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{ "count": 39481, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=3100", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=2900", "results": [ { "pk": 49881, "title": "Integration of Language and Experience via the Instructed Bandit Task", "subtitle": null, "abstract": "Humans learn by interacting directly with their environments and by communicating via language. In this project, we explore this interaction between language and experiential learning through a novel sequential decision-making task, the \"instructed bandit task\" (IBT). In the IBT, agents make choices and receive rewards sampled from an unknown Gaussian distributions after being given linguistic hints. The IBT assesses how linguistic input and experienced reward values combine to determine choice behavior. We additionally propose a novel Bayesian reinforcement learning model that combines Bayesian updating from experience with propositional constraints that capture the meaning of the linguistic hints. As a point of comparison, we evaluate both human participants and Centaur, a LLaMA-based model fine-tuned to mimic human behavior, on the IBT. Our results show that all agents converge with the Bayesian model, and the granular difference in choice sequences reveal the varied role instruction plays in decision-making tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Decision making; Learning; Bayesian modeling; Computational Modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1j746305", "frozenauthors": [ { "first_name": "Ellen", "middle_name": "", "last_name": "Su", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Mark", "middle_name": "K", "last_name": "Ho", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Todd", "middle_name": "M", "last_name": "Gureckis", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49881/galley/37843/download/" } ] }, { "pk": 50260, "title": "Interaction of generalised aversive beliefs and avoidance behaviour", "subtitle": null, "abstract": "Beliefs about potential threats motivate avoidance behaviour. However, avoidance may also provide new learning experiences that can impact threat beliefs. Here, we use a novel task to explore this bidirectional relationship between aversive beliefs and avoidance. Specifically, we evaluate changes in outcome expectancies for locations on a grid-like sea-world before and after participants navigate a boat and avoid threatening locations. Using computational modelling we assess how participants generalise threat information to nearby locations and how these beliefs change as a result of avoidance. Initial piloting indicates that participants differ in the degree to which they generalise beliefs to nearby locations. Simulations further show how increased generalization influences avoidance and highlight the role of avoidance costs in shaping behavior. This work explores individual differences in belief-avoidance interplay and contributes to our understanding of how this interaction can lead to maladaptive patterns typical of anxiety.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Decision making; Learning; Computational Modeling" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3v0301vv", "frozenauthors": [ { "first_name": "Luianta", "middle_name": "", "last_name": "Verra", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Toby", "middle_name": "", "last_name": "Wise", "name_suffix": "", "institution": "King's College London", "department": "" }, { "first_name": "Ondrej", "middle_name": "", "last_name": "Zika", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Nicolas", "middle_name": "", "last_name": "Schuck", "name_suffix": "", "institution": "UniversitŠt Hamburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50260/galley/38222/download/" } ] }, { "pk": 49837, "title": "Interaction of language-specific and cross-linguistic strategies during agreement computation - Evidence from Hindi", "subtitle": null, "abstract": "Errors during sentence production have revealed crucial insights about the cognitive underpinnings of language processing. One such widely studied error is the agreement attraction error. Such errors occur when the subject-verb agreement, a crucial linguistic dependency, falters such that the verb shows the features of a ‘distractor' noun rather than that of the target subject. Previous work on agreement attraction has established similar cross-linguistic patterns, such as the number mismatch asymmetry effect. Such research suggests that the underlying mechanism might be universal. Recent studies, however, indicate that Hindi employs a language-specific strategy during agreement processing that is not reported in other languages. This raises an important question: do the cross-linguistic patterns observed in agreement processing also manifest in Hindi? Our experiment addresses this gap by using a preamble repetition task to elicit errors. Based on the nature of mismatch asymmetry and the structure of Hindi nouns, we hypothesize that if number mismatch asymmetry occurs, it should be limited to feminine nouns in Hindi.\n\nOur findings confirm the presence of mismatch asymmetry in Hindi but exclusively for feminine nouns. This suggests that while agreement mechanisms are indeed universal, they are influenced by language-specific configurations and strategies. Overall, our results can be interpreted better within a cue-based retrieval framework.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Behavioral Science; Language Production; Representation; Computer-based experiment" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2jm7w7p8", "frozenauthors": [ { "first_name": "Pranab", "middle_name": "", "last_name": "Bagartti", "name_suffix": "", "institution": "Indian Institute of Technology Delhi", "department": "" }, { "first_name": "Samar", "middle_name": "", "last_name": "Husain", "name_suffix": "", "institution": "Indian Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49837/galley/37799/download/" } ] }, { "pk": 49548, "title": "Interactions Between Linear Order and Lexical Distributions in Artificial Language Learning", "subtitle": null, "abstract": "How do children learn the appropriate scope of linguistic generalizations? One proposal is that prediction error and cue competition enable them to implicitly reduce their uncertainty about the various cues to linguistic patterns. Previous work has employed artificial language studies to test the predictions of error-driven models against the performance of (adult) human participants (Ramscar et al., 2010). A critical prediction of these models - that linear relations between linguistic and environmental cues can critically affect generalization - has received much empirical support. For example, Vujovic et al. (2021) found that suffixing languages supported the learning of discriminating cues, and overgeneralization avoidance, better than equivalent prefixing languages. The current study addresses a limitation of previous studies: the use of unnatural flat distributions, which contrast to the skewed distributions ubiquitous in natural language. Although some of our results are consistent with model predictions, there were divergences. Possible reasons for these are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Language acquisition; Language Comprehension; Computational Modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7gc6846s", "frozenauthors": [ { "first_name": "Holly", "middle_name": "Elizabeth", "last_name": "Jenkins", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Ramscar", "name_suffix": "", "institution": "University of TŸbingen", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Wonnacott", "name_suffix": "", "institution": "University of Oxford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49548/galley/37510/download/" } ] }, { "pk": 50090, "title": "Interactive Dynamics with Concepts Varying in Abstractness and Vagueness", "subtitle": null, "abstract": "This work explores the social dynamics triggered by abstract and concrete concepts (e.g., fantasy vs. bottle) integrating traditional research methods with an interactive paradigm. It introduces Vagueness, a semantic dimension that distinguishes between determinate and vague concepts (e.g., subtraction vs. freedom). A preliminary norming study reveals that while Vagueness is partially predicted by Abstractness, it represents a distinct and meaningful semantic component. The main study further demonstrates that Abstractness and Vagueness uniquely shape how dyads evaluate the quality of their collaborative interactions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Concepts and categories; Semantic memory; Bayesian modeling; Quantitative Behavior" } ], "section": "Abstracts with Poster Presentation (accepted as Abstracts)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5gf2s5w7", "frozenauthors": [ { "first_name": "Chiara", "middle_name": "", "last_name": "De Livio", "name_suffix": "", "institution": "Sapienza Univerisity of Rome", "department": "" }, { "first_name": "Claudia", "middle_name": "", "last_name": "Mazzuca", "name_suffix": "", "institution": "Sapienza University of Rome", "department": "" }, { "first_name": "Viola", "middle_name": "", "last_name": "Chillura", "name_suffix": "", "institution": "Sapienza University of Rome", "department": "" }, { "first_name": "valerio", "middle_name": "", "last_name": "sperati", "name_suffix": "", "institution": "Institute of Cognitive Sciences and Technologies, National Research Council of Italy (ISTC-CNR)", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Borghi", "name_suffix": "", "institution": "Sapienza University of Rome", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50090/galley/38052/download/" } ] }, { "pk": 49497, "title": "Interfering with inner speech during action encoding impacts their execution", "subtitle": null, "abstract": "Most of the studies so far overlooked the role of inner speech in action, especially new actions. We conducted a behavioral experiment asking participants to observe videos to acquire two actions. In the experimental group, participants performed an articulatory suppression task, continuously repeating a syllable, so as to interfere with the inner speech. In the control group, participants were requested to continuously tap their middle finger on the table. We hypothesized that, interfering with inner speech, participants could not provide themselves with instructions about how to perform the actions, consequently impacting their ability to acquire them. The results confirmed the hypotheses. Compared to the Dual-task Control Group, the Articulatory Suppression Group is overall more impaired in action acquisition and, in part, in motor performance quality. These results confirm the role of inner speech in cognition, providing new evidence about its function in action learning and execution.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Psychology; Action; Language Production; Learning" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/13v0442r", "frozenauthors": [ { "first_name": "Angelo Mattia", "middle_name": "", "last_name": "Gervasi", "name_suffix": "", "institution": "Sapienza University of Rome", "department": "" }, { "first_name": "Claudia", "middle_name": "", "last_name": "Mazzuca", "name_suffix": "", "institution": "Sapienza University of Rome", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Borghi", "name_suffix": "", "institution": "Sapienza University of Rome", "department": "" }, { "first_name": "Claudio", "middle_name": "", "last_name": "Brozzoli", "name_suffix": "", "institution": "INSERM, Lyon Neuroscience Research Center", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49497/galley/37459/download/" } ] }, { "pk": 50018, "title": "Interjections as Tools for Sharing Mental States", "subtitle": null, "abstract": "Humans are intuitive mindreaders. We use our Theory of Mind to infer other people's mental states based on how they behave. Yet, humans are also motivated to ensure that others can infer their mental states easily and accurately. However, to act on this motivation, we must have tools to help others efficiently understand our minds, particularly when our behavior could be misunderstood. We propose that interjections—simple vocalizations like oh, oops, and ew—are an important set of linguistic devices designed to reveal our mental states quickly and efficiently. We provide initial evidence for this account, showing that people believe that interjections ought to be used as if they were designed to broadcast mental states and that people spontaneously produce these interjections significantly more often in the presence of an observer. Our work sheds light on how humans are not only proficient mindreaders, but may also be adept mindsharers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Interactive behavior; Other; Social cognition; Theory of Mind" } ], "section": "Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3rn78507", "frozenauthors": [ { "first_name": "Amanda", "middle_name": "L", "last_name": "Royka", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Kate", "middle_name": "", "last_name": "Choi", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Rory", "middle_name": "", "last_name": "Schoenberger", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Jara-Ettinger", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50018/galley/37980/download/" } ] }, { "pk": 50389, "title": "Intrinsic relations impair abstract rule learning", "subtitle": null, "abstract": "Across four experiments, we identified two distinct mechanisms for learning sequential rules: one for capturing arbitrary structures (e.g., a yellow dot followed by a blue dot signals \"get ready\" then \"go\"), and another for recognizing intrinsic relationships (e.g., a small dot followed by a big dot signals \"get ready\" then \"go\", perhaps represented by the rule \"getting bigger means go\"). Both mechanisms support abstract representations, as in Experiments 1 and 2, adults generalized sequential rules to novel combinations. However, Experiment 3 and 4 revealed that when both types of rules were present during learning, intrinsic rules disrupted the abstraction of arbitrary rules. This interference led to poor generalization performance. Overall, these findings suggest that intrinsic and arbitrary systems compete during rule learning, with intrinsic relationships imposing constraints on how sequential patterns are represented. These results are relevant for applications such as syntax learning, human factors, and graphic design.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Learning; Pattern recognition; Representation; Syntax" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5gx4n210", "frozenauthors": [ { "first_name": "Di", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Department of Psychological and Brain Sciences, Johns Hopkins University", "department": "" }, { "first_name": "Zhiyan", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "Department of Psychological and Brain Sciences, Johns Hopkins University", "department": "" }, { "first_name": "Justiin", "middle_name": "", "last_name": "Halberda", "name_suffix": "", "institution": "Department of Psychological and Brain Sciences, Johns Hopkins University", "department": "" }, { "first_name": "Kishore", "middle_name": "", "last_name": "Kuchibhotla", "name_suffix": "", "institution": "Department of Psychological and Brain Sciences, Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50389/galley/38351/download/" } ] }, { "pk": 49641, "title": "INTUIT: Investigating intuitive reasoning in humans and language models", "subtitle": null, "abstract": "We introduce the INtuitive Theory Use and Inference Test (INTUIT), a cognitive test battery targeting common-sense physical and social reasoning. INTUIT adapts classic story-based question-and-answer methods for AI evaluation using VIGNET --- a novel tool that addresses some limitations of existing test batteries through procedurally generated vignettes. We evaluated INTUIT on three GPT models (GPT-4o, GPT-4o-mini, GPT-4.1-mini), one reasoning model (o3-mini), and a human sample (N = 147). Humans generally outperformed models, especially on object function and agent intention inference types. These results highlight INTUIT's sensitivity to intuitive reasoning capabilities and VIGNET's broader application for the evaluation of cognitive capabilities in humans and AI.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Computer Science; Reasoning; Theory of Mind" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/33z8g5dn", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "", "last_name": "Prunty", "name_suffix": "", "institution": "University of Cambridge", "department": "" }, { "first_name": "Aoife", "middle_name": "", "last_name": "O'Flynn", "name_suffix": "", "institution": "University of Cambridge", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Quinn", "name_suffix": "", "institution": "University of Cambridge", "department": "" }, { "first_name": "Lucy", "middle_name": "G", "last_name": "Cheke", "name_suffix": "", "institution": "University of Cambridge", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "Final corrected", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49641/galley/47710/download/" } ] }, { "pk": 49938, "title": "Intuitions about prosocial backfiring: Four to seven-year olds' understanding of when helping might cause offense", "subtitle": null, "abstract": "Children are attuned to prosocial behavior from early in development and engage in helpful and cooperative behaviors. However, helping is not always helpful. Decades of research has shown that unsolicited offers of help can threaten the self-esteem of recipients, especially to the degree that recipients perceive themselves as competent. We know that young children view helping positively and appreciate the benefits of helpful actions. To what extent are they also aware of possible harms? Are young children aware that unsolicited offers of help may upset others, especially to the degree that the intended beneficiary is able to perform the task alone? Here, we show that both older (N= 30, mean: 7.02; range 6- 7.97) and younger (N= 30, mean: 4.95; range 4.02-6) children understand that unsolicited offers of help are more likely to upset high than low competent recipients.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Development; Social cognition" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0wp3n3t2", "frozenauthors": [ { "first_name": "Kiera", "middle_name": "", "last_name": "Parece", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Tomer D.", "middle_name": "", "last_name": "Ullman", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49938/galley/37900/download/" } ] }, { "pk": 49567, "title": "Investigating children's performance on object- and picture-based vocabulary assessments in global contexts: Evidence from Kisumu, Kenya", "subtitle": null, "abstract": "Assessments of early cognitive and linguistic abilities typically involve picture stimuli. As these assessments spread worldwide, researchers make an implicit assumption: that children across contexts understand pictures in the same way, at the same developmental timepoint. What if this assumption does not hold for some or all kinds of pictures? In the present research, a preregistered sample of 128 3- to 7-year-olds from Kisumu, Kenya participated in a Swahili vocabulary assessment. Using a within-subjects design, each participant completed vocabulary trials in four formats (i.e., objects, photographs, cartoons, black-and-white line drawings). Preregistered analyses showed that children performed equally accurately across object, photograph, and cartoon formats, but less accurately in the line drawing format. However, exploratory analyses suggested that a subset of line drawings drove this difference. These findings suggest that caution is necessary in the use of picture stimuli and that assessments involving line drawings may sometimes underestimate children's capacities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Education; Psychology; Cognitive development; Culture" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5r56v716", "frozenauthors": [ { "first_name": "Rebecca", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Tabitha", "middle_name": "", "last_name": "Nduku", "name_suffix": "", "institution": "RTI International", "department": "" }, { "first_name": "Joab Ochieng", "middle_name": "", "last_name": "Arieda", "name_suffix": "", "institution": "Safe Water and AIDS Project", "department": "" }, { "first_name": "Arnav", "middle_name": "", "last_name": "Verma", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Judith", "middle_name": "E.", "last_name": "Fan", "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": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49567/galley/37529/download/" } ] }, { "pk": 49315, "title": "Investigating False Memory in the DRM Paradigm with Relational Category Content", "subtitle": null, "abstract": "Fuzzy Trace Theory and the Activation Monitoring Framework disagree on whether gist or backwards associative strength best describes false memories in DRM. Recent evidence suggests situational features best describe processes underlying DRM results. Thematic, goal-derived, and relational categories capture different aspects of situational features, but perform differently in memory and coherence. We constructed novel category-specific lists for use in the DRM paradigm to determine whether different aspects of situational features make different contributions to a successful DRM result, whether relational and goal-derived content can produce false recognition despite low gist and backwards associative strength, and whether DRM captures an aspect of category coherence that has been difficult to measure in relational and goal-derived content. Only relational and thematic content produced sufficient false recognition. This provides mixed support for situational features, evidence that relational content makes specific contributions to DRM success, and evidence of coherence in relational categories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Concepts and categories; Memory; Representation; Semantic memory" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/732756ff", "frozenauthors": [ { "first_name": "Alexus", "middle_name": "S", "last_name": "Longo", "name_suffix": "", "institution": "State University of New York at Binghamton", "department": "" }, { "first_name": "Kenneth", "middle_name": "", "last_name": "Kurtz", "name_suffix": "", "institution": "Binghamton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49315/galley/37276/download/" } ] }, { "pk": 49276, "title": "Investigating Humor in EEG: Pun-Based Jokes Elicit Anterior N400 and Posterior P600 Effects", "subtitle": null, "abstract": "This study explores how readers process different types of pun-based jokes by analyzing their responses to various forms of linguistic ambiguity. Specifically, we examined puns rooted in homonymy, polysemy, and the contrast between idiomatic and literal interpretations of idiomatic expressions. Using EEG, we measured ERPs elicited by the ambiguous elements of these jokes and their punchline. These measurements enabled us to assess how distinct ambiguity types influence the comprehension of punchlines. Furthermore, we compared reader responses to puns against nonsensical sentences and straightforward control sentences. We hypothesize that the differences among joke types will manifest in the relative N400 amplitudes associated with punchline words, providing insights into the neural mechanisms underlying humor comprehension while having more control over joke setups compared to previous EEG studies in this field of research.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Linguistics; Creativity; Language Comprehension; Electroencephalography (EEG)" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4gp531tj", "frozenauthors": [ { "first_name": "Philipp", "middle_name": "", "last_name": "Keim", "name_suffix": "", "institution": "Ruhr-University Bochum", "department": "" }, { "first_name": "Cara", "middle_name": "", "last_name": "Oster", "name_suffix": "", "institution": "Ruhr-University Bochum", "department": "" }, { "first_name": "Markus", "middle_name": "", "last_name": "Werning", "name_suffix": "", "institution": "Ruhr University Bochum", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49276/galley/37237/download/" } ] }, { "pk": 49967, "title": "Investigating implicit and explicit expectations in perceptual decision making", "subtitle": null, "abstract": "Expectations, or the prior probability of a choice outcome, are powerful sources of evidence for improving decision making under uncertainty. Most expectations in the real world are learned implicitly on the basis of statistical properties of observers' environments. However, most studies investigating effects of expectations on perceptual decisions explicitly instruct observers on prior probabilities within the experiment, and thus fail to capture the experience-dependent uncertainty of real-world expectation learning. Here, we report data from a novel expectation-guided perceptual decision making task specifically designed to address this gap. Human observers (n=21) learned, through experience, probabilistic relationships between cues and images. Then, they explicitly reported both an estimate of each cue's prediction and a confidence rating in that estimate before performing a cued perceptual decision task. We find that, although these measurements are highly correlated, confidence in an explicit report is the primary factor that interacts with implicit expectations to shape perceptual decisions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Behavioral Science; Decision making; Memory; Perception; Statistical learning; Computer-based experiment" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7dm8x2wj", "frozenauthors": [ { "first_name": "ari", "middle_name": "", "last_name": "khoudary", "name_suffix": "", "institution": "University of California, Irvine", "department": "" }, { "first_name": "Aaron", "middle_name": "", "last_name": "Bornstein", "name_suffix": "", "institution": "university of california, irvine", "department": "" }, { "first_name": "Megan", "middle_name": "", "last_name": "Peters", "name_suffix": "", "institution": "University of California Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49967/galley/37929/download/" } ] }, { "pk": 50386, "title": "Investigating Mental Simulation and Mental Imagery Using Sentence-Picture Verification", "subtitle": null, "abstract": "This study hypothesized an underlying similarity between mental simulation, the automatic activation of multimodal features during language processing, and mental imagery, the voluntary effortful process of deliberate imagination. The mechanisms involved in both processes are underspecified and may be shared. To test this, participants performed a sentence-picture verification task with two blocks. In both blocks, participants read a sentence that implied the visual features of an item, then saw a (mis)matched picture of the item and were asked to verify if the item in the sentence appeared in the image. In one block, participants performed the same task but were instructed to form a mental image corresponding to the sentence. Predicted common patterns of results between these conditions will indicate similar processing with differences in time courses suggesting similar mechanisms. Distinct patterns will suggest these processes are entirely different. Results and implications for language processing will be discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Embodied Cognition; Language Comprehension; Reading; Representation" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0s35d9bc", "frozenauthors": [ { "first_name": "Elaine", "middle_name": "C", "last_name": "Mooney", "name_suffix": "", "institution": "University of Memphis", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Heath", "name_suffix": "", "institution": "University of Memphis", "department": "" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Huette", "name_suffix": "", "institution": "University of Memphis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50386/galley/38348/download/" } ] }, { "pk": 50290, "title": "Investigating representations of time in light verb constructions during verb comprehension", "subtitle": null, "abstract": "Light verb constructions (LVCs) are grammatical structures where a verb lacking semantic content combines with another structure (a noun phrase) to provide semantic value (e.g., take a photo). Previous cross-linguistic research shows LVCs are distinct from other verb types (Butt 2010), and that distinct representations are activated during verb comprehension (Richardson et al., 2003), but it remains unclear what representations, particularly of time, are activated during comprehension of LVCs. The present study manipulates the specific verb comprising the LVC (e.g., ‘turn attention to' versus ‘dedicate attention to') to probe whether one's perception of the duration of that action is affected. We test different LVCs cross-linguistically, and in both bilingual second-language speakers and monolingual speakers of English. Preliminary findings indicate that the specific verb used in the LVC influences one's perception of the duration of that action, with specific verbs generating interpretations of shorter durations while others much longer.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Language and thought; Language Comprehension; Syntax" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/10g8h0td", "frozenauthors": [ { "first_name": "Lillian", "middle_name": "", "last_name": "Phillips", "name_suffix": "", "institution": "Wellesley College", "department": "" }, { "first_name": "Annika", "middle_name": "", "last_name": "Tjuka", "name_suffix": "", "institution": "Max Planck Institute for Evolutionary Anthropology", "department": "" }, { "first_name": "Yoolim", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Carleton College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50290/galley/38252/download/" } ] }, { "pk": 50196, "title": "Investigating the Impact of Emotional Modulation on Attentional Numerical Representations in Childhood", "subtitle": null, "abstract": "Emotion dysregulation can heighten attentional biases toward threat, divert attention from goal-directed tasks, and deplete working memory, hindering learning. While research has explored its impact on numerical processing in adults, its developmental trajectory remains unclear. This study examines whether children's emotional modulation, indexed by high-frequency heart rate variability (HF-HRV), relates to neurophysiological markers of numerical attention in ERPs.\n\nEighty-one children (ages 4, 6, and 8) completed a pirate-themed paradigm, including a novel symbol-learning task and a numeral comparison task. EEG and ECG data were recorded alongside self-reported emotions and parent-reported behavioural profiles. While self-reports showed positive emotions, HF-HRV varied across children and strongly predicted task performance (r = .41, P<.001). HF-HRV also correlated with ERP markers of attentional numerical representation, emphasising the role of emotion regulation in symbolic number learning. These findings offer insights into early precursors of mathematics anxiety and the reciprocal link between emotional regulation and numerical cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Education; Psychology; Cognitive development; Development; Emotion; Emotion Disorder; Learning; cognitive neuropsychology; Electroencephalography (EEG)" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0b7095r1", "frozenauthors": [ { "first_name": "Sylvia", "middle_name": "Ulieta", "last_name": "Gattas", "name_suffix": "", "institution": "University of Surrey", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50196/galley/38158/download/" } ] }, { "pk": 49601, "title": "Investigating the Impact of Vocabulary Size on Lexical Networks using Latent Space Modeling", "subtitle": null, "abstract": "Lexical networks may vary as a function of individual differences in vocabulary knowledge and word-level features. Analyses often rely on descriptive network statistics, which do not support robust inferences. This study introduces the latent space model as a method for assessing the degree to which network structure is accounted for by word-level features. We analyze lexical networks from adults with below-average vs. above-average receptive vocabulary knowledge (n = 22 per group). We used latent space models to assess effects of semantic, taxonomic, and phonological similarity between words on network structure as well as effects of part-of-speech, concreteness, age-of-acquisition, and word frequency. For both groups, we found significant effects of semantic and taxonomic similarity, with additional effects of phonological similarity and concreteness for the low vocabulary group. These findings suggest increased reliance on fewer cues in lexical networks of adults with larger vocabularies. Implications for inferential modeling of lexical networks are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Complex systems; Concepts and categories; Language acquisition; Language understanding; Mathematical modeling; Statistics" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8j863452", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "Donnan", "last_name": "Gravelle", "name_suffix": "", "institution": "The Graduate Center, CUNY", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49601/galley/37563/download/" } ] }, { "pk": 50297, "title": "Investigating the parallels of Negation and Conflict using a Mouse Tracking Paradigm", "subtitle": null, "abstract": "Negation is a linguistic universal, and its processing is often assumed to require extra cognitive steps: representing an idea and then suppressing it (Kaup et al., 2006).\nRecently, it has been shown that linguistic negation processing resembles basic conflict processing in both behavioral and electrophysiological data (Dudschig & Kaup,\n2018, 2020), in line with standard conflict tasks (i.e. Stroop Task, see Botvinick\net al., 2001). The present study implements mouse tracking to allow the analysis\nof fine-grained changes in responses during negation processing (e.g., trajectories,\ndeviations from the ideal path, and partial errors). Participants responded to affirmative and negated phrases. The key dependent measures were influenced by the\npolarity (affirmative vs. negated) of the phrases on current trials (indicating the\nactivation of the to-be-negated information) and by the polarity of preceding trials\n(indicating negation processing is context dependent). The theoretical implications\nin light of negation and conflict processing accounts will be discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Language Comprehension; Motor control; Spatial cognition" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7dj5z88c", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "", "last_name": "Sonntag", "name_suffix": "", "institution": "University of TŸbingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50297/galley/38259/download/" } ] }, { "pk": 49909, "title": "Investigating the Relationship Between Rumination and Executive Functions: The case of Inhibition and Switching", "subtitle": null, "abstract": "The present study aimed to examine the relationship between rumination and two core executive functions, inhibition and switching, through an experimental design. Undergraduate participants (N=153) were randomly assigned to a rumination induction, a negative mood induction, or an abstract distraction control. Participants completed a task-switching paradigm before and after induction, providing inhibition and switch-cost indices. The Ruminative Response Scale (RRS) and the Leiden Index of Depression Sensitivity (LEIDS-R) were administered to measure trait rumination and cognitive reactivity, respectively. Significant three-way interactions were observed, with participants low in trait rumination and high in cognitive reactivity in the negative mood induction group demonstrating the least switching costs. Interestingly, no significant differences emerged among those with either high or low levels of both traits across all conditions. The study showed a complex picture between rumination and cognitive reactivity, suggesting that the impact of rumination on executive function performance depends on reactivity levels.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "psychology" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5pz9b7fv", "frozenauthors": [ { "first_name": "Georgios", "middle_name": "", "last_name": "Boulouzos", "name_suffix": "", "institution": "Deree - The American College of Greece", "department": "" }, { "first_name": "Ioanna", "middle_name": "", "last_name": "Spentza", "name_suffix": "", "institution": "The American College of Greece", "department": "" }, { "first_name": "Chrysanthi", "middle_name": "", "last_name": "Nega", "name_suffix": "", "institution": "The American College of Greece", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49909/galley/37871/download/" } ] }, { "pk": 49546, "title": "Investigating the Role of Sensorimotor Dominance in Semantic Feature Listings: When I Say Dog, Will You Say Tail?", "subtitle": null, "abstract": "Object knowledge comprises a virtually limitless feature space. When cued to generate attributes for an exemplar (dog), any feature is possible (has molecules). Yet, some features are definitively favored (tail). We hypothesize a sensorimotor bias in feature generation wherein perceptually salient features upon first pass are more cognitively accessible than abstract, verbally mediated knowledge. We examined the role of sensorimotor dominance in semantic feature generation by yoking concreteness values to cues (N=4436) and features (N=69,284) within the Buchanan et al. (2019) norms. We predict that cues regardless of their concreteness evoke relatively more concrete features (e.g., dogs evoke tails, justice evokes lawyers). The data moderately supported this hypothesis. Feature concreteness increased linearly with cue concreteness (R=.83) but the y-intercept (2.78) indicates that overall, features were more concrete than their cues. We discuss alternate factors (e.g., frequency, familiarity) that may moderate the likelihood that people retrieve tail when cued with dog.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Embodied Cognition; Language and thought; Semantic memory; Corpus studies" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3s47j6m2", "frozenauthors": [ { "first_name": "Avery", "middle_name": "", "last_name": "Pattullo", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Ana", "middle_name": "", "last_name": "Mati_ _kori_", "name_suffix": "", "institution": "University of Zagreb", "department": "" }, { "first_name": "Luca", "middle_name": "M", "last_name": "Scott", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Erin M.", "middle_name": "", "last_name": "Buchanan", "name_suffix": "", "institution": "Harrisburg University", "department": "" }, { "first_name": "Jamie", "middle_name": "", "last_name": "Reilly", "name_suffix": "", "institution": "Temple University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49546/galley/37508/download/" } ] }, { "pk": 50004, "title": "Irrational Speaker or Wonky World: Modeling Prior Revision and Prior Update", "subtitle": null, "abstract": "Pragmatic accommodation is a key factor in maintaining\nsmooth real-life communication, yet it is largely overlooked in\npragmatic reasoning models such as the Rational Speech Act\n(RSA) model. The current study explores ways of extending\nthe basic RSA model: revising the listener's belief of common\nground, adjusting the listener's belief of speaker rationality,\nand doing both simultaneously. We evaluated model\npredictions for utterances varying in utility levels (i.e., how\nuseful an utterance is for state updating) and sentence\npolarities. We find that (i) contra prior findings, low utility does\nnot always trigger the expected extra inferences, but high utility\ndoes, (ii) higher utility is associated with higher speaker\nrationality, and (iii) our combined model predicts that lower\nspeaker rationality and lower wonkiness co-occur. Theoretical\nimplications of these findings are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Cognitive architectures; Pragmatics; Reasoning; Computational Modeling" } ], "section": "Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8pn150pf", "frozenauthors": [ { "first_name": "Muxuan", "middle_name": "", "last_name": "He", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Elsi", "middle_name": "", "last_name": "Kaiser", "name_suffix": "", "institution": "University of Southern California", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50004/galley/37966/download/" } ] }, { "pk": 49374, "title": "Is AI-assisted Creativity an \"Original Sin\"?: Lay Judgments of Qualities Justifying Copyright Protection for Artworks Derived from AI- vs. Human-generated Sources", "subtitle": null, "abstract": "Recent legal rulings have denied copyright protection to artworks derived from AI-generated sources, because AI is assumed to be incompatible with qualities that define human authorship. We empirically test lay intuitions related to these assumptions in two studies (N = 235, N = 119) by investigating how creator attribution of initial source material (AI- vs. human-generated), effort investment in generating source material, and modification level of a derivative work influence perceptions of transformativeness, essence change, and creativity in derivative artworks. Modification level exerted the strongest influence across all measures, with dramatic modifications rated significantly higher than slight or no modifications. Effort investment in generating source material only influenced creativity ratings, with less effort sometimes perceived as more creative. Most notably, creator attribution for source material had minimal impact. These results challenge current copyright doctrine by demonstrating that lay human observers prioritize degree of transformation over both effort and creator attribution for source material. Our findings suggest that legal frameworks should recognize that AI assistance in generating artworks does not preclude a genuine human contribution that merits copyright protection.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Psychology; Art and Cognition; Creativity; Human-computer interaction" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6xs2q18p", "frozenauthors": [ { "first_name": "David G.", "middle_name": "", "last_name": "Kamper", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Alice", "middle_name": "", "last_name": "Lin", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Keith", "middle_name": "", "last_name": "Holyoak", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49374/galley/37336/download/" } ] }, { "pk": 49585, "title": "Is baseline pupil size a good measure to assess attentional control?", "subtitle": null, "abstract": "Research has indicated that baseline pupil size may reflect attentional control capabilities. Several studies have demonstrated links between resting pupil measurements and various cognitive functions, including working memory capacity and fluid intelligence. The existing literature presents mixed evidence, with some studies supporting this relationship while others fail to replicate these findings. Moreover, the validity of this relationship across different populations has come into question, particularly when considering age-related physiological changes that affect pupil size. Our study sought to investigate whether the relationship between baseline pupil size and attentional control remains consistent across age groups. Results showed no meaningful correlation between baseline pupil size and attentional control. In examining possible explanations for these disparate results, we identified several methodological challenges, including inconsistencies in testing environments and variations in pupil measurement protocols, that may account for the conflicting findings in previous research. These observations highlight the importance of developing more standardized experimental approaches to properly evaluate baseline pupil size as an indicator of attentional control, particularly when studying aging populations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Other; Statistics" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/02967438", "frozenauthors": [ { "first_name": "Dahae", "middle_name": "", "last_name": "Cho", "name_suffix": "", "institution": "Tandon School of Engineering", "department": "" }, { "first_name": "Sunwoo", "middle_name": "", "last_name": "Moon", "name_suffix": "", "institution": "Hanyang University", "department": "" }, { "first_name": "Hyungwook", "middle_name": "", "last_name": "Yim", "name_suffix": "", "institution": "Hanyang University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49585/galley/37547/download/" } ] }, { "pk": 49825, "title": "Is it OK if Alexa doesn't know?: Children and adults' beliefs about smart speaker virtuous ignorance", "subtitle": null, "abstract": "This study examines 124 5- to 10-year-old children's and their parent's beliefs about smart speakers that provide ignorant or exact responses to knowable and unknowable questions. More specifically we explored whether participants value virtuous ignorance (i.e., the admission of not knowing the answer to a question because the information is unknowable) when considering explanations provided by smart speakers. With age, children and adults increasingly indicate that smart speakers that provide virtuously ignorant responses are more credible than smart speakers that provide exact responses to unknowable questions. Interestingly, children, but not adults, indicated that speakers with virtuously ignorant responses are better for unknowable future event related questions than unknowable number related questions. Children's evaluations of technology's virtuous ignorance changed with age and question type, perhaps reflecting changes in children's expectations about the kinds of responses devices can reasonably provide. Implications for children's and adult's learning and understanding from smart speakers are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Cognitive development; Development" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4kj5f4ff", "frozenauthors": [ { "first_name": "Lauren", "middle_name": "", "last_name": "Girouard-Hallam", "name_suffix": "", "institution": "University of Michigan", "department": "" }, { "first_name": "Allison", "middle_name": "J", "last_name": "Williams", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "Judith", "middle_name": "", "last_name": "Danovitch", "name_suffix": "", "institution": "University of Louisville", "department": "" }, { "first_name": "Kathleen", "middle_name": "", "last_name": "Corriveau", "name_suffix": "", "institution": "Boston University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49825/galley/37787/download/" } ] }, { "pk": 49265, "title": "Islands Result from Clash of Functions: Single-conjunct Wh-Qs", "subtitle": null, "abstract": "When we produce utterances, we aim to express our message in a coherent way. While listeners generally prefer semantically related constituents to be close together in the string (\"local\"), certain constructions allow long-distance dependencies (LLDs). There is growing evidence that constraints on LDDs involve information structure, but conjunction is recognized to require its own unique constraints. Here we offer 4 experimental studies aimed to illuminate why conjunctions resist LDDs, by investigating a particular case experimentally in detail: English wh-questions that query only the final conjunct in verb phrase conjunction. The first two studies demonstrate that gradient acceptability is predicted by the extent to which a conjunction expresses a single complex event rather than two separate events. Exp. 3 demonstrates a role for the information structure constraint that holds of LDDs generally: more prominent (less backgrounded) conjuncts combine with wh-questions more easily. A final experiment manipulates construal as a single event and the prominence of a conjunct. Results demonstrate an additive causal role for both factors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Discourse; Event cognition; Pragmatics; Survey" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1nj0n556", "frozenauthors": [ { "first_name": "Abigail", "middle_name": "", "last_name": "Fergus", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Arielle", "middle_name": "", "last_name": "Belluck", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Nicole", "middle_name": "", "last_name": "Cuneo", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Adele", "middle_name": "", "last_name": "Goldberg", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49265/galley/37226/download/" } ] }, { "pk": 49451, "title": "Is the Past a Different Culture? Tracking Changes in Prosodic Features of Child-Directed Broadcasting Across Six Decades", "subtitle": null, "abstract": "While research has explored cross-cultural variation in child-directed speech (CDS), little is known about if and how it may have changed over time. We explore whether CDS has undergone historical change by analyzing prosodic features in child-directed (CD) broadcasts from a German children's bedtime program (1959–present) and comparing them to adult-directed (AD) weather forecasts from the same period. The program originated in East Germany and continued after German reunification in 1990, potentially reflecting a socio-cultural shift toward more child-centric attitudes characteristic of Western liberal democracies. Pitch variation in CD broadcasts, although higher than in AD broadcasts, remained stable over time. In contrast, articulation rates showed no register difference pre-1990; only after 1990 did CD broadcasts exhibit the slower articulation rates typical of CDS. This suggests that some features of CDS may be subject to cultural evolution over historical time, which can be accelerated by major historical events.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Language acquisition; Cross-cultural analysis" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9n8099tq", "frozenauthors": [ { "first_name": "Vera", "middle_name": "", "last_name": "Kempe", "name_suffix": "", "institution": "Abertay University", "department": "" }, { "first_name": "Christopher", "middle_name": "Donnan", "last_name": "Gravelle", "name_suffix": "", "institution": "CUNY", "department": "" }, { "first_name": "Stina", "middle_name": "", "last_name": "Perschke", "name_suffix": "", "institution": "Abertay University", "department": "" }, { "first_name": "Glenn P.", "middle_name": "", "last_name": "Williams", "name_suffix": "", "institution": "Northumbria University", "department": "" }, { "first_name": "Sonja", "middle_name": "", "last_name": "Schaeffler", "name_suffix": "", "institution": "Queen Margaret University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49451/galley/37413/download/" } ] }, { "pk": 50249, "title": "Is there a strategy switch cost when switching strategies within one task?", "subtitle": null, "abstract": "Switching from one task to another typically induces performance costs, but it remains unclear whether switching strategies within the same task also induces similar switching costs. In this study, the Building Sticks task, a simple problem-solving task, was used to investigate whether strategy switching produces costs comparable to task switching. By using a task-switching paradigm, participants completed pure blocks (using a single strategy) and mixed blocks (switching between two strategies), allowing direct comparison of switch and nonswitch trials. We measured both reaction time (RT) and a Linear Integrated Speed-Accuracy Score (LISAS). Results showed that switch trials were significantly higher than nonswitch trials for both RT and LISAS measures. Moreover, splitting participants at the median accuracy revealed that high-accuracy individuals consistently showed smaller switch costs (RT and LISAS) than low-accuracy individuals. We conclude that strategy switching within a single task triggers robust performance costs, partially mitigated by stronger baseline accuracy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Problem Solving; Representation; Quantitative Behavior" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1gc1f3hj", "frozenauthors": [ { "first_name": "Xinyu", "middle_name": "", "last_name": "Xie", "name_suffix": "", "institution": "Mississippi State University", "department": "" }, { "first_name": "Jarrod", "middle_name": "", "last_name": "Moss", "name_suffix": "", "institution": "Mississippi State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50249/galley/38211/download/" } ] }, { "pk": 49320, "title": "Iterated language learning is shaped by a drive for optimizing lossy compression", "subtitle": null, "abstract": "It has recently been theorized that languages evolve under pressure to attain near-optimal lossy compression of meanings into words. While this theory has been supported by broad cross-linguistic empirical evidence, it remains largely unknown what cognitive mechanisms may drive the cultural evolution of language toward near-optimal semantic systems. Here, we address this open question by studying language evolution in the lab via iterated learning. Across two qualitatively different domains (colors and Shepard circles), we find that semantic systems evolve toward the theoretical limit of efficient lossy compression, and over time, converge to highly efficient systems. This provides direct evidence that adult learners may operate under a bias to maintain efficiently compressed semantic representations. Moreover, it demonstrates how this bias can be amplified by cultural transmission, leading to the evolution of information-theoretically optimal semantic systems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Concepts and categories; Language and thought; Learning; Semantics of language; Computational Modeling" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/63d7n4v0", "frozenauthors": [ { "first_name": "Nathaniel", "middle_name": "", "last_name": "Imel", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Culbertson", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Kirby", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Noga", "middle_name": "", "last_name": "Zaslavsky", "name_suffix": "", "institution": "NYU", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49320/galley/37281/download/" } ] }, { "pk": 50459, "title": "Iterated LASSO reveals highly distributed and variable representations of faces, places, and objects.", "subtitle": null, "abstract": "Recent studies have used complex regularization procedures for whole-cortex neural decoding, with results suggesting that neural representations may be much more widely distributed and variable than previously suspected. Such work typically requires extensive parallel compute infrastructure, bespoke regularizers, and complicated workflows. We considered whether comparable results can be obtained from the iterated LASSO, a simple algorithm using standard L1 regularization to conduct an iterative voxel-selection scheme. We applied the procedure to decode stimulus class (face, place, or object) from whole-brain 3T-fMRI data individually in each of 8 participants, achieving a remarkable 98% classification accuracy on held-out images. The algorithm found signals in about 8% of voxels across cortex, many appearing outside the traditional occipito-temporal regions thought to support visual object representation. Moreover, the model weights revealed wide variation across participants in how and where stimulus information is neurally encoded—results consistent with prior work that deployed much more complex workflows.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Concepts and categories; Machine learning; Semantic memory; fMRI" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9xf709s3", "frozenauthors": [ { "first_name": "Zihan", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Y. Ivette", "middle_name": "", "last_name": "Col—n", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Kushin", "middle_name": "", "last_name": "Mukherjee", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Timothy", "middle_name": "T", "last_name": "Rogers", "name_suffix": "", "institution": "University of Wisconsin- Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50459/galley/38421/download/" } ] }, { "pk": 49664, "title": "It takes one to know one: Theory of mind helps children to detect lies that are revealed by semantic leakage", "subtitle": null, "abstract": "<p>Can children detect a lie when the liar unintentionally reveals essential information (displaying so-called semantic leakage)? Furthermore, because previous research found that theory of mind (ToM) is a factor in children's lie production ability, what role does ToM play in their lie detection ability? An experiment was carried out with 128 Dutch-speaking children (4 - 14 years old). Children's lie detection ability was assessed using a story in which one of the characters produced a lie signalled by semantic leakage. A false-belief task was used to test children's first-order ToM (Kevin thinks that…) and second-order ToM (Marieke thinks that Kevin thinks that…). Children were 73% accurate in identifying the liar by referring to semantic leakage. Their performance improved with age, with 12-year-olds showing ceiling performance. Finaly, first-order ToM was a significant predictor, even after controlling for age, suggesting that lie production and lie detection partly rely on shared cognitive functions.</p>", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Cognitive development; Semantics of language; Theory of Mind" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8mk9243f", "frozenauthors": [ { "first_name": "Özlem", "middle_name": "", "last_name": "Yeter", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Barteld", "middle_name": "P.", "last_name": "Kooi", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Rineke", "middle_name": "", "last_name": "Verbrugge", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Petra", "middle_name": "", "last_name": "Hendriks", "name_suffix": "", "institution": "University of Groningen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49664/galley/37626/download/" } ] }, { "pk": 49379, "title": "JMS2A: Joint Multi-source Domain and Two-step Alignment Strategy for Cross-subject EEG Emotion Recognition", "subtitle": null, "abstract": "Emotion recognition based on electroencephalography (EEG) plays a significant role in brain-computer interface (BCI) applications. However, individual differences often hinder the generalization of emotion recognition methods to unknown subjects. To address this, we propose an unsupervised domain adaptive model with joint multi-source domain and two-step alignment strategy (JMS2A). The alignment strategy consists of two steps: (1) To capture the structured information from source domain, we combine multiple source domains into a mixed source domain. Simultaneously, a single source domain and the target domain are combined to form a pseudo-target domain, which is then indirectly aligned with the mixed source domain; (2) To extract latent class information from the target domain, we extend supervised contrastive learning to enable direct alignment between source and target domain. We evaluated JMS2A on the SEED and SEED-IV datasets, achieving accuracies of 95.30% and 86.55%, respectively. Experimental results demonstrate that our approach outperforms state-of-the-art methods. The source code is available at https://github.com/cccyangt/JMS2A.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Biology; Cognitive Neuroscience; Computer Science; Emotion; Electroencephalography (EEG)" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/758504hj", "frozenauthors": [ { "first_name": "Yang", "middle_name": "", "last_name": "Tian", "name_suffix": "", "institution": "Xidian University", "department": "" }, { "first_name": "Liying", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "xidian university", "department": "" }, { "first_name": "Jingtao", "middle_name": "", "last_name": "Du", "name_suffix": "", "institution": "Xidian University", "department": "" }, { "first_name": "Huanyu", "middle_name": "", "last_name": "He", "name_suffix": "", "institution": "xidian university", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49379/galley/37341/download/" } ] }, { "pk": 49793, "title": "Joint Action and Reward-Seeking in a Social Probability-Learning Task", "subtitle": null, "abstract": "Despite the prevalence of social learning in humans, the cognitive mechanisms underlying social transmission of behavior are not fully understood. We refine and expand a recently-developed paradigm, the Social Multi-Armed Bandit (SMAB) task, to systematically manipulate social information and measure its effects on human decision-making during predictive learning. We compared a dyadic task, in which social influence is maladaptive, to a control task in which participants receive no task-related social information. We found that misleading social information resulted in more maladaptive choices in the Dyadic than the Control condition, confirming findings from a prior study (Adrian, Siddharth, Baquar, Jung, & Deák, 2019). Although the maladaptive Dyadic social effect attenuated across trials and between two \"games\" (100 trials each), correlations between partners' higher-order response patterns persisted games. These correlated response patterns between individuals within dyads suggest a tendency to emulate higher-order patterns (i.e., heuristics or strategies). The results imply that adults sometimes emulate decision strategies even when the outcome is disadvantageous. They also suggest that social learning may be reflected in higher-order response patterns even after people learn that imitating specific actions is maladaptive.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Decision making; Distributed cognition; Learning; Social cognition; Computer-based experiment" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9584n9vp", "frozenauthors": [ { "first_name": "Bar", "middle_name": "", "last_name": "Yosef", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Gedeon", "middle_name": "O", "last_name": "Deak", "name_suffix": "", "institution": "UC San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49793/galley/37755/download/" } ] }, { "pk": 49954, "title": "Judging the Judges: Displacing and Inverting the Turing test to Investigate the Interrogator", "subtitle": null, "abstract": "The Turing test typically evaluates machine intelligence by asking whether a human judge can distinguish between human and AI conversational behavior. But the test also serves as an evaluation of the judge, upon whose discriminative capabilities the merit of the test depends. We investigate this dependency by replicating two variations of the Turing test: (1) a displaced test, where human participants judge transcripts of previously conducted interrogations, and (2) an inverted test, where AI systems make similar judgments. Comparing these with traditional interactive tests, we find that displaced judges perform similarly to interactive judges, and LLM judges perform significantly worse than humans. This challenges assumptions about the importance of real-time interaction, and suggests that accuracy is not significantly impacted by displacement, but may be impacted by differences in a judge's model of human vs. AI behavior. Our results have implications for societal risks of AI, as systems that can consistently deceive both interactive and passive observers could enable large-scale online impersonation and manipulation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Psychology; Human-computer interaction; Interactive behavior; Social cognition; Theory of Mind" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/35g9m4bb", "frozenauthors": [ { "first_name": "Ishika", "middle_name": "", "last_name": "Rathi", "name_suffix": "", "institution": "UC San Diego", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Bergen", "name_suffix": "", "institution": "UC San Diego", "department": "" }, { "first_name": "Cameron", "middle_name": "R", "last_name": "Jones", "name_suffix": "", "institution": "UC San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49954/galley/37916/download/" } ] }, { "pk": 49589, "title": "JUDICIOUS: Evaluating Robustness of Large Language Models in the Legal Realm", "subtitle": null, "abstract": "In recent years, the remarkable performance of large language models (LLMs) in tasks such as legal judgment prediction (LJP) has garnered widespread attention. An increasing number of LLMs have been successfully implemented to assist judges in performing various legal tasks. However, their robustness and reliability in complex judicial scenarios remain a subject of debate, particularly when confronted with real-world legal cases. Existing research often overlooks the systematic evaluation of these LLMs in terms of judicial fairness, robustness and other ethical considerations. To fill this gap, we propose a novel benchmark that integrates authentic legal cases to evaluate the robustness of LLMs in the legal judgment prediction (LJP) task. Our work establishes foundational safety standards for applying LLMs in the legal domain.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Natural Language Processing; Reasoning; Case studies; Corpus studies; Statistics" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3w69j2wd", "frozenauthors": [ { "first_name": "Ziling", "middle_name": "", "last_name": "Dai", "name_suffix": "", "institution": "Guangdong University of Foreign Studies", "department": "" }, { "first_name": "Nankai", "middle_name": "", "last_name": "Lin", "name_suffix": "", "institution": "Guangdong University of Foreign Studies", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49589/galley/37551/download/" } ] }, { "pk": 49318, "title": "Just unlucky?: Children are sensitive to the cause of rejection", "subtitle": null, "abstract": "Rejection from clubs, teams, or schools is an inevitable part of growing up. Knowing when to quit or persist in the face of rejection is critical for goal pursuit, yet it is unclear how children respond to various sources of rejection. In a pre-registered experiment (N = 202), we tested whether 7- and 8-year-old children are sensitive to the cause of rejection. Children played a game in order to try out for a selective club and were rejected either based on merit (their performance) or by chance (a spinner). Children who experienced luck-based rejection felt better about their competence and persisted marginally more than those rejected based on merit. Across conditions, girls persisted more than boys, and persistence declined with age. These results suggest that by early elementary school, children are sensitive to the cause of their rejection, with implications for how they calibrate effort and pursue goals.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Causal reasoning; Cognitive development; Learning; Social cognition" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/95g489p2", "frozenauthors": [ { "first_name": "Aarthi", "middle_name": "", "last_name": "Popat", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Julia", "middle_name": "Anne", "last_name": "Leonard", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49318/galley/37279/download/" } ] }, { "pk": 50469, "title": "Kalulu: Evidence-Based Adapted Phonics Instruction for Literacy Across Languages", "subtitle": null, "abstract": "Ensuring that all children have access to evidence-based reading instruction requires scalable solutions that respect linguistic diversity (Castles et al., 2018). Kalulu is a fully automated system designed to develop phonics-based reading programs for any symbol-to-sound language. Grounded in cognitive science, it generates instructional materials—including books, paper-based games, and digital applications—tailored to the phonological structure of each language. Leveraging AI, Kalulu analyzes grapheme–phoneme correspondences to build a progression of two mappings per week, enabling 100% decodable texts while integrating reading, writing, and vocabulary instruction.\n\nInitially tested in France with over 1,000 children, Kalulu is now being deployed in Brazil (1,000+), Colombia (500+), and Mayotte (300+), with ongoing expansion into Argentina. This poster outlines the automation pipeline, field implementation strategies, and current cross-linguistic research in collaboration with local school districts and NGOs. We aim to show how cognitive science can accelerate the global scaling of evidence-based literacy instruction—providing free and open-access learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Education; Instruction and teaching; Language Comprehension; Learning; Phonology; Reading; Classroom studies; Comparative Studies; Cross-cultural analysis; Cross-linguistic analysis; Field studies" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/56h8n67j", "frozenauthors": [ { "first_name": "Cassandra", "middle_name": "", "last_name": "Potier-Watkins", "name_suffix": "", "institution": "UniversitŽ Paris Sciences Lettres (PSL)", "department": "" }, { "first_name": "Katerina", "middle_name": "", "last_name": "Lukasova", "name_suffix": "", "institution": "Federal University of ABC", "department": "" }, { "first_name": "Melina", "middle_name": "", "last_name": "Vladisauskas", "name_suffix": "", "institution": "Neurospin", "department": "" }, { "first_name": "Juan", "middle_name": "C", "last_name": "Valle-Lisboa", "name_suffix": "", "institution": "Universidad de la República", "department": "" }, { "first_name": "Stanislas", "middle_name": "", "last_name": "Dehaene", "name_suffix": "", "institution": "Coll�ge de France", "department": "" }, { "first_name": "Catalina Diana", "middle_name": "", "last_name": "Contreras Ceballos", "name_suffix": "", "institution": "World Bank", "department": "" }, { "first_name": "Lubineau", "middle_name": "", "last_name": "Marie", "name_suffix": "", "institution": "PSL Coll�ge de France", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50469/galley/38431/download/" } ] }, { "pk": 50457, "title": "Kenyan, Chinese and US children rely on different metacognitive strategies when solving a problem", "subtitle": null, "abstract": "Recent theories suggest that metacognitive development is affected by cultural context. However, cross-cultural research on metacognition is sparse and often involves verbal assessment (e.g., \"How sure are you that your answer is correct?\"), which might not have cross-cultural validity. The present study assessed metacognition by coding children's naturalistic behavior in a problem-solving task. Participants had to assemble objects to build a track according to a model. We compared Kenyan, Chinese, and US children's metacognitive strategies (N=95; 6-10-year-olds). Results revealed that Chinese children relied more on monitoring strategies (e.g., checking the model) than Kenyan and US children, whereas Kenyan children relied more on control strategies (e.g., organizing workspace) than US and Chinese children. Moreover, in all cultures, the number of metacognitive strategies used increased with age. The results suggest differences and similarities in the preferred metacognitive strategies of children across diverse societies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Cognitive development; Problem Solving; Cross-cultural analysis" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7693q4rb", "frozenauthors": [ { "first_name": "Florian", "middle_name": "J", "last_name": "Buehler", "name_suffix": "", "institution": "University of California Berkeley", "department": "" }, { "first_name": "Henriette", "middle_name": "", "last_name": "Zeidler", "name_suffix": "", "institution": "Sapienza University of Rome", "department": "" }, { "first_name": "Zhen", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Chinese Academy of Sciences", "department": "" }, { "first_name": "Yufei", "middle_name": "", "last_name": "Zong", "name_suffix": "", "institution": "University of California, Irvine", "department": "" }, { "first_name": "Esther", "middle_name": "", "last_name": "Herrmann", "name_suffix": "", "institution": "University of Portsmouth", "department": "" }, { "first_name": "Hanna", "middle_name": "", "last_name": "Schleihauf", "name_suffix": "", "institution": "Utrecht University", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Lewis", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Jan", "middle_name": "", "last_name": "Engelmann", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50457/galley/38419/download/" } ] }, { "pk": 49487, "title": "KnowJudge: A Knowledge-Driven Framework for Legal Judgment Prediction", "subtitle": null, "abstract": "Large Language Models (LLMs) have been extensively employed in Legal Judgment Prediction (LJP) in recent years. However, existing LLM-based methods often fail to effectively simulate the cognitive processes of human judges, particularly in keyword extraction, leading to suboptimal predictions. Inspired by cognitive science, we propose KnowJudge, a knowledge-driven framework, which explicitly models the cognitive process of legal decision-making, leveraging keyword extraction and precedent-based enhancement to guide LLMs in structured legal reasoning. By integrating external legal knowledge tailored to fact descriptions, it refines keyword identification and selects relevant case precedents, thereby mitigating ambiguity in legal judgment.\nUnlike conventional methods that rely on fine-tuning, KnowJudge improves performance purely through cognitive-process simulation. Experiments on five benchmarks show that KnowJudge outperforms baseline methods, including both general and legal LLMs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Natural Language Processing; Neural Networks" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/28w694zd", "frozenauthors": [ { "first_name": "Zhitian", "middle_name": "", "last_name": "Hou", "name_suffix": "", "institution": "Sun Yat-sen University", "department": "" }, { "first_name": "Jinlin", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "Sun Yat-sen University", "department": "" }, { "first_name": "Ge", "middle_name": "", "last_name": "Lin", "name_suffix": "", "institution": "Sun Yat-sen University", "department": "" }, { "first_name": "Kun", "middle_name": "", "last_name": "Zeng", "name_suffix": "", "institution": "Sun Yat-sen University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49487/galley/37449/download/" } ] }, { "pk": 49334, "title": "Knowledge Exerts Dissociable Effects on Target and Distractor Processing in Binocular Rivalry", "subtitle": null, "abstract": "The ability to filter out distractors is crucial for effective sensory processing. Since the world is rarely random, prior knowledge can guide selective attention. Using a binocular rivalry paradigm combined with steady-state visually evoked responses, we investigated the neural dynamics of target and distractor processing. Behavioral enhancement was observed in the target-cueing condition, with no significant cost in the distractor-cueing condition. Single-trial analysis revealed that the distractor-related cost was mitigated by the complementary roles of parietal alpha and frontal theta. Specifically, prominent frontal theta activity during the rivalry phase indicated reactive control, reducing the distractor's sensory strength. Additionally, prior knowledge of distractors induced strong parietal alpha activity, reflecting pre-tuning of the attentional gate, which stabilized the target signal and blocked the distractor without affecting sensory gain. Our results reveal a dual mechanism for resolving visual competition, highlighting the distinct yet cooperative roles of parietal alpha and frontal theta.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Audition; Behavioral Science; Distributed cognition; Sensory Processing; Vision; cognitive neuropsychology; Electroencephalography (EEG)" } ], "section": "Abstracts with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6hd0348d", "frozenauthors": [ { "first_name": "Wen", "middle_name": "", "last_name": "Wen", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Reinhart", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "Sheng", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "Peking University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49334/galley/37295/download/" } ] }, { "pk": 50130, "title": "Knowledge of Examples Affects Conditional Reasoning About Math", "subtitle": null, "abstract": "Conditional reasoning, or reasoning with if-then statements, depends in part on knowledge. However, the mechanisms underlying this dependence are not fully understood. We propose that example knowledge—the ability to generate and categorize examples of logical possibilities—plays a central role, and therefore hypothesize that individual differences in example knowledge contribute to differences in conditional reasoning. Two studies tested this hypothesis in the domain of algebra. In Study 1, individual differences in example knowledge predicted differences in conditional reasoning about algebra when controlling for everyday conditional reasoning and general algebra knowledge. In Study 2, training designed to improve example knowledge improved conditional reasoning about algebra. We discuss implications of the findings regarding the mechanisms underlying the knowledge-dependence of conditional reasoning and the nature of individual differences in conditional reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Reasoning" } ], "section": "Abstracts with Poster Presentation (accepted as Abstracts)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/81p6f1j7", "frozenauthors": [ { "first_name": "David", "middle_name": "W", "last_name": "Braithwaite", "name_suffix": "", "institution": "Florida State University", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Rafferty", "name_suffix": "", "institution": "Carleton College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50130/galley/38092/download/" } ] }, { "pk": 49592, "title": "Korean monolingual children's comprehension of suffixal passive construction: A webcam eye-tracking study", "subtitle": null, "abstract": "Building on Shin (2022), the present study examines how Korean monolingual children comprehend suffixal passive constructions by employing a webcam eye-tracking method, aiming to test two theoretical accounts of grammatical generalisation (gradual vs. early abstraction). Twenty-eight children aged three to six, alongside 20 adults, joined picture-selection experiments paired with eye-gaze measurements. The findings indicate that children's utilisation of passive-voice heuristics remains limited yet developing, overshadowed by well-entrenched active-voice knowledge. In particular, the eye-gaze data reveal processing challenges related to the passive voice, mainly interpretive difficulties arising from passive morphology. These results replicate those of Shin (2022), offering further support for a moderate version of each account that emphasises the pivotal role of linguistic exposure in mastering linguistic knowledge. From a methodological standpoint, this study enhances the accessibility of webcam eye-tracking research for understudied languages in the field.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Language acquisition; Language Comprehension; Syntax; Eye tracking" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/00z988nb", "frozenauthors": [ { "first_name": "Seongmin", "middle_name": "", "last_name": "Mun", "name_suffix": "", "institution": "Kyungpook National University", "department": "" }, { "first_name": "Gyu-Ho", "middle_name": "", "last_name": "Shin", "name_suffix": "", "institution": "Unversity of Illinois Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49592/galley/37554/download/" } ] }, { "pk": 49378, "title": "KWS-TA-CNN Network: Towards Lightweight Mild Cognitive Impairment Detection Using Eye-Tracking Signals From Virtual Reality Stroop Test", "subtitle": null, "abstract": "Mild cognitive impairment (MCI) detection using eye-tracking (ET) signals in virtual reality (VR)-based cognitive tasks shows great promise, as it can capture rich temporal and behavioral information. Therefore, we build four VR-based tasks based on Stroop test and construct a dataset for MCI detection using ET signals. However, ET signals often suffer from non-stationarity,variability, and redundancy, challenging accurate MCI detection.To address these issues, we propose a novel lightweight network KWS-TA-CNN with three key components: 1) Kymatio Wavelet scattering transform (KWS), which generates time-robust features and reduces memory usage through a depth-first traversal strategy; 2) Temporal Attention (TA) to dynamically weight critical time steps for MCI detection; and 3) 1D Convolutional Neural Network (CNN) to capture local temporal patterns and reduce feature redundancy. Experimental results from leave-one-subject-out cross-validation show high performance, with subject-level accuracies of 0.8158, 0.9211, 0.8158, and 0.8421 across the four tasks, demonstrating its strong clinical potential.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Computer Science; Machine learning; Computational neuroscience; Eye tracking" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4zf264bg", "frozenauthors": [ { "first_name": "Menglan", "middle_name": "", "last_name": "Ruan", "name_suffix": "", "institution": "Southeast University", "department": "" }, { "first_name": "Wenyuan", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "Nanjing Medical University", "department": "" }, { "first_name": "Lei", "middle_name": "", "last_name": "Jin", "name_suffix": "", "institution": "Southeast University", "department": "" }, { "first_name": "Leqi", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "Southeast University", "department": "" }, { "first_name": "Wenbin", "middle_name": "", "last_name": "Luo", "name_suffix": "", "institution": "Southeast University", "department": "" }, { "first_name": "Bin", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Nanjing Medical University", "department": "" }, { "first_name": "Chunfeng", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "Southeast University", "department": "" }, { "first_name": "Wentao", "middle_name": "", "last_name": "Xiang", "name_suffix": "", "institution": "Nanjing Medical University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49378/galley/37340/download/" } ] }, { "pk": 50280, "title": "Label Entrenchment Heuristic in Political Communities", "subtitle": null, "abstract": "Hemmatian and Sloman (2018) showed that the degree to which a label is perceived to be entrenched in society impacts the judged quality of the categorical explanation that invokes it, irrespective of how informative the explanation actually is (\"label entrenchment heuristic\"). Across four experiments, we show that US partisans rate the informativeness of a circular categorical explanation as higher when the label it invokes is perceived to be entrenched in a particular political community than when the label is not entrenched in any community irrespective of whether the label belongs to the political in-group or the political out-group. Furthermore, we demonstrate that one's relationship to the community that entrenches the label mediates the effect: Democrats find the categorical explanations to be more persuasive when the label they invoke is entrenched in the Democratic political community than when it is entrenched in the Republican political community, and vice versa for Republicans.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Group Behaviour; Reasoning; Social cognition" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/55n9q7p0", "frozenauthors": [ { "first_name": "Almos", "middle_name": "C", "last_name": "Molnar", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Sloman", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50280/galley/38242/download/" } ] }, { "pk": 49836, "title": "Labels Facilitate Categorical Perception Effects during Novel Category Learning", "subtitle": null, "abstract": "Previous work has suggested that category labels can facilitate faster rates of category learning. To better understand the role that labels play in this phenomenon, the present study investigates whether this labeling advantage coincides with a warping of representational space that is indicative of categorical perception. To this end, we collected behavioral and EEG data during two tasks: an approach-avoid task in which category boundaries are learned and a same-different task. The behavioral results replicate the labeling advantage in category learning and suggest that CP effects are strengthened by the influence of labels. Representational similarity analyses of EEG brain activity collected during the approach-avoid task provide additional support for this theory, showing that stimulus representations exhibit patterns of representational warping that are characteristic of CP when the labeling advantage is most prominent. Together, these findings contribute to a richer understanding of how labels facilitate category learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Language and thought; Learning; Perception; Electroencephalography (EEG)" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5m4272cf", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "J", "last_name": "Mertens", "name_suffix": "", "institution": "University of Colorado at Boulder", "department": "" }, { "first_name": "Eliana", "middle_name": "", "last_name": "Colunga", "name_suffix": "", "institution": "University of Colorado at Boulder", "department": "" }, { "first_name": "Albert", "middle_name": "E.", "last_name": "Kim", "name_suffix": "", "institution": "University of Colorado", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49836/galley/37798/download/" } ] }, { "pk": 49921, "title": "Label Similarity and Stimulus Similarity Interact in Categorization", "subtitle": null, "abstract": "When learning to categorize stimuli, do we assume similar things should have similar labels? Are people more likely to respond with closer labels (e.g. 2-1 vs 2-4) when stimuli are more similar to each other? Across five experiments, we report evidence of such a bias and demonstrate that it can surface across a wide range of stimulus modalities and features, and persists regardless of participants' prior knowledge of the dimensions relevant for categorization. We also characterize some of the limits of this effect: it appears sensitive to the specific configuration of label-stimulus mappings, and may depend on overt similarity relations in label space. At minimum, our findings indicate the need to consider label-stimulus configurations when designing categorization experiments. They also hint more broadly at how label-to-stimulus mappings may affect how we structure novel categories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Analogy; Concepts and categories; Embodied Cognition; Language and thought" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5w06f1w5", "frozenauthors": [ { "first_name": "Wesley", "middle_name": "", "last_name": "Leong", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Casey", "middle_name": "L", "last_name": "Roark", "name_suffix": "", "institution": "University of New Hampshire", "department": "" }, { "first_name": "EILING", "middle_name": "", "last_name": "YEE", "name_suffix": "", "institution": "University of Connecticut", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49921/galley/37883/download/" } ] }, { "pk": 49329, "title": "Language and Experience: A Computational Model of Social Learning in Complex Novel Tasks", "subtitle": null, "abstract": "The ability to combine linguistic guidance from others with direct experience is central to human development, enabling safe and rapid learning in new environments. How do people integrate these two sources of knowledge, and how might AI systems? We present a computational framework that models social learning as joint probabilistic inference of structured causal world models given both sensorimotor and linguistic data. Using behavioral and simulation studies of learning across 10 video games, we show how linguistic guidance shapes exploration by reducing risky interactions and speeding up key discoveries, in both humans and models. Most notably, we demonstrate successful cross-embodiment knowledge transfer: both human- and model-generated advice speeds up both human and model learning, revealing how structured, language-compatible representations might enable human-machine collaborative learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Causal reasoning; Interactive behavior; Language understanding; Social cognition; Bayesian modeling" } ], "section": "Abstracts with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7qm5j5v0", "frozenauthors": [ { "first_name": "CŽdric", "middle_name": "", "last_name": "Colas", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Tracey", "middle_name": "", "last_name": "Mills", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Ben", "middle_name": "", "last_name": "Prystawski", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "Henry", "last_name": "Tessler", "name_suffix": "", "institution": "Independent Researcher", "department": "" }, { "first_name": "Noah", "middle_name": "", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Jacob", "middle_name": "", "last_name": "Andreas", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49329/galley/37290/download/" } ] }, { "pk": 49820, "title": "Language and the Algebraic Mind: Learning Unfamiliar Rules", "subtitle": null, "abstract": "Natural language is often considered fundamental to mathematical thinking, a view supported by research on language-of-training effects in bilinguals. However, these effects have been primarily examined in arithmetic. While previous research has explored language effects in algebra, it has largely focused on well-established rules. This study extends prior work by investigating whether similar effects apply to learning of algebra with unfamiliar rules. Thirty-nine Chinese-English bilingual undergraduates were trained to solve arithmetic and algebraic problems in Chinese or English and were later tested on both old and novel problems in both languages. Consistent with previous findings, results revealed a clear dissociation between arithmetic and algebra. Bilinguals responded faster in the trained versus the untrained language for arithmetic problems and solved old arithmetic problems faster than novel ones. However, these effects were absent in algebra, suggesting that algebraic learning does not necessarily depend on natural language encoding.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Language and thought; Quantitative Behavior" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4536w89z", "frozenauthors": [ { "first_name": "Qi", "middle_name": "", "last_name": "Zhou", "name_suffix": "", "institution": "Xi'an Jiaotong-Liverpool University", "department": "" }, { "first_name": "Jike", "middle_name": "", "last_name": "Qin", "name_suffix": "", "institution": "Xi'an Jiaotong-Liverpool University", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Roberts", "name_suffix": "", "institution": "University of Liverpool", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49820/galley/37782/download/" } ] }, { "pk": 49375, "title": "Language assessment for multilingual children in Germany - developmental factors, environmental influences, and individual differences", "subtitle": null, "abstract": "<p>Assessing language abilities in multilingual children is critical for identifying necessary support. The SPEAK project (German acronym for \"Language assessment of multilingual children\") validates a comprehensive test battery for 4- to 8-year-olds in Germany. This study reports on data from 207 multilingual children with 50 first languages other than German. The battery includes German versions of internationally established tools: Nonword Repetition Task (phonological complexity), Cross-Linguistic Lexical Task (vocabulary comprehension and production), and Sentence Repetition Task (grammar), alongside a parental questionnaire. Results show that age strongly predicts task performance, with earlier exposure to German improving phonology, vocabulary and grammar. Parental education also consistently predicts outcomes. Suspected Developmental Language Disorder negatively affects receptive vocabulary and grammar. Findings highlight the complex interplay of factors in multilingual language development.</p>", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language acquisition; Morphology; Phonology; Syntax; Developmental analysis" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8wb6v4pn", "frozenauthors": [ { "first_name": "Onur", "middle_name": "", "last_name": "Özsoy", "name_suffix": "", "institution": "Leibniz-Center General Linguistics", "department": "" }, { "first_name": "Elna", "middle_name": "", "last_name": "Bauer", "name_suffix": "", "institution": "Leibniz-Genter General Linguistics", "department": "" }, { "first_name": "Katharina", "middle_name": "", "last_name": "Bleher", "name_suffix": "", "institution": "Goethe University", "department": "" }, { "first_name": "Aylin", "middle_name": "", "last_name": "Cil", "name_suffix": "", "institution": "Catholic University of EichstŠtt-Ingolstadt", "department": "" }, { "first_name": "Tina", "middle_name": "", "last_name": "Ghaemi", "name_suffix": "", "institution": "TU Dortmund University", "department": "" }, { "first_name": "Annika", "middle_name": "", "last_name": "Heitzmann", "name_suffix": "", "institution": "Goethe University", "department": "" }, { "first_name": "Eugenia", "middle_name": "", "last_name": "Rykova", "name_suffix": "", "institution": "Catholic University of EichstŠtt-Ingolstadt", "department": "" }, { "first_name": "Jenny", "middle_name": "", "last_name": "Thillmann", "name_suffix": "", "institution": "TU Dortmund University", "department": "" }, { "first_name": "Angela", "middle_name": "", "last_name": "Grimm", "name_suffix": "", "institution": "Goethe University", "department": "" }, { "first_name": "Tanja", "middle_name": "", "last_name": "Rinker", "name_suffix": "", "institution": "Catholic University of EichstŠtt-Ingolstadt", "department": "" }, { "first_name": "Anna-Lena", "middle_name": "", "last_name": "Scherger", "name_suffix": "", "institution": "TU Dortmund University", "department": "" }, { "first_name": "Natalia", "middle_name": "", "last_name": "Gagarina", "name_suffix": "", "institution": "Leibniz-Genter General Linguistics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49375/galley/37337/download/" } ] }, { "pk": 49445, "title": "Language Control during Bilingual Word Production in Cantonese–English Speaking Autistic and Typically Developing Children", "subtitle": null, "abstract": "Being bilingual is becoming increasingly common for children worldwide, including those with autism spectrum disorder (ASD). While recent studies have examined the effect of bilingual experience on cognitive and linguistic abilities in autistic children, few have focused on how autistic status influences bilingual language switching and control. For the first time, the present study investigates language control during bilingual word production in autistic and typically developing children with a cued language switching paradigm. Results revealed that autistic children tended to make more cross-language mistakes and had more difficulties when switching between languages, while the overall naming latency and language mixing costs were similar across the two groups. The preliminary findings highlight the potential challenges encountered by autistic children on different levels of language control during bilingual production and also suggest that some aspects of language switching performance are comparable between the groups. Clinical implications are also discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Cognitive development; Development; Language Production" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/05c0d54n", "frozenauthors": [ { "first_name": "Ruofan", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "The Hong Kong Polytechnic University", "department": "" }, { "first_name": "Haoyan", "middle_name": "", "last_name": "Ge", "name_suffix": "", "institution": "Hong Kong Metropolitan University", "department": "" }, { "first_name": "Xiaocong", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "The Hong Kong Polytechnic University", "department": "" }, { "first_name": "Caicai", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "The Hong Kong Polytechnic University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49445/galley/37407/download/" } ] }, { "pk": 49892, "title": "Language experience and prediction across the lifespan: evidence from diachronic fine-tuning of language models", "subtitle": null, "abstract": "Humans predict upcoming language input from context, which\ndepends on prior language experience. This suggests that older\nadults' predictions may differ from those of young adults, due\nto longer language exposure. Here we use sentence completion\ndata from two age cohorts (YA = 18-35 y.o.; OA = 50-80\ny.o.) and language models fine-tuned to particular decades of\na diachronic corpus of American English to examine the relationship \nbetween changes in language statistics and differences in \nlinguistic prediction across different age groups. We\nobserved greater consistency in contextual probabilities within\nage groups compared to across age groups, indicating that\nYA and OA make subtly different predictions given identical\ncontext. Next-word prediction performance for the fine-tuned\nmodels decreased as the temporal distance between the fine-\ntuning and testing decade increased, indicating that language\nusage statistics changed over the span of a few decades. Further, \nGPT-2 surprisal values are more predictive of YA than OA\ncontextual probabilities, suggesting that the language statistics,\nas captured by a model trained largely on internet text, aligns\nmore with YA's internal model than OA's. However, both age\ngroups' data are better fit by models fine-tuned on more recent\ncorpus decades.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Language Production; Predictive Processing; Computational Modeling; Corpus studies" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/83b1p2nz", "frozenauthors": [ { "first_name": "Alton", "middle_name": "", "last_name": "Chao", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Ellis", "middle_name": "", "last_name": "Cain", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Rachel", "middle_name": "", "last_name": "Ryskin", "name_suffix": "", "institution": "University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49892/galley/37854/download/" } ] }, { "pk": 49778, "title": "Language models assign responsibility based on actual rather than counterfactual contributions", "subtitle": null, "abstract": "How do language models assign responsibility and reward, and is it similar to how humans do it? We instructed three state-of-the-art large language models to assign responsibility (Experiment 1) and reward (Experiment 2) to agents in a collaborative task. We then compared the language models' responses to seven existing cognitive models of responsibility and reward allocation. We found that language models mostly evaluated agents based on force (how much they actually did), in line with classical production-style accounts of causation. By contrast, humans valued actual and counterfactual effort (how much agents tried or could have tried). These results indicate a potential barrier to effective human-machine collaboration.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Psychology; Causal reasoning; Social cognition; Computational Modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2fz6v5hb", "frozenauthors": [ { "first_name": "Yang", "middle_name": "", "last_name": "Xiang", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Eric", "middle_name": "", "last_name": "Bigelow", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Gerstenberg", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Tomer D.", "middle_name": "", "last_name": "Ullman", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Samuel", "middle_name": "", "last_name": "Gershman", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49778/galley/37740/download/" } ] }, { "pk": 49768, "title": "Language models demonstrate the good-enough processing seen in humans", "subtitle": null, "abstract": "Comparative illusions, also called Escher sentences, are comparative sentences that appear acceptable but challenge the boundaries of comprehension. Escher sentences, illusions that are the subject of this paper, require structural reinterpretation to resolve their anomalies, making them ideal phenomena for probing the mechanisms of language processing in humans and machines. Using human behavior as a benchmark for large language models' (LLM) performance, we assessed LLMs' behavior with three methods: prompt, probability measurement, and lexical disturbance. Our results indicate that LLMs, when prompted, display \"human-like'' behavior, LLMs struggled to reliably rank surprisals, and they were sensitive to both lexical and syntactic cues in Eschers. These results indicate that LLMs seem to manifest the good-enough processing seen in human cognition. Understanding and narrowing this discrepancy could result in AI systems that are more in tune with human reasoning and more interpretable, ultimately enhancing our grasp of sentence processing in humans and machines.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Computer Science; Linguistics; Psychology; Behavioral Science; Language Comprehension; Language understanding; Natural Language Processing; Semantics of language; Computationa" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/60v8d8sw", "frozenauthors": [ { "first_name": "Yan", "middle_name": "", "last_name": "Cong", "name_suffix": "", "institution": "Purdue University", "department": "" }, { "first_name": "Julia", "middle_name": "", "last_name": "Rayz", "name_suffix": "", "institution": "Purdue University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49768/galley/37730/download/" } ] }, { "pk": 49331, "title": "Language production is harder than comprehension for children and language models", "subtitle": null, "abstract": "Infants can understand some language even when they have no productive ability, but later in development, children can produce much more of what they understand. Explanations of this production--comprehension asymmetry (PCA) typically appeal to specific mechanisms, such as motor demands or communicative intent. Here, we investigate the hypothesis that the development of PCA emerges from the inherent structure of the two tasks. Production involves selecting a particular word to produce (and no other); in contrast, comprehension typically involves selecting the correct response to a word within a relatively constrained context. We tested this hypothesis by exploring whether developmental changes in PCA emerge in language models, which are sensitive to these structural asymmetries but not other factors previously proposed to cause PCA. We find that two types of language models---unimodal language models and vision–language models---both show PCA. Moreover, similar to children, PCA decreases in more highly-trained models and was more pronounced for predicates than nouns. These results suggest that production--comprehension asymmetries, a fundamental feature of child language acquisition, may be explained by the basic task demands involved in language use.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Linguistics; Psychology; Cognitive development; Language acquisition; Language Comprehension; Language Production; Language understanding; Natural Language Processing; Computa" } ], "section": "Abstracts with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5rz8b9jg", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "", "last_name": "Hu", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Alvin", "middle_name": "Wei Ming", "last_name": "Tan", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Steven", "middle_name": "Y.", "last_name": "Feng", "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": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49331/galley/37292/download/" } ] }, { "pk": 50339, "title": "Language Shapes Blame and Victimhood in Bilinguals' Autobiographical Memory", "subtitle": null, "abstract": "To what extent does language shape what we remember about ourselves? The present study tests whether Spanish-English bilinguals recall different types of information when using each language to reflect on accidents in their past. Participants wrote paragraphs describing two accidental events in which they were involved, one from childhood and one from adulthood. Afterward, they assessed their share of blame and victimhood for each of the accidents they described. All participants were balanced bilinguals and were randomly assigned to complete the task either in English or Spanish. When thinking in English, people recalled events in which they were equally likely to be the cause or the victim. Conversely, when thinking in Spanish, people were more likely to recall events in which they were the victim than events for which they were to blame. These findings inform our understanding of the role of language in shaping autobiographical memory for accidental events.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Language and thought; Memory; Cross-linguistic analysis" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0x0876s4", "frozenauthors": [ { "first_name": "Alexia", "middle_name": "", "last_name": "Toskos Dils", "name_suffix": "", "institution": "Purchase College, SUNY", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50339/galley/38301/download/" } ] }, { "pk": 50391, "title": "Language-specific event role mappings in multimodal possession-transfer event descriptions", "subtitle": null, "abstract": "Event descriptions require mapping event roles from an underlying conceptual representation to surface speech and gesture. Encodings in co-speech gesture tend to align with language-specific options that govern encodings in speech, but are relatively understudied for event roles that can be omitted in speech (e.g., argument-dropping languages like Turkish allow omission of core event roles, including agents and recipients). We examine the content of multimodal possession-transfer event descriptions across two typologically distinct languages (English, Turkish), differing in the grammaticality of argument-dropping. We find that language-specific encoding patterns heavily affect recipient and agent mentions in free event descriptions across modalities. Overall, Turkish speakers mentioned recipients and agents less frequently than English speakers. Although recipient and agent co-speech gestures were used more frequently in Turkish, they rarely contributed information beyond what was encoded in speech. This suggests that argument-dropping in Turkish occurs at a level of representation that is shared across modalities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Event cognition; Language and thought; Language Production; Cross-linguistic analysis" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1q97n7kh", "frozenauthors": [ { "first_name": "Christiana", "middle_name": "", "last_name": "Moser", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Bahar", "middle_name": "", "last_name": "Tarak�õ", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Ercenur", "middle_name": "", "last_name": "†nal", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Myrto", "middle_name": "", "last_name": "Grigoroglou", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50391/galley/38353/download/" } ] }, { "pk": 49532, "title": "Large Language Model Discourse Dynamics", "subtitle": null, "abstract": "With the rise of Large Language Models (LLMs), interest in simulating interaction dynamics has grown, raising questions about their validity as cognitive models of human discourse. While extensive research focuses on their performance in various applications, we aim to quantify LLM conversational processes akin to traditional human studies. By analyzing how convergence entropy evolves across different conversational tasks, we propose a framework for quantitatively assessing LLMs' ability to exhibit specific features. This approach offers a pathway to characterizing LLMs for agent-based modeling and broader discourse analysis.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Intelligent agents; Interactive behavior; Agent-based Modeling; Computer-based experiment" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6231c8g4", "frozenauthors": [ { "first_name": "Ryan", "middle_name": "", "last_name": "Chaiyakul", "name_suffix": "", "institution": "UCLA", "department": "" }, { "first_name": "Zachary", "middle_name": "P", "last_name": "Rosen", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Rick", "middle_name": "", "last_name": "Dale", "name_suffix": "", "institution": "UCLA", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49532/galley/37494/download/" } ] }, { "pk": 49792, "title": "Large language model tokens are psychologically salient", "subtitle": null, "abstract": "Large language models segment words into chunks called tokens, using compression algorithms that ignore semantics. We investigated whether tokenization corrupts representations of word meanings in 17 languages. We found that GPT-4o and Llama 3 inflate the similarity of words that share tokens. However, tokens turned out to be good predictors of orthographic priming, such that people recognize a target word faster after reading a prime that ends with the same token. This boost in priming far exceeds what other overlapping strings of letters explain, which suggests that tokenization selectively identifies functional subword units. The pattern extends to the production of word associates in English: Tokens capture phonologically motivated associations, while other strings of letters do not. So, tokenization does influence semantic representations, but because tokens correspond to psychologically salient orthographic and/or phonological constituents, they may endow large language models with human-like language networks and facilitate alignment with human word processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Linguistics; Psychology; Natural Language Processing; Semantics of language" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/13k625dx", "frozenauthors": [ { "first_name": "David", "middle_name": "A.", "last_name": "Haslett", "name_suffix": "", "institution": "Hong Kong University of Science and Technology", "department": "" }, { "first_name": "Antoni", "middle_name": "B.", "last_name": "Chan", "name_suffix": "", "institution": "City University of Hong Kong", "department": "" }, { "first_name": "Janet", "middle_name": "", "last_name": "Hsiao", "name_suffix": "", "institution": "Hong Kong University of Science & Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49792/galley/37754/download/" } ] }, { "pk": 49929, "title": "Latent speech representations learned through self-supervised learning predict listeners' generalization of adaptation across talkers", "subtitle": null, "abstract": "Unfamiliar accents can pose a challenge to speech recognition. However, listeners often adapt quickly to novel accents, and even generalize this adaptation across talkers with the same accent. We investigate how such cross-talker generalization---critical to effective speech perception---is achieved. We take advantage of advances in automatic speech recognition to test whether comparatively simple similarity-based inferences can explain cross-talker generalization in human listeners. We use the latent perceptual space learned by the HuBERT model---shaped by the statistics of the speech signal and the objective to recognize speech---to meaningfully measure the similarity between talkers' pronunciation. We find that word-level similarity in this latent space predict listeners' ability to successfully generalize across talkers. We discuss consequences for theories of adaptive speech perception. In particular, our results explain why cross-talker variability is not a prerequisite for cross-talker generalization (contrary to influential accounts).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language understanding; Speech recognition; Computational Modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/465543dw", "frozenauthors": [ { "first_name": "Zhengyang", "middle_name": "", "last_name": "Jin", "name_suffix": "", "institution": "University of Sussex", "department": "" }, { "first_name": "Yuhao", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "T. Florian", "middle_name": "", "last_name": "Jaeger", "name_suffix": "", "institution": "University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49929/galley/37891/download/" } ] }, { "pk": 49174, "title": "Learning about Inductive Potential from Generic Statements", "subtitle": null, "abstract": "Generic statements (e.g., \"Climbers drive Subarus\") shape what categories people take as meaningful bases for generalization. After hearing a generic, people not only learn about the prevalence of a feature in a category (e.g., how many climbers drive Subarus), but also about the inductive potential of the category (e.g., that climbers share many features). Here, we propose a Bayesian model of how people infer inductive potential from generics. To test our model, we introduced adults (n = 284) to nothing (baseline), or to members of a novel social category accompanied by generic statements (e.g., \"Zarpies sleep in trees\") or specific statements (e.g., \"This Zarpie sleeps in trees\"). We then measured inferred inductive potential by eliciting the prevalence of novel features. As predicted, generics increased while specific statements decreased the category's inductive potential, relative to baseline. Our account explains how generics facilitate the cultural transmission of social categories believed to be bases for generalization.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2rs3j5vq", "frozenauthors": [ { "first_name": "Marianna", "middle_name": "Y.", "last_name": "Zhang", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Sarah-jane", "middle_name": "", "last_name": "Leslie", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Marjorie", "middle_name": "", "last_name": "Rhodes", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Mark", "middle_name": "K", "last_name": "Ho", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49174/galley/37135/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49174/galley/38680/download/" } ] }, { "pk": 49696, "title": "Learning a Doubly-Exponential Number of Concepts From Few Examples", "subtitle": null, "abstract": "Recent research has shown that people can learn more new concepts than the number of examples they are presented with. However, these results relied on strong assumptions about what skills and prior knowledge are required to perform this kind of less-than-one-shot learning. This has included having participants disentangle soft labels that fuzzily map stimuli to multiple concepts, interpret continuous feature weights, and parse complex compositional statements. We propose a novel minimal paradigm that strips away these assumptions to explore how efficiently people can simultaneously learn visual and symbolic concepts. We show theoretically that it should be possible to learn up to $2^{k-1}$ binary features from $k$ examples, and to learn up to $2^{2^{k-1}}$ unique combinations of those features. We validate this empirically, showing that people may be able to learn as many as 8 novel binary features and up to 256 concepts corresponding to unique compositions of those features from just 4 examples.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Computer Science; Psychology; Concepts and categories; Learning; Machine learning; Neural Networks" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/011374xq", "frozenauthors": [ { "first_name": "Ilia", "middle_name": "", "last_name": "Sucholutsky", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "Bonan", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Hee Seung", "middle_name": "", "last_name": "Hwang", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Allison", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "Princeton Univeristy", "department": "" }, { "first_name": "Olga", "middle_name": "", "last_name": "Russakovsky", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49696/galley/37658/download/" } ] }, { "pk": 50380, "title": "Learning and teaching are uncorrelated in an algorithm transmission task", "subtitle": null, "abstract": "Selective social learning is thought to be crucial for cumulative cultural evolution, as it helps preserve valuable but complex knowledge. Traditional models of cultural evolution have emphasized selection for performance. However, recent experiments demonstrate a potentially paradox: learning from high performers can compromise transmission. Should learners select teachers based on their performance or their teaching ability? This study examines whether teaching ability correlates with performance in algorithmic concept learning. Thirty participants learned a sorting algorithm from examples and explained the concept to beginners. A second cohort rated the helpfulness of these explanations after learning the concept themselves. Using an algorithm we developed to assess how well participants had learned the concept, we found no significant relationship between teaching effectiveness and task performance. Our results extend findings from prior research to the setting of algorithmic concept learning, and highlight a fundamental dilemma in cultural transmission.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Instruction and teaching; Social cognition" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/02f497gg", "frozenauthors": [ { "first_name": "Qi", "middle_name": "", "last_name": "Guo", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Bill", "middle_name": "", "last_name": "Thompson", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50380/galley/38342/download/" } ] }, { "pk": 50082, "title": "Learning Cognitive Agent-driven for Graph-aware Communication and Double Reward Path Finding Models", "subtitle": null, "abstract": "Cognitive agent-driven path planning is an interesting task. Inspired by deep learning and stochastic strategies, we proposes a Stochastic Policy and Locally Observable model for cognitive-agent path finding (SPLO). First, we proposes a method to use feature dimension to resolve the over-smoothing problem by reducing the correlation between feature dimensions. Then, we introduce a novel sparse reward function to encourage agents to explore promising paths. This function provides intensive rewards without requiring the agent to strictly adhere to the global plan at every step. Finally, we design a flexible stochastic strategy to update and train the model. The stochastic strategy uses alternating training between the value function and the policy function to speed up learning and prevent the strategy from prematurely converging to the local optimal value.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Robotics; Human-computer interaction; Machine learning; Computational neuroscience" } ], "section": "Abstracts with Poster Presentation (accepted as Abstracts)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3bc3p177", "frozenauthors": [ { "first_name": "Dongming", "middle_name": "", "last_name": "Zhou", "name_suffix": "", "institution": "National University of Defense Technology", "department": "" }, { "first_name": "Jinsheng", "middle_name": "", "last_name": "Deng", "name_suffix": "", "institution": "National University of Defense Technology", "department": "" }, { "first_name": "Zhengbin", "middle_name": "", "last_name": "Pang", "name_suffix": "", "institution": "National University of Defense Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50082/galley/38044/download/" } ] }, { "pk": 49776, "title": "Learning Efficient Recursive Numeral Systems via Reinforcement Learning", "subtitle": null, "abstract": "It has previously been shown that by using reinforcement learning (RL), agents can derive simple approximate and exact-restricted numeral systems that are similar to human ones (Carlsson, 21). However, it is a major challenge to show how more complex recursive numeral systems, similar to for example English, could arise via a simple learning mechanism such as RL.\nHere, we introduce an approach towards deriving a mechanistic explanation of the emergence of efficient recursive number systems. We consider pairs of agents learning how to communicate about numerical quantities through a meta-grammar that can be gradually modified throughout the interactions. \nUtilising a slightly modified version of the meta-grammar of Hurford (1975), we demonstrate that our RL agents, shaped by the pressures for efficient communication, can effectively modify their lexicon towards Pareto-optimal configurations which are comparable to those observed within human numeral systems in terms of their efficiency.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Linguistics; Language acquisition; Representation; Agent-based Modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3cc5053z", "frozenauthors": [ { "first_name": "Andrea", "middle_name": "", "last_name": "Silvi", "name_suffix": "", "institution": "Chalmers University of Technology", "department": "" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Thomas", "name_suffix": "", "institution": "Chalmers University of Technology", "department": "" }, { "first_name": "Emil", "middle_name": "", "last_name": "Carlsson", "name_suffix": "", "institution": "Chalmers University of Technology", "department": "" }, { "first_name": "Devdatt", "middle_name": "", "last_name": "Dubhashi", "name_suffix": "", "institution": "Chalmers University of Technology", "department": "" }, { "first_name": "Moa", "middle_name": "", "last_name": "Johansson", "name_suffix": "", "institution": "Chalmers University of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49776/galley/37738/download/" } ] }, { "pk": 49930, "title": "Learning From ‘What Might Have Been': A Bayesian Model of Learning from Regret", "subtitle": null, "abstract": "Regret is a common emotion that might either catalyze or impair decision-making. What determines whether regret will be helpful or harmful in a given situation? We test the hypothesis that regret is more likely to hinder decision-making during the early stages of learning, when information is limited, but help during later stages of learning, when the learner has a better understanding of the environment. We introduce a Bayesian model of\nlearning from regret, in which the \"counterfactual weight\" parameter – reflecting how strongly individuals update their beliefs about foregone outcomes – predicts both learning\noutcomes and the intensity of subjective regret. We find that probing regret early in the learning phase leads to worse performance than probing regret later or not at all. This work has important implications for both cognitive and affective science, shedding light on the appraisal mechanisms by which regret influences decision-making.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Decision making; Emotion; Bayesian modeling; Computational Modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3zv3g7xg", "frozenauthors": [ { "first_name": "Kate", "middle_name": "", "last_name": "Petrova", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "James J.", "middle_name": "", "last_name": "Gross", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Gerstenberg", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49930/galley/37892/download/" } ] }, { "pk": 50343, "title": "Learning from errors: Effects of feedback timing and warnings on cue–target and error–target recall", "subtitle": null, "abstract": "Erroneous guessing with corrective feedback enhances recall, with immediate feedback often outperforming delayed feedback. According to the errors-as-mediators hypothesis, immediate feedback strengthens error–target associations, improving recall. Alternatively, the semantic encoding and episodic discrimination hypothesis posits that immediate feedback facilitates strategic inhibition of errors, enhances target encoding, or both.\n\nThis study examines how feedback timing (Immediate vs. Delayed) and post-error warnings (Warning vs. No Warning) impact recall. Participants studied weakly related word pairs (e.g., \"swim–float\") by guessing the target and receiving feedback either immediately, after a 5-minute delay, or with an immediate warning and delayed feedback.\n\nIn Experiment 1, delayed feedback reduced cue–target recall, while warnings modestly mitigated this effect without reaching statistical significance. Experiment 2 revealed that delayed feedback improved error–target recall, while warnings nonsignificantly impaired recall.\n\nThese findings challenge the errors-as-mediators hypothesis, suggesting that immediate feedback optimizes learning by enhancing encoding and episodic salience of the correct target.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Learning; Memory; Semantic memory" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3r83x8wc", "frozenauthors": [ { "first_name": "Isabel", "middle_name": "", "last_name": "Folger", "name_suffix": "", "institution": "University of California, Santa Cruz", "department": "" }, { "first_name": "Hannah", "middle_name": "", "last_name": "Hausman", "name_suffix": "", "institution": "University of California Santa Cruz", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50343/galley/38305/download/" } ] }, { "pk": 50471, "title": "Learning from Failure and Success: Children's Achievement Emotions and Learning Choices", "subtitle": null, "abstract": "Failure is an unavoidable part of learning, and how to manage it influences children's future learning and success (Eskreis-Winkler and Fishbach, 2019). Whereas children can experience both negative and positive emotions following failure (Nelson et al., 2018), it remains unclear how children's achievement emotions change following both failure and success, and whether emotional change aligns with future learning choices. A total of 107 preschool children attempted three unsolvable puzzles without help, then successfully completed one solvable puzzle with guidance as needed. ANOVA results showed a significant negative linear trend in children's affective responses, with no rebound after the success experience. When selecting a future learning task, children exhibited a strong preference for the prior successful rather than any of the incomplete puzzles; yet, logistic regression indicated that this decision was not predicted by changes in emotion. Findings suggest that children showed an adaptive emotional response following both failure and success.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Education; Psychology; Decision making; Development; Emotion; Mood; Quantitative Behavior" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6vj3s1x8", "frozenauthors": [ { "first_name": "Yarui", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "Florida State University", "department": "" }, { "first_name": "Beth", "middle_name": "", "last_name": "Phillips", "name_suffix": "", "institution": "Florida State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50471/galley/38433/download/" } ] }, { "pk": 50359, "title": "Learning from thought experiments in early childhood", "subtitle": null, "abstract": "Thought experiments have been credited with generating new knowledge in the history of science. Although many parallels have been drawn between the thinking of scientists and children, it is not clear if children can generate new knowledge via thought experiments. We tested if the use of an extreme case thought experiment can help 6- to 9-year-olds to overcome the misconception that heavier rather than larger objects displace more water. A total of 70 children (MAge = 88.94 months) were assigned to a Control condition and to an Extreme Case condition designed to elicit children's existing understanding of solidity, namely that two material objects cannot occupy the same space at the same time. Children received no feedback in either condition. We found that children in the Extreme Case condition performed better on both the Learning and Far Transfer trials, suggesting that thought experiments can serve as a learning tool in childhood.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Cognitive development; Concepts and categories; Learning" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3937p432", "frozenauthors": [ { "first_name": "Igor", "middle_name": "", "last_name": "Bascandziev", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Garvin", "middle_name": "", "last_name": "Brod", "name_suffix": "", "institution": "DIPF", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Shafto", "name_suffix": "", "institution": "Rutgers University - Newark", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Bonawitz", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50359/galley/38321/download/" } ] }, { "pk": 49984, "title": "Learning Hidden Causal Factors from Psychometrics Data Using Distributional Information", "subtitle": null, "abstract": "Understanding latent variables and their causal mechanisms is central to psychological theory, yet most latent variable models in psychology have largely remained correlational. This work attempts to address three pivotal issues: identifying useful information from observational data that reveal latent causal factors, developing algorithms to leverage this distributional information, ensuring the identifiability of the recovered latent factors and their causal structure. We introduce a generalizable framework for discovering hidden causal structures from observed distributions in psychometric data. Applied to survey datasets on personality traits, teacher burnout, and multitasking behavior, our method uncovers hidden causal factors and their intricate interactions. Additionally, our findings offer an alternative perspective on psychometric scoring, grounded in the strength of the learned causal relations. These insights contribute to behavioral modeling and measurement and await further confirmatory studies to validate their implications for psychological science.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Computer Science; Psychology; Causal reasoning; Knowledge representation" } ], "section": "Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3mh1c6q2", "frozenauthors": [ { "first_name": "Roberto", "middle_name": "", "last_name": "Legaspi", "name_suffix": "", "institution": "KDDI Research, Inc.", "department": "" }, { "first_name": "Xinshuai", "middle_name": "", "last_name": "Dong", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Donghuo", "middle_name": "", "last_name": "Zeng", "name_suffix": "", "institution": "KDDI Research, Inc.", "department": "" }, { "first_name": "Yuewen", "middle_name": "", "last_name": "Sun", "name_suffix": "", "institution": "MBZUAI", "department": "" }, { "first_name": "Kazushi", "middle_name": "", "last_name": "Ikeda", "name_suffix": "", "institution": "KDDI Research, Inc.", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Spirtes", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Kun", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49984/galley/37946/download/" } ] }, { "pk": 50288, "title": "Learning how to learn: Evidence for an explore-exploit tradeoff in information search", "subtitle": null, "abstract": "To learn about the world, people must gather information from external sources (e.g., books, the internet, other people). People prefer sources that have been reliable in the past—but how do we seek information when uncertain about a source's quality? We test the hypothesis that these decisions are governed by an explore-exploit tradeoff. Prior work has researched this in reward search. Here, we adapt the tradeoff to information search. We propose that people weigh exploring an information source that is more uncertain with exploiting an information source that is more informationally promising. In one experiment (N = 171), we found evidence for both random and directed exploration in people's choices between information sources. However, people explored uncertain information sources even without the possibility of future exploitation (differing from typical reward search). People may be broadly interested in learning about sources' quality, and they explore to gain this information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Decision making; Learning" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2wb7c346", "frozenauthors": [ { "first_name": "Madeline", "middle_name": "", "last_name": "Klotz", "name_suffix": "", "institution": "University of New Hampshire", "department": "" }, { "first_name": "Emily", "middle_name": "G", "last_name": "Liquin", "name_suffix": "", "institution": "University of New Hampshire", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50288/galley/38250/download/" } ] }, { "pk": 50171, "title": "Learning imposes a bottleneck beyond anatomical constraints: a computational investigation into the nature of WM capacity limits", "subtitle": null, "abstract": "Human working memory (WM) is central to our complex cognitive capacities. Famously, it is limited, and much debate surrounds the nature of this limitation. Anatomical evidence reveals strongly-connected neural populations in PFC allowing robust maintenance. Past work implicates a basal ganglia circuit in WM management. There remain open questions about whether, aside from anatomical ‘hard' limits, there are computational ‘soft' limits that arise from learning/management bottlenecks. Here, we use computational modeling to tease apart these factors by considering them in isolation: we allow a transformer model trained to do a symbolic WM management task full access to past context, manipulating only the number of concurrent symbols it needs to learn to maintain, controlling for surface complexity. We find that despite having no ‘hard' limits, the model shows difficulty in learning that scales with the computational demand, suggesting WM limits in humans may have arisen due to a learning bottleneck.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Neuroscience; Memory; Computational Modeling" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/22w6s7xx", "frozenauthors": [ { "first_name": "Aalok", "middle_name": "", "last_name": "Sathe", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Ellie", "middle_name": "", "last_name": "Pavlick", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Michael J.", "middle_name": "", "last_name": "Frank", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50171/galley/38133/download/" } ] }, { "pk": 49204, "title": "Learning in Groups: Possible Advantages of Working in Threes", "subtitle": null, "abstract": "This study investigated how interacting in different size discussion groups can improve students' understanding of research methods topics at the university level. Students completed a discussion activity in groups of twos, threes, and fours, and later were tested individually for their understanding of the target concepts. While the largest group size (fours) performed best on the worksheet that was completed in groups as part of the discussion activity, working in a group of three appeared to support better understanding of the target concepts for weaker students in the course. Several alternative explanations for the benefit from working in threes are considered.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Education; Psychology; Group Behaviour; Learning" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/23t3374x", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "", "last_name": "Wiley", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" }, { "first_name": "Lena", "middle_name": "", "last_name": "Hildenbrand", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" }, { "first_name": "Tomas", "middle_name": "", "last_name": "StŒhl", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49204/galley/37165/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49204/galley/38710/download/" } ] }, { "pk": 50125, "title": "Learning in online chess increases with more time spent thinking and diversity of experience", "subtitle": null, "abstract": "What factors of our learning experiences enable us to best acquire complex skills? Recent ideas from artificial intelligence point to two such factors: (1) a balance of real experience with simulated experience acquired during planning itself, and (2) appropriate diversity in training examples. To test whether these factors influence the development of human expertise, we analyzed data from 1,873 chess players on the online platform Lichess, each of whom played hundreds to thousands of games over months to years. We found that both the time spent planning before moves and the diversity of opening positions encountered predict skill improvement over time. These findings suggest that principles shaping the development of expertise in artificial intelligence systems may also apply to human learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Psychology; Learning; Big data" } ], "section": "Abstracts with Poster Presentation (accepted as Abstracts)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5c76v07h", "frozenauthors": [ { "first_name": "Lisa", "middle_name": "", "last_name": "Schut", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Evan", "middle_name": "", "last_name": "Russek", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Ionatan", "middle_name": "", "last_name": "Kuperwajs", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Marcelo", "middle_name": "G", "last_name": "Mattar", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Wei Ji", "middle_name": "", "last_name": "Ma", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50125/galley/38087/download/" } ] }, { "pk": 49269, "title": "Learning novel intransitive verbs from input cues: Experiments with Mandarin-learning toddlers", "subtitle": null, "abstract": "In two novel verb experiments using the visual fixation paradigm, we investigated how Mandarin-learning toddlers employ distributional cues and semantic cues to categorize novel unaccusative and unergative verbs. In Experiment 1, 31-month-old (but not 19-month-old) participants were found to use the word-order cue to categorize two novel verbs VUA and VUE: after hearing \"VUA-le NP\" and \"NP VUE-le\" in the training phase, they categorized VUA as unaccusative and VUE as unergative, showing discrimination in looking times between grammatical trials \"NP VUA-le\" and ungrammatical trials \"VUE-le NP\" in the test phase. In Experiment 2, 31-month-olds used the semantic cue of telicity provided via novel events to make categorizations: watching a telic event paired with \"VUA-le\" and an atelic event paired with \"VUE-le\" led to differentiation between grammatical trials \"VUA-le NP\" and ungrammatical trials \"VUE-le NP\". The findings provide evidence for toddlers' ability to extract information from the input and make generalizations in verb learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Language acquisition; Learning; Syntax; Eye tracking" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/17z6k0m5", "frozenauthors": [ { "first_name": "Ziqi", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "Beijing Institute of Technology", "department": "" }, { "first_name": "Xiaolu", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "Tsinghua University", "department": "" }, { "first_name": "Stella", "middle_name": "", "last_name": "Christie", "name_suffix": "", "institution": "Tsinghua University", "department": "" }, { "first_name": "Rushen", "middle_name": "", "last_name": "Shi", "name_suffix": "", "institution": "UniversitŽ du QuŽbec à MontrŽal", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49269/galley/37230/download/" } ] }, { "pk": 49713, "title": "Learning task rule updating strategies requires extensive practice", "subtitle": null, "abstract": "People can adjust how fast they update task rules, depending on the volatility of their environment. We investigated whether this adaptivity is primarily driven by recently experienced volatility in task demands, or can also be shaped by learned, environment-specific associations with expected levels of volatility. To this end, we trained participants on a Wisconsin Card Sorting Task where different environments required different speeds of task rule updating. We demonstrate that, initially, participants updated strategies depending on the most recent experienced levels of volatility and feedback (Experiment 1). However, after extensive (four days) training (Experiment 2), participants also developed environment-specific associations. Our findings provide important insights in how people learn to regulate cognitive flexibility.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Behavioral Science; Decision making; Learning; Computational Modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4rv558hm", "frozenauthors": [ { "first_name": "Shengjie", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "Ghent University", "department": "" }, { "first_name": "Tanya", "middle_name": "", "last_name": "Wen", "name_suffix": "", "institution": "Meta", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Egner", "name_suffix": "", "institution": "Duke University", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Verguts", "name_suffix": "", "institution": "Ghent University", "department": "" }, { "first_name": "Senne", "middle_name": "", "last_name": "Braem", "name_suffix": "", "institution": "Ghent University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49713/galley/37675/download/" } ] }, { "pk": 49636, "title": "Learning telic-controllable state representations", "subtitle": null, "abstract": "Computational models of purposeful behavior comprise both descriptive and prescriptive aspects, used respectively to ascertain and evaluate situations in the world. In reinforcement learning, prescriptive reward functions are assumed to depend on predefined and fixed descriptive state representations. Alternatively, these two aspects may emerge interdependently: goals can shape the acquired state representations and vice versa. Here, we present a computational framework for state representation learning in bounded agents, where descriptive and prescriptive aspects are coupled through the notion of goal-directed, or telic, states. We introduce the concept of telic-controllability to characterize the tradeoff between the granularity of a telic state representation and the policy complexity required to reach all telic states. We propose an algorithm for learning telic-controllable state representations, illustrating it using a simulated navigation task. Our framework highlights the role of deliberate ignorance -- knowing what to ignore -- for learning state representations that balance goal flexibility and cognitive complexity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Philosophy; Concepts and categories; Intelligent agents; Representation" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1wv2x8f4", "frozenauthors": [ { "first_name": "Nadav", "middle_name": "", "last_name": "Amir", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Stas", "middle_name": "", "last_name": "Tiomkin", "name_suffix": "", "institution": "Texas Tech University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49636/galley/37598/download/" } ] }, { "pk": 50217, "title": "Learning to communicate a shared wavelength", "subtitle": null, "abstract": "Some social interactions connect us deeply, while others just don't \"click.\" Yet it has proven difficult to pinpoint what aspects of a social interaction account for this variation. To test the hypothesis that connection arises from effectively coordinating on a shared perspective, we introduce a novel experimental paradigm based on the game Wavelength, wherein players provide each other clues to help locate a target on a spectrum between opposing concepts (e.g., Bad/Good; Painful/Pleasant). Each trial involved three clues, with Guessers selecting a position after each one and Clue Givers independently predicting their choices. Players rated their sense of connection and their likelihood of generating the same clue. Results show that Guessers feel more connected to players who accurately predict their clue rating and whose clues are in line with what they would have generated, highlighting the role of shared reasoning and predictive accuracy in fostering social bonds.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Concepts and categories; Interactive behavior; Social cognition; Theory of Mind; Computer-based experiment" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1nt550nz", "frozenauthors": [ { "first_name": "Wasita", "middle_name": "", "last_name": "Mahaphanit", "name_suffix": "", "institution": "Dartmouth College", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Keller", "name_suffix": "", "institution": "Dartmouth College", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Hawkins", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Phillips", "name_suffix": "", "institution": "Dartmouth College", "department": "" }, { "first_name": "Luke", "middle_name": "", "last_name": "Chang", "name_suffix": "", "institution": "Dartmouth College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50217/galley/38179/download/" } ] }, { "pk": 49857, "title": "Learning to Plan from Actual and Counterfactual Experiences", "subtitle": null, "abstract": "Our ability to plan and make effective decisions depends on an accurate mental model of the environment. While learning generally requires novel external observations, people can also improve their understanding by reasoning about past experiences. In this work, we examine whether counterfactual simulation enhances learning in environments where planning is straightforward but encoding new information is challenging. Across two studies, participants navigated gridworlds, learning to avoid hazardous tiles. Some participants were asked to engage in counterfactual simulation, constructing alternative plans after observing navigation outcomes. Others learned purely from experience. While counterfactual paths contained fewer hazards than actual paths, we found reliable evidence across both studies that counterfactual simulation conferred no measurable advantage in either navigation performance or explicit environment learning. These findings shed new light on the scope of learning by thinking -- suggesting that the mechanism by which counterfactual reasoning enhances learning might not be by encouraging deeper encoding of past experiences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Learning; Memory; Reasoning; Computer-based experiment" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/60j326sc", "frozenauthors": [ { "first_name": "Justin", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Gerstenberg", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49857/galley/37819/download/" } ] }, { "pk": 50425, "title": "Learning to remember and remembering to learn: memory distortions as semantic compression of episodes", "subtitle": null, "abstract": "Memory is not a faithful recording of sensory experience. Rather, a century of research has shown memories are prone to systematic distortions through interpretation, selective encoding and subsequent modifications. Recent applications of Rate Distortion Theory (RDT) offer a normative framework for understanding memory encoding as lossy compression, accounting for a range of phenomena such as gist-based distortions. However, RDT assumes the statistics of the environment are static and known—a stark contrast to the brain's continual need to update its internal (semantic) model of the world. We propose an extension of RDT where the compression model is itself learned from experience, creating a dynamic interplay between compression and learning, which in turn induces characteristic path-dependencies in learning. By reinterpreting previous empirical findings in the light of this proposal, our approach broadens the explanatory scope of RDT to a wider range of memory phenomena such as associative memory errors and post-event misinformation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Learning; Memory; Representation; Semantic memory; Bayesian modeling" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/88j2w81g", "frozenauthors": [ { "first_name": "David", "middle_name": "G.", "last_name": "Nagy", "name_suffix": "", "institution": "University of Tubingen", "department": "" }, { "first_name": "GergÅ‘", "middle_name": "", "last_name": "Orb‡n", "name_suffix": "", "institution": "MTA Wigner RCP", "department": "" }, { "first_name": "Charley", "middle_name": "M", "last_name": "Wu", "name_suffix": "", "institution": "University of TŸbingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50425/galley/38387/download/" } ] }, { "pk": 50028, "title": "Learning Trajectories and Generalization: Converging markers for Rule- and Similarity-based Processes in Grammar Learning?", "subtitle": null, "abstract": "In several cognitive tasks involving categorization, function learning, or artificial grammar learning, judgements can made on the basis of rules, i.e. abstract and general information about structure, or on the similarity of current instances to previously encountered instances. In this paper, we examine two behavioural markers for rule- and similarity-based processes in language learning: learning trajectories and generalisation performance. A rule-based process is expected to generate a sudden increase in performance after the correct rule is acquired. A similarity-based process is expected to generate a gradually increasing trajectory. Generalisation is operationalized as the difference in performance between test items that were encountered in training and new items. Performance under a rule-based process is expected to be same for both types, as an extracted rule can be applied equally well. Better performance for old instances compared to new implies a similarity based process. We utilise data from a study by Menks et al. (2022) where participants were implicitly exposed to grammatical rules of Icelandic, and perform grammaticality judgement tasks across several sessions. We apply a Bayesian latent mixture model to analyse individual trajectories and classify them as step-wise or gradual. We find individual differences in how performance changes over time, as well as differences in generalisation performance. However, the expected underlying process based on trajectories and generalisation performance for participants do not converge. The form of learning trajectory of an individual was not related to generalisation ability. Future research is required to test if a step-wise or gradual learning trajectory is exclusive to a rule-based or similarity-based process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Language acquisition; Learning; Bayesian modeling; Mathematical modeling" } ], "section": "Abstracts with Poster Presentation (accepted as Abstracts)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1j59p3qv", "frozenauthors": [ { "first_name": "Moulshree", "middle_name": "", "last_name": "Rana", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Herbert", "middle_name": "", "last_name": "Schriefers", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Kristin", "middle_name": "", "last_name": "Lemhšfer", "name_suffix": "", "institution": "Radboud University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50028/galley/37990/download/" } ] }, { "pk": 49646, "title": "Learning visual appearance from language is mediated by causal intuitive theories", "subtitle": null, "abstract": "What and how do people learn about visual appearance from language? We test the hypothesis that in the absence of sensory evidence, people born blind use abstract causal knowledge to infer object appearance. Congenitally blind (n=19) and sighted adults (n=59) reported how many colors two types of artifacts were likely to have: artifacts for which having many colors is intended to facilitate function (n=30, e.g., fairytale book, fruit candies), and artifacts for which colorfulness is irrelevant or distracting (n=30, e.g., instructional manual, painkillers). The number of colors estimated per object was highly correlated across groups. Blind and sighted people assigned more colors to artifacts for which colorfulness facilitates function and appealed to makers' intentions in open-ended explanations. A text-only version of GPT-4 generated similar but non-identical colorfulness estimates compared to humans. Our findings suggest that people infer the appearance of unseen objects using causal ‘intuitive theories' informed by linguistic evidence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Causal reasoning; Cognitive development; Concepts and categories; Intelligent agents; Language and thought" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7cr4t81h", "frozenauthors": [ { "first_name": "Miriam", "middle_name": "", "last_name": "Hauptman", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Sophia", "middle_name": "", "last_name": "Keil", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Landau", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Marina", "middle_name": "", "last_name": "Bedny", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49646/galley/37608/download/" } ] }, { "pk": 49639, "title": "Learn What is Detectable, Detect What is Useful", "subtitle": null, "abstract": "Many computational models of morphology represent complex words by n-grams to account for lexical processing and acquisition. However, while n-gram models are simple and efficient, they are not without problems. From a cognitive perspective, it is unclear how n-gram words are represented in the mental lexicon and how these representations affect language use and acquisition. From a computational perspective, these models are problematic because n-gram representations are often ambiguous and redundant: they make very limited use of distributional information and neglect the role of efficiency and sequential processing in language use and acquisition. In this paper, we present a new computational approach to morphology that is cognitively more plausible than standard n-gram models. By analyzing data from the nominal number system in German, we show that a task-specific algorithm of linear processing guided by the principles of efficiency and reliability outperforms state-of-the-art n-gram models and also makes predictions about lexical processing that are consistent with the judgments of German native speakers in a psycholinguistic experiment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Language acquisition; Learning; Bayesian modeling; Computer-based experiment" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1rw3t5zg", "frozenauthors": [ { "first_name": "Sergei", "middle_name": "", "last_name": "Monakhov", "name_suffix": "", "institution": "Friedrich Schiller University Jena", "department": "" }, { "first_name": "Holger", "middle_name": "", "last_name": "Diessel", "name_suffix": "", "institution": "Department of English", "department": "" }, { "first_name": "Brisca", "middle_name": "", "last_name": "Balthes", "name_suffix": "", "institution": "Saarland University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49639/galley/37601/download/" } ] }, { "pk": 49852, "title": "Leave a trace: Recursive reasoning about deceptive behavior", "subtitle": null, "abstract": "How do people reason about others when planning deceptive actions? How do detectives infer what suspects did based on the traces their actions left behind? In this work, we explore deception in a setting where agents steal other's snacks and try to determine the most likely thief. We propose a computational model that combines inverse planning with recursive theory of mind to select misleading actions and reason over evidence arising from such plans. In Experiment 1, we demonstrate that suspects strategically modify their behavior when acting deceptively, aligning with our model's predictions. Experiment 2 reveals that detectives show increased uncertainty when evaluating potentially deceptive suspects—a finding consistent with our model, though alternative explanations exist. Our results suggest that people are adept at deceptive action planning, but struggle to reason about such plans, pointing to possible limits in recursive theory of mind.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Reasoning; Social cognition; Theory of Mind; Computational Modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1rb2679w", "frozenauthors": [ { "first_name": "Verona", "middle_name": "", "last_name": "Teo", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Sarah", "middle_name": "A", "last_name": "Wu", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Erik", "middle_name": "", "last_name": "Brockbank", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Gerstenberg", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49852/galley/37814/download/" } ] }, { "pk": 50453, "title": "Lesion Network Mapping of Cotard's Delusion: Unique and Shared Neural Circuits in Nihilistic Delusions, Misidentification Delusions, and Altered Consciousness", "subtitle": null, "abstract": "Cotard's delusion, featuring delusions of nonexistence, is rare and not well understood. We used lesion network mapping (LNM) to investigate how focal lesions disrupt large-scale circuits in CD and compared them with other neuropsychiatric conditions. Nineteen lesion-induced CD cases were identified from a systematic review; each lesion was mapped to a standard template, and resting-state fMRI from 1,000 healthy subjects provided functional connectivity. A group-level CD map was defined by stringent sensitivity and specificity thresholds, which then served as a seed for connectivity analysis. We assessed spatial correlations with 31 published lesion-network datasets. A CD-specific network emerged in the right inferior frontal cortex, anterior insula, anterior temporal pole, and temporoparietal junction. Strongest overlaps were observed with Capgras delusion, akinetic mutism, mania, and loss of consciousness, reflecting shared disruptions in self-awareness and salience processing. Unique peaks in the temporoparietal junction and frontal operculum highlight CD's distinct nihilistic features.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Neuroscience; Distributed cognition; cognitive neuropsychology; Neural Networks" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/20x1q6gd", "frozenauthors": [ { "first_name": "Mengyuan", "middle_name": "", "last_name": "Ding", "name_suffix": "", "institution": "Brigham and Women's Hospital", "department": "" }, { "first_name": "Morgan", "middle_name": "", "last_name": "Healey", "name_suffix": "", "institution": "Brigham and Women's Hospital", "department": "" }, { "first_name": "Yaser", "middle_name": "", "last_name": "S‡nchez Gama", "name_suffix": "", "institution": "Brigham and Women's Hospital", "department": "" }, { "first_name": "Erik", "middle_name": "", "last_name": "Asp", "name_suffix": "", "institution": "University of Iowa", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Ferguson", "name_suffix": "", "institution": "Brigham and Women's Hospital", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50453/galley/38415/download/" } ] }, { "pk": 49914, "title": "Less Than the Sum of its Parts: Complex Models of Cognition Struggle to Capture Regional Activity within Otherwise Well-Fitting Model Structures", "subtitle": null, "abstract": "Dynamic Causal Modeling is a widely-used method for examining brain connectivity. Most commonly, it is applied to brain regions showing strong responses to experimental tasks, comparing different network configurations based on the temporal dynamics of the neural signals. It can further be applied to models employing a theory-driven selection of brain regions, showing a weaker experimental effect. However, it is unclear if these effects provide sufficient temporal information for Dynamic Causal Modeling to reliably identify the best-fitting model. This study investigated the regional predictive fit in a theory-driven model which has been found to consistently outperform alternatives using Dynamic Causal Modeling. Results revealed issues with the fit of some regions and subjects, raising concerns regarding the reliability of model comparisons using Dynamic Causal Modeling with regions selected based on theory instead of a strong experimental effect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Cognitive architectures; Computational Modeling; Computational neuroscience; fMRI" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/80b429rx", "frozenauthors": [ { "first_name": "Sšnke", "middle_name": "", "last_name": "Steffen", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Catherine", "middle_name": "", "last_name": "Sibert", "name_suffix": "", "institution": "University of Groningen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49914/galley/37876/download/" } ] }, { "pk": 50235, "title": "Leveraging Machine Learning and Wearable Cameras to Analyze Children's Social Interactions", "subtitle": null, "abstract": "Direct insights into children's daily experiences are limited despite their importance for development (Rogoff et al., 2018). Traditional methods, like laboratory play sessions, fail to capture naturalistic interactions. Wearable recording devices provide richer data, but their sheer volume challenges traditional coding. We introduce a machine-learning approach to analyze children's everyday interactions. Sixty-four children (ages 3–5) in Leipzig, Germany, wore vests with small cameras, recording 224 hours of video since 03/2020. Our analysis focuses on social interaction cues: person presence, face, gaze, and voice. Using YOLO11, we achieved 80% accuracy in person detection and a 0.9 F1 score for face detection. Preliminary results indicate children often spend time alone or with one person, with face presence in only 17.75% of frames. We will next integrate gaze and voice detection to assess child-directed speech. Our machine-learning approach provides novel insights into children's natural social environments, advancing research on early development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Computer Science; Psychology; Machine learning; Social cognition; Developmental analysis" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4r5284w3", "frozenauthors": [ { "first_name": "Nele-Pauline", "middle_name": "", "last_name": "Suffo", "name_suffix": "", "institution": "Leuphana University", "department": "" }, { "first_name": "Pierre-Etienne", "middle_name": "", "last_name": "Martin", "name_suffix": "", "institution": "Max Planck Institute for Evolutionary Anthropology", "department": "" }, { "first_name": "Anam", "middle_name": "", "last_name": "Zahra", "name_suffix": "", "institution": "Max Planck Institute for Evolutionary Anthropology", "department": "" }, { "first_name": "Daniel", "middle_name": "Benjamin Moritz", "last_name": "Haun", "name_suffix": "", "institution": "Max Planck Institute for Evolutionary Anthropology", "department": "" }, { "first_name": "Manuel", "middle_name": "", "last_name": "Bohn", "name_suffix": "", "institution": "Max Planck Institute for Evolutionary Anthropology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50235/galley/38197/download/" } ] }, { "pk": 50433, "title": "Leveraging Machine Learning for Acoustic Feature Analysis in Neurodevelopmental Disorders: Insights into Emotional Profiles", "subtitle": null, "abstract": "Neurodevelopmental disorders (NDDs) in preschoolers often involve social and communication deficits, contributing to heightened anger, sadness, and anxiety. This study examined whether acoustic features of speech could detect emotional dysregulation in 65 French-speaking children (age 4) diagnosed with ADHD, developmental language disorder, psychosocial issues, or cognitive impairments. Using standardized assessments, participants were grouped by emotional/psychological, speech/language, or cognitive/motor difficulties. Audio recordings from structured and unstructured tasks were processed via openSMILE, generating 153 features capturing spectral, prosodic, and energy parameters linked to emotion. A random forest classifier compared these acoustic profiles to EmoDB samples labeled with negative emotions. Results showed that children with NDDs exhibited unique acoustic markers of negative emotions, though differences among subgroups were minimal. Attempts to pinpoint anxiety as a diagnostic feature were inconclusive. Overall, machine learning–based acoustic analysis holds promise for identifying emotional dysregulation, encouraging further multimodal approaches in clinical assessments, and more robust early interventions overall.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Cognitive Neuroscience; Linguistics; Psychology; Behavioral Science; Emotion; Emotion Disorder; Machine learning; Mood; cognitive neuropsychology; Computational Modeling; Comp" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/63c32013", "frozenauthors": [ { "first_name": "Selcuk", "middle_name": "", "last_name": "Guven", "name_suffix": "", "institution": "University of Montreal", "department": "" }, { "first_name": "Lydia", "middle_name": "", "last_name": "Khellaf", "name_suffix": "", "institution": "University of Montreal", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50433/galley/38395/download/" } ] }, { "pk": 49898, "title": "Leveraging prediction to investigate the mental lexicon: Evidence from an agglutinating language", "subtitle": null, "abstract": "While prediction has previously been considered a strong primitive in Subject-Object-Verb (SOV) languages, it is relatively unknown how prediction might manifest in morphologically complex languages with verbs that potentially undergo morphological decomposition into their constituent verb stems and affixes during online sentence comprehension. In this reading study, we looked at how such top-down (prediction) and bottom-up processes (decomposition) interact in an agglutinating language like Malayalam. We investigate two questions simultaneously (i) whether predicting a suffix actually confers any processing advantage during lexical access in real-time, similar to predicting a verb stem, and (ii) whether this can reveal something about the representations of verb stems and suffixes of words within the mental lexicon. We find that when predicted correctly, suffixes pattern similarly to verb stems, which seems to suggest that suffixes can have independent representations alongside verb stems, thereby aiding visual word recognition by acting as access points to activate lexical entries.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Cognitive architectures; Language Comprehension; Predictive Processing; Computer-based experiment; Cross-linguistic analysis; Statistics" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/32v819zz", "frozenauthors": [ { "first_name": "Nayana", "middle_name": "", "last_name": "Raj", "name_suffix": "", "institution": "IIT Delhi", "department": "" }, { "first_name": "Samar", "middle_name": "", "last_name": "Husain", "name_suffix": "", "institution": "Indian Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49898/galley/37860/download/" } ] }, { "pk": 49208, "title": "Lexical leveraging across the vocabulary spectrum: Different semantic properties support delayed and advanced learners", "subtitle": null, "abstract": "Toddlers better retain novel object-label mappings for items from taxonomic categories they have more knowledge in. Separately, words for concepts with more perceptual features are learned earlier than words for concepts with fewer perceptual features. Because these factors have only been examined separately, it is unclear whether effects of taxonomic density stem from differences in structured taxonomic knowledge or simply reflect lower-level differences in perceptual similarity among concepts. In the current study, we asked how taxonomic knowledge and perceptual information jointly contribute to word learning in a group of 24-month-olds with a wide range of vocabulary skill. We found that taxonomic knowledge facilitated word learning. We also found that the availability of perceptual cues to meaning was used as an additional support for word learning by children with smaller expressive vocabularies. Together these findings suggest that taxonomic knowledge is a better predictor of word learn-ing compared to lower-level perceptual features at 24 months old. However, perceptual cues to meaning may provide additional support for vocabulary growth for learners with smaller vocabularies and/or late-talkers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Development; Language acquisition; Language Comprehension; Semantic memory; Eye tracking" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/49c7b8t1", "frozenauthors": [ { "first_name": "Amanda Rose", "middle_name": "", "last_name": "Yuile", "name_suffix": "", "institution": "Purdue University", "department": "" }, { "first_name": "Justin", "middle_name": "B.", "last_name": "Kueser", "name_suffix": "", "institution": "Boys Town National Research Hospital", "department": "" }, { "first_name": "Claney", "middle_name": "", "last_name": "Outzen", "name_suffix": "", "institution": "Purdue University", "department": "" }, { "first_name": "Sharon", "middle_name": "", "last_name": "Christ", "name_suffix": "", "institution": "Purdue University", "department": "" }, { "first_name": "Risa", "middle_name": "", "last_name": "Stiegler", "name_suffix": "", "institution": "Purdue University", "department": "" }, { "first_name": "MaryCarson", "middle_name": "G", "last_name": "Adams", "name_suffix": "", "institution": "Purdue University", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Brown", "name_suffix": "", "institution": "Purdue University", "department": "" }, { "first_name": "Arielle", "middle_name": "", "last_name": "Borovsky", "name_suffix": "", "institution": "Purdue University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49208/galley/37169/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49208/galley/38714/download/" } ] }, { "pk": 49179, "title": "Lexical Representation of Noncanonical Forms: Evidence from Persian", "subtitle": null, "abstract": "The lexical representation of words with multiple pronunciation variants has been widely debated: while single storage accounts propose that all variants of a word are represented by a single, canonical, representation, multiple storage accounts include representations for different pronunciation variants. Previous work has provided evidence for the representation of noncanonical variants, consistent with multiple storage models; however, this work has focused on highly frequent noncanonical variants, which some single storage models propose can also be lexically represented. To test predictions of multiple storage models more rigorously, we examined the representation of low-frequency noncanonical variants of the Persian uvular stop [É¢]. Results from three experiments support the multiple storage model, in that they provided evidence for lexical storage of low-frequency variants. Implications of these findings are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5p24x1wd", "frozenauthors": [ { "first_name": "Koorosh", "middle_name": "", "last_name": "Ariyaee", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Philip", "middle_name": "", "last_name": "Monahan", "name_suffix": "", "institution": "University of Toronto Scarborough", "department": "" }, { "first_name": "Jessamyn", "middle_name": "", "last_name": "Schertz", "name_suffix": "", "institution": "University of Toronto Mississauga", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49179/galley/37140/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49179/galley/38685/download/" } ] }, { "pk": 49759, "title": "Lexical Search Dynamics in Taxonomic, Thematic, and Ad hoc Categories", "subtitle": null, "abstract": "Searching through semantic memory involves navigating\nacross clusters of related items, but the current body of work\nhas primarily focused on search within hierarchically structured taxonomic categories (e.g., Animals). The present work explored search behavior via the verbal fluency task in thematic categories, where relatedness is construed via complementary roles in a shared environment, and ad hoc categories, where relatedness is construed via shared service to an external goal. We found strong differences across domains within\neach type of category, but compared to Animals, responses in\nthematic and ad hoc categories had higher average phonological similarity and word frequency. Phonology-inclusive process models provided the best account of search in taxonomic categories, but overall model performance was poor for ad hoc\ncategories. There were also important differences in the contribution of lexical sources to within and between-cluster transitions across domains. These results underscore the necessity of exploring lexical search and validating computational models\nin categorical domains with different compositions and types\nof relatedness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Concepts and categories; Language and thought; Semantic memory; Computational Modeling; Knowledge representation" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/90g1r4p3", "frozenauthors": [ { "first_name": "Channing", "middle_name": "E", "last_name": "Hambric", "name_suffix": "", "institution": "Bowdoin College", "department": "" }, { "first_name": "Michael N.", "middle_name": "", "last_name": "Jones", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Abhilasha", "middle_name": "", "last_name": "Kumar", "name_suffix": "", "institution": "Bowdoin College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49759/galley/37721/download/" } ] }, { "pk": 49240, "title": "Limits of repetition in the illusion of consensus", "subtitle": null, "abstract": "Humans rely on social consensus to assess the credibility of information. Confidence in a claim can be influenced by repeated exposure to the same source (dependent consensus), which can create an illusion of consensus. This study investigated whether people differentiate between dependent consensus and consensus derived from multiple independent sources. In two experiments, participants rated their confidence in a claim after exposure to an increasing number of supporting claims within a mock social media environment. Results revealed that although dependent and independent consensus were weighted similarly when exposed to a small number of claims, independent consensus carried greater influence as claim exposures increased, regardless of the claim's valence. These findings were further supported by analysis of free-text justifications of responses using large language models (LLMs). Our findings show that people differentiate between the epistemic weight of different consensus types on social media, where repeated exposure to claims is common.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Reasoning; Social cognition" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0th217zh", "frozenauthors": [ { "first_name": "Saoirse", "middle_name": "Ami", "last_name": "Connor Desai", "name_suffix": "", "institution": "University of Technology Sydney", "department": "" }, { "first_name": "Keith", "middle_name": "James", "last_name": "Ransom", "name_suffix": "", "institution": "University of Adelaide", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Angles", "name_suffix": "", "institution": "University of New South Wales", "department": "" }, { "first_name": "Brett", "middle_name": "", "last_name": "Hayes", "name_suffix": "", "institution": "University of New South Wales", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49240/galley/37201/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49240/galley/38746/download/" } ] }, { "pk": 50166, "title": "Linguistic and visual cues in counting and measuring", "subtitle": null, "abstract": "In deciding \"Which has more?\" of some items, we rely on cues in the environment to decide how to answer: both in the form of linguistic cues and object form. Linguistic cues may appear as a classifier or \"quantizer\" like \"ounces\" as in \"Which has more in ounces?\" On the other hand, object cues have to do with the form of the entity and how object-like it is. Both linguistic and object cues can present ambiguities and leave the desired dimension up for interpretation. In the two experiments presented here, we examine how people decide whether to count or measure when presented with two item sets that vary independently in both numerosity and total size. Our findings suggest that dimension selection in quantifying is a process that relies not only on one dimension, but on effects of both linguistic indications and object factors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Decision making; Reasoning" } ], "section": "Abstracts with Poster Presentation (accepted as Abstracts)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/16q970ts", "frozenauthors": [ { "first_name": "Grace", "middle_name": "A", "last_name": "Coram", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Lance", "middle_name": "", "last_name": "Rips", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50166/galley/38128/download/" } ] }, { "pk": 49584, "title": "Linguistic Creativity affects Discourse Expectations related to Contiguity Relations but not Implicit Causality", "subtitle": null, "abstract": "The present study employed a creativity-on-demand task to investigate the variability of discourse biases associated with Implicit Causality verbs when language users are demanded to come up with original discourse continuations. While Implicit Causality turned out to be unaffected by the creativity manipulation, the likelihood to continue with a contiguity relation was influenced by the creativity manipulation. These findings are in line with the Two-Mechanism Account by Solstad & Bott (2022, 2023) grounding Implicit Causality in semantic constraints imposed by lexical semantics and relating other next-mention biases to the Contiguity Principle, a more general discourse pragmatic principle.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Creativity; Discourse; Language Production; Pragmatics" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1nt0315g", "frozenauthors": [ { "first_name": "Oliver", "middle_name": "", "last_name": "Bott", "name_suffix": "", "institution": "Bielefeld University", "department": "" }, { "first_name": "Torgrim", "middle_name": "", "last_name": "Solstad", "name_suffix": "", "institution": "Bielefeld University", "department": "" }, { "first_name": "Florian", "middle_name": "", "last_name": "Kankowski", "name_suffix": "", "institution": "Bielefeld University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49584/galley/37546/download/" } ] }, { "pk": 50379, "title": "Linguistic encoding and blue shade discrimination: Insights from 80 languages", "subtitle": null, "abstract": "Contrasting color terminology for different shades of blue in one's native language is often reported to modulate visual discrimination speed and similarity ratings. Representative studies to date exhibit serious limits in that many rely on two-language comparisons and modest sample sizes. Here we address both limitations with a dataset of 3912 participants from a sample of 80 native languages out of which 16 lexically distinguish blues (TwoBlues) based on brightness (incl. Azeri-Burmese-Greek-Thai-Turkish-Ukrainian). We used a new ‘color guesser' game. Participants saw grids of blue tiles in 3x3 arrangements, with the middle left blank. Two blue probes appeared under each grid, manipulating within/between/across blue combinations. The task was to quickly decide which probe completes the grid. Contrary to predictions, neither accuracy rates nor reaction times to distinct shades of blue differed significantly between language groups (TwoBlues vs OneBlue). We draw implications for models that posit top-down linguistic modulation of visual processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Concepts and categories; Language and thought; Sensory Processing; Cross-linguistic analysis" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2fv9z6ms", "frozenauthors": [ { "first_name": "Norbert", "middle_name": "", "last_name": "Vanek", "name_suffix": "", "institution": "University of Auckland", "department": "" }, { "first_name": "Courtney", "middle_name": "B", "last_name": "Hilton", "name_suffix": "", "institution": "University of Auckland", "department": "" }, { "first_name": "_tÄ›p‡n", "middle_name": "", "last_name": "MatÄ›jka", "name_suffix": "", "institution": "Charles University", "department": "" }, { "first_name": "Samuel", "middle_name": "", "last_name": "Mehr", "name_suffix": "", "institution": "University of Auckland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50379/galley/38341/download/" } ] }, { "pk": 50328, "title": "Linguistic shifts and emotion regulation across languages: The case of Spanish \"estar\"", "subtitle": null, "abstract": "When using cognitive reappraisal to regulate their emotions, English speakers shift their language to be more psychologically distant (e.g., using \"I\" less often) and more abstract (e.g., using more words for categories). For Spanish speakers, successful emotion regulation has been linked to increased use of \"estar,\" the temporary form of \"to be.\" Does \"estar\" track psychological distance, abstractness, or some other perspective shift? We reanalyzed published data from Spanish-English bilinguals who transcribed their thoughts while responding naturally to negative images or reappraising them. We found that (a) using \"estar\" was negatively correlated with using both distant and abstract language, and (b) increased use of \"estar\" when reappraising predicted reappraisal success, even when controlling for shifts in distancing and abstractness. These results suggest that \"estar\" may be a unique linguistic marker of successful regulation. Perhaps by framing a situation as transient, this Spanish-specific regulation tool may make negative emotions more bearable.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Emotion; Language and thought; Language Production" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7br5g2zp", "frozenauthors": [ { "first_name": "Daniela", "middle_name": "", "last_name": "Buchillon-Almeida", "name_suffix": "", "institution": "Reed College", "department": "" }, { "first_name": "Enriqueta", "middle_name": "", "last_name": "Canseco-Gonzalez", "name_suffix": "", "institution": "Reed College", "department": "" }, { "first_name": "Kevin", "middle_name": "J.", "last_name": "Holmes", "name_suffix": "", "institution": "Reed College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50328/galley/38290/download/" } ] }, { "pk": 49458, "title": "Linking Production of Mandarin Tonal Contrasts with Musicality in Adult Learners", "subtitle": null, "abstract": "Mandarin Chinese is a tonal language where variations in voice pitch distinguish word meaning. Acquiring tonal contrasts presents challenges for adult second-language learners. Undergraduates (N = 59) completed a computer-assisted language learning protocol, where they engaged in listening and repeating Chinese disyllabic nouns and matching them with corresponding pictures. Tone production accuracy was assessed at pretest/posttest using complexity invariant distance (CID), a quantitative metric of the distance between time series (learner vs. native-speaker productions). Word-level analyses found lower CID scores at posttest, indicating improvements in tone production after three blocks of word-picture matching. Fine-grained syllable-level analyses showed lower CID scores for first vs. second syllables, suggesting a primacy advantage. Accuracy on the Music Ear Test predicted lower CID scores, linking musicality with aptitude in learning tonal contrasts. No effects of nonverbal intelligence or language background were found. CID offers a robust method of assessing tone production accuracy for future studies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Language acquisition; Language Comprehension; Language Production; Computer-based experiment" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1737v09k", "frozenauthors": [ { "first_name": "Chen", "middle_name": "", "last_name": "Gao", "name_suffix": "", "institution": "CUNY Graduate Center", "department": "" }, { "first_name": "Christopher", "middle_name": "Donnan", "last_name": "Gravelle", "name_suffix": "", "institution": "The Graduate Center, CUNY", "department": "" }, { "first_name": "Shan", "middle_name": "", "last_name": "Jiang", "name_suffix": "", "institution": "CUNY Graduate Center", "department": "" }, { "first_name": "Patricia", "middle_name": "J.", "last_name": "Brooks", "name_suffix": "", "institution": "CUNY Graduate Center", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49458/galley/37420/download/" } ] }, { "pk": 49457, "title": "Linking Strategies to Think Aloud in A Stochastic Learning Task", "subtitle": null, "abstract": "Understanding human thoughts is a key goal of cognitive science. Behavioral observations alone limit insight into cognition. The think-aloud protocol, where participants verbalize thoughts, offers a direct probe into reasoning but is underutilized due to challenges in subjectivity and scalability. Advancements in natural language processing (NLP) enable computational analysis of think-aloud data, yet little work explores its role in strategy learning. We test whether think-aloud reports reveal strategy use in a stochastic learning task where participants verbalized their strategies. Our results show diverse strategy usage, with a preference for persistent choices. Think-aloud analysis suggests participants rely on distinct meta-strategies to guide learning. Clustering and predictive modeling reveal strong alignment between choices and verbalized strategies. These findings highlight think-aloud as a scalable tool with NLP techniques for studying high-level cognition, shedding light on a promising paradigm for cognitive sciences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Decision making; Language and thought; Learning; Reasoning; Computational Modeling; Verbal protocol studies" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4sb936m3", "frozenauthors": [ { "first_name": "Zhenlong", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "John Hopkins University", "department": "" }, { "first_name": "Hanbo", "middle_name": "", "last_name": "Xie", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Travis", "middle_name": "E", "last_name": "Baker", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Megan", "middle_name": "", "last_name": "Peters", "name_suffix": "", "institution": "University of California Irvine", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Wilson", "name_suffix": "", "institution": "Georgia Tech", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49457/galley/37419/download/" } ] }, { "pk": 49692, "title": "Linking student psychological orientation, engagement, and learning in college-level introductory data science", "subtitle": null, "abstract": "Introductory data science courses have the potential to provide students from diverse backgrounds skills for working with and reasoning about data. However, what predicts success in these courses remains poorly understood. Here we investigate how students' initial psychological orientation relates to their subsequent engagement and learning. In Study 1, we took an observational approach, analyzing data from 1306 students across 11 institutions using an interactive online textbook. Students' psychological orientation, (e.g., math anxiety, stress expectations) predicted performance on assessments administered throughout the term. In Study 2, we developed and tested an intervention targeting these aspects of students' learning experience among 146 students enrolled in a single course. Preliminary analyses suggest that this intervention shifted students' beliefs about the relationship between stress and learning. This work highlights the promise of combining observational studies with interventions for advancing understanding of how affective and cognitive processes interact to support learning in real-world settings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Education; Psychology; Learning; Classroom studies; Statistics" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4fb8m5c9", "frozenauthors": [ { "first_name": "Kristine", "middle_name": "", "last_name": "Zheng", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Erik", "middle_name": "", "last_name": "Brockbank", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Shawn", "middle_name": "T.", "last_name": "Schwartz", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Yeager", "name_suffix": "", "institution": "University of Texas at Austin", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Bryan", "name_suffix": "", "institution": "University of Texas at Austin", "department": "" }, { "first_name": "Carol", "middle_name": "", "last_name": "Dweck", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Judith", "middle_name": "E.", "last_name": "Fan", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49692/galley/37654/download/" } ] }, { "pk": 49223, "title": "Linking Verbs to Syntax: Investigating Error-Based Learning using Pupillometry", "subtitle": null, "abstract": "Verbs show different statistical preferences for syntactic structures. An influential theory for how verb-syntax links are learned suggests that learning is based on, and proportional to, prediction error. However, the evidence is mixed and there is need for evidence from a diverse set of paradigms. We exposed 90 college-aged adults to an artificial language containing novel verbs and sentence structures and tested their production of utterances in the new language. We reversed verb-syntax links from one training block to another and found that participants were able to learn the reversal, as seen in a production test. Pupillometry detected surprise when participants heard sentences in the second training block that had the opposite verb-syntax links than in the first training block. Despite detecting both surprise and successful learning, we did not find an association between the two. Thus, we did not find evidence that learning was based on surprise. We discuss alternative learning mechanisms that can help language users adapt their language based on the input.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Language acquisition; Language Comprehension; Language Production; Learning; Predictive Processing; Statistical learning; Syntax" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6rh29775", "frozenauthors": [ { "first_name": "Malathi", "middle_name": "", "last_name": "Thothathiri", "name_suffix": "", "institution": "George Washington University", "department": "" }, { "first_name": "Vsevolod", "middle_name": "", "last_name": "Kapatsinski", "name_suffix": "", "institution": "University of Oregon", "department": "" }, { "first_name": "Jordan", "middle_name": "", "last_name": "Becker", "name_suffix": "", "institution": "George Washington University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-02T02:00:00+08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49223/galley/37184/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49223/galley/38729/download/" } ] } ] }