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{ "count": 38415, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=32200", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=32000", "results": [ { "pk": 32681, "title": "Activation of Russian and English Cohorts During Bilingual Spoken Word Recognition", "subtitle": null, "abstract": "The traditional language switch hypothesis, according to which bihnguals can selectively activate and deactivate either language, has been repeatedly challenged in recent studies. In particular, an eyetracking experiment investigating spoken language processing suggests that bilinguals maintain both languages active in parallel even during monolingual input. The present study extends this finding to circumstances exhibiting between-language competition, within-language competition, or both. In this experiment, we find evidence for lexical items in the first language interfering with processing of the second language. We find that, in addition to competing activation between languages, bilinguals (like monolinguals) encounter competition within languages. Moreover, the results suggest that when simultaneous competition is encountered from items in both languages, within-language competition may be stronger than between-language competition. It appears that a bilingual's irrelevant language continues to be processed even when not actively used. However, this phenomenon is considerably influenced by language mode, even when such variables as word frequency, phonetic overlap, and language preference are taken into account.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8p44w41p", "frozenauthors": [ { "first_name": "Viorica", "middle_name": "", "last_name": "Marian", "name_suffix": "", "institution": "Department of Psychology, Cornell University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Spivey", "name_suffix": "", "institution": "Department of Psychology, Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32681/galley/23744/download/" } ] }, { "pk": 32672, "title": "A Dynamic ACT-R Model of Simple Games", "subtitle": null, "abstract": "A model of humans playing the simple game of Paper Rock Scissors based on the ACT-R architecture (Anderson, 1993; Anderson & Lebiere, 1998) is presented. This model stores in long-term memory sequences of moves and attempts to anticipate the opponent's moves by retrieving from memory the most active sequence. This results in a tightly linked dynamical system in which each player drives the play of its opponent. The performance of this model as a function of the length of the sequences stored and the amount of noise in the\nsystem is investigated, and is compared to the performance of human subjects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/30h5w1cq", "frozenauthors": [ { "first_name": "Christian", "middle_name": "", "last_name": "Lebiere", "name_suffix": "", "institution": "Psychology Department, Carnegie Mellon University", "department": "" }, { "first_name": "Robert", "middle_name": "L.", "last_name": "West", "name_suffix": "", "institution": "Department of Psychology, Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32672/galley/23735/download/" } ] }, { "pk": 32727, "title": "A Dynamic Neural Network Model of Multiple Choice Decision-Making", "subtitle": null, "abstract": "A neural network instantiation of Decision Field Theory (Busemeyer & Townsend, 1993) for multiple choice decision tasks is presented. First it is shown how under certain situations this dynamic model reduces to two well-known static models of choice. Next, model simulations of two well-known findings in multiple choice decision literature are presented. The first is the effect of similarity (Tversky, 1972). Several choice models also predict this effect. However, a more challenging effect, which is not predicted by numerous static choice models is the decoy effect (Huber, Payne, & Puto, 1982). Simulations show that the current model predicts this finding by using the concept of lateral inhibition. Finally, predictions of the model are made about the dynamic nature of the deliberation process in the decoy effect. If empirical results are found to be in agreement with this prediction, it would be a strong test of the model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8xf25181", "frozenauthors": [ { "first_name": "Robert", "middle_name": "M.", "last_name": "Roe", "name_suffix": "", "institution": "Indiana University, Department of Psychology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32727/galley/23789/download/" } ] }, { "pk": 32721, "title": "A Feedback Neural Network Model of Causal Learning and Causal Reasoning", "subtitle": null, "abstract": "We present a feedback or recurrent, auto-associative model that captures several important aspects of causal learning and causal reasoning that cannot be handled by feed-forward models. First, our model learns asymmetric relations between cause and effect, and can reason in both directions between cause and effect. As a result it can represent an important distinction in causal reasoning, that between necessary and sufficient causes. Second, it predicts cue competition among effects and provides a mechanism for them, something which can only be done with feed-forward models by assuming that two separate networks are learned, a highly non parsimonious assumption. Finally, we show that contrary to previous claims, a feed-forward model cannot handle Discounting and Augmenting in causal reasoning, although a feedback model can. The success of our feedback model argues for a greater focus on such models of causal learning and reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6rw6z0rp", "frozenauthors": [ { "first_name": "Stephen", "middle_name": "J.", "last_name": "Read", "name_suffix": "", "institution": "Department of Psychology, University of Southern California", "department": "" }, { "first_name": "Jorge", "middle_name": "A.", "last_name": "Montoya", "name_suffix": "", "institution": "Department of Psychology, University of Southern California", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32721/galley/23784/download/" } ] }, { "pk": 32764, "title": "A Framework for Modeling Representational Change in Scientific Communities", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/92m181tp", "frozenauthors": [ { "first_name": "Sean", "middle_name": "C.", "last_name": "Duncan", "name_suffix": "", "institution": "Department of Psychology, Bowling Green State University", "department": "" }, { "first_name": "Ryan", "middle_name": "D.", "last_name": "Tweney", "name_suffix": "", "institution": "Department of Psychology, Bowling Green State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32764/galley/23825/download/" } ] }, { "pk": 36491, "title": "After Proposition 227: Crises, Challenges, and Concerns", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Theme Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1379n3fs", "frozenauthors": [ { "first_name": "Sara", "middle_name": "", "last_name": "Fields", "name_suffix": "", "institution": "Linwood E. Howe Elementary School", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36491/galley/27342/download/" } ] }, { "pk": 32698, "title": "Age of Acquisition, Lexical Processing and Ageing: Changes Across the Lifespan", "subtitle": null, "abstract": "An important determinant of picture and word naming speed is the age at which the words were learned, that is, their age of acquisition (AoA). Two possible interpretations of these effects are that they reflect differences between words in their cumulative frequency of use, or that they reflect differences in the amount of time early- and late-acquired words have spent in lexical memory. Both theories predict that differences between early- and late-acquired words will be smaller in older than younger adults. We report three experiments in which younger and older adults read words varying in AoA or frequency, or named objects varying in AoA. There was no effect of word frequency when AoA was controlled. In contrast, strong AoA effects which did not diminish with age were found. The implications of these results for theories of how AoA affects lexical processing are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/15r634hd", "frozenauthors": [ { "first_name": "Catriona", "middle_name": "M.", "last_name": "Morrison", "name_suffix": "", "institution": "School of Psychology, Cardiff University", "department": "" }, { "first_name": "Andrew", "middle_name": "W.", "last_name": "Ellis", "name_suffix": "", "institution": "Department of Psychology, University of York", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32698/galley/23761/download/" } ] }, { "pk": 32747, "title": "A Model of Learning Task-specific Knowledge for a new Task", "subtitle": null, "abstract": "In this paper I will present a detailed ACT-R model of how the task-specific knowledge for a new. complex task is learned. The model is capable of acquiring its knowledge through experience, using a declarative representation that is gradually compiled into a procedural representation. The model exhibits several characteristics that concur with Fitts' and Anderson's theories of skill learning, and can be used to show that individual differences in working-memory capacity initially have a large impact on performance, but that this impact diminished after sufficient experience, which is consistent with Ackermans's theory of skill learning. Some preliminary experimental data support these findings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3273212g", "frozenauthors": [ { "first_name": "Niels", "middle_name": "A.", "last_name": "Taatgen", "name_suffix": "", "institution": "Cognitive Science and Engineering, University of Groningen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32747/galley/23809/download/" } ] }, { "pk": 32663, "title": "An ACT-R Model of Individual Differences in Changes in Adaptivity due to Mental Fatigue", "subtitle": null, "abstract": "In this paper we show that adaptivity is reduced when people become fatigued. Fatigued people adapt worse to changing probability distributions as compared to non-fatigued individuals. In an ACT-R model of the task we show that this decreased adaptivity is due to a decrease in the use of one specific strategy. We argue that the use of this strategy is decreased, because it places high demands on working memory. In previous research we also found indications that mental fatigue is related to changes in working memory functioning.\nWe argue that modeling individual differences in performance will provide better insight in the processes involved in mental fatigue.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6287w3n0", "frozenauthors": [ { "first_name": "Linda", "middle_name": "", "last_name": "Jongman", "name_suffix": "", "institution": "Experimental and Work Psychology, University of Groningen", "department": "" }, { "first_name": "Niels", "middle_name": "", "last_name": "Taatgen", "name_suffix": "", "institution": "Cognitive Science and Engineering, University of Groningen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32663/galley/23726/download/" } ] }, { "pk": 32730, "title": "Analogical Transfer of Non-Isomorphic Source Problems", "subtitle": null, "abstract": "In analogical problem solving, non-isomorphic source/target relations are typically only investigated in contrast to the ideal case of isomorphism. We propose to give a closer look to different types of non-isomorphic source/target relations and varying degrees of structural overlap. We introduce a measure of graph distance which captures the \"size\" of partial isomorphism between two structures and we present two experiments investigating the influence of different non-isomorphic relations on analogical transfer In the first experiment we contrast transfer performance for isomorphic vs. source inclusive problems with high vs. low superficial similarity. In the second experiment we explore different types of partial isomorphisms: source inclusiveness, target exhaustiveness, and different degrees of source/target overlap. The results indicate that (1) transfer of isomorphs is not significantly influenced by superficial similarity but transfer of partial isomorphs is, and (2) partial isomorphs can be transferred successfully if the amount of structural overlap is at least as high as structurally differences. The experiments were inspired by some open design questions for the analogy module of IPAL (a computational model integrating problem solving and learning).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9rz7v3nr", "frozenauthors": [ { "first_name": "Ute", "middle_name": "", "last_name": "Schmid", "name_suffix": "", "institution": "Department of Computer Science, Technische Universitat Berlin", "department": "" }, { "first_name": "Joachim", "middle_name": "", "last_name": "Wirth", "name_suffix": "", "institution": "Center for Educational Research, Max Planck Institute for Human Development", "department": "" }, { "first_name": "Knut", "middle_name": "", "last_name": "Polkehn", "name_suffix": "", "institution": "Institute of Psychology, Humboldt Universitat", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32730/galley/23792/download/" } ] }, { "pk": 32728, "title": "Analogies Out of the Blue: When History Seems to Retell Itself", "subtitle": null, "abstract": "To explain the origins of new scientific ideas, historians and philosophers of science point to examples where scientists appear to have drawn analogies between their scientific domain and some very different domain. By contrast, research from the psychology lab suggests that those kinds of analogies are very difficult to obtain in even the simplest situations. To resolve this potential conflict, we examine the analogies that occur in psychology lab group and formal colloquium settings. This approach can be viewed as a cross-sectional approximation of an historical analysis. We find that as the setting moves further away from the original discovery, the way different types of analogies appear to be used changes. In particular, analogies between very different domains are never used in reasoning in the lab group, whereas they are frequently used in reasoning in formal colloquium presentations. Yet, we find that analogy between very similar domains remains an important source of new ideas and a method for solving problems in scientific settings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5v1278f9", "frozenauthors": [ { "first_name": "Lelyn", "middle_name": "", "last_name": "Saner", "name_suffix": "", "institution": "Department of Psychology, Applied Cognition Program, George Mason University", "department": "" }, { "first_name": "Christian", "middle_name": "", "last_name": "Schunn", "name_suffix": "", "institution": "Department of Psychology, Applied Cognition Program, George Mason University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32728/galley/23790/download/" } ] }, { "pk": 32716, "title": "An Entropy Model of Artifical Grammar Learning", "subtitle": null, "abstract": "We propose a model to characterize the type of knowledge acquired in Artificial Grammar Learning (AGL). In particular, we suggest a way to compute the complexity of different test items in an AGL task, relative to the training items, based on the notion of Shannon entropy: The more predictable a test item is from training items, the higher the likelihood that it will be selected as compatible to the training items. Our model is an attempt to formalize some aspects of inductive inference by providing a quantitative measure of the knowledge abstracted by experience. We motivate our particular approach from research in reasoning and categorization, where reduction of entropy has also been seen as a plausible cognitive objective. This may suggest that reducing (Shannon) uncertainty may provide a single explanatory framework for modeling as diverse aspects of cognition, as learning, reasoning, and categorization.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/19v426x9", "frozenauthors": [ { "first_name": "Emmanuel", "middle_name": "M.", "last_name": "Pothos", "name_suffix": "", "institution": "School of Psychology, Bangor", "department": "" }, { "first_name": "Todd", "middle_name": "M.", "last_name": "Bailey", "name_suffix": "", "institution": "Department of Experimental Psychology, Oxford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32716/galley/23779/download/" } ] }, { "pk": 32782, "title": "An Evaluation of the Weight of Evidence Theory of Figural Goodness", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8dm0c263", "frozenauthors": [ { "first_name": "Emmanuel", "middle_name": "M.", "last_name": "Pothos", "name_suffix": "", "institution": "School of Psychology, Bangor", "department": "" }, { "first_name": "Rob", "middle_name": "", "last_name": "Ward", "name_suffix": "", "institution": "School of Psychology, Bangor", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32782/galley/23843/download/" } ] }, { "pk": 32725, "title": "Argument Detection and Rebuttal in Dialog", "subtitle": null, "abstract": "A method is proposed for argumentation on the basis of information that characterizes the structure of arguments. The proposed method cein be used both to detect arguments emd to generate candidate arguments for rebuttal. No assumption of a priori knowledge about attack and support relations between propositions, advanced by the agents participating in a dialog, is made. More importantly, by using the method, the relations are dynamically established while the dialog is taking place. This aJlows incremental processing since the agent need only consider the current utterance advanced by the dialog participant, not necessarily the entire argument, to be able to continue processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/63j6j74v", "frozenauthors": [ { "first_name": "Angelo", "middle_name": "", "last_name": "Restificar", "name_suffix": "", "institution": "Electrical Engineering and Computer Science, University of Wisconsin-Milwaukee", "department": "" }, { "first_name": "Syed", "middle_name": "S.", "last_name": "Ali", "name_suffix": "", "institution": "Mathematical Sciences, University of Wisconsin-Milwaukee", "department": "" }, { "first_name": "Susan", "middle_name": "W.", "last_name": "McRoy", "name_suffix": "", "institution": "Electrical Engineering and Computer Science, University of Wisconsin-Milwaukee", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32725/galley/23788/download/" } ] }, { "pk": 32706, "title": "Articulating an Explanatory Schema: A Preliminary Model and Supporting Data", "subtitle": null, "abstract": "The schema repertoire model claims that an explanation is constructed by selecting and articulating a schema. Novice evolutionary explanations are analyzed to identify the relevant schemas and to demonstrate competition among schemas. An intervention study shows that a newly acquired schema does not necessarily win the competition against previously acquired schemas. The difference between schemas and beliefs is emphasized.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5x81023z", "frozenauthors": [ { "first_name": "Stellan", "middle_name": "", "last_name": "Ohlsson", "name_suffix": "", "institution": "Department of Psychology, The University of Illinois at Chicago", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "Hemmerich", "name_suffix": "", "institution": "Department of Psychology, The University of Illinois at Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32706/galley/23769/download/" } ] }, { "pk": 32773, "title": "Aspects of Information Structure Cross-Linguistic Evidence of Contrastive Topic", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9jp2k39q", "frozenauthors": [ { "first_name": "Chungmin", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "Seoul National University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32773/galley/23834/download/" } ] }, { "pk": 32797, "title": "Assessing student contributions in a simulated human tutor with Latent Semantic Analysis", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/62x907ss", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Wiemer-Hastings", "name_suffix": "", "institution": "Department of Psychology, Memphis", "department": "" }, { "first_name": "Katja", "middle_name": "", "last_name": "Wiemer-Hastings", "name_suffix": "", "institution": "Department of Psychology, Memphis", "department": "" }, { "first_name": "Arthur", "middle_name": "C.", "last_name": "Graesser", "name_suffix": "", "institution": "Department of Psychology, Memphis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32797/galley/23858/download/" } ] }, { "pk": 32753, "title": "A study of complex reasoning: The case of GRE 'logical' problems", "subtitle": null, "abstract": "Complex reasoning, such as that elicited by GRE 'logical' reasoning problems, is demanding for human reasoners and beyond the competence of any existing computer program. We report four experiments carried out to investigate the question of what makes these problems difficult. The experiments established three causes of difficulty: the nature of the logical task (Experiment 1), the nature of the incorrect foils (Experiment 2), and the nature of the correct conclusions (Experiments 3 and 4).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9g98n5hq", "frozenauthors": [ { "first_name": "Yingrui", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "Department of Psychology, Princeton University", "department": "" }, { "first_name": "P.", "middle_name": "N.", "last_name": "Johnson-Laird", "name_suffix": "", "institution": "Department of Psychology, Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32753/galley/23814/download/" } ] }, { "pk": 32715, "title": "A Three-Level Model of Comparative Visual Search", "subtitle": null, "abstract": "In the experiments of comparative visual search reported here, each half of a display contains simple geometrical objects of three different colors and forms. The two hemifields are identical except for one mismatch either in color or form. The subject's task is to find this difference. Eye-movement recording yields insight into the interaction of mental processes involved in the completion of this demanding task. We present a hierarchical model of comparative visual search and its implementation as a computer simulation. The evaluation of simulation data shows that this Three-Level Model is able to explain about 9 8 % of the empirical data collected in six different experiments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1fq0s3xd", "frozenauthors": [ { "first_name": "Marci", "middle_name": "", "last_name": "Pomplun", "name_suffix": "", "institution": "University of Toronto, Department of Psychology", "department": "" }, { "first_name": "Helge", "middle_name": "", "last_name": "Ritter", "name_suffix": "", "institution": "University of Bielefeld, Collaborative Research Center 360", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32715/galley/23778/download/" } ] }, { "pk": 32780, "title": "Attention Is Automatically Allocated To Negative Emotional Stimuli", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6mk59503", "frozenauthors": [ { "first_name": "Clark", "middle_name": "", "last_name": "Ohnesorge", "name_suffix": "", "institution": "Department of Psychology; Carleton College", "department": "" }, { "first_name": "Simine", "middle_name": "", "last_name": "Vazire", "name_suffix": "", "institution": "Carleton College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32780/galley/23841/download/" } ] }, { "pk": 32671, "title": "Attractor Dynamics in Speech Production: Evidence from List Reading", "subtitle": null, "abstract": "To date, the vast amount of research done on the isochrony of English speech rhythm has not accounted for the emerging organization of rhythmicity. Our observation that speech rhythmicity is naturally occurring and even preferred as a strategy for optimizing the production and perception of a language-related task has been left untested. A set of experiments were devised to simulate list reading, i.e., a finite set of word tokens that a speaker must convey to hearers. Three lists were used that differed in prosodic structure to investigate the effect of stress pattern on isochrony. The results are analyzed as a low-dimensional dynamical system in which stress determines the cycle of an oscillator. The subjects show consistency in their speech rhythm across all list conditions. There is evidence of attractor dynamics in list reading.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5xk9d0pz", "frozenauthors": [ { "first_name": "Adam", "middle_name": "P.", "last_name": "Leary", "name_suffix": "", "institution": "CRANIUM, Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32671/galley/23734/download/" } ] }, { "pk": 32766, "title": "Babies, Variables, and Connectionist Networks", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1xk7f1xv", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Gasser", "name_suffix": "", "institution": "Computer Science Department, Cognitive Science Program, Indiana University", "department": "" }, { "first_name": "Eliana", "middle_name": "", "last_name": "Colunga", "name_suffix": "", "institution": "Computer Science Department, Cognitive Science Program, Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32766/galley/23827/download/" } ] }, { "pk": 32669, "title": "Belief Bias, Logical Reasoning and Presentation Order on the Syllogistic Evaluation Task", "subtitle": null, "abstract": "Evans, Barston and Pollard, (1983) found that on the syllogistic evaluation task participants tended to endorse believable conclusions as being valid but reject unbelievable conclusions as invalid. A phenomenon known as \"Belief Bias\". Additionally, they collected verbal protocols from participants and established that this influence of belief was primarily associated with initial reference to the conclusions of these syllogistic arguments. In contrast, better logical reasoning was associated with initial reference to the premises. This experiment was designed to try to direct participants' anention to either the conclusion or the premises of a syllogistic argument with the intention of manipulating participants' logical reasoning ability and susceptibility to belief. The results reflected an inability to alter the influence of beliefs, but in one condition where the conclusion was presented prior to the premises, there was a successful reduction in participants' reasoning ability. The results are discussed with respect to the current theories of belief bias.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0371b1hq", "frozenauthors": [ { "first_name": "Nicola", "middle_name": "J.", "last_name": "Lambell", "name_suffix": "", "institution": "Institute of Behavioural Sciences; University of Derby", "department": "" }, { "first_name": "Jonathan", "middle_name": "St. B.T", "last_name": "Evans", "name_suffix": "", "institution": "Department of Psychology; University of Plymouth", "department": "" }, { "first_name": "Simon", "middle_name": "J.", "last_name": "Handley", "name_suffix": "", "institution": "Department of Psychology; University of Plymouth", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32669/galley/23732/download/" } ] }, { "pk": 36478, "title": "CATESOL Journal Editorial Staff", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9hg653jw", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36478/galley/27329/download/" } ] }, { "pk": 32628, "title": "Causal Relationships and Relationships between Levels: The Modes of Description Perspective", "subtitle": null, "abstract": "Many researchers have argued for a description of nature using multiple levels, or modes of description, as we call them. This paper focuses on a confusion that follows from the multiple-mode approach, a confusion due to the notion of causation between modes. Causation between modes is reinterpreted as ordinary causation but with cause and effect described in different modes. In the first part of the paper the framework of modes of description is presented. In the second part it is applied to examples from cognitive science, which are taken from debates on the mind-brain issue and the dynamical systems approach to cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1mc4n22h", "frozenauthors": [ { "first_name": "Bram", "middle_name": "", "last_name": "Bakker", "name_suffix": "", "institution": "Unit of Experimental and Theoretical Psychology; Leiden University", "department": "" }, { "first_name": "Paul", "middle_name": "den", "last_name": "Dulk", "name_suffix": "", "institution": "Psychonomics department; University of Amsterdam", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32628/galley/23692/download/" } ] }, { "pk": 32767, "title": "Centrality and Property Induction", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1552b40p", "frozenauthors": [ { "first_name": "Constantinos", "middle_name": "", "last_name": "Hadjichristidis", "name_suffix": "", "institution": "Dept. of Psychology, University of Durham", "department": "" }, { "first_name": "Rosemary", "middle_name": "J.", "last_name": "Stevenson", "name_suffix": "", "institution": "Human Communication Research Center, University of Durham", "department": "" }, { "first_name": "Steven", "middle_name": "A.", "last_name": "Sloman", "name_suffix": "", "institution": "Dept. of Cognitive & Linguistic Sciences, Brown University", "department": "" }, { "first_name": "David", "middle_name": "E.", "last_name": "Over", "name_suffix": "", "institution": "School of Social Sciences, University of Sunderland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32767/galley/23828/download/" } ] }, { "pk": 32665, "title": "Changes in Self-Explanation while Learning Vector Arithmetic", "subtitle": null, "abstract": "Verbal elaboration of a worked example has been shown to be helpful to learners before attempting to solve similar problems. This has been termed as the self-explanation effect. (Chi, Bassok, Lewis, Reimann & Glaser, 1989). This study examined how self-explanation changes before and after sequential problem solving rounds. We found that changes in self-explanation within an individual may affect individual performance across a series of problem solving episodes. Also, some participants appear to use the worked-out example\nas a self-generated feedback (SGF) mechanism to help with their problem solving rounds, while other participants do not. Locations or points in a worked-out example where self-explanation (elaboration) is most likely to occur for students with higher performance scores versus those with lower performance scores, is discussed. The implications of these differences for the design of a computational cognitive model are also addressed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0qw9d13z", "frozenauthors": [ { "first_name": "Troy", "middle_name": "D.", "last_name": "Kelley", "name_suffix": "", "institution": "Human Factors & Applied Cognition Program, George Mason University", "department": "" }, { "first_name": "Irvin", "middle_name": "R.", "last_name": "Katz", "name_suffix": "", "institution": "Human Factors & Applied Cognition Program, George Mason University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32665/galley/23728/download/" } ] }, { "pk": 32737, "title": "Changes in Student Decisions with Convince Me: Using Evidence and Making Tradeoffs", "subtitle": null, "abstract": "This study examined the cognitive processes of decision making in an urban high school classroom in which tenth graders analyzed scientific evidence about current issues of technology and society. A computer program, called Convince Me (Schank, Ranney & Hoadley, 1996), provided scaffolding for making evidence-based decisions for the experimental group. During the course of instruction, both the control and experimental classes completed open-ended assessments. Student progress, in using evidence to support claims and in weighing benefits and drawbacks, was mixed. Reasons for the changes in decision making are offered.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9k7113v1", "frozenauthors": [ { "first_name": "Marcelle", "middle_name": "A.", "last_name": "Siegel", "name_suffix": "", "institution": "Science and Math Education (SESAME), University of California at Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32737/galley/23799/download/" } ] }, { "pk": 32714, "title": "Coarse Coding in Value Unit Networks: Subsymbolic Implications of Nonmonotonic PDP Networks", "subtitle": null, "abstract": "PDP networks that use nonmonotonic activation functions often produce hidden unit regularities that permit the internal structure of these networks to be interpreted (Berkeley et al, 1995; Dawson, 1998; McCaughan, 1997). In some cases, these regularities are associated with local interpretations (Dawson, Medler & Berkeley, 1997). Berkeley has used this observation to suggest that there are fewer differences between symbols and subsymbols than one might expect (Berkeley, 1997). We suggest below that this kind of conclusion is premature, because it ignores the fact that regardless of their content, the local features of these networks are not combined symbolically. W e illustrate this point with the interpretation of a network trained on a variant of Hinton's (1986) kinship problem, and show how the network's behavior depends on the coarse coding of information represented by hidden unit bands, even when these bands have local interpretations. We conclude that nonmonotonic PDP networks actually provide an excellent example of the differences between symbolic and subsymbolic processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5v63q4v1", "frozenauthors": [ { "first_name": "C.", "middle_name": "Darren", "last_name": "Piercey", "name_suffix": "", "institution": "Department of Psychology, University of Alberta", "department": "" }, { "first_name": "Michael", "middle_name": "R.W.", "last_name": "Dawson", "name_suffix": "", "institution": "Department of Psychology, University of Alberta", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32714/galley/23777/download/" } ] }, { "pk": 32792, "title": "Cognition and History: Toward a Cognitive Understanding of Science", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/31g20767", "frozenauthors": [ { "first_name": "Ryan", "middle_name": "D.", "last_name": "Tweney", "name_suffix": "", "institution": "Department of Psychology, Bowling Green State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32792/galley/23853/download/" } ] }, { "pk": 32654, "title": "Cognition and the Computational Power of Connectionist Networks", "subtitle": null, "abstract": "This paper examines certain claims of \"cognitive significance\" which (wisely or not) have been based upon the theoretical powers of two distinct classes of connectionist networks, namely, the \"universal function approximators\", and recurrent finite-state simulation networks. Each class will be considered with respect to its potential in the realm of cognitive modeling. Regarding the first class, I argue that, contrary to the claims of some influential connectionists, feed-forward networks do not possess the theoretical capacity to approximate all functions of interest to cognitive scientists. By contrast, I argue that a certain class of recurrent networks (i.e., those which closely approximate deterministic finite automata, DFA) shows considerably greater promise in some domains. However, serious difficulties arise when we consider how the relevant recurrent networks (RNNs) could acquire the weight vectors needed to support DFA simulations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8s85v591", "frozenauthors": [ { "first_name": "Robert", "middle_name": "F.", "last_name": "Hadley", "name_suffix": "", "institution": "School of Computing Science and Cognitive Science Program, Simon Fraser University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32654/galley/23717/download/" } ] }, { "pk": 32641, "title": "Comparative Modelling of Learning in a Decision Making Task", "subtitle": null, "abstract": "In this paper we compare the behaviour of three competing accounts of decision making under uncertainty (a Bayesian account, an associationist account, and a hypothesis testing account) with subject performance in a medical diagnosis task. The task requires that subjects first learn a set of symptom/disease associations. Later, subjects are required to form diagnoses based on limited symptom information. The competing theoretical accounts are embodied in three computational models, each with a single parameter governing the learning rate. Subjects' diagnostic accuracy was used to calibrate the learning rates of the models. The resulting parameter-free models were then used to predict subjects' symptom querying behaviour in a subsequent task. The fit between the Associationist model's predictions and subject behaviour was poor. The fit was slightly better in the case of the Bayesian model, but the hypothesis testing account proved to provide the most adequate account of the data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1q3887q4", "frozenauthors": [ { "first_name": "Richard", "middle_name": "", "last_name": "Cooper", "name_suffix": "", "institution": "Department of Psychology, Birkbeck College, University of London", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Yule", "name_suffix": "", "institution": "Department of Psychology, Birkbeck College, University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32641/galley/23704/download/" } ] }, { "pk": 32637, "title": "Conceptual Accessibility and Serial Order in Greek Speech Production", "subtitle": null, "abstract": "Current theories of language production disagree about the way in which conceptual accessibility influences syntactic processing (e.g. Bock, 1987; De Smedt, 1990). We present theoretical arguments that the assumption of highly incremental processing can only be reconciled with theories in which conceptual accessibility influences word order. We report a sentence recall experiment in Modern Greek that provides empirical support for this position. Our results demonstrate that Greek speakers prefer to place conceptually\naccessible entities in early word order positions, irrespective of grammatical function, contrary to previous findings for English (Bock & Warren, 1985; McDonald, Bock & Kelly, 1993). We interpret our results as evidence for highly incremental processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/39g937c0", "frozenauthors": [ { "first_name": "Holly", "middle_name": "P.", "last_name": "Branigan", "name_suffix": "", "institution": "Department of Psychology, Glasgow", "department": "" }, { "first_name": "Eleonora", "middle_name": "", "last_name": "Feleki", "name_suffix": "", "institution": "Centre for Cognitive Science, Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32637/galley/23700/download/" } ] }, { "pk": 32717, "title": "Conceptual representations of exceptions and atypical exemplars: They're not the same thing.", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7vh927s9", "frozenauthors": [ { "first_name": "Sandeep", "middle_name": "", "last_name": "Prasada", "name_suffix": "", "institution": "Dartmouth College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32717/galley/23780/download/" } ] }, { "pk": 32670, "title": "Concrete and Abstract Models of Category Learning", "subtitle": null, "abstract": "In this paper, we compare the rhetoric that sometimes appears in the literature on computational models of category learning with the growing evidence that different theoretical paradigms typically produce similar results. In response, we suggest that concrete computational models, which currently dominate the field, may be less useful than simulations that operate at a more abstrcict level. We illustrate this point with an abstract simulation that explains a challenging phenomenon in the area of category learning - the effect of consistent contrasts - and we conclude with some general observations about such abstract models.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/35f828wv", "frozenauthors": [ { "first_name": "Pat", "middle_name": "", "last_name": "Langley", "name_suffix": "", "institution": "Institute for the Study of Learning and Expertise", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32670/galley/23733/download/" } ] }, { "pk": 32746, "title": "Conditional Probability and Word Discovery: A Corpus Analysis of Speech to Infants", "subtitle": null, "abstract": "Analyses of an idealized corpus of English speech to infants revealed that simple conditional decision rules can separate frequent bisyllabic wordsftxjm bisyllables not corresponding to words. If infants accurately represent speech in terms of syllables, and compute conditional statistics over these syllables, such computations have the potential to inform infants of likely English words.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7bp2n6hw", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Swingley", "name_suffix": "", "institution": "Department of Brain and Cognitive Sciences, University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32746/galley/23808/download/" } ] }, { "pk": 32618, "title": "Connectionism: What's structure got to do with it?", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/798248dp", "frozenauthors": [ { "first_name": "Gary", "middle_name": "F.", "last_name": "Marcus", "name_suffix": "", "institution": "Department of Psychology, New York University", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Hummel", "name_suffix": "", "institution": "Department of Psychology, UCLA", "department": "" }, { "first_name": "Risto", "middle_name": "", "last_name": "Miikkulainen", "name_suffix": "", "institution": "Department of Computer Science, The University of Texas", "department": "" }, { "first_name": "Lokendra", "middle_name": "", "last_name": "Shastri", "name_suffix": "", "institution": "International Computer Science Institute and UC Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32618/galley/23682/download/" } ] }, { "pk": 32743, "title": "Connectionist Learning to Read Aloud and Comparison to Human Data", "subtitle": null, "abstract": "Research on connectionist mapping from written to spoken forms in natural language is presented. For this task, the more plausible Simple Recurrent Networks were used instead of static Neural Networks. The model was trained on a Dutch monosyllabic corpus. The effects of frequency, length and consistency were examined and were found similar to reported data in psycholinguistic experiments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4dw8w7tj", "frozenauthors": [ { "first_name": "Ivelin", "middle_name": "", "last_name": "Stoianov", "name_suffix": "", "institution": "Dept. Alfa-Informatica, Faculty of Arts, University of Groningen", "department": "" }, { "first_name": "Laurie", "middle_name": "", "last_name": "Stowe", "name_suffix": "", "institution": "Dept. of Linguistics, Faculty of Arts, University of Groningen", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Nerbonne", "name_suffix": "", "institution": "Dept. Alfa-Informatica, Faculty of Arts, University of Groningen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32743/galley/23805/download/" } ] }, { "pk": 32735, "title": "Consonance Network Simulations of Arousal Phenomena in Cognitive Dissonance", "subtitle": null, "abstract": "The consonance constraint satisfaction model, recently used to simulate the major paradigms of cognitive dissonance theory, is extended to deal with emotional arousal phenomena in dissonance. The impact of arousing drugs is implemented in the simulations by a scalar that modulates the intensity of unit activations representing the relevant cognitions and the connection weights representing their implications. The simulations show that even exotic dissonance phenomena can be explained in terms of the relatively commn process of constraint satisfaction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/26j956nx", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "R.", "last_name": "Shultz", "name_suffix": "", "institution": "Department of Psychology; McGill University", "department": "" }, { "first_name": "Mark", "middle_name": "R.", "last_name": "Lepper", "name_suffix": "", "institution": "Department of Psychology; Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32735/galley/23797/download/" } ] }, { "pk": 32639, "title": "Constructed vs. Received Representations for Learning about Scientific Controversy: Implications for Learning and Coaching", "subtitle": null, "abstract": "The development of a graphical representation for performing a task can potentially yield a greater understanding of the task domain, but it is itself a demanding task that can distract from the primary one of learning the domain. In this research, we investigated the impact of constructing versus receiving a graphical representation on learning and coaching the analysis of scientific arguments. Subjects studied instructional materials and used the Belvedere graphical interface to to analyze texts drawn from an actual scientific debate. One group of subjects used a box-and-arrow representation, augmented with text, whose primitive elements had preassigned meanings tailored to the domain of instruction. In the other group, subjects used the graphical elements as they wished, thereby creating their own representation. Our results support the following conclusions. From the perspective of learning target concepts, developing one's own representation may not hurt those students who gain a sufficient understanding of the possibilities of abstract representation, although there are costs in time on task and in the quality of the diagrams produced. The risks are much greater for less able students because, if they develop a representation that is inadequate for expressing the concepts targeted by instruction, they will use those concepts less or not at all. From the perspective of coaching students, a predefined representation has a significant advantage. If it is appropriately expressive for the concepts it is designed to represent, it provides a common language and clearer shared meaning between the student and the coach, enabling the coach to understand students' analysis more easily and to evaluate it more effectively against a model of the ideal analysis.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4n36v6dv", "frozenauthors": [ { "first_name": "Violetta", "middle_name": "", "last_name": "Cavalli-Sforza", "name_suffix": "", "institution": "Language Technologies Institute, Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32639/galley/23702/download/" } ] }, { "pk": 32757, "title": "Constructions as the Main Determinants of Sentence Meaning", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0f27w8nm", "frozenauthors": [ { "first_name": "Giulia", "middle_name": "", "last_name": "Becini", "name_suffix": "", "institution": "Department of Linguistics, University of Illinois", "department": "" }, { "first_name": "Adele", "middle_name": "E.", "last_name": "Goldberg", "name_suffix": "", "institution": "Department of Linguistics, University of Illinois", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32757/galley/23818/download/" } ] }, { "pk": 32703, "title": "Content, Context and Connectionist Networks", "subtitle": null, "abstract": "The question whether connectionism offers a new way of looking at the cognitive architecture, or if its main contribution is as an implementational account of the classical (symbol) view, has been extensively debated for the last decade. Of special interest in this debate has been to achieve tasks which easily can be explained within the symbolic framework, i.e., tasks which seemingly require the possession of a systematicity of representation and process, in a novel way in connectionist systems. In this paper we argue that connectionism can offer a new explanational framework for aspects of cognition. Specifically, we argue that connectionism can offer new notions of compositionality, content and context-dependence based on connectionist primitives, i.e., architectures, learning, weights and internal activations, which open up for new variations of systematicity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/95p7k06b", "frozenauthors": [ { "first_name": "Lars", "middle_name": "", "last_name": "Niklasson", "name_suffix": "", "institution": "Department of Computer Science, University of Skovde", "department": "" }, { "first_name": "Mikael", "middle_name": "", "last_name": "Boden", "name_suffix": "", "institution": "Department of CS and EE, University of Queensland/Department of Computer Science, University of Skovde", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32703/galley/23766/download/" } ] }, { "pk": 32785, "title": "Developing a Theory of Mind: A Connectionist Investigation", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7mk7621p", "frozenauthors": [ { "first_name": "Philip", "middle_name": "J.", "last_name": "Rudling", "name_suffix": "", "institution": "Department of Psychology, University of Exeter", "department": "" }, { "first_name": "J.", "middle_name": "Richard", "last_name": "Eiser", "name_suffix": "", "institution": "Department of Psychology, University of Exeter", "department": "" }, { "first_name": "Denis", "middle_name": "", "last_name": "Mareschal", "name_suffix": "", "institution": "Centre For Brain And Cognitive Development, Department Of Psychology, Birkbeck College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32785/galley/23846/download/" } ] }, { "pk": 32696, "title": "Developmental Differences in Young Children's Solutions of Logical vs. Empirical Problems", "subtitle": null, "abstract": "We examined the development of the ability to differentiate logically determinate from logically indeterminate problems. The results indicated that a) young children tend to reduce the number of empirical possibilities via \"cutting\" the second half of less informative propositions, b) these errors do not stem from encoding or recall errors, c) from elementary to middle school, children tend to increase their understanding of logical form, and d) this increase corresponds to a decrease in the rate of cuts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9973g27g", "frozenauthors": [ { "first_name": "Bradley", "middle_name": "J.", "last_name": "Morris", "name_suffix": "", "institution": "Dept. of Psychology, Carnegie Mellon University", "department": "" }, { "first_name": "Vladimir", "middle_name": "", "last_name": "Sloutsky", "name_suffix": "", "institution": "Center for Cognitive Science, The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32696/galley/23759/download/" } ] }, { "pk": 32680, "title": "Developmental Mechanisms in the Perception of Object Unity", "subtitle": null, "abstract": "Neonates seem to perceive two ends of a partly occluded rod as two separate objects. However, by 4 months of age infants often appear to perceive a similar stimulus as comprised of a single unified object. Little is known about the mechanisms of development underlying this change. We constructed four connectionist models of how perception of object unity might develop in human infants, based on experience with a variety of visual cues known to be important to infants' performance. After exposure to a simulated visual environment, ail the models were able to perceive a partly occluded object as unified. A rich perceptual environment and the presence of units for internal representations were found to improve generalization of acquired unity knowledge. These results lend plausibility to mechanistic accounts of human percepnial development, based on learning the statistical regularities inherent in the normal visual environment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2846183f", "frozenauthors": [ { "first_name": "Denis", "middle_name": "", "last_name": "Mareschal", "name_suffix": "", "institution": "Centre for Brain and Cognitive Development, Department of Psychology, Birkbeck College", "department": "" }, { "first_name": "Scott", "middle_name": "P.", "last_name": "Johnson", "name_suffix": "", "institution": "Department of Psychology; Texas A&M University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32680/galley/23743/download/" } ] }, { "pk": 32761, "title": "Distributed Cognition of a Navigational Instrument Display Task", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/66h8c27t", "frozenauthors": [ { "first_name": "Johnny", "middle_name": "", "last_name": "Chuah", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Jiajie", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "University of Texas, Houston", "department": "" }, { "first_name": "Todd", "middle_name": "R.", "last_name": "Johnson", "name_suffix": "", "institution": "University of Texas, Houston", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32761/galley/23822/download/" } ] }, { "pk": 32657, "title": "Diversity-Based Reasoning in Children Age 5 to 8", "subtitle": null, "abstract": "One of the hallmarks of inductive reasoning by adults is the diversity effect, namely that subjects draw stronger inferences from a diverse set of premise statements than from a homogenous set of premises (Osherson et al., 1990). However, past developmental work (Lopez et al., 1992; Gutheil & Gelman, 1997) has not found diversity effects with children age 9 and younger. In our own experiments, we found robust and appropriate use of diversity information in children as young as 5 years. For stimuli we used pictures of people and their possessions, rather than the stimuli concerning animals and their biological properties in past studies. We discuss implications of these results for models of inductive reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6px4x329", "frozenauthors": [ { "first_name": "Evan", "middle_name": "", "last_name": "Heit", "name_suffix": "", "institution": "Department of Psychology, University of Warwick", "department": "" }, { "first_name": "Ulrike", "middle_name": "", "last_name": "Hahn", "name_suffix": "", "institution": "School of Psychology, Cardiff University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32657/galley/23720/download/" } ] }, { "pk": 32638, "title": "Does philosophy offer cognitive science distinctive methods?", "subtitle": null, "abstract": "Philosophy has never settled into a stable position in cognitive science and its role is not well understood. One reason for this is that the methods philosophers use to study cognition look quite peculiar to other cognitive scientists. This paper explores the methods of\nphilosophy, laying out some of the main kinds and looking at some examples, and makes some remarks about their value to cognitive science.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7kv3n7w7", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "", "last_name": "Brook", "name_suffix": "", "institution": "Cognitive Science Programme, Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32638/galley/23701/download/" } ] }, { "pk": 32700, "title": "Do Visual Attention and Perception Require Mutiple Reference Frames? Evidence from a Computational Model of Unilateral Neglect", "subtitle": null, "abstract": "A key question motivating research in perception and attention is how the brain represents visual information. One aspect of this representation is the coordinate or reference frame with respect to which visual features are encoded. To determine the frames of reference involved in human vision and attention, neurological patients with unilateral neglect have been extensively studied. Neglect patients often fail to orient toward, explore, and respond to stimuli on the left. The interesting question is: with respect to what frame of reference is neglect of the left manifested? W h e n a neglect patient shows a deficit in attentional allocation that depends not merely on the location of an object with respect to the viewer but on the extent, shape, or movement of the object itself, the inference is often made that attentional allocation must be operating in an object-based frame of reference. Via simulations of an existing connectionist model of spatial attention (Mozer, 1991; Mozer & Sitton, 1998), w e argue that this inference is not logically necessary: object-based attentional effects in neglect can be obtained without object-based frames of reference.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1f27f39s", "frozenauthors": [ { "first_name": "Michael", "middle_name": "C.", "last_name": "Mozer", "name_suffix": "", "institution": "Department of Computer Science and Institute of Cognitive Science, University of Colorado", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32700/galley/23763/download/" } ] }, { "pk": 32741, "title": "Effects of externalization on representation and recall of indeterminate problems", "subtitle": null, "abstract": "ive reasoning and problem solving is error-prone. One such pattern is manifested in that people err more often when problems are indeterminate than when problems are determinate W e suggest that an incomplete problem representation could account for the observed pattern of errors. W e further contend that in verbal reasoning such incomplete representation stems from a lack of systematic representations of connectives (e.g., and, or, if, etc.), and, therefore, extemalization of relations denoted by sentential connectives should improve people's representations of multiple possibilities. These predictions were tested in three reported experiments. Results indicate that determinate problems were easier to represent and recall than indeterminate problems. Furthermore, there was a tendency to represent and recall indeterminate problems as if they were determinate ones by fruncating the number of possibilities compatible with the problem. Finally, external aids dramatically improved representation and recall of indeterminate problems. These results are discussed in relation to theories of representation and reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6td1s8vn", "frozenauthors": [ { "first_name": "Vladimir", "middle_name": "M.", "last_name": "Sloutsky", "name_suffix": "", "institution": "Center for Cognitive Science & School of Teaching & Learning, Columbus", "department": "" }, { "first_name": "Yevgeniya", "middle_name": "", "last_name": "Goldvarg", "name_suffix": "", "institution": "Department of Psychology, Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32741/galley/23803/download/" } ] }, { "pk": 32781, "title": "Effects of Music Expertise on Evaluative Judgements", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6vk5m9kc", "frozenauthors": [ { "first_name": "Mark", "middle_name": "G.", "last_name": "Orr", "name_suffix": "", "institution": "University of Illinois", "department": "" }, { "first_name": "Stellan", "middle_name": "", "last_name": "Ohlsson", "name_suffix": "", "institution": "University of Illinois", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32781/galley/23842/download/" } ] }, { "pk": 32786, "title": "Empirical Evidence for Derivational Analogy", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/32q577gb", "frozenauthors": [ { "first_name": "Ute", "middle_name": "", "last_name": "Schmid", "name_suffix": "", "institution": "Department of Computer Science, Technische Universitat Berlin", "department": "" }, { "first_name": "Jaime", "middle_name": "", "last_name": "Carbonell", "name_suffix": "", "institution": "School of Computer Science, Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32786/galley/23847/download/" } ] }, { "pk": 36489, "title": "English Language Development Standards: The California Model", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Theme Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/38k549m8", "frozenauthors": [ { "first_name": "Natalie", "middle_name": "", "last_name": "Kuhlman", "name_suffix": "", "institution": "San Diego State University", "department": "" }, { "first_name": "Adel", "middle_name": "", "last_name": "Nadeau", "name_suffix": "", "institution": "San Diego County Office of Education", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36489/galley/27340/download/" } ] }, { "pk": 32794, "title": "Explaining Success in Discovery Learning. Analyses Leading Towards a Computational Model", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/68d9n344", "frozenauthors": [ { "first_name": "Hedderik", "middle_name": "van", "last_name": "Rijn", "name_suffix": "", "institution": "Department of Social Science Infromatics; University of Amsterdam", "department": "" }, { "first_name": "Maarten", "middle_name": "van", "last_name": "Someren", "name_suffix": "", "institution": "Department of Social Science Infromatics; University of Amsterdam", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32794/galley/23855/download/" } ] }, { "pk": 32689, "title": "Exploring the Role of Context and Sparse Coding on the Formation of Internal Representations", "subtitle": null, "abstract": "Recently, Bayesian principles have been successfully applied to connectionist networks with an eye towards studying the formation of internal representations. Our current work grows out of an unsupervised, generative framework being applied to understand the representations used in visual cortex (Olshausen & Field, 1996) and to discover the underlying structure in hierarchical visual domains (Lewicki & Sejnowski, 1997). We modified Lewicki and Sejnowski's approach to study how incorporating two specific constraints—context and sparse coding—affect the development of internal representations in networks learning a feature based alphabet. Analyses of the trained networks show that (1) the standard framework works well for limited data sets, but tends to poorer performance with larger data sets; (2) context alone improves performance while developing minimalistic internal representations; (3) sparse coding alone improves performance and actually develops internal representations that are somewhat redundant; (4) the combination of context and sparse coding constraints increases network accuracy and forms more robust internal representations, especially for larger data sets. Furthermore, by manipulating the form of the sparse coding constraint, networks can be encouraged to adopt either distributed or local encodings of surface features. Feedback connections in the brain may provide context information to relatively low-level visual areas, thereby informing their abiUty to discover structure in their inputs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7pk192zs", "frozenauthors": [ { "first_name": "David", "middle_name": "A.", "last_name": "Medler", "name_suffix": "", "institution": "Center for the Neural Basis of Cognition; Carnegie Mellon University", "department": "" }, { "first_name": "James", "middle_name": "L.", "last_name": "McClelland", "name_suffix": "", "institution": "Center for the Neural Basis of Cognition; Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32689/galley/23752/download/" } ] }, { "pk": 32709, "title": "Expressing manner and path in English and Turkish: Differences in speech, gesture, and conceptualization", "subtitle": null, "abstract": "This study investigates how speakers of typologically different languages, Turkish (verb-framed) and English (satellite-framed) express motion events in their speech and accompanying gestures. 14 English and 16 Turkish speakers narrated an animated cartoon and one motion event scene was selected for analysis. English speakers depicted this scene with one verb with a satellite \"the cat rolls down \", combining manner and path of the motion in one clause. Whereas Turkish speakers used two verbal clauses (e.g., yuvarlanarak iniyor (rolling descends)), separating manner from path. Gestures showed a similar pattern. Turkish speakers compared to English were more likely to use a) pure rotation gestures (representing manner only) and b) pure trajectory gestures (representing path only). These findings support the claim that speakers of typologically different languages conceptualize motion events in different ways during on-line speaking. While more Turkish speakers represent two components of a motion event as separate, English speakers represent them as one unit.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1nq5t72r", "frozenauthors": [ { "first_name": "Asli", "middle_name": "", "last_name": "Ozyrurek", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Sotaro", "middle_name": "", "last_name": "Kita", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32709/galley/23772/download/" } ] }, { "pk": 32738, "title": "Faces are Different Than Words: Evidence from Associative Priming Studies", "subtitle": null, "abstract": "Associative memoiy for familiar faces was investigated in two experiments. Pairs of familiar faces were presented for deep or shallow encoding; memory for these pairs was tested by presenting old-intact pairs, old-recombined pairs, and pairs consisting of one or two new faces. In Experiment 1, pairs consisted of two different individuals whereas in Experiment 2, pairs consisted of different views of the same individual, ia both experiments, explicit recognition was best for old-intact pairs under deep encoding conditions. No associative priming effects were obtained in either experiment despite using a simultaneous familiarity-judgment task, similar to one that has produced associative priming effects with words (e.g., Goshen-Gottstein & Moscovitch, 1995a). It is proposed that the different associative priming effects obtained with the two types of stimuli may arise from differences in the modular perceptual representation systems for faces and words.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/51q2w6vt", "frozenauthors": [ { "first_name": "Amy", "middle_name": "L.", "last_name": "Sigenthaler", "name_suffix": "", "institution": "Department of Psychology, University of Toronto at Mississauga", "department": "" }, { "first_name": "Morris", "middle_name": "", "last_name": "Moscovitch", "name_suffix": "", "institution": "Department of Psychology, University of Toronto at Mississauga", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32738/galley/23800/download/" } ] }, { "pk": 32692, "title": "Feeling Low but Learning Faster: Effects of Emotion on Human Cognition", "subtitle": null, "abstract": "This study examined the effects of emotion on the long-term acquisition of a procedural skill over a five-day period. Two tasks were employed: a word association task (WAT) and a visual discrimination task (VDT). Over the initial four days of the study participants went through a mood induction procedure (MIP) then subsequently completed both tasks. Both tasks showed a reduction in reaction time consistent with the power law of learning. No significant change in reaction time between day four and day five (one week later) was noted suggesting the change in reaction time was robust. These data further suggest that emotion modifies the rate at which the VDT is acquired.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/575238mm", "frozenauthors": [ { "first_name": "Simon", "middle_name": "C.", "last_name": "Moore", "name_suffix": "", "institution": "School of Psychology, Cardiff University", "department": "" }, { "first_name": "Mike", "middle_name": "", "last_name": "Oaksford", "name_suffix": "", "institution": "School of Psychology, Cardiff University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32692/galley/23755/download/" } ] }, { "pk": 32635, "title": "First-Language Thinking for Second-Language Understanding: Mandarin and English Speakers' Conceptions of Time", "subtitle": null, "abstract": "Does the language you speak affect how you think about the world English and Mandarin speakers talk about time differently. Is this difference between the two languages reflected in the way their speakers think about time? The findings of two RT experiments show that different ways of talking about time lead to different ways of thinking. In Experiment 1, Mandarin-English bilinguals were compared to native English speakers. The results suggested that Mandarin speakers used a \"Mandarin way of thinking\" even when they were \"thinking for English\". In Experiment 2, native English speakers were trained to talk about time in \"a Mandarin way\". Results showed that even after a short training, native English speakers behaved more like Mandarin speakers than like untrained English speakers. It is concluded that language is a powerful tool in shaping thought.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6jw4k0px", "frozenauthors": [ { "first_name": "Lera", "middle_name": "", "last_name": "Boroditsky", "name_suffix": "", "institution": "Department of Psychology, Stanford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32635/galley/23698/download/" } ] }, { "pk": 32708, "title": "From deep to superficial categorization with increasing expertise", "subtitle": null, "abstract": "An experimental study of task design expertise is reported wherein a set of 12 mathematics tasks were sorted by specialist designers of mathematics tasks and by experienced mathematics teachers without specialist design experience. Contrary to the frequent finding of increasing conceptual depth with increasing expertise, conceptual depth did not differ between groups. Teachers sorted on the basis of mathematical content earlier than designers, and were more specific in their content-based categories. Designers produced more sorts than teachers and were more individualistic in their sorting. These findings suggest that domain expertise does not necessarily impair creative problem solving, as has been suggested in other studies. Instead, expertise includes the ability to shift perspectives with respect to the domain.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3qn9w8w9", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "C.", "last_name": "Ormerod", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Catherine", "middle_name": "O.", "last_name": "Fritz", "name_suffix": "", "institution": "Bolton Institute", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Ridgway", "name_suffix": "", "institution": "University of Durham", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32708/galley/23771/download/" } ] }, { "pk": 32674, "title": "Generalization, Representation, and Recovery in a Self-Organizing Feature-Map Model of Language Acquisition", "subtitle": null, "abstract": "This study explores the self-organizing neural network as a model of lexical and morphological acquisition. We examined issues of generalization, representation, and recovery in a multiple feature-map model. Our results indicate that self-organization and Hebbian learning are two important computational principles that can account for the psycholinguistic processes of semantic representation, morphological generalization, and recovery from generalizations in the acquisition of reversive prefixes such as un- and dis-. These results attest to the utility of self-organizing neural networks in the study of language acquisition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4b45n661", "frozenauthors": [ { "first_name": "Ping", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "Department of Psychology, University of Richmond", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32674/galley/23737/download/" } ] }, { "pk": 32647, "title": "Generating Support: The Influence of Perceived Category Size on Probability Judgments", "subtitle": null, "abstract": "When assessing the likelihood of an event, human judgment is often inconsistent with the rules inherent in standard probability theory. For example, the judged probability of an event can be heavily influenced by the alternatives that are explicitly presented. Tversky and Koehier (1994) attempted to account for this phenomenon by arguing that probability judgments are made by comparing the amount of cognitive support one holds in favour of the event in question relative to all other possibilities. They suggested that different descriptions of the same event elicit different amounts of support resulting in different probability ratings. In addition to the role played by explicitly considered alternatives, the present paper suggests that people are also sensitive to the influence of alternatives that are not considered explicitly. We present the term \"implied numerosity' in an attempt to indicate that probability ratings are influenced by a general impression of the number of potential alternatives that exist. Systematic differences in probability estimations may result from systematic changes in the perceived size of the category being evaluated.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1731g2bq", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "W.", "last_name": "Eva", "name_suffix": "", "institution": "Department of Psychology, McMaster University", "department": "" }, { "first_name": "Lee", "middle_name": "R.", "last_name": "Brooks", "name_suffix": "", "institution": "Department of Psychology, McMaster University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32647/galley/23710/download/" } ] }, { "pk": 36498, "title": "Grade Quick!", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5wb456n2", "frozenauthors": [ { "first_name": "Tomi", "middle_name": "", "last_name": "Cunningham", "name_suffix": "", "institution": "City College of San Francisco", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36498/galley/27349/download/" } ] }, { "pk": 32683, "title": "Grounding Figurative Language Use in Incompatible Ontological Categorizations", "subtitle": null, "abstract": "We propose a formal criterion for delineating literal from figurative speech (metonymies, metaphors, etc.). It is centered around the notion of categorization conflicts that follow from the context of the utterance. In addition, we consider the problem of granularity, which is posed by the dependence of our approach on the underlying ontology, and compare our distinction with alternative reference-based explanations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6w59b44j", "frozenauthors": [ { "first_name": "Katja", "middle_name": "", "last_name": "Markert", "name_suffix": "", "institution": "Language Technology Group, HCRC, Edinburgh University", "department": "" }, { "first_name": "Udo", "middle_name": "", "last_name": "Hahn", "name_suffix": "", "institution": "Text Understanding Lab, Freiburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32683/galley/23746/download/" } ] }, { "pk": 36480, "title": "Guest Editor’s Note", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Editors’ Note", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9tm2z6z9", "frozenauthors": [ { "first_name": "Donna", "middle_name": "", "last_name": "Brinton", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Robby", "middle_name": "", "last_name": "Ching", "name_suffix": "", "institution": "California State University, Sacramento", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36480/galley/27331/download/" } ] }, { "pk": 32787, "title": "Have You Read this Before? Evaluating Familiarity Using Response Times", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/35874647", "frozenauthors": [ { "first_name": "Travis", "middle_name": "L.", "last_name": "Seymour", "name_suffix": "", "institution": "University of Michigan, Department of Psychology", "department": "" }, { "first_name": "Shana", "middle_name": "R.", "last_name": "Pallota", "name_suffix": "", "institution": "University of Michigan, Department of Psychology", "department": "" }, { "first_name": "Colleen", "middle_name": "M.", "last_name": "Seifert", "name_suffix": "", "institution": "University of Michigan, Department of Psychology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32787/galley/23848/download/" } ] }, { "pk": 32632, "title": "Heuristic Identity Theory (or Back to the Future): The Mind-Body Problem Against the Background of Research Strategies in Cognitive Neuroscience", "subtitle": null, "abstract": "Functionalists in philosophy of mind traditionally raise two major arguments against the type identity theory: (1) psychological states are multiply realizable so that there are no one-to-one mappings of psychological states onto neural states and (2) the most that evidence could ever establish is the correlation of psychological and neural states, not their identity. We defend a variant on the traditional type identity theory which we call heuristic identity theory (HIT) against both of these objections. Drawing its inspiration from scientific practice, heuristic identity theory construes identity claims as hypotheses that guide subsequent inquiry, not as conclusions of the research.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2109w4dq", "frozenauthors": [ { "first_name": "William", "middle_name": "", "last_name": "Bechtel", "name_suffix": "", "institution": "Philosophy-Neuroscience-Psychology Program, Washington University", "department": "" }, { "first_name": "Robert", "middle_name": "N.", "last_name": "McCauley", "name_suffix": "", "institution": "Department of Philosophy, Emeory University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32632/galley/23695/download/" } ] }, { "pk": 32687, "title": "Holistic and Part-based Processes in Recognition of Upright and Inverted Faces", "subtitle": null, "abstract": "Participants made a same-different judgment of the internal features of two faces presented simultaneously on screen. Whereas responding to upright faces on \"same\" trials relied upon holistic processing strategies, responding to upright faces on \"different\" trials, as well as responding to inverted faces, relied upon part-based processing strategies. Our results are also cfrntrary to earlier reports in that we found that when attention is focused upon the internal features, presentation of these features alrnie is sufficient to form a discrimination judgment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/89b7h14s", "frozenauthors": [ { "first_name": "Margaret", "middle_name": "C.", "last_name": "McKinnon", "name_suffix": "", "institution": "Department of Psychology, University of Toronto at Mississauga", "department": "" }, { "first_name": "Morris", "middle_name": "", "last_name": "Moscovitch", "name_suffix": "", "institution": "Department of Psychology, University of Toronto at Mississauga", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32687/galley/23750/download/" } ] }, { "pk": 32752, "title": "How Categories Shape Causality", "subtitle": null, "abstract": "The standard approach guiding research on the relationship between categories and causality views categories as reflecting causal relations in the world. We provide evidence that the opposite direction also holds: Categories that have been acquired in previous leaming contexts may influence subsequent causal leaming. In three experiments we show that identical causal leaming experiences yield different attributions of causal capacity depending on the pre-existing categories that the leaming exemplars are assigned to. There is a strong tendency to continue to use old conceptual schemes rather than switch to new ones even when the old categories are not optimal for predicting the new effect. This tendency is particularly strong when there is a plausible semantic link between the categories and the new causal hypothesis under investigation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9q53m89m", "frozenauthors": [ { "first_name": "Michael", "middle_name": "R.", "last_name": "Waldmann", "name_suffix": "", "institution": "Department of Psychology, University of Gottingen", "department": "" }, { "first_name": "York", "middle_name": "", "last_name": "Hagmayer", "name_suffix": "", "institution": "Department of Psychology, University of Gottingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32752/galley/23813/download/" } ] }, { "pk": 32702, "title": "How Knowledge Interferes with Reasoning - Suppression Effects by Content and Context", "subtitle": null, "abstract": "The suppression of logically valid inferences by the content or context of premises can be seen as an instance of knowledge having a detrimental influence on reasoning. Although Henle (1962) has claimed that invalid deductions are due to additional premises drawn from background knowledge, current research on content effects ignores the methodological implications of this claim. Elaborating on the suppression effect in conditional reasoning (Byrne, 1989), we present a knowledge-based approach that makes relevant features of background knowledge an integral part of the analysis. After identifying the sufficiency and necessity of conditions as the type of knowledge mediating the effect, we construct and validate task materials independently from any assessment of reasoning (Experiment 1). We then replicate and extend suppression effects in syllogism tasks (Experiment 2) and show that participants are able to couch their background knowledge in formally correct wordings (Experiment 3).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/18z7k2pr", "frozenauthors": [ { "first_name": "Hansjorg", "middle_name": "", "last_name": "Neth", "name_suffix": "", "institution": "Department of Psychology; University of Freiburg", "department": "" }, { "first_name": "Sieghard", "middle_name": "", "last_name": "Beller", "name_suffix": "", "institution": "Department of Psychology; University of Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32702/galley/23765/download/" } ] }, { "pk": 32763, "title": "Hypotheses and Evidence About Evidence and Hypotheses", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/29h4j7wr", "frozenauthors": [ { "first_name": "Christine", "middle_name": "", "last_name": "Diehl", "name_suffix": "", "institution": "Graduate School of Education, University of California, Berkeley", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Ranney", "name_suffix": "", "institution": "Graduate School of Education, University of California, Berkeley", "department": "" }, { "first_name": "Grace", "middle_name": "", "last_name": "Lan", "name_suffix": "", "institution": "Graduate School of Education, University of California, Berkeley", "department": "" }, { "first_name": "Sergio", "middle_name": "", "last_name": "Castro", "name_suffix": "", "institution": "Graduate School of Education, University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32763/galley/23824/download/" } ] }, { "pk": 32779, "title": "Implicit Learning and Deliberate Problem Solving: What is the Connection?", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/60s039ss", "frozenauthors": [ { "first_name": "Timothy", "middle_name": "", "last_name": "Nokes", "name_suffix": "", "institution": "Department of Psychology, University of Illinois at Chicago", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Corrigan-Halpern", "name_suffix": "", "institution": "Department of Psychology, University of Illinois at Chicago", "department": "" }, { "first_name": "Stellan", "middle_name": "", "last_name": "Ohlsson", "name_suffix": "", "institution": "Department of Psychology, University of Illinois at Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32779/galley/23840/download/" } ] }, { "pk": 32769, "title": "Implicit memory in children: Are there age-related improvements in a conceptual test of implicit memory?", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9hk035kv", "frozenauthors": [ { "first_name": "Almut", "middle_name": "", "last_name": "Hupbach", "name_suffix": "", "institution": "University of Trier; Department of Psychology", "department": "" }, { "first_name": "Silvia", "middle_name": "", "last_name": "Mecklenbrauker", "name_suffix": "", "institution": "University of Trier; Department of Psychology", "department": "" }, { "first_name": "Werner", "middle_name": "", "last_name": "Wippich", "name_suffix": "", "institution": "University of Trier; Department of Psychology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32769/galley/23830/download/" } ] }, { "pk": 32748, "title": "Incremental Grammatical Encoding in Event Descriptions", "subtitle": null, "abstract": "Speech is produced incrementally. The Incremental Parallel Formulator (De Smedt, 1996) is a computational model of grammatical encoding that takes this notion of incrementality into account. It predicts that the order and time-scale with which conceptual fragments activate lexical segments affect the syntactic shape of an utterance. We derived predictions firom this model and tested these in two online experiments. In these experiments, participants described computer animations in which two objects moved in upward or downward directions. We manipulated the availability of pieces of the conceptual input by withholding either the information about the movement direction, or about the identity of one of the objects for various amounts of time. The experiments showed that both the type and the temporal availability of conceptual information strongly affect the syntactic shape of an utterance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2mr3x1c2", "frozenauthors": [ { "first_name": "Mark", "middle_name": "", "last_name": "Timmermans", "name_suffix": "", "institution": "NICI, University of Nijmegen", "department": "" }, { "first_name": "Herbert", "middle_name": "", "last_name": "Schriefers", "name_suffix": "", "institution": "NICI, University of Nijmegen", "department": "" }, { "first_name": "Simone", "middle_name": "", "last_name": "Sprenger", "name_suffix": "", "institution": "MPI for Psycholinguistics, Nijmegen", "department": "" }, { "first_name": "Ton", "middle_name": "", "last_name": "Dijkstra", "name_suffix": "", "institution": "NICI, University of Nijmegen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32748/galley/23810/download/" } ] }, { "pk": 32655, "title": "Incrementality and Locality of Language Comprehension: The Pivotal Role of Semantic Interpretation Schemata", "subtitle": null, "abstract": "We introduce a computational model of language comprehension that combines locality of syntactic and semantic analysis with incrementality of processing. As the model incorporates inheritance-based abstraction mechanisms we are able to specify a parsimonious inventory of abstract, simple and domain-independent semantic interpretation schemata.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/85f739dk", "frozenauthors": [ { "first_name": "Udo", "middle_name": "", "last_name": "Hahn", "name_suffix": "", "institution": "Computational Linguistics Division, Freiburg University", "department": "" }, { "first_name": "Martin", "middle_name": "", "last_name": "Romacker", "name_suffix": "", "institution": "Computational Linguistics Division, Freiburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32655/galley/23718/download/" } ] }, { "pk": 32784, "title": "Inductive inferences about disease: The effect of shared causal features", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0km433mx", "frozenauthors": [ { "first_name": "Tanja", "middle_name": "", "last_name": "Rapus", "name_suffix": "", "institution": "Department of Psychology; McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32784/galley/23845/download/" } ] }, { "pk": 32676, "title": "Inductive Reasoning Revisited: Children's reliance on category labels and appearances", "subtitle": null, "abstract": "Previous studies of children's inductive reasoning have attempted to demonstrate that label information is preferred to perceptual similarity as the basis for inductive inference (Gelman and Markman, 1986; Gelman and Markman, 1987; Gelman, 1988). A connectionist model of the development of inductive reasoning predicts that this will only be true when the percepnial variability of category exemplars is high (Loose and Mareschal, 1997). W e report three studies investigating the model's predictions. Study 1 demonstrates that patterns of categorization can depend on percepnial variability. In study 2 we develop a set of stimuli with differing variability but equal discriminability. Study 3 demonstrates that young children's patterns of reasoning are more affected by the presence of category labels when the inference is from an exemplar of a more perceptually variable category. This study also demonstrates that the basis of inference is not explicable in terms of the ease of the ability to categorize of the stimuli. Implications for the original model are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3s124242", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "J.", "last_name": "Loose", "name_suffix": "", "institution": "School of Psychology, University of Exeter", "department": "" }, { "first_name": "Denis", "middle_name": "", "last_name": "Mareschal", "name_suffix": "", "institution": "Center for Brain and Cognitive Development, Department of Psychology, Birkbeck College, University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32676/galley/23739/download/" } ] }, { "pk": 32616, "title": "Integrated Models of Perception, Cognition, and Action", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1k47k40t", "frozenauthors": [ { "first_name": "Michael", "middle_name": "D.", "last_name": "Byrne", "name_suffix": "", "institution": "Department of Psychology, Rice University", "department": "" }, { "first_name": "Ronald", "middle_name": "S.", "last_name": "Chong", "name_suffix": "", "institution": "Soar Technology Incorporated", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Freed", "name_suffix": "", "institution": "NASA Ames Research Center", "department": "" }, { "first_name": "Frank", "middle_name": "E.", "last_name": "Ritter", "name_suffix": "", "institution": "School of Psychology, University of Nottingham", "department": "" }, { "first_name": "Wayne", "middle_name": "D.", "last_name": "Gray", "name_suffix": "", "institution": "Department of Psychology, George Mason University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32616/galley/23680/download/" } ] }, { "pk": 32691, "title": "Integrating psychometric and computational approaches to individual differences in multimodal reasoning", "subtitle": null, "abstract": "Psychometric measures of ability are unsuited to computational descriptions of tasks, primarily because they cannot take process into account. Studies of aptitude-treatment interactions have often failed to replicate from task to task precisely because of this difficulty. The current study aligns psychometric measures with process accounts in the domain of multimodal reasoning. Learning from multimodal logic courses transfers to other reasoning tasks, and this transfer has been found to relate to differences in strategic use of graphical representations in proof construction. The current study is a replication and an extension of these findings. Different goal types are distinguished in terms of: their modality; whether they involve proofs of consequence or non-consequence; and whether they can be solved by constructing single or multiple cases. We report on the interaction of a range of psychometric measures, and the ways in which they relate to the development and deployment of strategies. In particular, students who develop coping strategies to overcome difficulties with certain problems find that these strategies arise at the expense of appropriate use of a variety of strategies. Our approach, which characterises goals in terms of their logical as well as phenomenal properties, supports a computational perspective on psychometric measures in reasoning tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8kt378b8", "frozenauthors": [ { "first_name": "Padraic", "middle_name": "", "last_name": "Monaghan", "name_suffix": "", "institution": "Human Communication Research Centre, Division of Informatics, University of Edinburgh", "department": "" }, { "first_name": "Keith", "middle_name": "", "last_name": "Stenning", "name_suffix": "", "institution": "Human Communication Research Centre, Division of Informatics, University of Edinburgh", "department": "" }, { "first_name": "Jon", "middle_name": "", "last_name": "Oberlander", "name_suffix": "", "institution": "Human Communication Research Centre, Division of Informatics, University of Edinburgh", "department": "" }, { "first_name": "Cecilia", "middle_name": "", "last_name": "Sonstrod", "name_suffix": "", "institution": "Department of Philosophy, Gothenburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32691/galley/23754/download/" } ] }, { "pk": 32677, "title": "Interactive Skill in Scrabble", "subtitle": null, "abstract": "An experiment was performed to test the hypothesis that people sometimes take physical actions to make themselves more effective problem solvers. The task was to generate all possible words that could be formed from seven Scrabble letters. In one condition, participants could use their hands to manipulate the letters, and in another condition, they could not. Results show that more words were generated with physical manipulation than without. However, an interaction was obtained between the physical manipulation conditions and the specific letter sets chosen, indicating that physical manipulation helps more for generating words in some circumstances than in others. Overall, our findings can be explained in terms of an interactive search process in which external, physical activity effectively complements internal, cognitive activity. Within this framework, the interaction can be explained in terms of the relative difficulty of generating words from the letters given in the different sets.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5cf6c78d", "frozenauthors": [ { "first_name": "Paul", "middle_name": "P.", "last_name": "Maglio", "name_suffix": "", "institution": "IBM Almaden Research Center", "department": "" }, { "first_name": "Teenie", "middle_name": "", "last_name": "Matlock", "name_suffix": "", "institution": "Psychology Department, University of California, Santa Cruz", "department": "" }, { "first_name": "Dorth", "middle_name": "", "last_name": "Raphaely", "name_suffix": "", "institution": "Psychology Department, University of California, Santa Cruz", "department": "" }, { "first_name": "Brian", "middle_name": "", "last_name": "Chernicky", "name_suffix": "", "institution": "Psychology Department, University of California, Santa Cruz", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Kirsh", "name_suffix": "", "institution": "Cognitive Science Department, University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32677/galley/23740/download/" } ] }, { "pk": 36482, "title": "Interlanguage Pragmatics: What Can it Offer to Language Teachers?", "subtitle": null, "abstract": "Although the necessity and importance of teaching pragmatics have been recognized, language teachers may hesitate to teach pragmatics in their classrooms for two reasons. First, teaching pragmatics is a diffi cult and sensitive issue due to the high degree of “face threat” it oft en involves and, second, the number of available pedagogical resources is limited. In this critical review of empirical studies in interlanguage pragmatics (ILP), the author argues that ILP research is a useful source of information for language teachers to make informed decisions about teaching pragmatics. First, she discusses the similarities and diff erences between L1 and L2 speakers’ pragmatics and explanations for such diff erences. Secondly, she considers how L2 learners develop pragmatic competence, both in and outside classrooms. Finally, she examines the issues of teachability and the teaching of pragmatics in language classrooms.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5781b43d", "frozenauthors": [ { "first_name": "Aya", "middle_name": "", "last_name": "Matsuda", "name_suffix": "", "institution": "University of New Hampshire", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36482/galley/27333/download/" } ] }, { "pk": 32744, "title": "Investigating Language Change: A Multi-Agent Neural-Network Based Simulation", "subtitle": null, "abstract": "Multiple agents, equipped with a feature-based phonetic model and a connectionist cognitive model, interact via the naming game, with lexicon formation and change as emergent properties of this complex adaptive system. We present a new description of the naming game, situating it as a general, implementation-independent paradigm. Our addition of richerphonetic and cognitive models provides the agents with a greater degree of cognitive validity than does earlier work, while enhancing the flexibility of the system and reproducing empirical results. Feature-based phonetics, piecewise reinforcement learning, and a connectionist architecture with local representation allows language discrimination based on schemata instead of entire utterances.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9ws495xj", "frozenauthors": [ { "first_name": "Scott", "middle_name": "C.", "last_name": "Stoness", "name_suffix": "", "institution": "School of Computing Science, Simon Fraser University", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Dircks", "name_suffix": "", "institution": "School of Computing Science, Simon Fraser University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32744/galley/23806/download/" } ] }, { "pk": 32710, "title": "Investigating the Relationship Between Perceptual Categorization and Recognition Memory Through Induced Profound Amnesia", "subtitle": null, "abstract": "Are perceptual categorization and recognition memory subserved by a single memory system or by separate memory systems? A critical piece of evidence for multiple memory systems is that amnesics can categorize stimuli as well as normals but recognize those same stimuli significantly worse than normals (Knowlton & Squire, 1993). An extreme case is E.P., a profound amnesic who can categorize as well as normals but cannot recognize better than chance. This paper demonstrates that the paradigm used to test E.P. and other amnesics may be fundamentally flawed in that memory may not even be necessary to categorize the test stimuli in their paradigm. We \"induced\" profound amnesia in normals by telling them they had viewed subliminally presented stimuli that were never actually presented. Without any prior exposure to training stimuli, subjects' recognition performance was completely at chance, as expected, yet their categorization performance was quite good.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/64j1j8f3", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "J.", "last_name": "Palmeri", "name_suffix": "", "institution": "Department of Psychology; Vanderbilt University", "department": "" }, { "first_name": "Marci", "middle_name": "A.", "last_name": "Flanery", "name_suffix": "", "institution": "Department of Psychology; Vanderbilt University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32710/galley/23773/download/" } ] }, { "pk": 32651, "title": "Is Snow Really Like a Shovel?", "subtitle": null, "abstract": "Traditionally, thematic relatedness (chicken and egg) and similarity (chicken and turkey) have been thought of as distinct phenomena, the former the result of associative processes, and the latter reflecting comparison processes. However, recent studies (Bassok &\nMedin, 1996; Wisniewski & Bassok, 1996) suggest that similarity is a result of both association and comparison. This could call for a radical redefinition of similarity as inherently fused with association. We term this view the integration account. We consider an alternative, the confusability account, under which thematic influences intrude upon assessments of similarity but are not an essential part of the similarity process. W e present two experiments supporting the confusability account. The first indicates that comparison\nand association are independent processes. The second shows that thematic influences rise with increased cognitive load. We believe that while a redefinition of similarity is not warranted, similarity is more vulnerable to error and intrusion than is generally thought.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/40x0m43j", "frozenauthors": [ { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Northwestern University Department of Psychology", "department": "" }, { "first_name": "Sarah", "middle_name": "K.", "last_name": "Brem", "name_suffix": "", "institution": "University of California, Berkeley Graduate School of Education", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32651/galley/23714/download/" } ] }, { "pk": 32788, "title": "Is the same name like the same color? The role of linguistic labels in similarity judgement", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2px3n13p", "frozenauthors": [ { "first_name": "Vladimir", "middle_name": "M.", "last_name": "Sloutsky", "name_suffix": "", "institution": "Center for Cognitive Science & School of Teaching & Learning, Columbus", "department": "" }, { "first_name": "Ya-Fen", "middle_name": "", "last_name": "Lo", "name_suffix": "", "institution": "School of Teaching & Learning & Center for Cognitive Science, Columbus", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32788/galley/23849/download/" } ] }, { "pk": 36488, "title": "K-12 Education in the Post Proposition 227 Era", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Theme Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8t29h4s9", "frozenauthors": [ { "first_name": "Susan", "middle_name": "", "last_name": "Dunlap", "name_suffix": "", "institution": "West Contra Costa Unified School District", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36488/galley/27339/download/" } ] }, { "pk": 32798, "title": "Knowledge structure and type of explanation in the domain of bodily functioning", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8pd364hq", "frozenauthors": [ { "first_name": "Reinout", "middle_name": "W.", "last_name": "Wiers", "name_suffix": "", "institution": "Faculty of Psychology, University of Maastricht", "department": "" }, { "first_name": "Cindy", "middle_name": "van de", "last_name": "Velde", "name_suffix": "", "institution": "Clinical Psychology; University of Amsterdam", "department": "" }, { "first_name": "Baukje", "middle_name": "", "last_name": "Hemmes", "name_suffix": "", "institution": "Faculty of Psychology, University of Maastricht", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32798/galley/23859/download/" } ] }, { "pk": 32690, "title": "Language Acquisition and Ambiguity Resolution: The Role of Frequency Distributions", "subtitle": null, "abstract": "This paper proposes that the set of frequencies that the human language processor keeps track of are those that are useful to it in learning. In a computational experimental setting, we investigate four liguistically motivated features which distinguish subclasses of intransitive verbs, and suggest that those features that are the most useful to automatically classify verbs into lexical semantic classes are related to mechanisms used in adult processing to resolve structural ambiguity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/91d7v5cb", "frozenauthors": [ { "first_name": "Paola", "middle_name": "", "last_name": "Merlo", "name_suffix": "", "institution": "LATL-University of Geneva Department of Linguistics", "department": "" }, { "first_name": "Suzanne", "middle_name": "", "last_name": "Stevenson", "name_suffix": "", "institution": "Department of Computer Science and Center for Cognitive Science, Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32690/galley/23753/download/" } ] }, { "pk": 32682, "title": "Language-Dependent Memory", "subtitle": null, "abstract": "Research with bilinguals may provide insights into the complex relationship between autobiographical memory and language. The present paper suggests existence of language-dependent memory, where linguistic factors at the time of recall influence memory retrieval. In two experiments, Russian-English bilingual immigrants were interviewed using the word-prompt technique. In the first experiment, bilinguals retrieved more autobiographical memories when there was a match between language of recall and language of encoding than when there was a mismatch. More memories from the period before immigration were recalled in Russian than in English and more memories from the United States were recalled in English than in Russian. To examine the mechanisms underlying these results, the ambiance language and the word-prompt language were considered separately in the second experiment. Both the linguistic ambiance and the word prompt were found to influence recall of autobiographical memories. These results, and particularly the effect of linguistic ambiance on recall, suggest language-dependent memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5hd411r9", "frozenauthors": [ { "first_name": "Viorica", "middle_name": "", "last_name": "Marian", "name_suffix": "", "institution": "Department of Psychology, Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32682/galley/23745/download/" } ] }, { "pk": 32751, "title": "Language Type Frequency and Learnability. A Connectionist Appraisal", "subtitle": null, "abstract": "In this paper, I present experimental data bearing on the controversial issue of the possible relationship between the frequency of language types and how easily they can be learnt. Using simple, artificial languages which only differ with respect to the properties we are interested in, I show that there does appear to be a relationship of some kind, although not as strong as one might have hoped. In particular, if a language type can be learnt relatively easily, then the models fail to predict its actual frequency in the real world. On the other hand, the connectionist models provide evidence that the language types which are unattested or highly infrequent are also impossible or hard to learn.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5967q5xf", "frozenauthors": [ { "first_name": "Ezra", "middle_name": "Van", "last_name": "Everbroeck", "name_suffix": "", "institution": "UCSD Department of Linguistics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32751/galley/24538/download/" } ] }, { "pk": 32740, "title": "Learning, Development, and Nativism: Connectionist Implications", "subtitle": null, "abstract": "Fedforward neural network models of cognitive development are reviewed within the framework of a functional distinction between learning and development. This analysis suggests that static architecture networks implement a learning theory, whereas generative architecture networks combine learning and development. Both types of networks are then evaluated m terms of genetic costs. Within a levels-of-innateness framework, generative architectures are viewed as more plausible than static ones. Static architecture networks appear to implement a form of nativistic elicitation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6n60x5td", "frozenauthors": [ { "first_name": "Sylvain", "middle_name": "", "last_name": "Sirois", "name_suffix": "", "institution": "Department of Psychology, McGill University", "department": "" }, { "first_name": "Thomas", "middle_name": "R.", "last_name": "Shultz", "name_suffix": "", "institution": "Department of Psychology, McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32740/galley/23802/download/" } ] }, { "pk": 32673, "title": "Learning Under High Cognitive Workload", "subtitle": null, "abstract": "This research investigates the impact of time pressure and individual differences on learning in a Real-Time Dynamic Decision Making (RTDDM) task. Our empirical results indicate that high time pressure generates high cognitive loads inhibiting learning. The results also show that high time pressure have a differential impact on the learning of individuals with high or low Working Memory (WM) capacity. W e present a cognitive model based on ACT-R intended to explain learning in tiiis task. Our cognitive model simulates learning by recognizing regularities in the decision task, and building \"chunks\" that guide decision making (instance-based learning). We describe how the model will be used to explain the impact of time pressure and WM capacity by varying the number of chunks acquired by\nthe system given alternative time pressure conditions and individual differences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/73g190d9", "frozenauthors": [ { "first_name": "F.", "middle_name": "Javier", "last_name": "Lerch", "name_suffix": "", "institution": "Center for Interactive Simulations, Carnegie Mellon University", "department": "" }, { "first_name": "Cleotilde", "middle_name": "", "last_name": "Gonzalez", "name_suffix": "", "institution": "Center for Interactive Simulations, Carnegie Mellon University", "department": "" }, { "first_name": "Christian", "middle_name": "", "last_name": "Lebiere", "name_suffix": "", "institution": "Center for Interactive Simulations, Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32673/galley/23736/download/" } ] }, { "pk": 32789, "title": "Levels of Competence in Procedural Skills", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/47m1m1rd", "frozenauthors": [ { "first_name": "Jon", "middle_name": "R.", "last_name": "Star", "name_suffix": "", "institution": "Combined Program in Education and Psychology; 1406 School of Education", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32789/galley/23850/download/" } ] }, { "pk": 36481, "title": "Lexical Issues in the University ESL Writing Class", "subtitle": null, "abstract": "Th is article addresses the important connections between lexical knowledge and second language writing. Based on a review of the literature, it enumerates the eff ects of limited lexical knowledge on student writing and presents evidence that immigrant students in college and university ESL writing programs are in particular need of strategies and tools for increasing their knowledge of vocabulary. In addition to outlining relevant goals for ESL lexical study, the author suggests a range of useful activities such as the use of learners’ dictionaries and lexical journals, the integration of grammar and vocabulary study, and ways in which lexical issues can be foregrounded throughout the various stages of the writing process.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/37p0r5pz", "frozenauthors": [ { "first_name": "Mary", "middle_name": "", "last_name": "Lowry", "name_suffix": "", "institution": "University of California Davis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36481/galley/27332/download/" } ] }, { "pk": 32783, "title": "Linguistic Structure and Short Term Memory", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4pq7b970", "frozenauthors": [ { "first_name": "Emmanuel", "middle_name": "M.", "last_name": "Pothos", "name_suffix": "", "institution": "School of Psychology, Bangor", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Juola", "name_suffix": "", "institution": "Department of Mathematics and Computer Science, Duquesne University", "department": "" }, { "first_name": "Nick", "middle_name": "C.", "last_name": "Ellis", "name_suffix": "", "institution": "Department of Mathematics and Computer Science, Duquesne University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32783/galley/23844/download/" } ] }, { "pk": 32633, "title": "Memory for Analogies and Analogical Inferences", "subtitle": null, "abstract": "An important property of analogical reasoning is that resulting inferences can be used to acquire new knowledge in a target domain. However, little is known about what happens to memory for these inferences. In this study, we explore the link between analogical reasoning, inferences, and memory. We gave participants information on a political debate. Some subjects were given a short text and other subjects were given a long text to read. In addition, half the subjects were given an analogy at the end of the text. A week later, subjects were brought back and asked to recall the information. We were particularly interested in whether subjects would (a) remember the analogy, and (b) incorporate analogical inferences into their memory for the text. We found that when they were given more information, subjects did not report the analogy, but falsely included analogical inferences in their recall. Results were different when subjects were given a lesser amount of information they remembered the analogy and did not erroneously recall analogical inferences. Overall, the results indicate that memory for analogical inferences is highly related to the amount of information that people are given.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/52n229ps", "frozenauthors": [ { "first_name": "Isabelle", "middle_name": "", "last_name": "Blanchette", "name_suffix": "", "institution": "Department of Psychology; McGill University", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Dunbar", "name_suffix": "", "institution": "Department of Psychology; McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32633/galley/23696/download/" } ] }, { "pk": 32624, "title": "Memory for Goals: An Architectural Perspective", "subtitle": null, "abstract": "The notion that memory for goals is organized as a stack is central in cognitive theory in that stacks are core constructs leading cognitive architectures. However, the stack over-predicts the strength of goal memory and the precision of goal selection order, while under- predicting the maintenance cost of both. A better way to study memory for goals is to treat them like any other kind of memory element. This approach makes accurate and well-constrained predictions and reveals the nature of goal encoding and retrieval processes. The approach is demonstrated in an ACT-R model of human performance on a canonical goal-based task, the Tower of Hanoi. The model and other considerations suggest that cognitive architectures should enforce a two-element limit on the depth of the stack to deter its use for storing task goals while preserving its use for attention and learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9tg8z072", "frozenauthors": [ { "first_name": "Erik", "middle_name": "M.", "last_name": "Altmann", "name_suffix": "", "institution": "Human Factors & Applied Cognition, George Mason University", "department": "" }, { "first_name": "J.", "middle_name": "Gregory", "last_name": "Trafton", "name_suffix": "", "institution": "Naval Research Laboratory, Code 5513", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32624/galley/23688/download/" } ] }, { "pk": 32634, "title": "Mental models and pragmatics: the case of presuppositions", "subtitle": null, "abstract": "We ciaim mental models are a framework that allows to shed light on the phenomenon of presuppositions. A plan-based lexical representation for verbs, together with the effect of conversational implicatures that discharge possible mental models, are the key features of\nthis proposal.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3m9028zz", "frozenauthors": [ { "first_name": "Guido", "middle_name": "", "last_name": "Boella", "name_suffix": "", "institution": "Dipartimento di Informatica e Centro di Scienza Cognitiva, Universita di Torino", "department": "" }, { "first_name": "Rossana", "middle_name": "", "last_name": "Damiano", "name_suffix": "", "institution": "Dipartimento di Informatica e Centro di Scienza Cognitiva, Universita di Torino", "department": "" }, { "first_name": "Leonardo", "middle_name": "", "last_name": "Lesmo", "name_suffix": "", "institution": "Dipartimento di Informatica e Centro di Scienza Cognitiva, Universita di Torino", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32634/galley/23697/download/" } ] }, { "pk": 32636, "title": "Metaphor Comprehension: From Comparison to Categorization", "subtitle": null, "abstract": "In this paper, we explore the relationship between metaphor and polysemy. We begin by discussing how novel metaphoric mappings can create new word meanings in the form of domain-general representations. Tuming next to consider the implications of this view for the on-line comprehension of figurative language, we suggest that there is a shift from comparison processing to categorization processing as metaphors are conventionalized. Finally, we describe a series of experimental findings that support the proposed account.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8qs8n92v", "frozenauthors": [ { "first_name": "Brian", "middle_name": "F.", "last_name": "Bowdle", "name_suffix": "", "institution": "Department of Psychology, Indiana University", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Department of Psychology, Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32636/galley/23699/download/" } ] }, { "pk": 32704, "title": "Methods for Learning Articulated Attractors over Internal Representations", "subtitle": null, "abstract": "Recurrent attractor networks have many virtues which have prompted their use in a wide variety of connectionist cognitive models. One of these virtues is the ability of these networks to leam articulated attractors — meaningful basins of attraction arising from the systematic interaction of explicitly trained patterns. Such attractors can improve generalization by enforcing \"well formedness\" constraints on representations, massaging noisy and ill formed patterns of activity into clean and useful patterns. This paper investigates methods for learning articulated attractors at the hidden layers of recurrent backpropagation networks. It has previously been shown that standard connectionist learning techniques fail to form such structured attractors over internal representations. To address this problem, this paper presents two unsupervised learning rules that give rise to componential attractor structures over hidden units. The performance of these learning methods on a simple structured memory task is analyzed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/30d5w23j", "frozenauthors": [ { "first_name": "David", "middle_name": "C.", "last_name": "Noelle", "name_suffix": "", "institution": "Center for the Neural Basis of Cognition, Carnegie Mellon University", "department": "" }, { "first_name": "Andrew", "middle_name": "L.", "last_name": "Zimdars", "name_suffix": "", "institution": "Center for the Neural Basis of Cognition, Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32704/galley/23767/download/" } ] } ] }