach, however, has overlooked the potential utility in investigating\nhow these manipulations affect the time to initiate the use of strategy. We manipulated task difficulty with upright and\nrotated displays and measured initiation time and the overall use of external normalization. Analyses demonstrated that when\nindividuals rotate, rotations take the same amount of time to initiate across tasks, whereas overall frequencies of rotations varied\nas a function of task. This dissociation suggests that the time to initiate the strategy and external strategy selection are at least\npartly independent", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9p88207s", "frozenauthors": [ { "first_name": "Tymothy", "middle_name": "", "last_name": "Dunn", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Evan", "middle_name": "", "last_name": "Risko", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25899/galley/15523/download/" } ] }, { "pk": 25895, "title": "Informative Transitions: A Heuristic for Conditionalized Causal Strength\nLearning", "subtitle": null, "abstract": "Controlling for alternative causes is essential for learning the strength of any one cause on an effect. Several\nprocesses have been proposed for how people control for alternative causes, including probabilistic contrasts within focal sets\nand associative processes. We investigated another mechanism called the informative transitions heuristic; people selectively\nattend to temporally adjacent observations (informative transitions; IT) in which the state of the target cause changes but\nthe alternative causes remain the same. Within ITs, whether the effect also changes in the same direction, does not change,\nor changes in the opposite direction implies that the target cause has a positive, neutral, or negative influence on the effect.\nParticipants judged the strength of the relationship between two drugs and a side effect in a trial-by-trial learning task. Causes\nwith more positive as opposed to neutral ITs were judged to have stronger causal relations, consistent with the IT heuristic.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/13s2m25r", "frozenauthors": [ { "first_name": "Cory", "middle_name": "", "last_name": "Derringer", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Rottman", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25895/galley/15519/download/" } ] }, { "pk": 25767, "title": "Inhibition Failure is Mediated by a Disposition Toward Flexible Thinking", "subtitle": null, "abstract": "Conflict detection in dual process contexts is a widely studied\nphenomenon. However, only a small portion of the\ninvestigations has studied the role of individual differences in\na typical conflict detection paradigm. In this study,\nparticipants completed a modified base-rate neglect task, as\nwell as the Cognitive Reflection Task (CRT), and two\nThinking Disposition Questionnaires. Results support an\nindividual differences hypothesis in which the CRT prediction\nof accuracy on the base-rate conflict problems is mediated by\nthe dispositional tendency to engage in flexible thinking.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "conflict detection" }, { "word": "dual process" }, { "word": "flexible thinking" }, { "word": "individual differences" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2h49c8rs", "frozenauthors": [ { "first_name": "Alexander", "middle_name": "B", "last_name": "Swan", "name_suffix": "", "institution": "University of California\nSanta Barbara", "department": "" }, { "first_name": "Russell", "middle_name": "", "last_name": "Revlin", "name_suffix": "", "institution": "University of California\nSanta Barbara", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25767/galley/15391/download/" } ] }, { "pk": 25850, "title": "In Search of Triggering Conditions for Spontaneous Visual Perspective Taking", "subtitle": null, "abstract": "Visual perspective taking (VPT) ‚Äì people‚Äôs ability to\nrepresent the physical world from another person‚Äôs viewpoint\n‚Äì plays a fundamental role in social cognition. However, little\nis known about whether and when VPT can be triggered\nspontaneously without any explicit verbal prompting. In six\nstudies, we measured spontaneous VPT as the tendency to\nread an ambiguous number from another agent‚Äôs imagined\nperspective (‚Äú6‚Äù) rather than from one‚Äôs own default visual\nperspective (‚Äú9‚Äù). We found that the likelihood of\nspontaneous VPT varied systematically with the target agent‚Äôs\nbehavior. The strongest trigger for spontaneous VPT was the\nagent‚Äôs goal-directed reaching, followed by object-directed\ngaze, and lastly the agent‚Äôs mere presence in the scene.\nFurthermore, observing an agent‚Äôs reaching or gaze toward an\nobject triggered viewers‚Äô spontaneous VPT even for objects\nwith which the agent was currently not engaged.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "visual perspective taking; nonverbal behaviors;\nsocial cognition; self; egocentric; theory of mind" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7ts6j98x", "frozenauthors": [ { "first_name": "Xuan", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Corey", "middle_name": "", "last_name": "Cusimano", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Bertram", "middle_name": "F", "last_name": "Malle", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25850/galley/15474/download/" } ] }, { "pk": 25791, "title": "Insight and Cognitive Ecosystems", "subtitle": null, "abstract": "Outside the cognitive psychologist‚Äôs laboratory, problem\nsolving is an activity that takes place in a rich web of\ninteractions involving people and artifacts. Through this\ninteractivity, a reasoner‚Äôs comprehension of the problem\nemerges from a coalition of internal and external\nresources. In the experiment presented here, interactivity\nwas explored under laboratory conditions. Participants\nwere invited to solve an insight problem, the so-called\n17 Animals problem. The solution to this problem\ninvolves the spatial arrangements of sets. The problem\nmasquerades as an arithmetic problem, which creates a\ndifficult impasse to overcome. Problem solving took\nplace in two different ecosystems: in one, participants\nwere given a stylus and an electronic tablet to sketch out\na model of the solution; in a second, participants could\ninteract with artifacts that corresponded to the problem‚Äôs\nphysical constituent features to build a model of the\nsolution. Participants in the sketch group were never\nable to break the impasse, that is to abandon their\ninterpretation of the problem as one requiring an\narithmetic solution. Participants in the model building\ngroup were more likely to break the impasse and\ndiscover a productive action trajectory that helped them\nidentify a plausible solution. Video evidence revealed\nsubstantial differences in the manner with which\nparticipants ‚Äòthought‚Äô about the problem as a function of\nthe type of interactivity afforded by the two cognitive\necosystems. Insight was enacted through model building\nactivity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "problem solving" }, { "word": "InSight" }, { "word": "distributed\ncognition" }, { "word": "enactivism" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3991f2vx", "frozenauthors": [ { "first_name": "Frederic", "middle_name": "", "last_name": "Vallee-Tourangeau", "name_suffix": "", "institution": "Kingston University", "department": "" }, { "first_name": "Sune", "middle_name": "Vork", "last_name": "Steffensen", "name_suffix": "", "institution": "University of Southern Denmark", "department": "" }, { "first_name": "Gaelle", "middle_name": "", "last_name": "Vallee-Tourangeau", "name_suffix": "", "institution": "Kingston University", "department": "" }, { "first_name": "Angeliki", "middle_name": "", "last_name": "Makri", "name_suffix": "", "institution": "Kingston University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25791/galley/15415/download/" } ] }, { "pk": 25635, "title": "Intellectualism and Psychology", "subtitle": null, "abstract": "Intellectualism ‚Äì the thesis that know-how is a kind of knowthat\n‚Äì has proved difficult to assess by the traditional\nphilosophical method of conceptual analysis. Recently, some\nauthors have argued that we should instead look to results in\npsychology ‚Äì specifically whether all procedural knowledge\nis declarative knowledge. I argue that such an approach is\nunsatisfactory, since the concepts employed in psychology do\nnot map onto our concepts of knowledge in any neat way.\nThere is no straightforward psychological interpretation of the\nintellectualist thesis.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Intellectualism; knowledge; know-how" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7vc453gv", "frozenauthors": [ { "first_name": "Jack", "middle_name": "", "last_name": "Marley-Payne", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25635/galley/15259/download/" } ] }, { "pk": 25904, "title": "Interactions of emoticon valence and text processing", "subtitle": null, "abstract": "Emoticons in informal text communication are common worldwide. They have the potential to reveal emotion and\nsocial functions, analogous to facial expression and body gestures in face-to-face verbal communication. Our findings from\na corpus study of online text communication by a group of scientists, some of whom were bilingual and others monolingual,\nsuggested that patterns of emoticon use depend on a variety of factors, including emoticon valence and language of texting\n(Aragon et al., 2014). In the present study we bring these effects into the laboratory by examining the interrelation of emoticons\nand words in lexical decision (LD) experiments with sequential (SOA 200 ms) but spatially superimposed emoticon-word pairs.\nMonolingual speakers showed a reliable interaction of emoticon valence with lexicality but interactions with word valence were\nunreliable. Results will be compared to those from comparable word-word pairs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5j02t9q8", "frozenauthors": [ { "first_name": "Laurie", "middle_name": "", "last_name": "Feldman", "name_suffix": "", "institution": "U Albany, SUNY & Haskins LaBS", "department": "" }, { "first_name": "Kit", "middle_name": "W", "last_name": "Cho", "name_suffix": "", "institution": "U Albany, SUNY", "department": "" }, { "first_name": "Cecilia", "middle_name": "", "last_name": "Aragon", "name_suffix": "", "institution": "U Washington", "department": "" }, { "first_name": "Judith", "middle_name": "", "last_name": "Kroll", "name_suffix": "", "institution": "Penn State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25904/galley/15528/download/" } ] }, { "pk": 25523, "title": "Interactivity, Expertise and Individual Differences\nin Mental Arithmetic", "subtitle": null, "abstract": "Participants completed long single digit sums in two\ninteractivity contexts. In a low interactivity condition sums\nwere solved with hands down. In a second, high\ninteractivity condition participants used moveable tokens.\nAs expected accuracy and efficiency was greater in the high\ncompared to the low interactivity condition. In addition,\nparticipants were profiled in terms of working memory\ncapacity, numeracy, math anxiety and expertise in math.\nAll of these measures predicted calculation errors in the\nlow interactivity conditions; however, in the high\ninteractivity condition, participants‚Äô performance was not\ndetermined by any of these variables. We also developed a\nscale to measure task engagement: Participants were\nsignificantly more engaged with the task when they\ncompleted the sums in the high interactivity condition.\nHowever engagement level did not correlate with\ncalculation error, suggesting improvement in performance\nwith tokens was not the result of greater task engagement.\nInteractivity transformed the deployment of arithmetic\nskills, ameliorated performance, and helped to reduce the\ndifference in performance between individuals of low and\nhigh math expertise.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Interactivity; arithmetic; expertise; math\nanxiety; working memory; task engagement" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5tc9n4r9", "frozenauthors": [ { "first_name": "Lisa", "middle_name": "G", "last_name": "Guthrie", "name_suffix": "", "institution": "Kingston University", "department": "" }, { "first_name": "Charlotte", "middle_name": "", "last_name": "Harris", "name_suffix": "", "institution": "Kingston University", "department": "" }, { "first_name": "Frederic", "middle_name": "", "last_name": "Vallee-Tourangeau", "name_suffix": "", "institution": "Kingston University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25523/galley/15147/download/" } ] }, { "pk": 26027, "title": "Interdependence of Fixations and Saccades", "subtitle": null, "abstract": "The present study investigates the relation between the reading process and text comprehension during naturalistic\ntext reading. To that end, participants read easy and difficult texts while their eye movements were recorded. After each\nreading, participants filled-in comprehension questionnaires. We investigated classical measures of the reading process related\nto comprehension (fixation duration, regressive eye movements), as well as power-law scaling in eye movements that are\nindicative of degree of cognitive coordination during reading. The results show that text difficulty led to longer fixation durations\nand stronger power-law scaling in eye movements. Moreover, the degree of power-law scaling in eye movements was predictive\nof text comprehension. In line with previous research on natural text reading that utilized the self-paced reading method, powerlaw\nscaling turned out to be a superior predictor of reading comprehension compared to standard measures, suggesting that it\nis an effective measure of cognitive performance in complex reading tasks", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7kw3p45q", "frozenauthors": [ { "first_name": "Sebastian", "middle_name": "", "last_name": "Wallot", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Charles", "middle_name": "", "last_name": "Coey", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Mike", "middle_name": "", "last_name": "Richardson", "name_suffix": "", "institution": "University of Cincinnati", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26027/galley/15651/download/" } ] }, { "pk": 36061, "title": "International Students at the University of California: The Impact on Writing Center Practice", "subtitle": null, "abstract": "The dramatically increasing number of international students at University of California (UC) campuses has had a marked effect on its campus writing centers, causing a reconsideration of personnel, pedagogy, training, services, and cross-campus partnerships. In this article, writing center administrators and staff at 3 UC campuses—UC Irvine, UCLA, and UC San Diego—discuss the challenges they are encountering and the possibilities that are emerging as they pursue their mission to serve all undergraduate student writers.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - The Internationalization of Higher Education: Examining Issues, Maximizing Outcomes", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/29h9z4tc", "frozenauthors": [ { "first_name": "Sue", "middle_name": "", "last_name": "Cross", "name_suffix": "", "institution": "University of California, Irvine", "department": "" }, { "first_name": "Christine", "middle_name": "", "last_name": "Holten", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Madeleine", "middle_name": "", "last_name": "Picciotto", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Kelley", "middle_name": "", "last_name": "Ruble", "name_suffix": "", "institution": "University of California, Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36061/galley/26913/download/" } ] }, { "pk": 25818, "title": "Interpersonal Anticipatory Synchronization:\nThe Facilitating Role of Short Visual-Motor Feedback Delays", "subtitle": null, "abstract": "Effective interpersonal coordination is fundamental to robust\nsocial interaction, and the ability to anticipate a co-actor‚Äôs\nbehavior is essential for achieving this coordination.\nHowever, coordination research has focused on the behavioral\nsynchrony that occurs between the simple periodic\nmovements of co-actors and, thus, little is known about the\nanticipation that occurs during complex, everyday interaction.\nResearch on the dynamics of coupled neurons, human motor\ncontrol, electrical circuits, and laser semiconductors\nuniversally demonstrates that small temporal feedback delays\nare necessary for the anticipation of chaotic events. We\ntherefore investigated whether similar feedback delays would\npromote anticipatory behavior during social interaction.\nResults revealed that co-actors were not only able to\nanticipate others‚Äô chaotic movements when experiencing\nsmall perceptual-motor delays, but also exhibited movement\npatterns of equivalent complexity. This suggests that such\ndelays, including those within the human nervous system,\nmay enhance, rather than hinder, the anticipatory processes\nthat underlie successful social interaction", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "anticipatory synchronization; interpersonal\ncoordination; chaos; global coordination; complexity\nmatching" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2069h726", "frozenauthors": [ { "first_name": "Auriel", "middle_name": "", "last_name": "Washburn", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Rachel", "middle_name": "W", "last_name": "Kallen", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Charles", "middle_name": "A", "last_name": "Coey", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Shockley", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Michael", "middle_name": "J", "last_name": "Richardson", "name_suffix": "", "institution": "University of Cincinnati", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25818/galley/15442/download/" } ] }, { "pk": 25865, "title": "Interpreting Visualizations of Uncertainty on Smartphone Displays", "subtitle": null, "abstract": "The blue circle on smartphone displays is an everyday visualization of uncertainty; with the circle size indicating\nuncertainty of one‚Äôs location. Like error bars on graphs, it is a discrete visualization of a graded probability function. Two\nexperiments examined the effectiveness of different visualizations of location estimates varying whether and how uncertainty\nwas visualized (uniform blue circle showing confidence interval, faded circle showing graded probability, or both). Given a\nknown location and visualizations of the estimates of two ‚Äúsmartphones‚Äù of that location, participants judged which smartphone\nshowed the better location estimation. Participants reported using two primary heuristics (1) choosing the blue circle that\nwas closest to the known location (distance) and (2) choosing the smaller circle (size). Visualizing graded probability with\nfaded circles biased participants towards the distance heuristic. Visualizing confidence intervals with uniform circles biased\nparticipants towards the size heuristic (and using uncertainty information) and produced more accurate judgments", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6s24q1xf", "frozenauthors": [ { "first_name": "Trevor", "middle_name": "", "last_name": "Barrett", "name_suffix": "", "institution": "University of California Santa Barbara", "department": "" }, { "first_name": "Mary", "middle_name": "", "last_name": "Hegarty", "name_suffix": "", "institution": "University of California Santa Barbara", "department": "" }, { "first_name": "Grant", "middle_name": "", "last_name": "McKenzie", "name_suffix": "", "institution": "University of California Santa Barbara", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Goodchild", "name_suffix": "", "institution": "University of California Santa Barbara", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25865/galley/15489/download/" } ] }, { "pk": 36058, "title": "In Their Words: Student Preparation and Perspectives on US Study", "subtitle": null, "abstract": "US universities are admitting higher percentages of international students, bringing into focus concerns with how to best support them once they are at the university. However, less attention has been paid to the preparation they undertake before matriculation. This study looks at how students are prepared before arrival and how this preparation matched their expectations and experiences in their US classes. Information was gathered through interviews of international students in different US universities, as well as from large-scale surveys conducted at the University of California, Berkeley with incoming and current international students. Results suggest the need for additional program planning to more fully support this population.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - The Internationalization of Higher Education: Examining Issues, Maximizing Outcomes", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7nh5g674", "frozenauthors": [ { "first_name": "Maggie", "middle_name": "", "last_name": "Sokolik", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36058/galley/26910/download/" } ] }, { "pk": 26007, "title": "Introducing the Cognitive Systems Institute Group", "subtitle": null, "abstract": "The Cognitive Systems Institute Group (CSIG) is a relatively new initiative of IBM Global University Programs to\nbetter link IBMers and the cognitive systems community around grand challenge problems in cognitive science and artificial\nintelligence. For example, the mission of the CSIG is to augment and scale human expertise with cognitive assistants for all\noccupations in smart service systems. This poster will introduce CSIG and invite the CogSci community to help shape its\nevolution.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/64v9v7rq", "frozenauthors": [ { "first_name": "Jim", "middle_name": "", "last_name": "Spohrer", "name_suffix": "", "institution": "IBM", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26007/galley/15631/download/" } ] }, { "pk": 25963, "title": "Invertible signals: A challenge for theories of communication", "subtitle": null, "abstract": "We used a novel experimental paradigm to investigate cognitive principles underpinning human communication.\nThrough a computer game simulating different virtual scenes, pairs of participants sent and interpreted non-linguistic, minimal\nsignals to achieve common goals. Participants‚Äô signalling and interpretative actions demonstrated both flexibility and sensitivity\nto variations in the context of the shared visual scene: the same signal in one context could ‚Äòflip‚Äô its meaning in a new context.\nSuch ‚Äòinvertible‚Äô signals in the lab have their counterparts in patterns of real-world natural language use‚Äîfrom the phenomenon\nof enantiosemy (words/phrases that contain their ‚Äòopposite‚Äô meaning) to the pragmatics of satire and irony. But the emergence of\nsuch signals in our experiment challenges both correlational associative and recursive-mentalizing (‚Äòmind-reading‚Äô) accounts\nof human communication and language. Instead, we point to a pragmatics-central perspective in which what is vital is our\ncapacity for joint inference and coordination.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/53s754cv", "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 College London", "department": "" }, { "first_name": "Nick", "middle_name": "", "last_name": "Chater", "name_suffix": "", "institution": "University of Warwick", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25963/galley/15587/download/" } ] }, { "pk": 25665, "title": "Investigating Strategy Discovery and Coordination in a Novel Virtual Sheep\nHerding Game among Dyads", "subtitle": null, "abstract": "Previous research investigating the dynamical processes\nsupporting coordinated joint action has typically used nongoal-\ndirected tasks. The present study expands on this\nresearch by investigating the coordination that emerges\namong pairs in a complex, goal-directed task of herding\nvirtual sheep to the center of a field. The results revealed that\nthe majority of pairs converged on the same stable movement\ncoordination strategy in order to complete the task. This\nstrategy involved pairs moving in an in-phase or anti-phase\noscillatory pattern around the sheep. By adopting this strategy\npairs formed an interpersonal synergy. Interestingly, the\nstrength of this synergy was modulated by the number of\nsheep being herded. More specifically, more dimensional\ncompression was observed among pairs when herding the 7-\nsheep compared to herding 3 or 5 sheep. The implications of\nthese results for understanding how task difficulty and\nmutually defined environmental co-regulation influenced the\nbehavioral dynamics of coordinated joint-action are\ndiscussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "joint action; interpersonal synergies;\ncoordination; strategy formation" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7bn4m5nw", "frozenauthors": [ { "first_name": "Patrick", "middle_name": "", "last_name": "Nalepka", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Riehm", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Carl", "middle_name": "Bou", "last_name": "Mansour", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Anthony", "middle_name": "", "last_name": "Chemero", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Michael", "middle_name": "J", "last_name": "Richardson", "name_suffix": "", "institution": "University of Cincinnati", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25665/galley/15289/download/" } ] }, { "pk": 26025, "title": "Investigating the Visual/Analytic Shift in Students‚Äô Knowledge in Chemistry", "subtitle": null, "abstract": "We argue that the acquisition of chemistry expertise requires considerable conceptual changes, which among other\nthings involve a change from reliance on visual-spatial thinking to the employment of analytic strategies. We also argue that\nthis shift in chemistry and specifically in knowledge about molecular structure is related to the acquisition of expertise and not\nto individual differences in visual-spatial thinking. In this presentation we will present an experiment designed to investigate\nthe visual-analytic shift in knowledge about molecular structure in 132 11th graders. The results showed that the students,\nwho were novices in chemistry, could solve the items requiring visual strategies but not those requiring analytic strategies,\nsuggesting that they had not achieved the visual/analytic shift. Additional studies are needed to compare novices and experts in\norder to further test our hypothesis regarding the visual-analytic shift in chemistry.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0d834642", "frozenauthors": [ { "first_name": "Maria", "middle_name": "", "last_name": "Vlacholia", "name_suffix": "", "institution": "University of Athens, Greece", "department": "" }, { "first_name": "Stella", "middle_name": "", "last_name": "Vosniadou", "name_suffix": "", "institution": "University of Athens, Greece", "department": "" }, { "first_name": "Katerina", "middle_name": "", "last_name": "Salta", "name_suffix": "", "institution": "University of Athens, Greece", "department": "" }, { "first_name": "Petros", "middle_name": "", "last_name": "Roussos", "name_suffix": "", "institution": "University of Athens, Greece", "department": "" }, { "first_name": "Smaragda", "middle_name": "", "last_name": "Kazi", "name_suffix": "", "institution": "Panteion University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Sigalas", "name_suffix": "", "institution": "Aristotle University", "department": "" }, { "first_name": "Chrysa", "middle_name": "", "last_name": "Tsougraki", "name_suffix": "", "institution": "University of Athens, Greece", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26025/galley/15649/download/" } ] }, { "pk": 25574, "title": "Investigating Ways of Interpretations of Artificial Subtle Expressions\nAmong Different Languages: A Case of Comparison Among Japanese, German,\nPortuguese and Mandarin Chinese", "subtitle": null, "abstract": "Up until now, several studies have shown that a speech\ninterface system giving verbal suggestions with beeping\nsounds that decrease in pitch conveyed a low system\nconfidence level to users intuitively, and these beeping sounds\nwere named ‚Äúartificial subtle expressions‚Äù (ASEs). However,\nall participants in these studies were only Japanese, so if the\nparticipants‚Äô mother tongue has different sensitivity to\nvariations in pitch compared with Japanese, the\ninterpretations of the ASEs might be different. We then\ninvestigated whether the ASEs are interpreted in the same\nway as with Japanese regardless of the users‚Äô mother tongues;\nspecifically we focused on three language categories in\ntraditional phonological typology. We conducted a web-based\nexperiment to investigate whether the ways speakers of\nGerman, Portuguese (stress accent language), Mandarin\nChinese (tone language) and Japanese (pitch accent language)\ninterpret the ASEs are different or not. The results of this\nexperiment showed that the ways of interpreting did not differ,\nso this suggests that these ways are language-independent", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial subtle expressions (ASEs); tone\nlanguage; pitch accent language; stress accent language" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6t81n3r5", "frozenauthors": [ { "first_name": "Takanori", "middle_name": "", "last_name": "Komatsu", "name_suffix": "", "institution": "Department of Frontier Media Science, Meiji University", "department": "" }, { "first_name": "Rui", "middle_name": "", "last_name": "Prada", "name_suffix": "", "institution": "INESC-ID, Av. Prof. An√≠bal Cavaco Silva", "department": "" }, { "first_name": "Kazuki", "middle_name": "", "last_name": "Kobayashi", "name_suffix": "", "institution": "Department of Computer Science and Engineering, Shinshu University", "department": "" }, { "first_name": "Seiji", "middle_name": "", "last_name": "Yamada", "name_suffix": "", "institution": "National Institute of Informatics/SOKENDAI/Tokyo Institute of Technology", "department": "" }, { "first_name": "Kotaro", "middle_name": "", "last_name": "Funakoshi", "name_suffix": "", "institution": "Honda Research Institute Japan", "department": "" }, { "first_name": "Mikio", "middle_name": "", "last_name": "Nakano", "name_suffix": "", "institution": "Honda Research Institute Japan", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25574/galley/15198/download/" } ] }, { "pk": 25627, "title": "Investigation on Using 3D Printed Liver during Surgery", "subtitle": null, "abstract": "In this study based on ethnographic methods, we investigated\nhow using a three-dimensional (3D) printed liver influenced\ndoctors during liver resection surgery. Results of the analy-\nses implied that using the 3D printed liver enhanced the con-\nstruction of elaborate mental models of patients‚Äô livers, the\nmental simulation of liver resections, and the construction of\nshared mental models of patients‚Äô livers among doctors. Based\non these results, we compared the advantages of using a 3D\nprinted liver over a two-dimensional (2D) and a 3D image dur-\ning surgery.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "External resources; Mental model; 3D print;\nEthnography" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8n162459", "frozenauthors": [ { "first_name": "Akihiro", "middle_name": "", "last_name": "Maehigashi", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Kazuhisa", "middle_name": "", "last_name": "Miwa", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Hitoshi", "middle_name": "", "last_name": "Terai", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Tsuyoshi", "middle_name": "", "last_name": "Igami", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Yoshihiko", "middle_name": "", "last_name": "Nakamura", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Kensaku", "middle_name": "", "last_name": "Mori", "name_suffix": "", "institution": "Nagoya University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25627/galley/15251/download/" } ] }, { "pk": 25678, "title": "Is statistical learning trainable?", "subtitle": null, "abstract": "Statistical learning (SL) is the ability to implicitly extract\nregularities in the environment, and likely supports various\nhigher-order behaviors, from language to music and vision.\nWhile specific patterns experience are likely to influence SL\noutcomes, this ability is tacitly conceptualized as a fixed\nconstruct, and few studies to date have investigated how\nexperience may shape statistical learning.\nWe report one experiment that directly tested whether SL\ncan be modulated by previous experience. We used a prepost\ntreatment design allowing us to pinpoint what specific\naspects of ‚Äúprevious experience‚Äù matter for SL. The results\nshow that performance on an artificial grammar learning task\nat post-test depends on whether the grammar to be learned at\npost-test matches the underlying grammar structures learned\nduring treatment. Our study is the first to adopt a pre-post test\ndesign to directly modulate the effects of learning on learning\nitself.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "experience; implicit learning; pre-post test\ndesign; sequential learning; statistical learning; statistical\ntraining; transition probabilities." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/93z978wt", "frozenauthors": [ { "first_name": "Luca", "middle_name": "", "last_name": "Onnis", "name_suffix": "", "institution": "Nanyang Technological University", "department": "" }, { "first_name": "Matthew", "middle_name": "", "last_name": "Lou-Magnuson", "name_suffix": "", "institution": "Nanyang Technological University", "department": "" }, { "first_name": "Hongoak", "middle_name": "", "last_name": "Yun", "name_suffix": "", "institution": "Konkuk University", "department": "" }, { "first_name": "Erik", "middle_name": "", "last_name": "Thiessen", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25678/galley/15302/download/" } ] }, { "pk": 26010, "title": "Is the listener really listening? Exploring the effect of verbal and gestural speaker\ncues on backchanneling", "subtitle": null, "abstract": "It is well known that listeners of probably all languages give verbal and non-verbal signals, called backchannels,\nto their interlocutors. However, it is not well understood what drives listeners to backchannel. To what degree are they an\nindicator of listener attention? Are backchannels semantically motivated, performed when the message has been parsed and\ncomprehended? Or are they automatic responses triggered by overt cues from the speaker (such as eye contact, gestures, or\nprosodic information), requiring minimal comprehension?\nAn important first step in answering this question is identifying what overt speaker cues trigger backchannels, and to what\ndegree. This preliminary study looks at storytelling data from conversational dyads. We find that the speaker cue most likely to\n‚Äòsuccessfully‚Äô trigger a backchannel is making eye contact. Interestingly, however, other cues are more likely to trigger different\nkinds of backchannels: gestural cues trigger more head nods, while prosodic cues trigger more verbal backchannels.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5dx9s4kv", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "", "last_name": "Stave", "name_suffix": "", "institution": "University of Oregon", "department": "" }, { "first_name": "Eric", "middle_name": "", "last_name": "Pederson", "name_suffix": "", "institution": "University of Oregon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26010/galley/15634/download/" } ] }, { "pk": 25867, "title": "It's all in the eye: multiple orders of motor planning in gaze control", "subtitle": null, "abstract": "<p>It has been shown that the eyes anticipate the target of the next manual object interaction. Meanwhile, manual interactions anticipate object features for grasp adjustments (first order) and the most convenient end-state in anticipation of subsequent tasks (second order). Moreover, grasping kinematics for the same object can vary depending on the final goal (third order planning). In an eye-tracking experiment we show that these factors can be measured already in eye fixations prior to grasping objects with different orientations (upright vs. inverted) and for different tasks (drink vs. hand over). Fixation measures show significant effects of object, task, and orientation and significant interactions. These results show for the first time end-state comfort effects in the eyes and suggest a tighter coupling of oculo-motor and motor programming than assumed so far. The insights suggest that even more intricate derivations of manipulation intentions can be derived from eye gaze data.</p>", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8hg6q8q6", "frozenauthors": [ { "first_name": "Anna", "middle_name": "", "last_name": "Belardinelli", "name_suffix": "", "institution": "University of T¬®ubingen", "department": "" }, { "first_name": "Martin", "middle_name": "V", "last_name": "Butz", "name_suffix": "", "institution": "University of T¬®ubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25867/galley/15491/download/" } ] }, { "pk": 25524, "title": "Knowing what he could have shown: The role of alternatives in children‚Äôs\nevaluation of under-informative teachers", "subtitle": null, "abstract": "What underlies young children‚Äôs failure in evaluating underinformative\nteachers? We explore the hypothesis that children\nhave difficulty representing relevant alternatives; knowing\nwhat the teacher could have done. Children rated two\nteachers who demonstrated toys to a na¬®ƒ±ve learner. One group\nfirst observed a fully informative teacher and then an underinformative\nteacher, while the other group saw the reverse order.\nSix- and seven-year-olds successfully rated the underinformative\nteacher lower than the fully-informative teacher\nregardless of the order (Exp.1). However, four- and five-yearolds\nshowed this pattern only when they saw the fully informative\nteacher first (Exp.2). Given a binary choice after seeing\nboth teachers, four-year-olds showed a preference for the fully\ninformative teacher (Exp.3). We discuss these results in light\nof recent literature on children‚Äôs understanding of pragmatic\nviolations in linguistic communication; the contrast between\nthe fully informative vs. under-informative teachers might help\nchildren understand what the teacher could have shown.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Development" }, { "word": "Pragmatics" }, { "word": "scalar implicature" }, { "word": "pedagogical reasoning" }, { "word": "Theory of mind" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/59n5z8fv", "frozenauthors": [ { "first_name": "Hyowon", "middle_name": "", "last_name": "Gweon", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Mika", "middle_name": "", "last_name": "Asaba", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25524/galley/15148/download/" } ] }, { "pk": 25406, "title": "Landmarks in motion: Unstable entities in route directions", "subtitle": null, "abstract": "In the present study, we investigate if and when speakers refer\nto moving entities in route directions (RDs). On the one hand,\nthere is a general agreement that landmarks should be\nperceptually salient and stable objects. On the other hand,\nanimated movement attracts visual attention, making entities\nintrinsically salient. In two experiments, we tested to what\nextent people are prepared to use moving entities. Our results\nshow that participants mention moving entities when the\ncommunicative setting affords such references (route\ndirections in a joint communicative setting) and when the\nmovement is informative for the place where a turn should be\ntaken.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "stability; animated movement; moving landmarks;\nvisual attention; route directions" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6rc8b4q9", "frozenauthors": [ { "first_name": "Adriana", "middle_name": "", "last_name": "Baltaretu", "name_suffix": "", "institution": "Tilburg center for Cognition and Communication (TiCC), Tilburg University", "department": "" }, { "first_name": "Emiel", "middle_name": "", "last_name": "Krahmer", "name_suffix": "", "institution": "Tilburg center for Cognition and Communication (TiCC), Tilburg University", "department": "" }, { "first_name": "Alfons", "middle_name": "", "last_name": "Maes", "name_suffix": "", "institution": "Tilburg center for Cognition and Communication (TiCC), Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25406/galley/15030/download/" } ] }, { "pk": 25374, "title": "Language & Common Sense: Integrating across psychology, linguistics, and computer science", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language; common sense; world knowledge;\npragmatics; intuitive theories; cognitive architectures; natural\nlanguage processing" } ], "section": "Workshops", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0zn5g475", "frozenauthors": [ { "first_name": "Joshua", "middle_name": "K", "last_name": "Hartshorne", "name_suffix": "", "institution": "Department of Brain and Cognitive Sciences, MIT", "department": "" }, { "first_name": "Joshua", "middle_name": "B", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Department of Brain and Cognitive Sciences, MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25374/galley/14998/download/" } ] }, { "pk": 25578, "title": "Language and Gesture Descriptions Affect Memory:\nA Nonverbal Overshadowing Effect", "subtitle": null, "abstract": "People‚Äôs memory for an event is known to be affected by their\nverbal descriptions prior to memory assessment. The present\nexperiment investigated whether the computational difficulty\nof production itself, which is known to affect what people say,\ncan shape descriptions and subsequent event memory.\nParticipants viewed simple scenes and were asked to describe\nthem using either speech or silent gesture, the latter being a\nmuch more difficult task. We hypothesized that gesturing\nparticipants would over-use action pantomimes, which would\nyield poorer Inaction (vs. Action) scene memory. Following\nscene descriptions, participants were given a forced-choice\nrecognition task to discriminate previously presented scenes\nfrom foils. Patterns of gesturing showed that gesturers used\naction pantomimes for Inaction scenes, and they performed\nreliably worse on Inaction scene memory. Increased\nproduction of action pantomimes predicted increased guesses\nfor Action scenes at test, independent of the correct response.\nImplications for memory and production are discussed", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "memory; eyewitness memory; language\nproduction; gesture analysis; experimental research with adult\nhumans" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/23k932nb", "frozenauthors": [ { "first_name": "Mark", "middle_name": "", "last_name": "Koranda", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Maryellen", "middle_name": "", "last_name": "MacDonald", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25578/galley/15202/download/" } ] }, { "pk": 25433, "title": "Language evolution in the lab tends toward informative communication", "subtitle": null, "abstract": "Why do languages parcel human experience into categories in\nthe ways they do? Languages vary widely in their category\nsystems but not arbitrarily, and one possibility is that this\nconstrained variation reflects universal communicative needs.\nConsistent with this idea, it has been shown that attested\ncategory systems tend to support highly informative\ncommunication. However it is not yet known what process\nproduces these informative systems. Here we show that\nhuman simulation of cultural transmission in the lab produces\nsystems of semantic categories that converge toward greater\ninformativeness, in the domains of color and spatial relations.\nThese findings suggest that larger-scale cultural transmission\nover historical time could have produced the diverse yet\ninformative category systems found in the world‚Äôs languages.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Informative communication" }, { "word": "language evolution" }, { "word": "iterated learning" }, { "word": "cultural transmission" }, { "word": "Spatial Cognition" }, { "word": "color naming" }, { "word": "semantic universals" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9rf1f631", "frozenauthors": [ { "first_name": "Alexandra", "middle_name": "", "last_name": "Carstensen", "name_suffix": "", "institution": "Department of Psychology University of California, Berkeley", "department": "" }, { "first_name": "Jing", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "Department of Neurology, Johns Hopkins University", "department": "" }, { "first_name": "Cameron", "middle_name": "T", "last_name": "Smith", "name_suffix": "", "institution": "Department of Linguistics University of California, Berkeley", "department": "" }, { "first_name": "Terry", "middle_name": "", "last_name": "Regier", "name_suffix": "", "institution": "Department of Linguistics, Cognitive Science Program University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25433/galley/15057/download/" } ] }, { "pk": 25965, "title": "Language input from child-directed speech and children‚Äôs picture books are\ndifferent", "subtitle": null, "abstract": "Reading to young, pre-literate children is associated with better language and reading outcomes, but the underlying\nmechanisms are poorly understood. The goal of this work is to better understand the potential mechanisms. We hypothesized\nthat vocabulary diversity and sentence complexity might vary between picture books and child-directed speech, and we wanted\nto quantify those potential differences. We built a corpus consisting of the text of 100 picture books that caregivers might\nread to pre-literate children. We compared the distributions of vocabulary and certain complex sentences of that corpus to\nchild-directed speech from the CHILDES corpus. We found that picture books contained a higher number of unique word\ntypes for a given number of tokens, and contained a higher proportion of complex sentences. The mechanisms by which shared\nbook reading may contribute to improved language outcomes is by exposing children to words and sentence structures that they\nwould not encounter otherwise.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5m00d72d", "frozenauthors": [ { "first_name": "Jessica", "middle_name": "", "last_name": "Montag", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Jones", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Linda", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25965/galley/15589/download/" } ] }, { "pk": 36091, "title": "Language Power: Tutorials for Writers - Dana R. Ferris", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/93b8266p", "frozenauthors": [ { "first_name": "Leslie", "middle_name": "Bennett", "last_name": "Sherwood", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36091/galley/26943/download/" } ] }, { "pk": 25733, "title": "Large-scale investigations of variability in children‚Äôs first words", "subtitle": null, "abstract": "A child‚Äôs first word is an important step towards language. Aggregated\nacross children, the distribution of these first productive\nuses of language can act as a window into early cognitive\nand linguistic development. We investigate both the variability\nand predictability in children‚Äôs first words across four\nnew datasets. We find, first, that children‚Äôs first words tend to\nemerge earlier than previously estimated: more than 75 percent\nof children produce their first word before their first birthday.\nSecond, we find a high degree of consistency in the types of\nthings children name in their first words, independent of the\nage at which they are produced. Finally, we show that the particular\nwords that children produce first are predictable from\ntwo linguistic factors: input frequency and phonological complexity.\nTogether, our results suggest a degree of independence\nbetween early conceptual and linguistic development", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language Acquisition" }, { "word": "word learning" }, { "word": "cognitive\ndevelopment" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7q40d9ws", "frozenauthors": [ { "first_name": "Rose", "middle_name": "M", "last_name": "Schneider", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Yurovsky", "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": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25733/galley/15357/download/" } ] }, { "pk": 25703, "title": "Lateral Inhibition Overcomes Limits of Temporal Difference Learning", "subtitle": null, "abstract": "There is growing support for Temporal Difference (TD) Learning\nas a formal account of the role of the midbrain dopamine\nsystem and the basal ganglia in learning from reinforcement.\nThis account is challenged, however, by the fact that realistic\nimplementations of TD Learning have been shown to fail on\nsome fairly simple learning tasks ‚Äî tasks well within the capabilities\nof humans and non-human animals. We hypothesize\nthat such failures do not arise from natural learning systems\nbecause of the ubiquitous appearance of lateral inhibition in\nthe cortex, producing sparse conjunctive internal representations\nthat support the learning of predictions of future reward.\nWe provide support for this conjecture through computational\nsimulations that compare TD Learning systems with and without\nlateral inhibition, demonstrating the benefits of sparse conjunctive\ncodes for reinforcement learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "reinforcement learning; lateral inhibition; sparse\nconjunctive codes; computational cognitive neuroscience" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2zj747vd", "frozenauthors": [ { "first_name": "Jacob", "middle_name": "", "last_name": "Rafati", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "David", "middle_name": "C", "last_name": "Noelle", "name_suffix": "", "institution": "University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25703/galley/15327/download/" } ] }, { "pk": 25742, "title": "Learning a Center-Embeddding Rule in an Artificial Grammar Learning Task", "subtitle": null, "abstract": "Beginning with Fitch and Hauser (2004), a number of studies\nhave used the Artificial Grammar Learning task to investigate\nlearning rules generating hierarchical structural relations\namong sequences of elements that are characteristic of the\ngrammar of human languages. Studies that have examined the\nlearning of a center-embedding rule (AnBn rule) exemplified\nby the sentence, The dogs the girl the boys like feeds bark\nincessantly have provided mixed results. We present the\nresults of three experiments that demonstrate learning when\ntraining occurs incrementally (e.g., Lai & Poletiek, 2011) and\nrequires feedback when testing with a grammaticality\njudgment task. We also use a novel completion task, which\ndemonstrated learning both with and without feedback. In all\ncases, not all participants learned the rule.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial grammar learning task" }, { "word": "centerembedding" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0px532p8", "frozenauthors": [ { "first_name": "Won", "middle_name": "Jae", "last_name": "Shin", "name_suffix": "", "institution": "University of Notre Dame", "department": "" }, { "first_name": "Kathleen", "middle_name": "M", "last_name": "Eberhard", "name_suffix": "", "institution": "University of Notre Dame", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25742/galley/15366/download/" } ] }, { "pk": 25701, "title": "Learning Additive and Substitutive Features", "subtitle": null, "abstract": "To adapt in an ever-changing world, people infer what basic\nunits should be used to form concepts and guide generalizations.\nWhile recent computational models of human representation\nlearning have successfully predicted how people discover\nfeatures from high-dimensional input in a number of domains\n(Austerweil & Griffiths, 2013), the learned features are\nassumed to be additive. However, this assumption is not always\ntrue in the real world. Sometimes a basic unit is substitutive\n(Garner, 1978), which means it can only be one value out\nof a set of discrete values. For example, a cat is either furry\nor hairless, but not both. In this paper, we explore how people\nform representations for substitutive features, and what computational\nprinciples guide such behavior. In a behavioral experiment,\nwe show that not only are people capable of forming\nsubstitutive feature representations, but they also infer whether\na feature should be additive or substitutive depending on the\nobserved input. This learning behavior is predicted by our\nnovel extension to the Austerweil and Griffiths (2011, 2013)‚Äôs\nfeature construction framework, but not their original model.\nOur work contributes to the continuing effort to understand\nhow people form representations of the world.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "learning; additive features; substitutive features;\nBayesian nonparametric modeling; feature learning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/44n5b28f", "frozenauthors": [ { "first_name": "Ting", "middle_name": "", "last_name": "Qian", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Joseph", "middle_name": "", "last_name": "Austerweil", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25701/galley/15325/download/" } ] }, { "pk": 25735, "title": "Learning and decisions in contextual multi-armed bandit tasks", "subtitle": null, "abstract": "Contextual Multi-Armed Bandit (CMAB) tasks are a\nnovel framework to assess decision making in uncertain\nenvironments. In a CMAB task, participants are presented\nwith multiple options (arms) which are characterized by\na number of features (context) related to the reward as-\nsociated with the arms. By choosing arms repeatedly\nand observing the reward, participants can learn about\nthe relation between context and reward and improve\ntheir decision strategy. We present two studies on how\npeople behave in CMAB tasks. Within a stationary en-\nvironment, we ?nd that participants are best described\nby Thompson Sampling-based Gaussian Process mod-\nels. This decision rule incorporates probability match-\ning to the expected outcomes derived from a rational\nmodel of the task and it is especially well-adapted to\nnon-stationary environments. In a dynamic CMAB task\nwe again ?nd that participants are best described by\nprobability matching of Gaussian Process expectations.\nOur ?ndings imply that behavior previously referred to\nas \\irrational\" can actually be seen as a well-adapted\nstrategy based on powerful inference algorithms.\nKeywords: Decision Making, Learning, Exploration-\nExploitation, Contextual Multi-Armed Bandits", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0s78h2p2", "frozenauthors": [ { "first_name": "Erich", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Emmanouil", "middle_name": "", "last_name": "Konstantinidis", "name_suffix": "", "institution": "Carnegie Mellon University,", "department": "" }, { "first_name": "Maarten", "middle_name": "", "last_name": "Speekenbrink", "name_suffix": "", "institution": "University College London,", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25735/galley/15359/download/" } ] }, { "pk": 25439, "title": "Learning and Generalizing Cross-Category Relations\nUsing Hierarchical Distributed Representations", "subtitle": null, "abstract": "Recent work has begun to investigate how structured relations\ncan be learned from non-relational and distributed input\nrepresentations. A difficult challenge is to capture the human\nability to evaluate relations between items drawn from distinct\ncategories (e.g., deciding whether a truck is larger than a\nhorse), given that different features may be relevant to\nassessing the relation for different categories. We describe an\nextension of Bayesian Analogy with Relational\nTransformations (BART; Lu, Chen & Holyoak, 2012) that\ncan learn cross-category comparative relations from\nautonomously-generated and distributed input representations.\nBART first learns separate representations of a relation for\ndifferent categories and creates second-order features based\non these category-specific representations. BART then learns\nweights on these second-order features, resulting in a\ncategory-general representation of the relation. This\nhierarchical learning model successfully generalizes the\nrelation to novel pairs of items (including items from different\ncategories), outperforming a flat version of the learning\nmodel.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "relation learning; generalization; distributed\nrepresentations; Bayesian models" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6mq913zs", "frozenauthors": [ { "first_name": "Dawn", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "Department of Pyschology, UCLA", "department": "" }, { "first_name": "Hongjing", "middle_name": "", "last_name": "Lu", "name_suffix": "", "institution": "Department of Psychology and Department of Statistics, UCLA", "department": "" }, { "first_name": "Keih", "middle_name": "J", "last_name": "Holyoak", "name_suffix": "", "institution": "Department of Pyschology, UCLA", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25439/galley/15063/download/" } ] }, { "pk": 36090, "title": "Learning English in Mexico: Perspectives From Mexican Teachers of English", "subtitle": null, "abstract": "ESL and Language Arts teachers have noted a growing population of transnational students who—because of family migration patterns—have complex educational histories that straddle both Mexico and the US. Yet US teachers know little about the Englishlanguage training that such students receive in Mexico. This study attempts to bridge that gap, reporting on a survey-based study conducted in Mexico of 76 Mexican teachers of English. Included are recommendations about English instruction in both Mexican and US contexts, as well as recommendations for greater collaboration between US and Mexican English teachers.", "language": "eng", "license": null, "keywords": [], "section": "CATESOL Exchanges", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6nz271bh", "frozenauthors": [ { "first_name": "Ali", "middle_name": "", "last_name": "Borjian", "name_suffix": "", "institution": "San Francisco State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36090/galley/26942/download/" } ] }, { "pk": 25499, "title": "Learning Exceptions in Phonological Alternations", "subtitle": null, "abstract": "The present study explores learning phonological alternations\nthat contain exceptions. Participants were exposed to a\nback/round vowel harmony pattern in which a regular suffix\nfollowed harmony, varying between /e/ and /o/ depending on\nthe back/round phonetic features of the stem, and an\nexceptional suffix that was always /o/ regardless of the\nfeatures of the stem vowel. Participants in Experiment 1\nlearned the behavior of both suffixes, but performance for the\nnon-alternating suffix was higher when the suffix happened to\nadhere to vowel harmony. In Experiment 2, participants were\nexposed only to the same suffixes as Experiment 1, but the\nnon-alternating suffix only appeared in harmonic contexts,\ncreating ambiguity between exceptionality and alternation.\nParticipants only correctly selected the non-alternating suffix\nwhen it appeared in a harmonic context. This suggests that\nlearners are biased towards alternating harmony patterns, but\nrequire concrete evidence of non-alternation to learn the nonalternating\nsuffix.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "statistical learning; vowel harmony; learning\nbiases; exceptions." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5p94x4r8", "frozenauthors": [ { "first_name": "Sara", "middle_name": "", "last_name": "Finley", "name_suffix": "", "institution": "Department of Psychology, Pacific Lutheran University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25499/galley/15123/download/" } ] }, { "pk": 25688, "title": "Learning mode and comparison in relational category learning", "subtitle": null, "abstract": "An important goal in the study of higher-order cognition is to\nunderstand how relational categories are acquired and\napplied. Previous work has explored the potential of withincategory\ncomparison opportunities to promote relational\ncategory learning and transfer. This follows from predictions\nof structure mapping theory (Gentner, 1983, 2003) that\nalignment leads to highlighting and abstraction of common\nrelational structure. However, a straightforward merging of\ntraditional classification learning with comparison (i.e., trials\npresenting two same-category items) has not been effective.\nWe explore the hypothesis that classification and comparison\nhave an unforeseen incompatibility. In a 3x2 betweensubjects\ndesign we tested three presentation conditions\n(unconstrained item pairs, category-matched items pairs,\nsingle items) in two supervised category learning modes:\nclassification and observation. The major finding is an\ninteraction driven by highly accurate categorization for the\nobservational learners with same-category pairs. The\nintroduction of the observational mode yielded the predicted,\nbut elusive result of an advantage for within-category pairs\nover twice as many single-item trials. We conclude that\nwithin-category comparison can be an effective means to\npromote relational category learning and discuss the apparent\nimpediment of the guess-and-correct cycle", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "relational categories; structural alignment;\ncomparison; classification learning; transfer; observational\nlearning mode" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/52q2v3pk", "frozenauthors": [ { "first_name": "John", "middle_name": "D", "last_name": "Patterson", "name_suffix": "", "institution": "Binghampton University", "department": "" }, { "first_name": "Kenneth", "middle_name": "J", "last_name": "Kurtz", "name_suffix": "", "institution": "Binghampton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25688/galley/15312/download/" } ] }, { "pk": 26048, "title": "Learning multiple kinds of associations during cross-situational word learning", "subtitle": null, "abstract": "Learning the meanings of words involves not only forming connections between individual words and concepts\nbut also building a network of connections across objects and words. Previous studies reveal that infants and adults can learn\nword-referent links across multiple ambiguous training instances by tracking the statistical co-occurrence of labels and objects\n(Smith & Yu, 2008; Dautriche & Chemla, 2014). We asked whether adults are sensitive to multiple types of statistical structure\nin these learning instances by manipulating the frequency with which objects co-occurred with each other during training trials.\nAcross several studies (n=150), we find that adults not only learned to disambiguate label referents, but simultaneously formed\nconnections both between the frequently co-occurring objects themselves and between the labels of frequently co-occurring\nobjects. These findings indicate that learners exploit statistical regularities to form multiple types of associations during word\nlearning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6nr9t8p4", "frozenauthors": [ { "first_name": "Martin", "middle_name": "", "last_name": "Zettersten", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Erica", "middle_name": "", "last_name": "Wojcik", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Viridiana", "middle_name": "L", "last_name": "Benitez", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Jenny", "middle_name": "", "last_name": "Saffran", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26048/galley/15672/download/" } ] }, { "pk": 25839, "title": "Learning of bimodally distributed quantities", "subtitle": null, "abstract": "Previous research has shown that people are able to use distributional\ninformation about the environment to make inferences.\nHowever, how people learn these probability distributions is\nless well understood, especially for those that are not normal\nor unimodal. In this paper we focus on how people learn probability\ndistributions that are bimodal. We examined on how\nthe distance between the two peaks of a bimodal distribution\nand the numbers of observations influence how participants\nlearn each distribution, using two types of stimuli with different\ndegrees of perceptual noise. Overall, participants were able to\nlearn the various distributions quickly and accurately. However,\ntheir performance is moderated by stimuli type‚Äîwhether participants\nwere learning a distribution over numbers (low noise)\nor over sizes of circles (high noise). This work suggests that although\npeople are able to quickly learn a variety of distributions,\nmany factors may influence their performance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "probability distributions; learning; subjective belief;\nintuitive statistics" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sc6x29w", "frozenauthors": [ { "first_name": "Saiwing", "middle_name": "", "last_name": "Yeung", "name_suffix": "", "institution": "Beijing Institute of Technology", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Whalen", "name_suffix": "", "institution": "University of St Andrews", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25839/galley/15463/download/" } ] }, { "pk": 25836, "title": "Learning of Time Varying Functions is Based on Association Between Successive\nStimuli", "subtitle": null, "abstract": "In function learning, the to-be-learned function always defines\nthe relationships between stimulus and response. However,\nwhen a function defines the stimuli by time points, we can call\nthis type of function as time-varying function. Learning timevarying\nfunction would be different from learning other ones.\nSpecifically, the correlation between successive stimuli should\nplay an important role in learning such functions. In this study,\nthree experiments were conducted with the correlations as positive\nhigh, negative high, and positive low. The results show\npeople perform well when the correlation between successive\nstimuli is high, no matter whether it is positive or negative.\nAlso, people have difficulty learning the time-varying function\nwith a low correlation between successive stimuli. A simple\ntwo-layered neural network model is evident to be able to provide\ngood accounts for the data of all experiments. These results\nsuggest that learning time varying function is based on\nassociation between successive stimuli.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Function Learning; Time Varying Function" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/99m4825w", "frozenauthors": [ { "first_name": "Lee-Xieng", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "National Chengchi University", "department": "" }, { "first_name": "Tzu-Hsi", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "National Chengchi University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25836/galley/15460/download/" } ] }, { "pk": 25479, "title": "Learning to reason about desires: An infant training study", "subtitle": null, "abstract": "A key aspect of theory of mind is the ability to reason\nabout other people's desires. As adults, we know that desires\nand preferences are subjective and specific to the individual.\nHowever, research in cognitive development suggests that a\nsignificant conceptual shift occurs in desire-based reasoning\nbetween 14 and 18 months of age, allowing 18- but not 14-\nmonth-olds to understand that different people can have\ndifferent preferences (Lucas et al., 2014; Ma & Xu 2011;\nRepacholi & Gopnik, 1997). The present research investigates\nthe kind of evidence that is relevant for inducing this shift and\nwhether younger infants can be trained to learn about the\ndiversity of preferences. In Experiment 1, infants younger\nthan 18 months of age were shown demonstrations in which\ntwo experimenters either liked the same objects as each other\n(in one training condition) or different objects (in another\ntraining condition). Following training, all infants were asked\nto share one of two foods with one of the experimenters ‚Äì\nthey could either share a food that the experimenter showed\ndisgust towards (and the infants themselves liked) or a food\nthat the experimenter showed happiness towards (and the\ninfants themselves did not like). We found that infants who\nobserved two different experimenters liking different objects\nduring training later provided the experimenter with the food\nshe liked, even if it was something they disliked themselves.\nHowever, when infants observed two experimenters liking the\nsame objects, they later incorrectly shared the food that they\nthemselves liked with the experimenter. Experiment 2\ncontrolled for an alternative interpretation of these findings.\nOur results suggest that training allows infants to overturn an\ninitial theory in the domain of Theory of Mind for a more\nadvanced one.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Theory of mind; Desire-based reasoning; Infant\nlearning; Social cognition; Preferences" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8xt657ph", "frozenauthors": [ { "first_name": "Tiffany", "middle_name": "", "last_name": "Doan", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Denison", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Christopher", "middle_name": "G", "last_name": "Lucas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Alison", "middle_name": "", "last_name": "Gopnik", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25479/galley/15103/download/" } ] }, { "pk": 26011, "title": "Learning with Concrete and Virtual\nManipulative Models: Are Models Scaffolds or Crutches?", "subtitle": null, "abstract": "The development of representational competence was investigated by using 3D (concrete\nand virtual) models as feedback in teaching organic chemistry students to translate\nbetween 2D diagrams. In two experiments, students translated between diagrams of\nmolecules and received verbal feedback in one of three intervention conditions: with\nconcrete models, with virtual models, or without models. Learning was measured in\nthree posttests (with models, without models, and after a 7-day delay). Virtual models\nhad either low (Study 1) or high (Study 2) congruence between actions performed with\nthe input device and resulting movements of the virtual model. In terms of learning\noutcomes, model-based feedback was superior to verbal-feedback alone, models\nfunctioned as a scaffold rather than as a crutch, and learning with model-based feedback\nwas resilient over a 7-day delay. Finally, concrete and virtual models were equivalent in\npromoting learning, and action congruence did not affect learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0rq655zz", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "T", "last_name": "Stull", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" }, { "first_name": "Mary", "middle_name": "", "last_name": "Hegarty", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26011/galley/15635/download/" } ] }, { "pk": 25754, "title": "Let's Get Physical: Thinking with Things in Architectural Design", "subtitle": null, "abstract": "<p>To study the cognitive role that tangible objects play in design thinking, we gave 17 architects and novice students a set of blocks and asked them to design their dream house. Although the blocks seem simple they are filled with perceptual surprises. We regard manipulating blocks as a form of physical thinking because through interaction designers increase the dimensionality of their design space. This happens because a) perceptual ambiguity leads to multiple semantics - multiple ways of identifying what shapes are out there, and b) kinesthetic and other forms of non-visual interaction enables designers to feel inertia, mass, force and gravity and thereby encounter blocks and their relations in additional ways. The effects of tangibility and enactive forms of perception is that the design space expands, often leading architects to more divergent thinking. Physical interaction broadens the basis of creativity.</p>", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "multimodal interaction; extended cognition;architectural design; blocks world; design thinking; creativity" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6d52231n", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Smithwick", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Kirsh", "name_suffix": "", "institution": "UCSD", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25754/galley/15378/download/" } ] }, { "pk": 25557, "title": "Let's talk (ironically) about the weather: Modeling verbal irony", "subtitle": null, "abstract": "<p>Verbal irony plays an important role in how we communicate and express opinions about the world. While there exist many theories and empirical findings about how people use and understand verbal irony, there is to our knowledge no formal model of how people incorporate shared background knowledge and linguistic information to communicate ironically. Here we argue that a computational approach previously shown to model hyperbole (Kao, Wu, Bergen, & Goodman, 2014) can also explain irony once we extend it to a richer space of affective subtext. We then describe two behavioral experiments that examine people‚Äôs interpretations of utterances in contexts that afford irony. We show that by minimally extending the hyperbole model to account for two dimensions of affect‚Äîvalence and arousal‚Äîour model produces interpretations that closely match humans‚Äô. We discuss the implications of our model on informal theories of irony and its relationship to other types of nonliteral language understanding</p>", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "irony; computational modeling; pragmatics; nonliterallanguage understanding" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6pp9986m", "frozenauthors": [ { "first_name": "Justine", "middle_name": "T", "last_name": "Kao", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Noah", "middle_name": "D", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25557/galley/15181/download/" } ] }, { "pk": 25940, "title": "Linear Versus Non-Linear Policy Capturing in a Dynamic Classification Task", "subtitle": null, "abstract": "Policy capturing is a decision analysis technique normally using linear statistical models to infer the basis of expert\njudgments. The purpose of the present work was to test if the C4.5 decision tree (DT) algorithm (a non-linear machine learning\nmethod) is more effective at capturing individual‚Äôs decision policies than the standard linear technique. Human classification\nbehavior was measured in a simulated naval air-defence task to compare decision tree models and linear logistic regression\nmodels in terms of their descriptive and predictive accuracy. Results show that C4.5 was superior in terms of goodness-of-fit\nand cross-validation performance. Decision tree complexity was significantly correlated to individuals‚Äô response times. The\nclassification rules derived from each individual were actually more reliable than their human counterparts ‚Äì replicating a classic\nfinding in policy capturing. We conclude that C4.5 is a useful policy capturing tool in the context of a complex dynamic task\nenvironment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6532d164", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Lafond", "name_suffix": "", "institution": "Thales Research Technology Canada", "department": "" }, { "first_name": "Benoit", "middle_name": "", "last_name": "Roberge-Valliere", "name_suffix": "", "institution": "U Laval", "department": "" }, { "first_name": "Marie-Eve", "middle_name": "", "last_name": "Saint-Louis", "name_suffix": "", "institution": "U Laval", "department": "" }, { "first_name": "Sebastien", "middle_name": "", "last_name": "Tremblay", "name_suffix": "", "institution": "U Laval", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25940/galley/15564/download/" } ] }, { "pk": 25599, "title": "Linguistic input overrides conceptual biases: When goals don't matter", "subtitle": null, "abstract": "<p>Previous research has suggested the presence of a cognitive goal bias, which favors the linguistic and non-linguistic (mnemonic) encoding of goals of motion over sources. The present corpus-based study tests the limits of the goal bias by comparing the path-encoding tendencies of English come and go in young children‚Äôs and adults‚Äô naturalistic speech. Both verbs can occur with source and goal adjuncts; however, they differ in their presuppositional structure, such that come presupposes a goal while go presupposes a source. This difference in presupposition might lead adult speakers to inhibit goal-encoding for come via the Gricean maxim of quantity. As input, this might lead young children to acquire different path structures for go and come, even before they have mastered conversational-pragmatic abilities. Descriptive statistics replicate earlier findings of a general goal bias for both verbs. However, the results of more detailed regression analyses suggest that go exhibits a stronger goal bias than come for children and adults. Moreover, children from ages 2- 3 persist in inhibiting goal mentioning for come at rates similar to adult usage. This effect holds even while goal expressions for go are becoming more complex. These findings suggest that statistical patterns in the input can override non-linguistic biases, even during early lexical acquisition.</p>", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Goal bias; child language; usage-based grammar;motion deixis." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3hj493bj", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": "A", "last_name": "Lester", "name_suffix": "", "institution": "UCSB", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25599/galley/15223/download/" } ] }, { "pk": 25613, "title": "Linguistic Modality Affects the Creation of Structure and Iconicity in Signals", "subtitle": null, "abstract": "Different linguistic modalities (speech or sign) offer different\nlevels at which signals can iconically represent the world.\nOne hypothesis argues that this iconicity has an effect on how\nlinguistic structure emerges. However, exactly how and why\nthese effects might come about is in need of empirical investigation.\nIn this contribution, we present a signal creation\nexperiment in which both the signalling space and the meaning\nspace are manipulated so that different levels and types of\niconicity are available between the signals and meanings. Signals\nare produced using an infrared sensor that detects the hand\nposition of participants to generate auditory feedback. We find\nevidence that iconicity may be maladaptive for the discrimination\nof created signals. Further, we implemented Hidden\nMarkov Models to characterise the structure within signals,\nwhich was also used to inform a metric for iconicity", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistic structure; Combinatorial structure; Signal\nspaces; Iconicity; Hidden Markov Models" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/84q5m77d", "frozenauthors": [ { "first_name": "Hannah", "middle_name": "", "last_name": "Little", "name_suffix": "", "institution": "Vrije Universiteit Brussel", "department": "" }, { "first_name": "Kerem", "middle_name": "", "last_name": "Eryilmaz", "name_suffix": "", "institution": "Vrije Universiteit Brussel", "department": "" }, { "first_name": "Bart", "middle_name": "", "last_name": "de Boer", "name_suffix": "", "institution": "Vrije Universiteit Brussel", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25613/galley/15237/download/" } ] }, { "pk": 25842, "title": "Linking Joint Attention with Hand-Eye Coordination ‚Äì A Sensorimotor Approach to\nUnderstanding Child-Parent Social Interaction", "subtitle": null, "abstract": "An understanding of human collaboration requires a level of\nanalysis that concentrates on sensorimotor behaviors in which the\nbehaviors of social partners continually adjust to and influence\neach other. A suite of individual differences in partners‚Äô ability to\nboth read the social cues of others and to send effective behavioral\ncues to others create dyad differences in joint attention and joint\naction. The present paper shows that infant and dyad differences\nin hand-eye coordination predict dyad differences in joint\nattention. In the study reported here, 51 toddlers and their parents\nwore head-mounted eye-trackers as they played together with\nobjects. This method allowed us to track the gaze direction of\neach participant to determine when they attended to the same\nobject. We found that physically active toddlers align their\nlooking behavior with their parent, and achieve a high proportion\nof time spent jointly attending to the same object in toy play.\nHowever, joint attention bouts in toy play don‚Äôt depend on gaze\nfollowing but rather on the coordination of gaze with hand actions\non objects. Both infants and parents attend to their partner‚Äôs\nobject manipulations and in so doing fixate the object visually\nattended by their partner. Thus, the present results provide\nevidence for another pathway to joint attention ‚Äì hand following\ninstead of gaze following. Moreover, dyad differences in joint\nattention are associated with dyad differences in hand following,\nand specifically parents‚Äô and infants‚Äô manual activities on objects\nand the within- and between-partner coordination of hands and\neyes during parent-infant interactions. In particular, infants‚Äô\nmanual actions on objects play a critical role in organizing parentinfant\njoint attention to an object.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Joint Attention" }, { "word": "eye tracking" }, { "word": "perception and action" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4bg2k1x1", "frozenauthors": [ { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Linda", "middle_name": "B", "last_name": "Smith", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25842/galley/15466/download/" } ] }, { "pk": 25945, "title": "Long-Term Memory andWorking Memory can be Improved by Cognitive\nTraining", "subtitle": null, "abstract": "Previous research showed improved working memory through cognitive training. However, comparatively little\nis known about whether long-term memory can be improved by training. Several cognitive processes, including working\nmemory and executive function, subsume long-term memory functioning. Thus, if the cognitive processes that subserve longterm\nmemory could be improved via training, we predicted that it should lead to broad improvements in long-term memory.\nThe current study examined whether training using three different cognitive training conditions would improve performance in\ntasks measuring executive functions and long-term memory. Participants were assigned one of three possible training conditions\n(working memory training, mindfulness training, and retrieval practice) over 20 days. Results suggested that retrieval practice\nand mindfulness led to changes that improve participants‚Äô ability to store and retrieve new episodic information formed while\nreading text passages. Other benefits include improvements in working memory and executive functions. Limitations and\ndirections for future research will be discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7qt2n6jx", "frozenauthors": [ { "first_name": "David", "middle_name": "M", "last_name": "Lim", "name_suffix": "", "institution": "Nanyang Technological University", "department": "" }, { "first_name": "Michael", "middle_name": "D", "last_name": "Patterson", "name_suffix": "", "institution": "Nanyang Technological University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25945/galley/15569/download/" } ] }, { "pk": 25768, "title": "M3-Situating Embodied Learning: Embedding Gestures in Narratives to learn\nMathematical FrActions in a digital tablet environment", "subtitle": null, "abstract": "Researchers developed Iteration-1 of a digital tablet tutorgame\nexploring the impact of narratives (strong (S) vs. weak\n(W)) and gestural mechanics (conceptual (C) vs. deictic (D))\non players‚Äô understanding of mathematical fractions. In a\ntwo-by-two factorial design, 3rd, 4th, and 5th grade elementary\nstudents at an afterschool program in Harlem, NYC\n(NTTL=72; xÃÑAGE=10.31 years [1.64], 67% female) were\nrandomly assigned to play one of the four tutor-game\nenvironments (SC, SD, WC, WD). Pre/post scores on formal\nfractions assessments showed significant learning for all\ngroups. Tutor-log data revealed that students using\nconceptual gestures were significantly more accurate at\nestimating and denominating fractions than students using\ndeictic gestures. Observational notes, student exit surveys and\nclinical interviews corroborated that many students used the\ntutors‚Äô gestures in their explanations of fractions. This\ncollection of data is used to discuss the impact of gesture and\nnarrative on learning fractions and digital-tutor design.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mathematics; fractions; embodiment; gestures;\nsituated; narrative; ludology; gaming; design-based research;\nDBR; data-mining; digital; tablet; tutor." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2p69d9qs", "frozenauthors": [ { "first_name": "Michael", "middle_name": "I", "last_name": "Swart", "name_suffix": "", "institution": "Teachers College Columbia University", "department": "" }, { "first_name": "Ben", "middle_name": "", "last_name": "Friedman", "name_suffix": "", "institution": "Teachers College Columbia University", "department": "" }, { "first_name": "Sorachai", "middle_name": "", "last_name": "Kornkasem", "name_suffix": "", "institution": "Teachers College Columbia University", "department": "" }, { "first_name": "John", "middle_name": "B", "last_name": "Black", "name_suffix": "", "institution": "Teachers College Columbia University", "department": "" }, { "first_name": "Jon", "middle_name": "M", "last_name": "Vitale", "name_suffix": "", "institution": "University of California Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25768/galley/15392/download/" } ] }, { "pk": 25489, "title": "Making Moves: How Sex and Race are Detected from Biological Motion", "subtitle": null, "abstract": "Humans are able to successfully detect characteristics about\nothers that serve to guide interaction, yet the source of this\ninformation is unclear. We hypothesized that biological\nmotion specifies sex and race as these invariant categorical\ncharacteristics often guide interaction. Results indicated that\nmovement kinematics are necessary but not sufficient for sex\ndetection and that race is detectable when movement is\nproduced by Caucasians but not African Americans, and only\nwhen kinematic information is embedded in body structure.\nThese results imply that social psychological perspectives on\nperson perception should be integrated with ecological\npsychological perspectives on affordances in order to\nunderstand social cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social cognition; kinematic specification of\ndynamics; person perception; biological motion" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7pv5720m", "frozenauthors": [ { "first_name": "Brian", "middle_name": "A", "last_name": "Eiler", "name_suffix": "", "institution": "Center for Cognition, Action and Perception, Department of Psychology, University of Cincinnati", "department": "" }, { "first_name": "Rachel", "middle_name": "W", "last_name": "Kallen", "name_suffix": "", "institution": "Center for Cognition, Action and Perception, Department of Psychology, University of Cincinnati", "department": "" }, { "first_name": "Michael", "middle_name": "J", "last_name": "Richardson", "name_suffix": "", "institution": "Center for Cognition, Action and Perception, Department of Psychology, University of Cincinnati", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25489/galley/15113/download/" } ] }, { "pk": 25528, "title": "Making Sense of Time-Series Data: How Language Can Help Identify\nLong-Term Trends", "subtitle": null, "abstract": "Real-world time-series data can show substantial short-term\nvariability as well as underlying long-term trends. Verbal\ndescriptions from a pilot study, in which participants\ninterpreted a real-world line graph about climate change,\nrevealed that trend interpretation might be problematic\n(Experiment 1). The effect of providing a graph interpretation\nstrategy, via a linguistic warning, on the encoding of longterm\ntrends was then tested using eye tracking (Experiment\n2). The linguistic warning was found to direct visual attention\nto task-relevant information thus enabling more detailed\ninternal representations of the data to be formed. Language\nmay therefore be an effective tool to support users in making\nappropriate spatial inferences about data", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "graph comprehension; language; visual attention" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1j5461g2", "frozenauthors": [ { "first_name": "Jordan", "middle_name": "", "last_name": "Harold", "name_suffix": "", "institution": "University of East Anglia", "department": "" }, { "first_name": "Kenny", "middle_name": "R", "last_name": "Coventry", "name_suffix": "", "institution": "University of East Anglia", "department": "" }, { "first_name": "Irene", "middle_name": "", "last_name": "Lorenzoni", "name_suffix": "", "institution": "University of East Anglia", "department": "" }, { "first_name": "Thomas", "middle_name": "F", "last_name": "Shipley", "name_suffix": "", "institution": "Temple University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25528/galley/15152/download/" } ] }, { "pk": 25796, "title": "Manipulating the Contents of Consciousness\nA Mechanistic-Manipulationist Perspective on Content-NCC Research", "subtitle": null, "abstract": "I argue for a manipulationist-mechanistic\nframework for content-NCC research in the case of visual\nconsciousness (Bechtel 2008; Neisser 2012). Reference to\nmechanisms is common in the NCC research. Furthermore,\nrecent developments in non-invasive brain stimulation\ntechniques (NIBS) lend support to a manipulationist\nstandpoint. The crucial question is to understand what is\nchanged after manipulation of a brain mechanism. In the\nsecond part of the paper I review the literature on\nintentionalism, and argue that intervention on the neural\nmechanism is likely to change the intentional content of\nconsciousness. This urges us to shift from content-NCC to\nwhat I call ‚Äúintentional mechanisms‚Äù. Such mechanisms, it\nis argued, should be understood as neural prerequisites of\nconscious visual experience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Consciousness; Manipulationism; NCC; Visual\nExperience; Intentionalism; NIBS; Mechanisms; Explanation" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/29p122m4", "frozenauthors": [ { "first_name": "Alfredo", "middle_name": "", "last_name": "Vernazzani", "name_suffix": "", "institution": "Institut f√ºr Philosophie", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25796/galley/15420/download/" } ] }, { "pk": 25698, "title": "Mathematical Model of Developmental Changes in Number Cognition", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "computational model; cognitive development;\nnumerical cognition" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5zv3m5kx", "frozenauthors": [ { "first_name": "Richard", "middle_name": "W", "last_name": "Prather", "name_suffix": "", "institution": "University of Maryland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25698/galley/15322/download/" } ] }, { "pk": 25595, "title": "Measuring Time Gestures with the Microsoft Kinect", "subtitle": null, "abstract": "Gestures related to time can reveal implicit\nrepresentations of the TIME is SPACE metaphor\n(N√∫√±ez & Sweetser, 2006). While past research\nhas shown that gestures illustrate the direction of\nfuture and past on timelines, no detailed analysis\nof timelines has been possible. Using the Kinect\ndepth camera and body tracking technology, we\ntracked participants‚Äô co-speech gestures while\nexplaining time-related concepts. We present data\ncollected with novel, relatively unsupervised\nKinect-based methods that offer evidence similar\nto traditional gesture-coding methods and could\nprovide the opportunity for novel theoretical\nfindings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Gesture; Motion Capture; Time;\nMetaphor" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8gc886gt", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Lenzen", "name_suffix": "", "institution": "UCSD", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25595/galley/15219/download/" } ] }, { "pk": 25663, "title": "Mediators or Alternative Explanations:\nTransitivity in Human-Mediated Causal Chains", "subtitle": null, "abstract": "We investigate how learning that an established type-level\ncausal relationship is implemented by human agency affects\npeople‚Äôs conceptualization of this relationship. In particular,\nwe ask under what conditions subjects continue to perceive the\noriginal root cause as appropriate explanation for the resulting\neffect, and under what conditions they perceive the mediating\nintentional action as alternative explanation instead. Using a\nnew experimental paradigm, we demonstrate that mechanisms\ninvolving intentional action lead to intuitions of causal intransitivity,\nbut only when these actions are norm-violating. Potential\ngeneralizations and implications for scientific theory construction\nare discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "explanation; causal mechanisms; causal chains;\ntransitivity; mediators" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2mf7m8wh", "frozenauthors": [ { "first_name": "Jonas", "middle_name": "", "last_name": "Nagel", "name_suffix": "", "institution": "University of G¬®ottingen", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Stephan", "name_suffix": "", "institution": "University of G¬®ottingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25663/galley/15287/download/" } ] }, { "pk": 25749, "title": "Memory Capacity Limits in Processing of Natural Connected Speech:\nThe Psychological Reality of Intonation Units", "subtitle": null, "abstract": "Many theories of memory propose some type of short-\nterm store limited in capacity to a small number of in-\nformation chunks. However, although short-term ver-\nbal memory is generally considered to be a crucial\ncomponent of language processing, the relevant infor-\nmation chunk level that may de?ne capacity limits in\necologically-valid spoken language has never been inves-\ntigated. The Intonation Unit (IU), an intermediate-level\nprosodic phrase, has been theorized to be a fundamental\nunit of spoken language, the focus of a speaker's mental\nprocessing. This suggests that IUs might play a role as\nthe relevant unit representing \\chunks\" of spoken lan-\nguage. We report the results of an experiment investi-\ngating the role of IUs in short-term memory in a serial\nrecall task. We found a signi?cant non-linear e?ect of\nstimulus size in IUs, but not clauses. We conclude that\nIntonation Units are the primary linguistic unit used for\nchunking spoken language input in memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "short-term memory; working memory ca-\npacity; information chunks; memory capacity; serial re-\ncall; verbal recall; sentence processing; prosody; atten-\ntion" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8v18c50x", "frozenauthors": [ { "first_name": "Heather", "middle_name": "Elizabeth", "last_name": "Simpson", "name_suffix": "", "institution": "University of California { Santa Barbara", "department": "" }, { "first_name": "Fermin", "middle_name": "Moscoso del Prado", "last_name": "Martin", "name_suffix": "", "institution": "University of California { Santa Barbara", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25749/galley/15373/download/" } ] }, { "pk": 25471, "title": "Memory constraints affect statistical learning;\nstatistical learning affects memory constraints", "subtitle": null, "abstract": "We present evidence that successful chunk formation during a\nstatistical learning task depends on how well the perceiver is\nable to parse the information that is presented between\nsuccessive presentations of the to-be-learned chunk. First, we\nshow that learners acquire a chunk better when the\nsurrounding information is also chunk-able in a visual\nstatistical learning task. We tested three process models of\nchunk formation, TRACX, PARSER, and MDLChunker, on\nour two different experimental conditions, and found that only\nPARSER and MDLChunker matched the observed result.\nThese two models share the common principle of a memory\ncapacity that is expanded as a result of learning. Though\nimplemented in very different ways, both models effectively\nremember more individual items (the atomic components of a\nsequence) as additional chunks are formed. The ability to\nremember more information directly impacts learning in the\nmodels, suggesting that there is a positive-feedback loop in\nchunk learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "statistical learning; chunking; memory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5wm2t4q9", "frozenauthors": [ { "first_name": "Joshua", "middle_name": "R", "last_name": "de Leeuw", "name_suffix": "", "institution": "Indiana", "department": "" }, { "first_name": "Robert", "middle_name": "L", "last_name": "Goldstone", "name_suffix": "", "institution": "Indiana", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25471/galley/15095/download/" } ] }, { "pk": 25685, "title": "Memory distortions resulting from a choice blindness task", "subtitle": null, "abstract": "Using a choice blindness paradigm, it is possible to switch\ndecisions and outcomes in simple choice tasks. Such switches\nhave been found to carry over into later choices, hypothesized\nto be mediated by beliefs about earlier decisions. Here we\ninvestigated participants‚Äô memories for stimuli in a simple\nchoice blindness task involving preferential choices between\npairs of faces. We probed participants‚Äô recognition and source\nmemory following a round of choices where on some trials\nparticipants were presented with the opposite face to the one\nthey actually selected. We found no effect on recognition\nmemory accuracy. Source memory was impaired such that\nparticipants failing to detect the manipulation later\nmisremembered recognized non-chosen faces as being\npreviously chosen. The findings are discussed in the light of\nself-perception theory and previous work on how beliefs\naffect memories for choices", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "choice blindness; memory; decision making;\npreference" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0vr4s1f2", "frozenauthors": [ { "first_name": "Philip", "middle_name": "", "last_name": "Parnamets", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "Lars", "middle_name": "", "last_name": "Hall", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "Petter", "middle_name": "", "last_name": "Johansson", "name_suffix": "", "institution": "Lund University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25685/galley/15309/download/" } ] }, { "pk": 25769, "title": "Memory Foraging in a Spatial Domain", "subtitle": null, "abstract": "Search is a ubiquitous behavior for a variety of species. Converging\nevidence from several domains suggests that there may\nbe common principles that apply to search processes regardless\nof the species, or contexts, in which they are observed.\nTheories of cognitive or memory search have been motivated\nby findings in the animal foraging literature, and have recently\nbeen the subject of increased attention (see Hills et al., 2015;\nHills, Jones, & Todd, 2012, for example). This approach has\nbeen quite successful in terms of applying the principles of\nspatial search to cognitive search, but here we add additional\njustification by grounding cognitive search in spatial measures.\nWe asked subjects to perform a semantic fluency task, recalling\nitems from the category of cities in California, so we could\nuse physical, geographic coordinates to characterize cognitive\nsearch. Our findings support the notion that cognitive search is\nsimilar to spatial search.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Spatial Cognition; Spatial Search; Cognitive\nSearch; Memory; Memory Search; Categorical Recall; Collaborative\nRecall; Collaborative Dynamics" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8zj8h7tf", "frozenauthors": [ { "first_name": "Janelle", "middle_name": "", "last_name": "Szary", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Kello", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Rick", "middle_name": "", "last_name": "Dale", "name_suffix": "", "institution": "University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25769/galley/15393/download/" } ] }, { "pk": 25771, "title": "Memory Processes of Sequential Action Selection", "subtitle": null, "abstract": "We have devised a unified framework with which we\ncan make predictions about several types of human\nerror‚Äîomissions, perseverations, and PCE‚Äîacross\nmultiple tasks with data collected from multiple labs.\nPreviously we have demonstrated this model for PCE\nfrom two tasks (Tamborello & Trafton, 2013). Now we\ndemonstrate it for omissions and perseverations in\nAltmann, Trafton and Hambrick‚Äôs (Altmann, Trafton, &\nHambrick, 2014) UNRAVEL task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "memory; architecture; cognitive model;\naction selection; error" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/32m336mb", "frozenauthors": [ { "first_name": "Franklin", "middle_name": "P", "last_name": "Tamborello", "name_suffix": "", "institution": "National Research Council Postdoctoral Research Associate", "department": "" }, { "first_name": "J", "middle_name": "Gregory", "last_name": "Trafton", "name_suffix": "", "institution": "U. S. Naval Research Laboratory", "department": "" }, { "first_name": "Erik", "middle_name": "M", "last_name": "Altmann", "name_suffix": "", "institution": "Michigan State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25771/galley/15395/download/" } ] }, { "pk": 25624, "title": "Memory Strategically Encodes Externally Unavailable Information", "subtitle": null, "abstract": "In the present study, we test the theory that humans selectively\nencode incoming sensory information on an as-necessary basis,\nwhen the information would not be accessible otherwise, in\norder to compensate for cognitive limitations on the quantity of\nnew information that they can encode. We investigate whether\nexternal informational sources‚Äîmuch like high-level knowledge\nobtained from previous experiences‚Äîcan spare learners\nfrom having to encode all new information in fine-grained detail.\nIf this is true, we would expect to observe differences\nbetween the way human learners encode new information that\nthey know to be easily available through external informational\nresources (e.g., names of actors in a movie, the date of a historical\nevent) and those that they know are not (e.g., names of\nnew acquaintances, the date of a wedding anniversary). Specifically,\nwe would expect learners to encode far less detail for\ninformation that is available through known external informational\nresources than for information that is not. We present\nevidence from a study run on Amazon Mechanical Turk that\nhuman memory preferentially encodes information that is not\nexpected to be available from external informational resources.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Memory; learning; education; human experimentation." } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8545d92j", "frozenauthors": [ { "first_name": "Carla", "middle_name": "", "last_name": "Macias", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Amanda", "middle_name": "", "last_name": "Yung", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Pernille", "middle_name": "", "last_name": "Hemmer", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Celeste", "middle_name": "", "last_name": "Kidd", "name_suffix": "", "institution": "University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25624/galley/15248/download/" } ] }, { "pk": 25516, "title": "Mental states are more important in evaluating moral than conventional violations", "subtitle": null, "abstract": "A perpetrator‚Äôs mental state ‚Äì whether she had mens rea or a\n‚Äúguilty mind‚Äù ‚Äì typically plays an important role in evaluating\nwrongness and assigning punishment. In two experiments, we\nfind that this role for mental states is weaker in evaluating\nconventional violations relative to moral violations. We also\nfind that this diminished role for mental states may be\nassociated with the fact that conventional violations are\nwrong by virtue of having violated a (potentially arbitrary)\nrule, whereas moral violations are also wrong inherently", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision making" }, { "word": "violations" }, { "word": "mental states" }, { "word": "moral\nevaluation" }, { "word": "Punishment" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8kv8g8hx", "frozenauthors": [ { "first_name": "Carly", "middle_name": "", "last_name": "Giffin", "name_suffix": "", "institution": "UCB", "department": "" }, { "first_name": "Tania", "middle_name": "", "last_name": "Lombrozo", "name_suffix": "", "institution": "UCB", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25516/galley/15140/download/" } ] }, { "pk": 36074, "title": "Mentor Texts Squared: Helping Students Explore Voice Through Readings That Promote Critical Consciousness", "subtitle": null, "abstract": "Much research has been conducted documenting the reading and writing challenges students in precollege courses face (Crosby, 2007; Masterson, 2007). Some colleges label these courses “developmental,” “remedial,” or “basic skills” courses. These “developmental” students comprise both US-born and immigrant pupils from culturally, linguistically, and economically diverse backgrounds (Roberge, Siegal, & Harklau, 2009) and are often institutionally marginalized (Blumenthal, 2002), leaving them often underprepared when matriculating into credit-bearing collegelevel courses (Roberge, 2009). In this article, we report on a case study where a community college ESOL (English for Speakers of Other Languages) instructor and three faculty members at a local university worked collaboratively on developing resources to support his struggling readers through leveled, culturally responsive texts. We share a unique approach to mentor texts, employing them both as exemplars for developing reading and writing skills, and also as a means to support avenues for finding “voice.”", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Feature Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9tk7s95d", "frozenauthors": [ { "first_name": "Sarina", "middle_name": "Chugani", "last_name": "Molina", "name_suffix": "", "institution": "University of San Diego", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Manasse", "name_suffix": "", "institution": "San Diego Miramar College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36074/galley/26926/download/" } ] }, { "pk": 25777, "title": "Metaphors Affect Reasoning:\nMeasuring Effects of Metaphor in a Dynamic Opinion Landscape", "subtitle": null, "abstract": "Metaphors pervade discussions of critical issues, making up\nas much as 10-20% of natural discourse. Recent work has\nsuggested that these conventional and systematic metaphors\ninfluence the way people reason about the issues they\ndescribe. For instance, Thibodeau & Boroditsky (2011, 2013)\nfound that people were more likely to want to fight back\nagainst a crime beast by increasing the police force but more\nlikely to want to diagnose and treat a crime virus through\nsocial reform. Here, we report two norming studies and two\nexperiments that reveal a shift in the overall landscape of\nopinion on the topic of crime. Importantly, we find that the\nmetaphors continue to have an influence on people‚Äôs\nreasoning about crime. Our results and analyses highlight the\nimportance of up-to-date opinion norms and carefully\ncontrolled materials in metaphor research.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "metaphor; analogy; framing; reasoning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/34m4k59j", "frozenauthors": [ { "first_name": "Paul", "middle_name": "H", "last_name": "Thibodeau", "name_suffix": "", "institution": "Oberlin College", "department": "" }, { "first_name": "Peace", "middle_name": "O", "last_name": "Iyieqaure", "name_suffix": "", "institution": "Oberlin College", "department": "" }, { "first_name": "Lera", "middle_name": "", "last_name": "Boroditsky", "name_suffix": "", "institution": "UCSD", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25777/galley/15401/download/" } ] }, { "pk": 25430, "title": "Minimal Requirements for Productive Compositional Signaling", "subtitle": null, "abstract": "The ability to form complex linguistic units from simpler ones\nlies at the center of many explanations of the communicative\nsuccess and robustness of natural language. A closely related\nability is that to generalize knowledge about such constructions\nto novel ones. The present investigation addresses the\nquestion what the minimal conditions for the emergence of\nsuch productive compositional communication are. Two features\nare argued to be required for this: relations between elements\nand classes over their relations. Using signaling games\nwith reinforcement learning we show that a learning bias involving\nboth aspects can lead to the emergence of such generalizable\nstructure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "signaling games; generalization; compositionality;\nreinforcement learning" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/58d0q4nb", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "", "last_name": "Brochhagen", "name_suffix": "", "institution": "Institute for Logic, Language and Computation, Universiteit van Amsterdam", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25430/galley/15054/download/" } ] }, { "pk": 25633, "title": "Modeling choice and search in decisions from experience: A sequential sampling\napproach", "subtitle": null, "abstract": "In decisions from experience (DFE), people sample from two\nor more lotteries prior to making a consequential choice. Although\nexisting models can account for how sampled experiences\nrelate to choice, they don‚Äôt explain decisions about\nhow to search (in particular, when to stop sampling information).\nWe propose that both choice and search behavior in\nthis context can be understood as a sequential sampling process\nwhereby decision makers sequentially accumulate outcome\ninformation from each option to form a preference for\none alternative over the other. We formalize this process in\na new model, Choice from Accumulated Samples of Experience\n(CHASE). The model provides a good account of choice\nbehavior and goes beyond existing models by explaining variations\nin sample size under different task conditions. This\napproach offers a process-level framework for understanding\nhow interactions between the choice environment and properties\nof the decision maker give rise to decisions from experience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decisions from experience; sequential sampling;\ndecision field theory" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7qr6z93q", "frozenauthors": [ { "first_name": "Douglas", "middle_name": "", "last_name": "Markant", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Timothy", "middle_name": "J", "last_name": "Pleskac", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Adele", "middle_name": "", "last_name": "Diederich", "name_suffix": "", "institution": "Jacobs University", "department": "" }, { "first_name": "Thorsten", "middle_name": "", "last_name": "Pachur", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Ralph", "middle_name": "", "last_name": "Hertwig", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25633/galley/15257/download/" } ] }, { "pk": 25656, "title": "Modeling idiosyncratic preferences: How generative knowledge and expression\nfrequency jointly determine language structure", "subtitle": null, "abstract": "Most models of choice in language focus on broadly applicable\ngenerative knowledge, treating item-specific variation as\nnoise. Focusing on word order preferences in binomial expressions\n(e.g. bread and butter), we find meaning in the\nitem-specific variation: more frequent expressions have more\npolarized (i.e. frozen) preferences. Of many models considered,\nonly one that takes expression frequency into account can\npredict the language-wide distribution of preference strengths\nseen in corpus data. Our results support a gradient trade-off in\nlanguage processing between generative knowledge and itemspecific\nknowledge as a function of frequency", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bayesian modeling; binomial expression; frequency;\nword order" } ], "section": "Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7rm1r6jh", "frozenauthors": [ { "first_name": "Emily", "middle_name": "", "last_name": "Morgan", "name_suffix": "", "institution": "UCSD", "department": "" }, { "first_name": "Roger", "middle_name": "", "last_name": "Levy", "name_suffix": "", "institution": "UCSD", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2015-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25656/galley/15280/download/" } ] } ] }