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{ "count": 38415, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=32300", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=32100", "results": [ { "pk": 32664, "title": "Mirroring the Inverse Base-Rate Effect: The Novel Symptom Phenomenon", "subtitle": null, "abstract": "The elimination model is proposed as an account of the inverse base-rate effect (D. L. Medin & S. M. Edelson, 1988). A key-assumption is that participants sometimes rely on eliminative inference to decide among candidate categories. A new prediction is that there will be an inverse base-rate effect also for an entirely novel symptom presented in the transfer phase—a prediction that contrasts with that by ADIT (J. K. Kruschke, 1996). This was tested and confirmed in 2 experiments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1852s6p3", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Juslin", "name_suffix": "", "institution": "Department of Psychology, Uppsala University", "department": "" }, { "first_name": "Pia", "middle_name": "", "last_name": "Wennerholm", "name_suffix": "", "institution": "Department of Psychology, Uppsala University", "department": "" }, { "first_name": "Anders", "middle_name": "", "last_name": "Winman", "name_suffix": "", "institution": "Department of Psychology, Uppsala 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/32664/galley/23727/download/" } ] }, { "pk": 32720, "title": "Modeling Cognitive Flexibility of Super Experts in Radiological Diagnosis", "subtitle": null, "abstract": "The paper presents theoretical propositions for modeling the expert radiologist. The propositions are twofold. First, a basic model is given to complement a recent connectionist symbolic framework (Raufaste, Eyrolle, & Marine, 1998). Empirical data have showed dissociation between two kinds of experts (\"basic\" and \"super\") with regard to cognitive flexibility. The difference is conceived as a kind of perseveration in basic experts. Hence, the basic model was combined with a Supervisory Attentional System (Norman & Shallice, 1986) into an \"extended model\". An analysis of cognitive activity is then presented within this framework, along with a new theoretical explanation of cognitive flexibility.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5xw3k8k7", "frozenauthors": [ { "first_name": "Eric", "middle_name": "", "last_name": "Raufaste", "name_suffix": "", "institution": "Laboratoire Travail et Cognition; Universite de Toulouse le Mirail", "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/32720/galley/23783/download/" } ] }, { "pk": 32666, "title": "Modeling Perceptual Learning of Abstract Invariants", "subtitle": null, "abstract": "We present the beginnings of a model of the human capacity to learn abstract invariants, such as square. The model is founded on four primary assumptions, which we believe to be neurally plausible and generic: Metric space, Topology, Comparison operations (subtraction, greater-than/less-than), and Extraction of vertices. The model successfully learns to discriminate simple planar quadrilaterals, and generalizes that learning across variations in viewpoint and modest variations in shape.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4pj6j35b", "frozenauthors": [ { "first_name": "Philip", "middle_name": "J.", "last_name": "Kellman", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Burke", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "John", "middle_name": "E.", "last_name": "Hummel", "name_suffix": "", "institution": "University of California, Los Angeles", "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/32666/galley/23729/download/" } ] }, { "pk": 32648, "title": "Modeling the Role of Plausibility and Verb-bias in the Direct Object/Sentence Complement Ambiguity", "subtitle": null, "abstract": "We provide a computational account of the integration of various constraints proposed to be involved in the resolution of the direct object/sentence complement ambiguity. In the first part, competition-integration simulations show that a constraint-based model accounts for the results of Garnsey, Pearlmutter, Myers, and Lotocky (1997) at least as well as the garden-path model. In the second part, we compare the efficacy of norming techniques for capturing plausibility effects. Simulations show that norms designed to tap people's conceptual knowledge of events better capture plausibility effects than do norms that are biased toward tapping linguistic knowledge. We conclude that local information concerning event plausibility is an important constraint for understanding ambiguity resolution.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8mx3q4x5", "frozenauthors": [ { "first_name": "Todd", "middle_name": "R.", "last_name": "Ferretti", "name_suffix": "", "institution": "Department of Psychology, Social Science Centre, University of Western Ontario", "department": "" }, { "first_name": "Ken", "middle_name": "", "last_name": "McRae", "name_suffix": "", "institution": "Department of Psychology, Social Science Centre, University of Western Ontario", "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/32648/galley/23711/download/" } ] }, { "pk": 32650, "title": "Modeling time perception in rats: Evidence for catastrophic interference in animal learning", "subtitle": null, "abstract": "For all intents and purposes, catastrophic interference, the sudden and complete forgetting of previously stored information upon learning new information, does not exist in healthy adult humans. But does it exist other animals? In light of recent research done by McClelland, McNaughton, & O'Reilly (1995) and McClelland & Goddard (1996) on the role of the hippocampal-neocortical interaction in alleviating catastrophic interference, it is of particular interest to ascertain whether catastrophic interference occurs in nonhuman\nhigher animals, especially in those animals with a hippocampus and a neocortex, such as the rat. In this paper, we describe experimental evidence to support our claim that this type of radical forgetting does, in fact, exist for certain types of learning in some higher animals, specifically, in the rat's learning of time-durations. We develop a connectionist model that could provide an insight into how the rat might be encoding time-duration information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6tx1x1w2", "frozenauthors": [ { "first_name": "Robert", "middle_name": "M.", "last_name": "French", "name_suffix": "", "institution": "Department of Psychology, University of Liege", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Ferrara", "name_suffix": "", "institution": "Department of Psychology, University of Liege", "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/32650/galley/23713/download/" } ] }, { "pk": 32765, "title": "Modelling Cognitive Dynamic Units of 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/3p95g8kh", "frozenauthors": [ { "first_name": "Vaccari", "middle_name": "", "last_name": "Erminia", "name_suffix": "", "institution": "Dipartimento di Informatica, Universita' di Bari", "department": "" }, { "first_name": "D'Amato", "middle_name": "", "last_name": "Maria", "name_suffix": "", "institution": "Dipartimento di Informatica, Universita' di Bari", "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/32765/galley/23826/download/" } ] }, { "pk": 32776, "title": "Modelling human performance on the travelling salesperson problem", "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/65w9h1r4", "frozenauthors": [ { "first_name": "James", "middle_name": "N.", "last_name": "MacGregor", "name_suffix": "", "institution": "Department of Public Administration; University of Victoria", "department": "" }, { "first_name": "Thomas", "middle_name": "C.", "last_name": "Ormerod", "name_suffix": "", "institution": "Department of Psychology; Lancaster University", "department": "" }, { "first_name": "Edward", "middle_name": "P.", "last_name": "Chronicle", "name_suffix": "", "institution": "Department of Psychology; Lancaster 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/32776/galley/23837/download/" } ] }, { "pk": 32695, "title": "Monitoring the Inner Speech Code", "subtitle": null, "abstract": "The aim of this paper is to expand and replicate the findings of Wheeldon and Levelt (1995). They employed an internal speech monitoring task which required Dutch speakers to monitor silently generated words for target syllable or phoneme sequences. On the basis of the obtained data several claims were made concerning the locus, time-course and nature of the internal speech code. The series of experiments reported here examined these predictions using English stimuli. In contrast to the Dutch study, no evidence of any reaction time advantage to syllable over nonsyllable strings was found. A phoneme monitoring experiment replicated the left-to-right pattern of results observed by Wheeldon and Levelt. In addition, a perception version of the task failed to replicate these effects suggesting that they were independent of the position of the target in the speech stream. Implications of the results in terms of the time course of phonological encoding 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/7vg891kp", "frozenauthors": [ { "first_name": "Jane", "middle_name": "L.", "last_name": "Morgan", "name_suffix": "", "institution": "School of Psychology, University of Birmingham", "department": "" }, { "first_name": "Linda", "middle_name": "R.", "last_name": "Wheeldon", "name_suffix": "", "institution": "School of Psychology, University of Birmingham", "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/32695/galley/23758/download/" } ] }, { "pk": 32713, "title": "Multiple Processes in Graph-based Reasoning", "subtitle": null, "abstract": "Current models of graph understanding typically address the encoding and interpretive processes involved during the course of comprehension and largely focus on the visual properties of the graph. An experiment comparing reasoning with two types of graph is presented. On the basis and scope of existing models, performance with the two graphs would not be predicted to differ substantially. There are substantial computational differences between the graphs, however. It is suggested, therefore, that an adequate model of graph use must incorporate different combinations of visual properties of the graphs, levels of graph complexity, interpretive schemas and task requirements.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4vf8k6f0", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Peebles", "name_suffix": "", "institution": "Department of Psychology, University of Nottingham", "department": "" }, { "first_name": "Peter", "middle_name": "C-H.", "last_name": "Cheng", "name_suffix": "", "institution": "Department of Psychology, University of Nottingham", "department": "" }, { "first_name": "Nigel", "middle_name": "", "last_name": "Shadbolt", "name_suffix": "", "institution": "Department of Psychology, University of Nottingham", "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/32713/galley/23776/download/" } ] }, { "pk": 36496, "title": "Newbury House Guide to Writing by M. E. Sokolik", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3kn7m313", "frozenauthors": [ { "first_name": "Moira", "middle_name": "", "last_name": "Stuart", "name_suffix": "", "institution": "American Language Institute, 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/catesoljournal/article/36496/galley/27347/download/" } ] }, { "pk": 36486, "title": "New Dialogues in Mainstream/ESL Teacher Collaboration", "subtitle": null, "abstract": "The purpose of this article is to identify some of the social, instructional, and administrative processes that both marginalize and enhance collaboration between ESL teachers and mainstream instructors and administrators. The article documents the verbal and written interactions between one ESL teacher and twelve mainstream instructors and administrators within an elementary school “pullout” ESL program. Its findings reveal that the ESL teacher operates as a “marginal” member of many of the social, instructional, and administrative events within the school. The implications for practice suggest opening new dialogues between ESL and mainstream teachers that include and dignify the expertise of the ESL teacher in faculty, department, and committee meetings", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/20p1d14v", "frozenauthors": [ { "first_name": "Rod", "middle_name": "", "last_name": "Case", "name_suffix": "", "institution": "University of Missouri, Kansas City", "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/36486/galley/27337/download/" } ] }, { "pk": 32749, "title": "Note-taking as a Strategy for Learning", "subtitle": null, "abstract": "We explore the effects of taking notes on problem-solving and learning in a scientific discovery domain. Participants solved a series of five scientific reasoning problems in a computer environment in which they had access to an online, unstructured notepad. The results show that participants who used the notepad performed better than those who did not use it. This improvement held even when these participants no longer used the notepad on subsequent tasks. However, not all uses of the notepad were equally effective; only those that involved deeper levels of processing were related to improved performance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8hc1p9zh", "frozenauthors": [ { "first_name": "Susan", "middle_name": "B.", "last_name": "Trickett", "name_suffix": "", "institution": "George Mason University", "department": "" }, { "first_name": "J.", "middle_name": "Gregory", "last_name": "Trafton", "name_suffix": "", "institution": "NRL, Washington, DC", "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/32749/galley/23811/download/" } ] }, { "pk": 32790, "title": "On the Relationship Between Knowing and Doing in Procedural Learning", "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/769077bg", "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/32790/galley/23851/download/" } ] }, { "pk": 32729, "title": "Optimal Control Methods for Simulating the Perception of Causality in Young Infants", "subtitle": null, "abstract": "There is a growing debate among developmental theorists concerning the perception of causality in young infants. Some theorists advocate a top-down view, e.g., that infants reason about causal events on the basis of intuitive physical principles. Others argue instead for a bottom-up view of infant causal knowledge, in which causal perception emerges from a simple set of associative learning rules. In order to test the limits of the bottom-up view, we propose an optimal control model (OCM) of infant causal perception. OCM is trained to find an optimal pattern of eye movements for maintaining sight of a target object. We first present a series of simulations which illustrate OCM's ability to anticipate the outcome of novel, occluded causal events, and then compare OCM's performance with that of 9-month-old infants. The implications for developmental theory and research 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/0m92g6bq", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "", "last_name": "Schlesinger", "name_suffix": "", "institution": "Department of Computer Science; University of Massachusetts", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Barto", "name_suffix": "", "institution": "Department of Computer Science; University of Massachusetts", "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/32729/galley/23791/download/" } ] }, { "pk": 32795, "title": "Order Effects in Human Belief Revision", "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/65k296dn", "frozenauthors": [ { "first_name": "Hongbin", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "Department of Health Informatics, University of Texas - Houston Health Science Center", "department": "" }, { "first_name": "Jiajie", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Department of Health Informatics, University of Texas - Houston Health Science Center", "department": "" }, { "first_name": "Todd", "middle_name": "R.", "last_name": "Johnson", "name_suffix": "", "institution": "Department of Health Informatics, University of Texas - Houston Health Science Center", "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/32795/galley/23856/download/" } ] }, { "pk": 32642, "title": "Parsing Modifiers: The Case of Bare NP Adverbs", "subtitle": null, "abstract": "Current models of Human Sentence Processing fall into two broad categories: Constraint Satisfaction accounts, which emphasise the immediate access of the comprehension processes to detailed linguistic information as parsing progresses (e.g., MacDonald et al., 1994), and Syntax First accounts, which hold that parsing is essentially a two-stage process, with initial decisions being made on the basis of a subset of available information (see, e.g., Frazier, 1995). In this paper, we examine evidence from Mitchell (1987) which seems strongly to favour a syntax first position, suggesting that basic lexical information about verbs may have little influence on the eariy stages of sentence processing. We provide experimental evidence to show (a) that detailed linguistic information is available early, but (b) that bare NP adverbs (a type of modifier) are read surprisingly fast, a finding which appears difficult to reconcile with many current accounts of sentence processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/73h3r1sc", "frozenauthors": [ { "first_name": "Martin", "middle_name": "", "last_name": "Corley", "name_suffix": "", "institution": "Department of Psychology and Human Communication Research Centre, University of Ediburgh", "department": "" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Haywood", "name_suffix": "", "institution": "Department of Psychology, University of New 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/32642/galley/23705/download/" } ] }, { "pk": 36492, "title": "Pay No Attention to the Man Behind the Curtain: Taking a Critical Look at the Internet and Language Teaching", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "CATESOL Exchange", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2ms8h1mw", "frozenauthors": [ { "first_name": "Kirsten", "middle_name": "", "last_name": "Lincoln", "name_suffix": "", "institution": "L.E.N. Business and Language Institute", "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/36492/galley/27343/download/" } ] }, { "pk": 32660, "title": "Perceiving Structure in Mathematical Expressions", "subtitle": null, "abstract": "Despite centuries of using mathematical notation, surprisingly little is known about how mathematicians perceive equations. The present experiment provides an initial step in understanding what sort of internal representation is used by experienced mathematicians. In particular, we examined if mathematical syntax plays a role in how mathematicians encode algebraic equations, or if just a simple memory strategy is used. Participants in the experiment performed a memory recognition task that required them to identify both well-formed (syntactically correct) and non-well-formed sub-expressions of equations. As hypothesised, performance was significantly better for well-formed sub-expressions, a result which suggests that mathematicians do indeed use an internal representation based on mathematical syntax to encode equations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4k6534fd", "frozenauthors": [ { "first_name": "Anthony", "middle_name": "R.", "last_name": "Jansen", "name_suffix": "", "institution": "School of Computer Science and Software Engineering, Monash University", "department": "" }, { "first_name": "Kim", "middle_name": "", "last_name": "Marriott", "name_suffix": "", "institution": "School of Computer Science and Software Engineering, Monash University", "department": "" }, { "first_name": "Greg", "middle_name": "W.", "last_name": "Yelland", "name_suffix": "", "institution": "Depatment of Psychology, Monash 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/32660/galley/23723/download/" } ] }, { "pk": 32739, "title": "Perceptual Learning in Mathematics: The Algebra-Geometry Connection", "subtitle": null, "abstract": "Important component of expertise is the rapid pickup complex. task-relevant pattern structure, yet such skills seldom trained explicitly. We report initial results ying principles of perceptual learning to the essing of structure in mathematics, specifically the ection between graphed functions and their symbolic essions. Subjects in two experiments viewed graphs inctions and made a speeded, forced choice match from ral equations. Training consisted of many short trials lis active classification task involving examples of a tion (e.g., sine) subjected to various transformations. scaling, shifting, reflection). Experiment 1 used rastive feedback — the graph for a trial was shown erimposed on the canonical function to accentuatejformations. Subjects showed substantial performance s from 45 minutes of training and transferred to new inces, new function families and a new task. In eriment 2, with contrastive feedback removed, subjects ved no transfer to new functions. The results indicate value of perceptual training in producing lematical expertise and the value of contrastive back in particular.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8wc0q8r9", "frozenauthors": [ { "first_name": "Ana", "middle_name": "Beatriz V. e", "last_name": "Silva", "name_suffix": "", "institution": "Department of Psychology, University of California, Los Angeles", "department": "" }, { "first_name": "Philip", "middle_name": "J.", "last_name": "Kellman", "name_suffix": "", "institution": "Department of Psychology, University of California, Los Angeles", "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/32739/galley/23801/download/" } ] }, { "pk": 32742, "title": "Problem representations and illusions in reasoning", "subtitle": null, "abstract": "The mental model theory of reasoning postulates that reasoners build models of the situations described in premises, and that these models normally make explicit only what is true. The theory has an unexpected consequence: it predicts the occurrence of inferences that are systematically invalid. These inferences should arise from reasoners failing to take into account what is false. We report an experiment that corroborated the occurrence of these illusory inferences, and that eliminated a number of altemative explanations for them. Results illuminate the controversy among various current theories of reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8r1502x6", "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": "Philip", "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/32742/galley/23804/download/" } ] }, { "pk": 32772, "title": "Problem Solving with Diagrams: Modelling the Learning of Perceptual Information", "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/9818n3dg", "frozenauthors": [ { "first_name": "Peter", "middle_name": "C.R.", "last_name": "Lane", "name_suffix": "", "institution": "ESRC Centre for Research in Development, Instruction and Training, Department of Psychology, University of Nottingham", "department": "" }, { "first_name": "Peter", "middle_name": "C-H", "last_name": "Cheng", "name_suffix": "", "institution": "ESRC Centre for Research in Development, Instruction and Training, Department of Psychology, University of Nottingham", "department": "" }, { "first_name": "Fernand", "middle_name": "", "last_name": "Gobet", "name_suffix": "", "institution": "ESRC Centre for Research in Development, Instruction and Training, Department of Psychology, University of Nottingham", "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/32772/galley/23833/download/" } ] }, { "pk": 32705, "title": "Procedures are Only Skin Deep: The Effects of Surface Content and Surface Appearance on the Transfer of Prior Knowledge in Complex Device Operation", "subtitle": null, "abstract": "In this research, we investigated the factors that mediate the use of prior knowledge in learning new procedures. Participants learned to operate two different versions of four tasks on a hypothetical device interface. At a conceptual level, all devices were operated in the same way. However, in some conditions, the appearance of the two versions was manipulated by changing the graphical appearance of the interface. A second manipulation concerned the physical layout: The position of the device controls, graphics, and gauges was either the same or different from one version to the next. Providing the same appearance and providing the same physical layout both increased the amount of transfer. These effects were additive, suggesting that the factors contribute independently to learning. Our interpretation is that appearance affects the use of semantic constraint, while layout affects the use of structural analogy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7cs60013", "frozenauthors": [ { "first_name": "Tenaha", "middle_name": "", "last_name": "O'Reilly", "name_suffix": "", "institution": "Department of Psychology, University of Alberta", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Dixon", "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/32705/galley/23768/download/" } ] }, { "pk": 32617, "title": "Productive Interdisciplinarity: The Challenge that Human Learning Poses to Machine Learning", "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/2bg035qc", "frozenauthors": [ { "first_name": "Helen", "middle_name": "M.", "last_name": "Gigley", "name_suffix": "", "institution": "Office of Naval Research", "department": "" }, { "first_name": "Susan", "middle_name": "F.", "last_name": "Chipman", "name_suffix": "", "institution": "Office of Naval Research", "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/32617/galley/23681/download/" } ] }, { "pk": 36483, "title": "Promoting Collaboration: Using Computer-mediated Communication Tools in the Practicum Course", "subtitle": null, "abstract": "The traditional MATESOL practicum course involves placing teachers-in-preparation under the supervision of mentor teachers. While this arrangement allows individual teachers-in-preparation to develop a strong relationship with their mentor teachers, it often prevents them from engaging in a collaborative relationship with their peers. This paper describes how computer-mediated communication (CMC) tools have been integrated in a practicum course in order to promote peer support and collaboration. The paper concludes that the integration of CMC tools into the practicum course allows teachers-in-preparation to give and receive such support, to assume more responsibility for their own learning, and to be provided with increased opportunities for self-paced learning.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3p38f394", "frozenauthors": [ { "first_name": "Lía", "middle_name": "", "last_name": "Kamhi-Stein", "name_suffix": "", "institution": "California State University, Los Angeles", "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/36483/galley/27334/download/" } ] }, { "pk": 36497, "title": "Pronunciation Power", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4m96b7fz", "frozenauthors": [ { "first_name": "Scott", "middle_name": "", "last_name": "Bean", "name_suffix": "", "institution": "University of California, Los Angeles", "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/36497/galley/27348/download/" } ] }, { "pk": 32762, "title": "PSI plays \"island\": Comparison of the PSI-theory with human behavior", "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/0619906c", "frozenauthors": [ { "first_name": "Frank", "middle_name": "", "last_name": "Detje", "name_suffix": "", "institution": "Lehrstuhl Psychologie II, Universitat Bamberg", "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/32762/galley/23823/download/" } ] }, { "pk": 32653, "title": "Reasoning with Causal Relations", "subtitle": null, "abstract": "The mental model theory postulates that reasoners build models of the situations described in premises, and that each model represents a possibility. The present paper proposes that causal relations, such as A causes B and A allows B. have meanings that\nconcern only possibilities and a temporal constraint that B cannot precede A. This theory predicts that causes and enabling conditions differ in meanings, contrary to a long tradition in philosophy and psychology that they are logically indistinguishable. It also predicts that individuals should reason about causation on the basis of mental models rather than on fully explicit models. Three experiments corroborated these predictions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9tt9c510", "frozenauthors": [ { "first_name": "Yevgeniya", "middle_name": "", "last_name": "Goldvarg", "name_suffix": "", "institution": "Department of Psychology, Princeton University", "department": "" }, { "first_name": "Philip", "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/32653/galley/23716/download/" } ] }, { "pk": 32644, "title": "Recognition of Exceptions and Rule-Consistent Items in the Function Learning Domain", "subtitle": null, "abstract": "Recent studies suggest that participants commonly abstract rules when learning concepts, but a remaining question is whether they retain and apply knowledge of individual instances subsequent to rule abstraction. Research in the category learning domain indicates that exemplar information is retained and that exceptions to a category rule have special status in memory (Palmed & Nosofsky, 1995). The present experiment examines whether these findings extend to function learning. Participants learned associations between\nstimulus and response magnitudes that were related according to a negative linear function. Twelve stimulus-response pairs were given, some consistent with the negative linear rule, others exceptions to the rule. After each of six training sessions, previously studied stimulus magnitudes were presented as tests of learning accuracy. Participants were also given extrapolation trials followed by a final recognition test that included old and new rule-congruent and rule-incongruent items. Extrapolation was extensive. In addition, analyses revealed poorer learning and recognition for exceptions than for rule-congruent items, plus a high rate of false alarms for new rule-congruent items. These findings suggest that although the conceptual knowledge acquired in function learning tasks centers on rules, exceptions to these rules do not have special status in memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3s63r3j7", "frozenauthors": [ { "first_name": "Edward", "middle_name": "L.", "last_name": "DeLosh", "name_suffix": "", "institution": "Department of Psychology, Colorado 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/32644/galley/23707/download/" } ] }, { "pk": 32646, "title": "Relevance and Feature Accessibility in Combined Concepts", "subtitle": null, "abstract": "When comprehending combined concepts (e.g., 'peeled apples'), two kinds of features are potentially accessible. Phrase features are true only of the phrase (e.g., \"white\"), while noun features are true of both the phrase and the head noun (e.g., \"round\"). Phrase features are verified more quickly and more accurately than noun features. No satisfactory account of this phrase feature priority has been put forth. We propose that relevance can explain the phrase feature priority. In Experiment 1, the differential accessibility of noun and phrase features was reversed by context paragraphs that made noun features relevant. Experiment 2 more subtly replicated this effect using a single-word context. We conclude that the phrase feature priority is attributable to the discourse strategy of assigning relevance to modifiers of combined concepts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1pq378pk", "frozenauthors": [ { "first_name": "Zachary", "middle_name": "", "last_name": "Estes", "name_suffix": "", "institution": "Department of Psychology, Princeton University", "department": "" }, { "first_name": "Sam", "middle_name": "", "last_name": "Glucksberg", "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/32646/galley/23709/download/" } ] }, { "pk": 32718, "title": "Representation of Logical Form in Memory", "subtitle": null, "abstract": "Current theories of human deductive reasoning make different claims about the representation of logical statements in memory. Syntactically-based theories claim that abstract logical forms are represented veridically in memory, separate from content, whereas semantic theories propose that naive reasoners represent combinations of possibilities that are based on the content of statements. We tested these predictions in two experiments in which participants had to recall and recognize statements of different logical forms. Results indicate that memory for logical form is not veridical, thus failing to support the syntactic view. In particular, results suggest that naive participants tend, whenever possible, to represent only a single possibility for a statement of any logical form. These findings are consistent with semantic theories of human deductive reasoning and have significant implications for all theories of reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4nb088hd", "frozenauthors": [ { "first_name": "Aaron", "middle_name": "W.", "last_name": "Rader", "name_suffix": "", "institution": "Center for Cognitive Science and Department of Psychology, The Ohio State University", "department": "" }, { "first_name": "Vladimir", "middle_name": "M.", "last_name": "Sloutsky", "name_suffix": "", "institution": "Center for Cognitive Science, and School of Teaching & Learning, 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/32718/galley/23781/download/" } ] }, { "pk": 32619, "title": "Representations: New approaches to old problems", "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/4hx8b9tc", "frozenauthors": [ { "first_name": "Arthur", "middle_name": "B.", "last_name": "Markman", "name_suffix": "", "institution": "Department of Psychology, University of Texas", "department": "" }, { "first_name": "William", "middle_name": "", "last_name": "Bechtel", "name_suffix": "", "institution": "Department of Philosophy, Washington 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/32619/galley/23683/download/" } ] }, { "pk": 32668, "title": "Resolving Impasses in Problem Solving: An Eye Movement Study", "subtitle": null, "abstract": "Insight problems cause impasses because they deceive the problem solver into constructing an inappropriate initial representation. The main theoretical problem of explaining insight is to identify the cognitive processes by which impasses are resolved. In past work, we have hypothesized two such processes: constraint relaxation and chunk decomposition. In the study reported here, we derive detailed predictions about the structure of eye movements from these hypotheses. Eye movement data from a study of match stick algebra problems were consistent with the predictions. The results support the view that a key component of creative thinking is to overcome the processing imperatives of past experience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5v08t49z", "frozenauthors": [ { "first_name": "Gunther", "middle_name": "", "last_name": "Koblich", "name_suffix": "", "institution": "Cognition and Action, Max-Planck-Institute for Psychological Research", "department": "" }, { "first_name": "Stellan", "middle_name": "", "last_name": "Ohlsson", "name_suffix": "", "institution": "Department of Psychology, University of Illinois at Chicago", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Raney", "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/32668/galley/23731/download/" } ] }, { "pk": 36490, "title": "Responding to Change: A Small-District Staff Development Model", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Theme Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0xj3d89n", "frozenauthors": [ { "first_name": "Linda", "middle_name": "", "last_name": "Sasser", "name_suffix": "", "institution": "Alhambra 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/36490/galley/27341/download/" } ] }, { "pk": 32659, "title": "Restricting Working-Memory Capacity Impairs Relational Mapping", "subtitle": null, "abstract": "Some theories of analogical mapping predict that finding mappings based on relations between objects requires greater working-memory capacity than finding mappings based on attributes of individual objects. It follows that the ability to make relational mappings will be impaired by any manipulation that constricts available working memory capacity. This prediction was tested in two experiments using a mapping task that required finding correspondences between pairs of pictures in which a critical object was \"cross-mapped\" (attribute similarity supporting one mapping, relational similarity another). Working memory was constricted in Experiment 1 by requiring participants to maintain a digit load while performing the mapping, and in Experiment 2 by inducing anxiety using a speeded subtraction task administered prior to the analogy task. Both manipulations caused participants to produce fewer relational responses and more attribute responses. The findings support the postulated links among working memoiy, anxiety, and the ability to perform complex analogical mapping.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8hz722pg", "frozenauthors": [ { "first_name": "Keith", "middle_name": "J.", "last_name": "Holoyoak", "name_suffix": "", "institution": "Department of Psychology, University of California, Los Angeles", "department": "" }, { "first_name": "James", "middle_name": "A.", "last_name": "Waltz", "name_suffix": "", "institution": "Department of Psychology, University of California, Los Angeles", "department": "" }, { "first_name": "Jean", "middle_name": "M.", "last_name": "Tohill", "name_suffix": "", "institution": "Department of Psychology, University of California, Los Angeles", "department": "" }, { "first_name": "Albert", "middle_name": "", "last_name": "Lau", "name_suffix": "", "institution": "Department of Psychology, University of California, Los Angeles", "department": "" }, { "first_name": "Sara", "middle_name": "K.", "last_name": "Grewal", "name_suffix": "", "institution": "Department of Psychology, University of California, Los Angeles", "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/32659/galley/23722/download/" } ] }, { "pk": 32774, "title": "Rethinking the Consistency Assumption of the Process-Dissociation Procedure", "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/793105b1", "frozenauthors": [ { "first_name": "Yuh-shiow", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "Department of Psychology; National Chung-Cheng University", "department": "" }, { "first_name": "Chun-lei", "middle_name": "", "last_name": "Fan", "name_suffix": "", "institution": "Department of Psychology; Peking University", "department": "" }, { "first_name": "Ying", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "Department of Psychology; Peking 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/32774/galley/23835/download/" } ] }, { "pk": 32771, "title": "Rethinking the Role of External Representation in Problem solving", "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/7rc356x7", "frozenauthors": [ { "first_name": "Simon", "middle_name": "M. K.", "last_name": "Lai", "name_suffix": "", "institution": "Department of Psychology, University of Hong Kong", "department": "" }, { "first_name": "Alonso", "middle_name": "H.", "last_name": "Vera", "name_suffix": "", "institution": "Department of Psychology, University of Hong Kong", "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/32771/galley/23832/download/" } ] }, { "pk": 32755, "title": "Routes, Races, and Attentional Demands in Reading: Insights from Computational Models", "subtitle": null, "abstract": "One influential view about the attentional demands of the reading processes maintains that phonological assembly is less automatic and more attention-demanding than phonological retrieval. The strongest evidence is this respect is the release-from-competition (RFC) effect (Paap & Noel, 1991), in which the pronunciation of low frequency exception words is speeded when participants have to perform a concurrent memory task. However, the results of follow-up investigations have led to a sharp controversy regarding whether the phenomenon is real and whether it can be replicated or not. The debate has reached stalemate, partly because the discussion about architectural and processing assumptions has been carried out only in verbal terms. This paper investigates the RFC phenomenon through simulations with two computational models of reading, the Connectionist Dual-Process model (Zorzi et al., 1998) and the DRC model (Coltheart et al., 1993). Both models failed to reproduce the RFC effect, even when the specific assumptions made by Paap and Noel were accurately implemented in the simulations. This finding casts further doubts about the reality of the phenomenon.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/48w715wg", "frozenauthors": [ { "first_name": "Marco", "middle_name": "", "last_name": "Zorzi", "name_suffix": "", "institution": "Dipartimento di Psicologia Generale, Universita di Padova", "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/32755/galley/23816/download/" } ] }, { "pk": 32736, "title": "Rule learning by Habituation can be Simulated in Neural Networks", "subtitle": null, "abstract": "Contrary to a recent claim that neural network models are unable to account for data on infant habituation to artificial language sentences, the present simulations show successful coverage with cascade-correlation networks using analog encoding. The results demonstrate that a symbolic rule-based account is not required by the infant data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/94b313rf", "frozenauthors": [ { "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/32736/galley/23798/download/" } ] }, { "pk": 32662, "title": "Rules and Associations", "subtitle": null, "abstract": "Two-process theories of human cognition, that state that learning can occur by both associative and rule-based processes, are currently popular. We report two experiments which support such a view. Both employed a set of six stimuli which varied along a luminance\ndimension, and followed the same general design. That is, participants were trained to discriminate between the two stimuli in the middle of this set, before being tested on the whole set. In Experiment I, the length of training was varied. Following short training, participants' performance on test exhibited a peak-shift, and therefore may be explained in associative terms. After longer training, however, their behavior was consistent with rulebased learning. In Experiment II, the contingency during the training phase was varied. Participants in the 'Full Contingency' group performed in a manner consistent with rule-learning, while the 'Reduced Contingency' condition produced a peak-shift. These results are discussed in terms of McLaren, Green & Mackintosh's (1994) version of the\nassociative/rule-based distinction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8sz9n36v", "frozenauthors": [ { "first_name": "F.", "middle_name": "W.", "last_name": "Jones", "name_suffix": "", "institution": "University of Cambridge, Psychological Laboratory", "department": "" }, { "first_name": "I.", "middle_name": "P. L.", "last_name": "McLaren", "name_suffix": "", "institution": "University of Cambridge, Psychological Laboratory", "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/32662/galley/23725/download/" } ] }, { "pk": 32733, "title": "Saccadic selectivity during visual search: The effects of shape and stimulus familiarity", "subtitle": null, "abstract": "Three experiments were designed to examine the influence of shape feature and stimulus familiarity on saccadic selectivity during visual search. Robust shape feature based guidance was found in Experiment 1. In contrast, familiarity-based guidance was much smaller in magnitude and was observed with an unfamiliar target (Experiments 2 & 3) but not with a familiar target (Experiments 1, 2 & 3). Results from the current study suggest that there are qualitative and quantitative differences between the saccadic selectivity produced by stimulus familiarity and that produced by low-level features.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9g5597hc", "frozenauthors": [ { "first_name": "Jiye", "middle_name": "", "last_name": "Shen", "name_suffix": "", "institution": "Department of Psychology, Toronto", "department": "" }, { "first_name": "Eyal", "middle_name": "M.", "last_name": "Reingold", "name_suffix": "", "institution": "Department of Psychology, Toronto", "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/32733/galley/23795/download/" } ] }, { "pk": 36495, "title": "Second Language Vocabulary Acquisition: A Rationale for Pedagogy by James Coady and Thomas Huckin (Eds.)", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9f5972rd", "frozenauthors": [ { "first_name": "Ellen", "middle_name": "", "last_name": "Lipp", "name_suffix": "", "institution": "California State University, Fresno", "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/36495/galley/27346/download/" } ] }, { "pk": 32770, "title": "Selecting Evidence to Limit 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/9vj3x5hk", "frozenauthors": [ { "first_name": "Alexandra", "middle_name": "", "last_name": "Kincannon", "name_suffix": "", "institution": "Department of Psychology; University of Virginia", "department": "" }, { "first_name": "Barbara", "middle_name": "A.", "last_name": "Spellman", "name_suffix": "", "institution": "Department of Psychology; University of Virginia", "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/32770/galley/23831/download/" } ] }, { "pk": 32658, "title": "Selecting Knowledge for Category Learning", "subtitle": null, "abstract": "We present a category learning experiment in which subjects faced the knowledge selection problem, i.e., they needed to use their observations to determine which prior knowledge would be useful for learning. The issue of putting prior knowledge into neural network models is reviewed, and we present a new model which addresses the knowledge selection problem. This model gives a good account of the experimental results.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/49b9t4r1", "frozenauthors": [ { "first_name": "Evan", "middle_name": "", "last_name": "Heit", "name_suffix": "", "institution": "Department of Psychology, University of Warwick", "department": "" }, { "first_name": "Lewis", "middle_name": "", "last_name": "Bott", "name_suffix": "", "institution": "Department of Psychology, University of Warwick", "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/32658/galley/23721/download/" } ] }, { "pk": 32645, "title": "Selective activation as an explanation fro hindsight bias", "subtitle": null, "abstract": "In hindsight, people often claim to have known more in foresight than they actually did. For example, the confidence for one of several possible outcomes is larger when it is known that this particular outcome occurred. A widespread explanation of hindsight bias assumes that the feedback serves as an anchor. How precisely this anchor takes effect and why it leads to a bias towards the anchor value has not been satisfactorily answered yet. One possible mechanism to explain hindsight bias assumes that the encoding of the feedback leads to a selective activation of the item-specific knowledge base. As a result, specific information units are strengthened and are thus more likely to be recalled when a person tries to reconstruct his or her original judgment. We tested the effect of selective activation in two hindsight experiments. The results showed a clear hindsight bias in that the recalled confidence ratings were distorted towards the feedback. Moreover, the consequences of selective activation were evident in that more information favoring the feedback was recalled.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9r38d83c", "frozenauthors": [ { "first_name": "Markus", "middle_name": "", "last_name": "Eisenhauer", "name_suffix": "", "institution": "Psychology, Justus-Liebig-University GieBen", "department": "" }, { "first_name": "Rudiger", "middle_name": "F.", "last_name": "Pohl", "name_suffix": "", "institution": "Psychology, Justus-Liebig-University GieBen", "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/32645/galley/23708/download/" } ] }, { "pk": 32726, "title": "Semantic Competition and the Ambiguity Disadvantage", "subtitle": null, "abstract": "In many recent models of word recognition, words compete to activate distributed semantic representations. Reports of faster visual lexical decisions for ambiguous words compared with unambiguous words are problematic for such models; why does increased semantic competition between different meanings not slow the recognition of ambiguous words? This study challenges these findings by showing that visual lexical decisions to ambiguous words whose meanings were judged to be unrelated were slower than either unambiguous words or ambiguous words whose meanings were judged to be related. We suggest that previous reports of an ambiguity advantage are due to the use of ambiguous words with highly related meanings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5nw97139", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "", "last_name": "Rodd", "name_suffix": "", "institution": "MRC Cognition and Brain Sciences Unit, Cambridge", "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/32726/galley/24537/download/" } ] }, { "pk": 36487, "title": "Sequencing Information Competency Skills in an ESL Program", "subtitle": null, "abstract": "Researchers (Bowley & Meng, 1994; Cope & Black, 1985; Kamhi-Stein, 1996) have focused on the need for librarians and ESL faculty to collaborate on teaching library skills for academic purposes. These skills are needed to utilize resources that include print materials, computer databases, and Internet sources. Information literacy competency standards are currently being developed on the national, state, and local levels by library and educational organizations, but little is known about ESL instructors’ perceptions of teaching library research skills, also known as information competency skills. This study surveyed full-time and part-time ESL faculty at an urban community college about the levels at which various information competency skills should be taught. The results of this study reveal that most fulltime ESL instructors favored introducing only the most basic library skills (such as how to check out books and information about how a library is organized) at the beginning ESL level. They favored teaching most other information competency skills (such as database retrieval and on-line resources) at more advanced ESL levels. It is evident from this study that ESL curriculum designers need to integrate all library and information research skills in a progressive manner with sufficient scaffolding and collaboration among librarians, teachers, and students.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9j92c7qv", "frozenauthors": [ { "first_name": "Dona", "middle_name": "", "last_name": "Mitoma", "name_suffix": "", "institution": "Pasadena City College", "department": "" }, { "first_name": "Kathryn", "middle_name": "", "last_name": "Son", "name_suffix": "", "institution": "Glendale Community 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/catesoljournal/article/36487/galley/27338/download/" } ] }, { "pk": 32625, "title": "Serial Attention as Strategic Memory", "subtitle": null, "abstract": "Serial attention is the process of focussing mentally on one item at a time. This process has two phases: attention switching and attention maintenance. Attention switching involves rapidly building up the activation of a new item to dominate old items. Attention maintenance involves letting the current item decay while in use to prevent it from intruding on the next item later on. SASM , a model based on this analysis, suggests that this balance of high initial activation followed by gradual decay reflects a strategic adaptation to ask demands on one hand and principles of memory on the other. The model makes novel and accurate predictions about response times and error rates, integrates past use and current context as memory activation sources, and integrates attention switching and attention maintenance into one unified account.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/57w7b1gc", "frozenauthors": [ { "first_name": "Erik", "middle_name": "M.", "last_name": "Altmann", "name_suffix": "", "institution": "Human Factors & Applied Cognition, George Mason University", "department": "" }, { "first_name": "Wayne", "middle_name": "D.", "last_name": "Gray", "name_suffix": "", "institution": "Human Factors & Applied Cognition, 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/32625/galley/23689/download/" } ] }, { "pk": 32667, "title": "Short-Term Memory Resonances", "subtitle": null, "abstract": "A cascading neural loop model is proposed to address the question of how to represent continuous experience. A prediction of the model is that short-term memory decay should exhibit a set of bumps or dips superimposed on a smooth exponential base. The prediction was tested using a Brown- Peterson distractor task, with distractor intervals from 1 to 24 seconds spaced every second apart. In one study with 22 participants, fits of nested regression models indicated that peaking functions with periods near harmonics of 1.6 seconds provided a better description of the data than an exponential function alone. In a replication study with 29 participants, peaking functions with a period of 3.2 seconds provided the best fit. In both studies, 5 % rises above an exponential base were evident near 7, 10 to 11, 13 to 14, and 16 seconds. This short-term memory effect has not been reported before and needs further replication.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8th439w9", "frozenauthors": [ { "first_name": "Stephen", "middle_name": "N.", "last_name": "Kitzis", "name_suffix": "", "institution": "Department of Psychology, Fort Hays 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/32667/galley/23730/download/" } ] }, { "pk": 32643, "title": "Similarity & Structural Alignment: You Can Have One Without the Other", "subtitle": null, "abstract": "Several studies have shown that similarity judgements involve a process of structural alignment akin to analogical mapping. In particular, it has been shown that people appear to rely more on the relational structure of scenes involving cross-mappings, if they have previously carried out a similarity judgement task on these scenes (e.g., Markman & Centner, 1993b). W e report a study which shows that similarity judgements do not necessarily invoke structural alignment but that other task demands and the materials presented are more critical in selecting the comparison mechanism used in a given situation. The wider implications of these results for models of similarity and comparison are considered.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9vp4r5x4", "frozenauthors": [ { "first_name": "Jodi", "middle_name": "", "last_name": "Davenport", "name_suffix": "", "institution": "Department of Computer Science, University College of Dublin", "department": "" }, { "first_name": "Mark", "middle_name": "T.", "last_name": "Keane", "name_suffix": "", "institution": "Department of Computer Science, University College of Dublin", "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/32643/galley/23706/download/" } ] }, { "pk": 32630, "title": "Simple and Complex Speech Acts: What Makes the Difference within a Developmental Perspective", "subtitle": null, "abstract": "In the linguistic psychological literature, there is a classical distinction between direct and indirect speech acts. In particular, some theories claim that the latter are more difficult to produce and comprehend than the former. W e propose to abandon such a distinction in favour of a novel one between simple and complex speech acts. This distinction applies to any kind of pragmatic phenomena, from standard speech acts to non standard ones, like irony and deceit. Our proposal is based on the types of mental representations and mental operations involved in speech acts production and comprehension.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1x044763", "frozenauthors": [ { "first_name": "Bruno", "middle_name": "G.", "last_name": "Bara", "name_suffix": "", "institution": "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/32630/galley/24536/download/" } ] }, { "pk": 36493, "title": "Simplified Literature in the Intermediate ESL Classroom", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "CATESOL Exchange", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2ks9p5cs", "frozenauthors": [ { "first_name": "J. Lindsay", "middle_name": "M.", "last_name": "Donigan", "name_suffix": "", "institution": "Saddleback 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/catesoljournal/article/36493/galley/27344/download/" } ] }, { "pk": 32699, "title": "Simulating the Effects of Relational Language in the Development of Spatial Mapping Abilities", "subtitle": null, "abstract": "Young children's performance on certain mapping tasks can be improved by introducing relational language (Gentner, 1998). We show that children's performance on a spatial mapping task can be modeled using the Structure-Mapping Engine (SME) to simulate the comparisons involved. To model the effects of relational language in our simulations, we vary the quantity and nature of the spatial relations and object descriptions represented. The results reproduce the trends observed in the developmental studies of Loewenstein & Gentner (1998; in preparation). The results of these simulations are consistent with the claim that gains in relational representation are a major contributor to the development of spatial mapping ability. We further suggest that relational language can promote relational representation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1p28v93j", "frozenauthors": [ { "first_name": "Tom", "middle_name": "", "last_name": "Mostek", "name_suffix": "", "institution": "Northwester University", "department": "" }, { "first_name": "Jeff", "middle_name": "", "last_name": "Loewenstein", "name_suffix": "", "institution": "Northwester University", "department": "" }, { "first_name": "Ken", "middle_name": "", "last_name": "Forbus", "name_suffix": "", "institution": "Northwester University", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Northwester 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/32699/galley/23762/download/" } ] }, { "pk": 32678, "title": "Spoken Word Recognition in the Visual World Paradigm Reflects the Structure of the Entire Lexicon", "subtitle": null, "abstract": "When subjects are asked to move items in a visual display in response to spoken instructions, their eye movements are closely time-locked to the unfolding speech signal. A recently developed eye-tracking method, the \"visual world paradigm\", exploits this phenomenon to provide a sensitive, continuous measure of ambiguity resolution in language processing phenomena, including competition effects in spoken word recognition (Tanenhaus, Spivey-Knowlton, Eberhard, & Sedivy, 1995). With this method, competition is typically measured between names of objects which are simultaneously displayed in front of the subject. This means that fixation probabilities may not reflect competition within the entire lexicon, but only that among items which become active because they are displayed simultaneously. To test this, we created a small, artificial lexicon with specific lexical similarity characteristics. Subjects learned novel names for 16 novel geometric objects. Objects were presented with high, medium or low frequency during training. Each lexical item had two potential competitors. The crucial comparison was between high-frequency items which had either high- or low-frequency competitors. In spoken word recognition, performance is correlated with the number of frequencyweighted neighbors (phonologically similar words) a word has, suggesting that neighbors compete for recognition as a function of frequency and similarity (e.g., Luce & Pisoni, 1998). W e found that in the visual world paradigm, fixation probabilities for items with high-frequency neighbors were delayed compared to those for items with low-frequency neighbors, even when the items were presented with unrelated items. This indicates that fixation probabilities reflect the internal structure of the lexicon, and not just the characteristics of displayed items.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/01m9j10j", "frozenauthors": [ { "first_name": "James", "middle_name": "S.", "last_name": "Magnuson", "name_suffix": "", "institution": "Brain and Cognitive Sciences, University of Rochester", "department": "" }, { "first_name": "Michael", "middle_name": "K.", "last_name": "Tanenhaus", "name_suffix": "", "institution": "Brain and Cognitive Sciences, University of Rochester", "department": "" }, { "first_name": "Richard", "middle_name": "N.", "last_name": "Aslin", "name_suffix": "", "institution": "Brain and Cognitive Sciences, University of Rochester", "department": "" }, { "first_name": "Delphine", "middle_name": "", "last_name": "Dahan", "name_suffix": "", "institution": "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/32678/galley/23741/download/" } ] }, { "pk": 32656, "title": "Structural priming: Purely syntactic?", "subtitle": null, "abstract": "In a series of experiments. Bock and colleagues have demonstrated that subjects show a reliable increase in the use of particular syntactic constructions after having heard and repeated that construction in an unrelated sentence. Aspects of the data seem to indicate that it is syntactic constituent structure, independent of meaning, that underlies the facilitation in these situations. In this study we investigate whether more semantic factors might also lead to priming, and specifically whether the assignment of a semantic role to a particular participant in a prime sentence can increase the probability of a target sentence whose structure allows a similar assignment. To test this we replicate Bock's study and include a further set of primes (provide-with primes) which have the syntactic constituent structure of the dative, but share semantic role assignment with the ditransitive. If syntactic priming were triggered by constituent structure alone, primes like this would lead to more dative responses, relative to a ditransitive prime. If semantic involvement were crucial, on the other hand, this prime should elicit more ditransitive responses. In this study we find significantly more ditransitive responses following the provide-with sentence than following a dative prime, and no difference between the provide-with and ditransitive primes, suggesting that semantic factors indeed play a role.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2nm8p6rf", "frozenauthors": [ { "first_name": "Mary", "middle_name": "L.", "last_name": "Hare", "name_suffix": "", "institution": "Department of Psychology, Bowling Green State University", "department": "" }, { "first_name": "Adele", "middle_name": "E.", "last_name": "Goldberg", "name_suffix": "", "institution": "Department of Linguistics; U. 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/32656/galley/23719/download/" } ] }, { "pk": 32759, "title": "Study of the Time Course of the Updating Process", "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/2h79x7hh", "frozenauthors": [ { "first_name": "Nathalie", "middle_name": "", "last_name": "Blanc", "name_suffix": "", "institution": "University of Lyon II (France), Laboratory of Cognitive Psychology", "department": "" }, { "first_name": "Isabelle", "middle_name": "", "last_name": "Tapiero", "name_suffix": "", "institution": "University of Lyon II (France), Laboratory of Cognitive 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/32759/galley/23820/download/" } ] }, { "pk": 32620, "title": "Symposium: Dynamic Decisions, Conflict Resolution, and Real-Time Diagnosis in Complex Domains", "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/2032d08m", "frozenauthors": [ { "first_name": "Vimla", "middle_name": "L.", "last_name": "Patel", "name_suffix": "", "institution": "Cognitive Studies in Medicine, Centre for Medical Education,McGill University", "department": "" }, { "first_name": "Guy", "middle_name": "", "last_name": "Boy", "name_suffix": "", "institution": "European Institute of Cognitive Sciences and Engineering", "department": "" }, { "first_name": "Kim", "middle_name": "J.", "last_name": "Vicente", "name_suffix": "", "institution": "Department of Mechanical & Industrial Engineering, University of Toronto", "department": "" }, { "first_name": "Alan", "middle_name": "", "last_name": "Lesgold", "name_suffix": "", "institution": "Learning, Research and Development Center, University of Pittsburgh", "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/32620/galley/23684/download/" } ] }, { "pk": 32621, "title": "Synopsium on reference axes in language and space", "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/9x79b34s", "frozenauthors": [ { "first_name": "Emile", "middle_name": "van der", "last_name": "Zee", "name_suffix": "", "institution": "Department of Psychology; Brayford Pool", "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/32621/galley/23685/download/" } ] }, { "pk": 32758, "title": "Systematicity and The Cognition of Structured Domain", "subtitle": null, "abstract": "The current debate over what conditions a scheme of mental representation needs to satisfy in order to explain the systematicity of thought is characterized in such a way that (contrary to Fodor, Pylyshyn, and McLaughhn) any complete representational scheme (whether classical or non-classical) can explain the systematicity of thought. Though FPM might reply that non-classical schemes only satisfy these conditions in an unprincipled fashion, this shifts the discussion to less empirical considerations. Recasting the debate, we show that FPM can maintain their objection of unprincipledness only at the price of representational pluralism. Our thesis is that one can maintain representational monism if one uses what we call structured encodings. This will be accomplished by spelling out a representational taxonomy that makes evident what properties need obtain for a given representational scheme to exhibit systematicity effects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2rk613tk", "frozenauthors": [ { "first_name": "Jim", "middle_name": "", "last_name": "Blackmon", "name_suffix": "", "institution": "University of California at Davis", "department": "" }, { "first_name": "Daivd", "middle_name": "", "last_name": "Byrd", "name_suffix": "", "institution": "University of California at Davis", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Cummins", "name_suffix": "", "institution": "University of California at Davis", "department": "" }, { "first_name": "Pierre", "middle_name": "", "last_name": "Poirier", "name_suffix": "", "institution": "University of California at Davis", "department": "" }, { "first_name": "Martin", "middle_name": "", "last_name": "Roth", "name_suffix": "", "institution": "University of California at 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/cognitivesciencesociety/article/32758/galley/23819/download/" } ] }, { "pk": 32686, "title": "Taking Time to Structure Discourse: Pronoun Generation Beyond Accessibility", "subtitle": null, "abstract": "In order to produce coherent text, natural language generation systems must have the ability to generate pronouns in the appropriate places. In the past, pronoun usage was primarily investigated with respect to the accessibility of referents. That is, it was assumed that a pronoun should be generated whenever the referent was sufficiently accessible so as to make its resolution easy. W e found that such an explanation does not seem to account well for the patterns of pronoun usage found in naturally occurring texts. We present an algorithm for generating appropriate anaphoric expressions which takes into account the temporal structure of texts (as a discourse structuring device) and knowledge about ambiguous contexts. Other important factors in our algorithm are sentence boundaries and the distance from the last mention of the anaphor. We back up our hypotheses with some empirical results indicating that our algorithm chooses the right referring expression in 85% of the cases.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4cm8m58h", "frozenauthors": [ { "first_name": "Kathleen", "middle_name": "F.", "last_name": "McCoy", "name_suffix": "", "institution": "Dpt. of Computer and Information Sciences, University of Delaware", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Strube", "name_suffix": "", "institution": "Institute for Research in Cognitive Science, University of Pennsylvania", "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/32686/galley/23749/download/" } ] }, { "pk": 36485, "title": "Teaching English as a Sexist Language: Assessing and Addressing Gender Bias in ELT", "subtitle": null, "abstract": "It has been a quarter of a century since the passing of Title IX (1972) which barred sex discrimination in educational programs receiving federal funding. This federal action, combined with an interest in determining to what extent education reproduces gender inequality, prompted a number of studies and intervention programs. Ten years after Title IX, a disturbing report revealed how subtle and consistent acts by college faculty left women at a distinct disadvantage (Hall, 1982). This was further supported by the Sadkers’ research, which found that the students least likely to receive attention were minority females (Sadker & Sadker, 1994). This suggests that female ESL students are potentially the most vulnerable to sexism in education. This paper provides a brief survey of research on sexism in education, reviews studies that focus on gender in ELT, and offers five recommendations to facilitate the recognition and reduction of sexism in ELT.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0rq546xs", "frozenauthors": [ { "first_name": "Mary", "middle_name": "Shepard", "last_name": "Wong", "name_suffix": "", "institution": "El Camino 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/catesoljournal/article/36485/galley/27336/download/" } ] }, { "pk": 36484, "title": "Teaching ESL Online", "subtitle": null, "abstract": "In Fall 1998, an on-line intermediate grammar/writing course was offered using the Internet and e-mail as the primary means of instruction and communication. The goal was to transfer successfully the involvement and the dynamism of the ESL classroom to an on-line environment. The author describes the planning involved in adapting an existing course to the Internet, including the rationale for instructional design decisions. At the end of the semester, the course was evaluated both by the instructor and by the students. While general communication between teacher and student was good, the author concludes that the adaptation was not completely successful. Based on the evaluations, recommendations are given for improving the course in future semesters.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1fg6k6f8", "frozenauthors": [ { "first_name": "Mark", "middle_name": "", "last_name": "Lieu", "name_suffix": "", "institution": "Ohlone 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/catesoljournal/article/36484/galley/27335/download/" } ] }, { "pk": 36494, "title": "Teaching Science to Language Minority Students: Theory and Practice by Judith Rosenthal", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6cn6n5fp", "frozenauthors": [ { "first_name": "Marilena", "middle_name": "", "last_name": "Christodorescu", "name_suffix": "", "institution": "Santa Monica 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/catesoljournal/article/36494/galley/27345/download/" } ] }, { "pk": 32722, "title": "The Development of Explicit Rule-Learning", "subtitle": null, "abstract": "Implicit and explicit learning were originally distinguished in terms of accessibility to verbal report. We identify evidence for the proposal that the implicit/explicit contrast corresponds to a divide between connectionist and symbolic representations. We show that explicit learning shows marked improvement between 4 and 8 years of age. This finding contrasts against very early implicit learning abilities, and concurs with other evidence on the progressive development of symbolic reasoning abilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0jt367q6", "frozenauthors": [ { "first_name": "Martin", "middle_name": "", "last_name": "Redington", "name_suffix": "", "institution": "Department of Psychology, University College London", "department": "" }, { "first_name": "Elliot", "middle_name": "", "last_name": "Ronald", "name_suffix": "", "institution": "Department of Experimental Psychology, University of 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/32722/galley/23785/download/" } ] }, { "pk": 32745, "title": "The Effect of Clausal and Thematic Domains on Left Branching Attachment Ambiguities", "subtitle": null, "abstract": "Recent work has emphasised the importance of thematic domains in sentence processing. T w o questionnaire studies examined whether thematic domains influence attachment of relative clauses to complex NPs in Japanese. The results suggest that definitions of thematic domains should be revised to cover left-branching stmctures, but do not support a distinction between domains associated with clauses and adpositional phrases.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1zs2g057", "frozenauthors": [ { "first_name": "Patrick", "middle_name": "", "last_name": "Sturt", "name_suffix": "", "institution": "Human Communication Research Centre, Glasgow", "department": "" }, { "first_name": "Holly", "middle_name": "P.", "last_name": "Branigan", "name_suffix": "", "institution": "Human Communication Research Centre, Glasgow", "department": "" }, { "first_name": "Yoko", "middle_name": "", "last_name": "Matsumoto-Sturt", "name_suffix": "", "institution": "Centre for Japanese Studies, 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/32745/galley/23807/download/" } ] }, { "pk": 32760, "title": "The Effect of Explanation and Alternative Hypotheses on Information-Seeking Strategies: Implications for Science Literacy", "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/6d57d1wd", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "K.", "last_name": "Brem", "name_suffix": "", "institution": "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/32760/galley/23821/download/" } ] }, { "pk": 32791, "title": "The Effect of Visuo-spatial Ability on the Selection of Route-Learning Strategies within Virtual Environments", "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/1x78j3kp", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "R.", "last_name": "Sykes", "name_suffix": "", "institution": "School of Computing; Napier 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/32791/galley/23852/download/" } ] }, { "pk": 32693, "title": "The Effects Of Age Of Acquisition In Processing Famous Faces And Names: Exploring The Locus And Proposing A Mechanism.", "subtitle": null, "abstract": "Information acquired early in life is processed faster than information acquired late in life. Moore and Valentine (1998) report celebrities' faces follows the same pattern of results. This is problematic for the account of age of acquisition (AoA) based on language development because knowledge of celebrities is acquired after early representations are formed in the phonological lexicon. Also, the effects of AoA in lexical decision tasks (LDT) are assumed to be the result of automatic activation of phonology from the printed word. Such an account would predict null effects of AoA on face processing tasks not requiring name production (i.e. names are not automatically accessed, Valendne, Hollis & Moore, 1998). Significant effects of AoA were established in three Experiments: reading aloud printed names, making familiarity decisions to celebrities' names and faces. It is argued that temporal order of acquisition rather than age of acquisition may be the chief determinant of processing speed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8t24c344", "frozenauthors": [ { "first_name": "Viv", "middle_name": "", "last_name": "Moore", "name_suffix": "", "institution": "Goldsmiths College, University of London", "department": "" }, { "first_name": "Tim", "middle_name": "", "last_name": "Valentine", "name_suffix": "", "institution": "Goldsmiths 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/32693/galley/23756/download/" } ] }, { "pk": 32629, "title": "The Effects of Belief and Logic in Syllogistic Reasoning: Evidence from an Eye-Tracking Analysis", "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/2575p75t", "frozenauthors": [ { "first_name": "Linden", "middle_name": "J.", "last_name": "Ball", "name_suffix": "", "institution": "Cognitive and Behavioral Sciences Research Group, Institute of Behavioural Sciences, University of Derby", "department": "" }, { "first_name": "Jeremy", "middle_name": "D.", "last_name": "Quayle", "name_suffix": "", "institution": "Cognitive and Behavioral Sciences Research Group, Institute of Behavioural Sciences, University of Derby", "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/32629/galley/23693/download/" } ] }, { "pk": 32694, "title": "The Effects of Multiple Schematic Constraints on the Recall of Limericks", "subtitle": null, "abstract": "Traditional theories of text memory and comprehension posit that text is represented and reconstructed based upon its semantic content. In contrast, Rubin (1995) found that poetic materials are remembered based not only on semantic content, but based also on the schematic constraints, such as rhythm and rhyme, present in the surface structure of the verse. Rubin's research has done much to record the phenomenon of memory for poetic, structured materials. The present study is an investigation of the effects of multiple schematic constraints on participants' recall for words in limericks. This study provides support for Rubin's claims that surface structure and schematic constraints facilitate recall for schema-consistent poetic materials. In addition, the present study extends the analysis of the effects of schematic constraints, illustrating that the schematic constraints present in structured verse serve to guide recall for schema-inconsistent material, making the inconsistent material schema-consistent upon recall.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1tp7r8nb", "frozenauthors": [ { "first_name": "Jason", "middle_name": "S.", "last_name": "Moore", "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/32694/galley/23757/download/" } ] }, { "pk": 32626, "title": "The effects of Referent Specificity and Utterance Contribution on pronoun resolution", "subtitle": null, "abstract": "Two experiments explore how pronoun resolution is influenced by a) properties of discourse referents, specifically whether they are underspecified and in need of description, and b) the contribution of the pronoun-containing utterance, specifically whether it provides a description or specifies an event. W e find that these factors interact, such that when an underspecified referent is in focus, reading is facilitated for description continuations, but when a specified referent is in focus, reading is facilitated in event continuations when the specified referent continues as the topic. This study reveals one of the complex interactions that underlies pronoun resolution.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9c619888", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "E.", "last_name": "Arnold", "name_suffix": "", "institution": "Institute for Research in Cognitive Science, University of Pennsylvania", "department": "" }, { "first_name": "Maryellen", "middle_name": "C.", "last_name": "MacDonald", "name_suffix": "", "institution": "Department of Psychology, Hedco Neuroscience Building, 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/32626/galley/23690/download/" } ] }, { "pk": 32697, "title": "The Empirical Acquisition of Grammatical Relations", "subtitle": null, "abstract": "We propose an account for the acquisition of grammatical relations using the concepts of connectionist learning and a construction-based theory of grammar. The proposal is based on the observation that early production of childhood speech is formulaic and the assumption that the purpose of language is communication. If one assumes that children's comprehension of multiword speech is not globally systematic, but based initially on semi-rote knowledge (socalled \"pivot grammars\"), a pathway through small-scale systematicity to grammatical relations appropriate to the child's target language can be seen. W e propose such a system and demonstrate a portion of the emergence of grammatical relations using a connectionist network.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7cz402gb", "frozenauthors": [ { "first_name": "William", "middle_name": "C.", "last_name": "Morris", "name_suffix": "", "institution": "Department of Computer Science and Engineering, University of California, San Diego", "department": "" }, { "first_name": "Garrison", "middle_name": "W.", "last_name": "Cottrell", "name_suffix": "", "institution": "Department of Computer Science and Engineering, 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/32697/galley/23760/download/" } ] }, { "pk": 32723, "title": "The Impact of Abstract Ideas on Discovery and Comprehension in Scientific Domains", "subtitle": null, "abstract": "The domain-specificity principle implies that domain-specific knowledge is the main determinant of scientific discovery. An alternative view is that scientists make discoveries by assembling and articulating abstract schemas. If so, prior activation of the relevant abstractions should facilitate discovery and comprehension. Two in vitro studies showed that abstract information can have as much or larger impact on scientific thinking as domain-specific information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2mn513jw", "frozenauthors": [ { "first_name": "Shamus", "middle_name": "", "last_name": "Regan", "name_suffix": "", "institution": "Department of Psychology, The University of Illinois at Chicago", "department": "" }, { "first_name": "Stellan", "middle_name": "", "last_name": "Ohlsson", "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/32723/galley/23786/download/" } ] }, { "pk": 32712, "title": "The Independent Sign Bias: Gaining Insight from Multiple Linear Regression", "subtitle": null, "abstract": "As electronic data becomes widely available, the need for tools that help people gain insight from data has arisen. A variety of techniques from statistics, machine learning, and neural networks have been applied to databases in the hopes of mining knowledge from data. Multiple regression is one such method for modeling the relationship between a set of explanatory variables and a dependent variable by fitting a linear equation to observed data. Here, we investigate and discuss some factors that influence whether the resulting regression equation is a credible model 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/2vd7f6nm", "frozenauthors": [ { "first_name": "Michael", "middle_name": "J.", "last_name": "Pazzani", "name_suffix": "", "institution": "Department of Information and Computer Science, University of California, Irvine", "department": "" }, { "first_name": "Stephen", "middle_name": "D.", "last_name": "Bay", "name_suffix": "", "institution": "Department of Information and Computer Science, University of California, Irvine", "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/32712/galley/23775/download/" } ] }, { "pk": 32675, "title": "The Influence of Verbal Ability on Mediated Priming", "subtitle": null, "abstract": "A set of analyses are presented that replicate the mediated priming effect (e.g., lion-stripes) using a naming latency task, and demonstrate that the mediated priming effect is influenced by individual differences in sensitivity to this priming effect. Previous research (Livesay & Burgess, 1998) has shown that stimulus differences are a major factor in whether or not mediated priming is obtained. The present research explores the influence of verbal ability on this effect. The primary finding is that individuals with low verbal ability are not sensitive to mediated word relationships, whereas, individuals with high verbal ability manifest a robust mediated priming effect", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0807c24t", "frozenauthors": [ { "first_name": "Kay", "middle_name": "", "last_name": "Livesay", "name_suffix": "", "institution": "Department of Psychology, University of California, Los Angeles", "department": "" }, { "first_name": "Curt", "middle_name": "", "last_name": "Burgess", "name_suffix": "", "institution": "Department of Psychology, University of California, Riverside", "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/32675/galley/23738/download/" } ] }, { "pk": 32661, "title": "The lexical representation of verbs: The case of the verb \"have\"", "subtitle": null, "abstract": "This paper has three goals: (i) to present a partial description of the intricate semantic selectional restrictions on the noun phrases in what we call here the Causal Have Construction (CHC), (ii) to show that four and five-year old children are sensitive to these selectional restrictions without much exposure to CHCs, and (iii) to discuss some implications of these findings for theories of language and language acquisition. Our interest in this topic derives from the possibilities it opens up for a deeper understanding of the organization of the mental structures that give rise to these semantic selectional facts, an understanding which we believe implicates an intricate and nontrivial interaction between grammatical and conceptual knowledge.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0h08s3j8", "frozenauthors": [ { "first_name": "Ian", "middle_name": "", "last_name": "Jantz", "name_suffix": "", "institution": "Psychology Department, San Francisco State University", "department": "" }, { "first_name": "John", "middle_name": "J.", "last_name": "Kim", "name_suffix": "", "institution": "Psychology Department, San Francisco State University", "department": "" }, { "first_name": "Perry", "middle_name": "", "last_name": "Grey", "name_suffix": "", "institution": "Psychology Department, San Francisco 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/32661/galley/23724/download/" } ] }, { "pk": 32750, "title": "The Nominal Competitor Effect: When One Name Is Better Than Two.", "subtitle": null, "abstract": "Bredart, Valentine, Calder and Gassi (1995) described an interactive activation and competition (lAC) model in which the lexical representations of people's names have inhibitory connections between each other, but do not receive inhibition from the representation of biographical properties. The model predicts that people would be slower to name a celebrity for whom two names are equally available than they would be to name an equally familiar celebrity for whom only one name is available. However, naming should only be slowed by competition from a competing name; a highly available biographical property should not increase face naming latency. These predictions were confirmed in a simulation of the model. The effect is referred to as the nominal competitor effect. Experiment 1 showed that participants who had practiced naming actors using both the actor's name (e.g. John Cleese) and the character's name (e.g. Basil Fawlty) were slower to produce the actor's name at test than were participants who had practiced producing only the actor's name. However, practice in naming the relevant television series (e.g. Fawlty Towers) did not inhibit subsequent production of the actor's name. In contrast to the semantic competitor effect in picture naming, the effect reported here was found to be long-lasting (Experiment 2).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1x0598h3", "frozenauthors": [ { "first_name": "Tim", "middle_name": "", "last_name": "Valentine", "name_suffix": "", "institution": "Goldsmiths College, University of London", "department": "" }, { "first_name": "Jorrod", "middle_name": "", "last_name": "Hollis", "name_suffix": "", "institution": "Goldsmiths College, University of London", "department": "" }, { "first_name": "Viv", "middle_name": "", "last_name": "Moore", "name_suffix": "", "institution": "Goldsmiths 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/32750/galley/23812/download/" } ] }, { "pk": 32734, "title": "The Optimal Behaviour of a Split Model of Word Recognition Resembles Observed Fixation Behaviour", "subtitle": null, "abstract": "We expand upon the case for believing that the initial precise splitting of the foveal projection to the visual cortex fundamentally conditions the whole process of visual word recognition. We explore the optimal behaviour of a split architecture that attempts to divide its processing load equally between its two halves. We successfully model three aspects of fixation behaviour in human readers: (a) the positioning of the optimal viewing position to the left of the midpoint of the word, (b) a displaced Gaussian curve of letter-report accuracy resembling an RVF advantage, (c) the tendency for shorter words not to be directly fixated.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5g48c94x", "frozenauthors": [ { "first_name": "Richard", "middle_name": "", "last_name": "Shillcock", "name_suffix": "", "institution": "Institute for Adaptive and Neural Computation, Division of Informatics, University of Edinburgh", "department": "" }, { "first_name": "T.", "middle_name": "Mark", "last_name": "Ellison", "name_suffix": "", "institution": "Institute for Adaptive and Neural Computation, Division of Informatics, University of Edinburgh", "department": "" }, { "first_name": "Padraic", "middle_name": "", "last_name": "Monaghan", "name_suffix": "", "institution": "", "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/32734/galley/23796/download/" } ] }, { "pk": 32640, "title": "The power of statistical learning: No need for algebraic rules", "subtitle": null, "abstract": "Traditionally, it has been assumed that rules are necessary to explain language acquisition. Recently, Marcus, Vijayan, Rao, & Vishton (1999) have provided behavioral evidence which they claim can only be explained by invoking algebraic rules. In the first part of this paper, we show that contrary to these claims an existing simple recurrent network model of word segmentation can fit the relevant data without invoking any rules. Importantly, the model closely replicates the experimental conditions, and no changes are made to the model to accommodate the data. The second part provides a corpus analysis inspired by this model, demonstrating that lexical stress changes the basic representational landscape over which statistical learning takes place. This change makes the task of word segmentation easier for statistical learning models, and further obviates the need for lexical stress rules to explain the bias towards trochaic stress patterns in English. Together the connectionist simulations and the corpus analysis show that statistical learning devices are sufficiently powerful to eliminate the need for rules in an important part 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/8v6845nv", "frozenauthors": [ { "first_name": "Morten", "middle_name": "H.", "last_name": "Christiansen", "name_suffix": "", "institution": "Department of Psychology; Southern Illinois University", "department": "" }, { "first_name": "Suzanne", "middle_name": "L.", "last_name": "Curtin", "name_suffix": "", "institution": "Department of Linguistics; University of Sourthern 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/32640/galley/23703/download/" } ] }, { "pk": 32732, "title": "The Presence and Absence of Category Knowledge in LSA", "subtitle": null, "abstract": "How much information about meaning is contained in the statistical structure of the environment? LSA is a theoretical and practical tool that is challenging previous notions about what is contained in the statistical structure of the environment. This paper examines what kind of category knowledge can be obtained from the environment using LSA. In particular, two experiments are conducted with LSA to test what kind of category structure it embodies. LSA ratings about the relatedness of categories to their properties are compared with human judgments regarding the centrality of properties to the categories. LSA is found to capture aspects of property centrality for some object and event categories. However, it is found to only capture those aspects related to typicality: how often do members of the category have that property? LSA fails to capture other aspects of centrality that can be found in human category judgments. Thus, it appears that humans do bring other constraints to bear in shaping their categories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9654t8gq", "frozenauthors": [ { "first_name": "Christian", "middle_name": "D.", "last_name": "Schunn", "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/32732/galley/23794/download/" } ] }, { "pk": 32731, "title": "The Production of Noun Phrases: A Cross-linguistic Comparison of French and German", "subtitle": null, "abstract": "Two experiments investigated the grammatical encoding processes during the production of noun phrases consisting of an article, an adjective, and a noun. Experiment 1 shows that for noun phrases in German, with the adjective in prenominal position, the lemmas of the noun and the adjective, and the noun's grammatical gender are selected before utterance onset. Experiment 2 shows that for noun phrases in French, with the adjective in postnominal position, only the noun lemma and its grammatical gender are selected. This suggests that grammatical advance planning at the level of grammatical encoding can operate with the smallest full phrase which can be expanded rightwards during articulation. Furthermore, the data show that gender is selected irrespective of whether it surfaces in the eventual phonological form of the noun phrase or not. This result is in line with the assumption that the grammatical encoder operates independently of the phonological encoder.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7pf1h6x2", "frozenauthors": [ { "first_name": "Herbert", "middle_name": "", "last_name": "Schriefers", "name_suffix": "", "institution": "NICI, University of Nijmegen", "department": "" }, { "first_name": "Encarna", "middle_name": "", "last_name": "Teruel", "name_suffix": "", "institution": "Median Klinik II fuer Keurologie, Parkstrasse", "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/32731/galley/23793/download/" } ] }, { "pk": 32777, "title": "The Role of Motion and Category Label in Preschoolers' Categorization of Animals", "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/2mt0f5sk", "frozenauthors": [ { "first_name": "Benise", "middle_name": "S.K.", "last_name": "Mak", "name_suffix": "", "institution": "Department of Psychology, The University of Hong Kong", "department": "" }, { "first_name": "Alonso", "middle_name": "H.", "last_name": "Vera", "name_suffix": "", "institution": "Department of Psychology, The University of Hong Kong", "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/32777/galley/23838/download/" } ] }, { "pk": 32622, "title": "The Role of Theory of the Mind and Deontic Reasoning in the Evolution of Deception", "subtitle": null, "abstract": "Modern Darwinist perspective enables to deal with the study of several human phenomena, one of which is deception, that we define as a behaviour unfolded with the deliberate intention of producing or sustaining a state of ignorance or false belief in another person. volutionary Psychology, an emerging area inside Cognitive Science, represents a promising conceptual approach to the study of deception. According to it, knowledge on human mind can be improved by understanding the processes which, during evolution, shaped its rchitecture. This work traces back to the Evolutionary Psychology arguments (for a review see Cosmides & Tooby, 1987; Barkow, Cosmides & Tooby, 1992; Buss, 1995; 1999) and develops the hypothesis that deception is a behaviour underpinned by two psychological echanisms that evolved in response to problems posed by group living: the theory of mind and deontic reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7531d7qk", "frozenauthors": [ { "first_name": "Mauro", "middle_name": "", "last_name": "Adenzato", "name_suffix": "", "institution": "Centre for Cognitive Science, University of Turin", "department": "" }, { "first_name": "Rita", "middle_name": "B.", "last_name": "Ardito", "name_suffix": "", "institution": "Centre for Cognitive Science, University of Turin", "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/32622/galley/23686/download/" } ] }, { "pk": 32649, "title": "The Roles of Modeling, Microanalysis and Response Strategy in a Skill Acquistion Task", "subtitle": null, "abstract": "Researchers (see Siegler, 1987; Newell, 1973) have demonstrated the dangers of aggregating data over strategies. In this paper, we provide a current demonstration of this point using our recent work in the study of cognitive skill acquisition as a case study.\nMoreover, we call particular attention to the relation between cognitive modeling and microanalysis as driving forces toward a more thorough understanding of the role of strategies in cognitive skill acquisition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9241h88d", "frozenauthors": [ { "first_name": "Jon", "middle_name": "M.", "last_name": "Fincham", "name_suffix": "", "institution": "Psychology Department, Carnegie Mellon University", "department": "" }, { "first_name": "John", "middle_name": "R.", "last_name": "Anderson", "name_suffix": "", "institution": "Psychology Department, 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/32649/galley/23712/download/" } ] }, { "pk": 32778, "title": "The Search for Counterexamples in Human Reasoning", "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/9f39z2zm", "frozenauthors": [ { "first_name": "Hansjorg", "middle_name": "", "last_name": "Neth", "name_suffix": "", "institution": "Department of Psychology; Princeton University", "department": "" }, { "first_name": "Philip", "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/32778/galley/23839/download/" } ] }, { "pk": 32775, "title": "The Syntax-Semantics Interface and the Innateness of Scope", "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/82f0v9x0", "frozenauthors": [ { "first_name": "John", "middle_name": "D.", "last_name": "Lewis", "name_suffix": "", "institution": "Department of Linguistics, 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/32775/galley/23836/download/" } ] }, { "pk": 32711, "title": "The Time-Course of the Use of Background Knowledge in Perceptual Categorization", "subtitle": null, "abstract": "We examined the time-course of the utilization of background knowledge in perceptual categorization by manipulating the meaningfulness of labels associated with categories and by manipulating the amount of time given to subjects to make a categorization decision. Extending a paradigm originally reported by Wisniewski and Medin (1994), subjects learned two categories of children's drawings that either were given standard labels (drawing by children from group 1 or group 2) or were given theory-based labels (drawings by creative or noncreative children); meaningfulness of the label had a profound effect on how new drawings were categorized. Half of the subjects were given unlimited time to respond, the other half of the subjects were given a quick response deadline; speeded response conditions had a relatively large effect on categorization decisions by subjects given the standard labels but had a relatively small effect on categorization decisions by subjects given the theory-based labels. These results suggest that background knowledge may have its influence at relatively early stages in the timecourse of a categorization decision.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/87v7v271", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "J.", "last_name": "Palmeri", "name_suffix": "", "institution": "Department of Psychology; Vanderbilt University", "department": "" }, { "first_name": "Celina", "middle_name": "", "last_name": "Blalock", "name_suffix": "", "institution": "Department of Child and Family Development; University of Georgia", "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/32711/galley/23774/download/" } ] }, { "pk": 32685, "title": "Thinking about What Might Have Been: If Only, Even If, Causality and Emotions", "subtitle": null, "abstract": "We discuss two different kinds of thinking about what might have been: Counterfactual \"if only\" thinking about how things might have been different and semifactual \"even if\" thinking about how things might have tumed out the same. We report the results of an experiment that showed that the two kinds of thinking have different effects on cause and emotion judgements. The experiment provides the first demonstration that semifactual \"even if\" thoughts reduce peoples judgements of causality and their emotional reactions compared to no thoughts about what might have been, and it replicates recent findings that counterfactual \"if only\" thoughts increase peoples judgements of causality and their emotional reactions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/257910nq", "frozenauthors": [ { "first_name": "Rachel", "middle_name": "", "last_name": "McCloy", "name_suffix": "", "institution": "Department of Psychology, University of Dublin, Trinity College", "department": "" }, { "first_name": "Ruth", "middle_name": "M.J.", "last_name": "Byrne", "name_suffix": "", "institution": "Department of Psychology, University of Dublin, Trinity 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/32685/galley/23748/download/" } ] }, { "pk": 32719, "title": "Towards Exemplar-based Polysemy", "subtitle": null, "abstract": "In this paper we criticize existing computational models of lexicon for assuming that for every word there is a fixed number of word sense that must be searched for the proper meaning of that word in a context. We reject this sense enumerative view and argue for a different model of lexicon in which the effects of context are not limited to selecting a word sense, and selected senses can be contextually modulated. W e also explain how patterns of contextual effects could evolve in an exemplar-based fashion. A prototype implementation of this model is also discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7cd1c3sc", "frozenauthors": [ { "first_name": "Mohsen", "middle_name": "", "last_name": "Rais-Ghasem", "name_suffix": "", "institution": "School of Computer Science, Carleton University", "department": "" }, { "first_name": "Jean-Pierre", "middle_name": "", "last_name": "Corriveau", "name_suffix": "", "institution": "School of Computer Science, 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/32719/galley/23782/download/" } ] }, { "pk": 32756, "title": "Towards Including Simple Emotions in a Cognitive Architecture in Order to Better Fit Children's Behavior", "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/4g4309j4", "frozenauthors": [ { "first_name": "Roman", "middle_name": "V.", "last_name": "Belavkin", "name_suffix": "", "institution": "School of Computer Science, School of Psychology, U. of Nottingham", "department": "" }, { "first_name": "Frank", "middle_name": "E.", "last_name": "Ritter", "name_suffix": "", "institution": "School of Psychology, U. of Nottingham", "department": "" }, { "first_name": "David", "middle_name": "G.", "last_name": "Elliman", "name_suffix": "", "institution": "School of Computer Science, U. of Nottingham", "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/32756/galley/23817/download/" } ] }, { "pk": 32631, "title": "Towards the Relation between Language and Thinking - the Influence of Language on Problem-Solving and Memory Capacities in Working on a Non-Verbal Complex Task", "subtitle": null, "abstract": "This study focuses on the \"classical\" topic of the relation between language and thinking. Empirical studies investigating the interaction of verbalization and problem solving show inconsistent results. Studies differ with respect to the instruction of verbalization and the characteristics of the task. The aim of the study is to compare the performance in a nonverbal problem with and without language. For this purpose we investigate the performance of six groups of subjects working under different conditions: some of them were disturbed\nin their language behavior, others were encouraged to verbalize. It could be shown that though they had to work on a non-verbal problem, subjects disturbed in their linguistic behavior showed a worse performance than controls. Furthermore it can be shown that .\"hinking aloud\" in itself does not guarantee an improvement of performance. Moreover there are specific aspects of thinking aloud supporting problem solving. Case studies reveal interesting results with respect to the specific structure of \"helpful\" verbalization. The\ndifferences found cannot be explained by different memory loads or by the degree of distraction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4rh8q1q2", "frozenauthors": [ { "first_name": "Christina", "middle_name": "", "last_name": "Bartl", "name_suffix": "", "institution": "Lehrstuhl Psychologic II; Otto-Friedrich-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/32631/galley/23694/download/" } ] }, { "pk": 32688, "title": "Training Reading Strategies", "subtitle": null, "abstract": "Readers who self-explain texts aloud understand more from a text and construct better mental models of the content. This study examined the effects of providing self-explanation training on text comprehension, as well as course grades. Effects of prior knowledge and reading skill were also examined in relation to the benefits of self-explaining and self-explanation training. In general, low-knowledge readers gained more from training than did high-knowledge readers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9mp2h3pq", "frozenauthors": [ { "first_name": "Danielle", "middle_name": "S.", "last_name": "McNamara", "name_suffix": "", "institution": "Old Dominion University; Department of Psychology", "department": "" }, { "first_name": "Jennifer", "middle_name": "L.", "last_name": "Scott", "name_suffix": "", "institution": "Old Dominion 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/32688/galley/23751/download/" } ] }, { "pk": 32701, "title": "True to Thyself: Assessing Whether Computational Models of Cognition Remain Faithful to Their Theoretical Principles", "subtitle": null, "abstract": "This study investigated the model selection problem in cognitive psychology: How should one decide between two computational models of cognition? The focus was on model \"faithfulness, \" which refers to the degree to which a model's behavior originates from the theoretical principles that it embodies. The guiding principle is that among a set of models that simulate human performance equally well, the model whose behavior is most stable or robust with variation in parameter values should be favored. This is because such a model is likely to have captured the underlying mental process in the least complex way while at the same time being faithful to the theoretical principles that guided the model's development. Sensitivity analysis is introduced as a tool for assessing model faithfulness. Its application is demonstrated in the context of two localist connectionist models of speech perception, TRACE and MERGE.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8cc253q1", "frozenauthors": [ { "first_name": "In", "middle_name": "Jae", "last_name": "Myung", "name_suffix": "", "institution": "Department of Psychology, Ohio State University", "department": "" }, { "first_name": "August", "middle_name": "E.", "last_name": "Brunsman", "name_suffix": "", "institution": "Department of Psychology, 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/32701/galley/23764/download/" } ] }, { "pk": 32652, "title": "Understanding probability words by constructing concrete mental models", "subtitle": null, "abstract": "We propose a model of the representation and processing of uncertainty and use it to account for data from an experimental study of the use of probability words. Given two sentences, one using a probability word and the other phrased in terms of reasons-to-believe, subjects were asked to judge if the second was an acceptable paraphrase for the first. For certain word/paraphrase pairs there was a high degree of consensus about acceptability, for others the subjects were divided. We model the decision process as involving two stages. First, a concrete \"mental\" model is constructed which is consistent with the first phrase. The second phrase is then tested for compatibility with this model. In simulations two different representations for the meanings of phrases were tested, one based\non probability intervals, and one based on qualitative argument structures. Both versions of the model give a good account for the data, both in terms of which paraphrases are judged to be acceptable and the relative proportions of subjects agreeing or disagreeing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/55h7t82d", "frozenauthors": [ { "first_name": "David", "middle_name": "W.", "last_name": "Glasspool", "name_suffix": "", "institution": "Advanced Computation Laboratory, Imperial Cancer Research Fund", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Fox", "name_suffix": "", "institution": "Advanced Computation Laboratory, Imperial Cancer Research Fund", "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/32652/galley/23715/download/" } ] }, { "pk": 32627, "title": "Using a High-dimensional Memory Model to Evalutate the Properties of Abstract and Concrete Words", "subtitle": null, "abstract": "The evidence that the comprehension of abstract and concrete words differ prompts one to consider how the lexical representations for these word types differ. The context-availability model (Schwanenflugel & Shoben, 1983) suggests that abstract words are more difficult to process because associated contextual information stored in memory for these words is more difficult to retrieve than for concrete words. Schwanenflugel (1991) provides two hypotheses regarding how these differences in retrieval of contextual information may come about. Three simulations using context representations from the Hyperspace Analogue to Language (HAL) model of memory (Burgess & Lund, 1997; Lund & Burgess, 1996) are used to evaluate Schwanenflugel's hypotheses, as well as to provide insight into the representational differences between abstract and concrete words.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6jf6285n", "frozenauthors": [ { "first_name": "Chad", "middle_name": "", "last_name": "Audet", "name_suffix": "", "institution": "Department of Psychology, University of California, Riverside", "department": "" }, { "first_name": "Curt", "middle_name": "", "last_name": "Burgess", "name_suffix": "", "institution": "Department of Psychology, University of California, Riverside", "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/32627/galley/23691/download/" } ] }, { "pk": 32684, "title": "Using a Sequential SOM to Parse Long-term Dependencies", "subtitle": null, "abstract": "Simple Recurrent Networks (SRNs) have been widely used in natural language processing tasks. However, their ability to handle long-term dependencies between sentence constituents is somewhat limited. NARX networks have recently been shown to outperform SRNs by preserving past information in explicit delays from the network's prior output. However, it is unclear how the number of delays should be determined. In this study on a shift-reduce parsing task, we demonstrate that comparable performance can be derived more elegantly by using a SARDNET self-organizing map. The resulting architecture can represent arbitrarily long sequences and is cognitively more plausible.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/07q9n90q", "frozenauthors": [ { "first_name": "Marshall", "middle_name": "R.", "last_name": "Mayberry", "name_suffix": "", "institution": "Department of Computer Sciences, The University of Texas", "department": "" }, { "first_name": "Risto", "middle_name": "", "last_name": "Miikkulainen", "name_suffix": "", "institution": "Department of Computer Sciences, The University of Texas", "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/32684/galley/23747/download/" } ] }, { "pk": 32768, "title": "Using 'basic level categories' to retrieve multimedia from the world-wide-web", "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/0198j2qq", "frozenauthors": [ { "first_name": "E.", "middle_name": "", "last_name": "Hoenkamp", "name_suffix": "", "institution": "Nijmegen Institute for Cognition and Information (NICI)", "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/32768/galley/23829/download/" } ] }, { "pk": 32799, "title": "Verbal Agreement in Sign Language of the Netherlands (SLN)", "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/9nt2762n", "frozenauthors": [ { "first_name": "Inge", "middle_name": "", "last_name": "Zwitserlood", "name_suffix": "", "institution": "Utrecht institute for Linguistics, Universiteit Utrecht", "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/32799/galley/23860/download/" } ] }, { "pk": 32623, "title": "Verbal and embodied priming in shcema mapping tasks", "subtitle": null, "abstract": "The question of whether language influences thought or not has been much discussed and disputed in the cognitive science literature. A recent proposal by Lakoff and Johnson (1999) adds an interesting slant to this debate by arguing that although language can influence thought via conceptual metaphors, the overall shape of the human conceptual system is determined by its embodied, perceptual nature. In this way, language is ultimately the slave of thought. We present an experiment aimed at exploring this question empirically. Exploiting evidence that has shown that schema consistent priming can bias the outcome of reasoning tasks, we performed a study in a well mapped conceptual domain in order to examine whether mbodied experience or language is the greater determinant of conceptual inferences. In this study, we found that language, rather than thought, is maybe what counts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5d36d4d2", "frozenauthors": [ { "first_name": "Tracy", "middle_name": "Packiam", "last_name": "Alloway", "name_suffix": "", "institution": "Department of Psychology, University of Edinburgh", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Ramscar", "name_suffix": "", "institution": "Institute for Communicating and Collaborative Systems, Division of Informatics, University of Edinburgh", "department": "" }, { "first_name": "Martin", "middle_name": "", "last_name": "Corley", "name_suffix": "", "institution": "Human Communication Research Centre, University of 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/32623/galley/23687/download/" } ] }, { "pk": 32796, "title": "What's in a word?: A sublexical effect in a lexical decision 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/45w608dk", "frozenauthors": [ { "first_name": "Chris", "middle_name": "", "last_name": "Westbury", "name_suffix": "", "institution": "Department of Psychology, University of Alberta", "department": "" }, { "first_name": "Lori", "middle_name": "", "last_name": "Buchanan", "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/32796/galley/23857/download/" } ] }, { "pk": 32707, "title": "When Learning is Detrimental: SESAM and Outcome Feedback", "subtitle": null, "abstract": "The sensory sampling model (SESAM, P. Juslin & H. Olsson, 1997) accounts for the underconfidence observed in sensory discriminations with pair-comparisons. In the present study the model is applied to a single-stimulus task and a comparison is made with pair- comparisons. The model predicts that in the single-stimulus condition training with feedback should lead to poorer calibration with more underconfidence. In pair-comparison the feedback should have little or no effect on calibration. The results confirm these predictions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7bg9f4xr", "frozenauthors": [ { "first_name": "Henrik", "middle_name": "", "last_name": "Olsson", "name_suffix": "", "institution": "Department of Psychology, Uppsala University", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Juslin", "name_suffix": "", "institution": "Department of Psychology, Uppsala 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/32707/galley/23770/download/" } ] } ] }