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{ "count": 38415, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=32700", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=32500", "results": [ { "pk": 33441, "title": "Limitations on a Theory of the Biological Origins of Compositionality", "subtitle": null, "abstract": "Cohen and Eichenbaum (C&E, 1993) proposed that the hippocampus supports compositionality and inherently, flexible relational transfer of learning. Based on this proposal, rats were tested for symmetrical transfer of learning after training on relations between locations. Since a rat's hippocampus supports its spatial abilities, and since a relational test was being conducted, it was predicted that a strong degree of transfer would be obtained. The finding, however, was a general lack of relational transfer of learning. These results appear to limit the generality of C&E's theory and also seem to constrain the theory that the hippocampus is the biological seat of compositionality.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2rq792n0", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "G.", "last_name": "Prince", "name_suffix": "", "institution": "University of Southwestern Louisiana, Center for Advanced Computer Studies, and USL-New Iberia Research Center", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33441/galley/24500/download/" } ] }, { "pk": 33217, "title": "Linguistic Relativity and Word Acquisition: A Computational Approach", "subtitle": null, "abstract": "Language plays a pervasive role in our day-to-day experience and is likely to have an effect on other non-linguistic aspects of life. At the same time, language is itself constrained by the world. In this paper we study this interaction using Playpen, a connectionist model of the acquisition of word meaning. We argue that the interaction between linguistic and non-linguistic categories depends on the pattern of correlations in the world and on their relation to the correlations defined by words. We then discuss three kinds of possible interactions and present simulations of each using Playpen, a neural-network model of the acquisition of word meaning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3680243s", "frozenauthors": [ { "first_name": "Eliana", "middle_name": "", "last_name": "Colunga", "name_suffix": "", "institution": "Computer Science Department, Indiana University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Gasser", "name_suffix": "", "institution": "Computer Science Department, Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33217/galley/24277/download/" } ] }, { "pk": 36517, "title": "Listening to the World: Cultural Issues in Academic Writing - Helen Fox", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2sx2q01t", "frozenauthors": [ { "first_name": "Stephanie", "middle_name": "", "last_name": "Vandrick", "name_suffix": "", "institution": "University of San Francisco", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36517/galley/27368/download/" } ] }, { "pk": 33415, "title": "Locating the Processing Bottleneck in Dual-Task Interference", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3wt8s5tt", "frozenauthors": [ { "first_name": "Robert", "middle_name": "A.", "last_name": "Kachelski", "name_suffix": "", "institution": "Department of Psychology; Williams College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33415/galley/24474/download/" } ] }, { "pk": 33350, "title": "Look and Learn: Observational Learning of Rules and Instances", "subtitle": null, "abstract": "We describe an experiment that examines observational learning of either rules or instances. Subjects were asked to learn a dynamic computer control task and were given either a specific goal, to make the computer produce a specific response, or a nonspecific goal, to find the pattern underlying the computer's behavour. Subjects either interacted directly with the computer (the 'models') or observed a model's learning trials (the 'observers'). Both the goal of the models and the goal of the observers were varied so that specific goal and non-specific goal models were crossed with specific goal and non-specific goal observers. We predicted that the goal of the observer and not the goal of the model would determine whether observers learned rates or instances and that learning through observation would hinder instance learning. These predictions were confirmed. Non-specific goal models learned rules whereas specific goal models learned instances. Non-specific goal observers also learned rules, irrespective of the goal of the model, but specific goal observers failed to learn at all. A subsequent test confirmed that the failure of the specific goal observers to learn was due to the lack of feedback about correct responses. When such feedback was provided, specific goal observers learned instances. However, the presence of feedback was detrimental to rule learning. When non-specific goal observers received feedback, they learned only instances. These results support the view that both goal specificity and the presence or absence of feedback guide learning by directing attention to either instance space or both instance space and rule space.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0kt803qf", "frozenauthors": [ { "first_name": "Rosemary", "middle_name": "J.", "last_name": "Stevenson", "name_suffix": "", "institution": "Department of Psychology, University of Durham", "department": "" }, { "first_name": "Bruce", "middle_name": "W.", "last_name": "Geddes", "name_suffix": "", "institution": "Department of Psychology, University of Durham", "department": "" }, { "first_name": "Beth", "middle_name": "", "last_name": "Sumner", "name_suffix": "", "institution": "Department of Psychology, University of Durham", "department": "" }, { "first_name": "Bella", "middle_name": "M. K.", "last_name": "Travis", "name_suffix": "", "institution": "Department of Psychology, University of Durham", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33350/galley/24409/download/" } ] }, { "pk": 33420, "title": "Mapping Asymmetries in Analogical Problem Solving", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7bn8d3bf", "frozenauthors": [ { "first_name": "Tate", "middle_name": "T.", "last_name": "Kubose", "name_suffix": "", "institution": "Department Psychology, University of California, Los Angeles", "department": "" }, { "first_name": "Keith", "middle_name": "J.", "last_name": "Holoyoak", "name_suffix": "", "institution": "Department Psychology, University of California, Los Angeles", "department": "" }, { "first_name": "John", "middle_name": "E.", "last_name": "Hummel", "name_suffix": "", "institution": "Department Psychology, University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33420/galley/24479/download/" } ] }, { "pk": 33310, "title": "Mapping innate lexical features to grammatical categories: Acquisition of English -ing and -ed", "subtitle": null, "abstract": "One of the major questions in child language acquisition research is whether children and adults have the same mental organization for grammar. We consider the case of the acquisition of -ed and -ing. This has standardly been assumed to show that children organize their grammatical knowledge differently from adults. In contrast to models that claim that children's restriction on these morphemes argues for a noncontinuous view of grammar, we show that it is most parsimoniously accounted for by a privative aspect and tense model (Olsen, 1997), independently needed in the adult grammar. In particular, we show i) that one cannot attribute this pattern of development to children's simple modeling of restrictions in the adult data, and ii) that it is not necessary to assume initial hypotheses discontinuous with the adult state, or primitives not found therein. Rather, the data requires a strong innate component that both delimits possible adult grammars and defines early stages. Our model provides an account of why children show these restrictions, how they recover, and what cross-linguistic variation might occur in the emergence of adult competence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/86c6p5nj", "frozenauthors": [ { "first_name": "Mari", "middle_name": "Broman", "last_name": "Olsen", "name_suffix": "", "institution": "University of Maryland - Department of Linguistics and UMIACS", "department": "" }, { "first_name": "Amy", "middle_name": "", "last_name": "Weinberg", "name_suffix": "", "institution": "University of Maryland - Department of Linguistics and UMIACS", "department": "" }, { "first_name": "Jeffrey", "middle_name": "P.", "last_name": "Lilly", "name_suffix": "", "institution": "University of Maryland - Department of Linguistics and UMIACS", "department": "" }, { "first_name": "John", "middle_name": "E.", "last_name": "Drury", "name_suffix": "", "institution": "University of Maryland - Department of Linguistics and UMIACS", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33310/galley/24370/download/" } ] }, { "pk": 33433, "title": "Mapping Time in Narratives", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5k48m2t7", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Meyerson", "name_suffix": "", "institution": "Learning Technology Center, Vanderbilt University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33433/galley/24492/download/" } ] }, { "pk": 33403, "title": "Matrix Cognition and Spiritual Progress", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6tq088sn", "frozenauthors": [ { "first_name": "John", "middle_name": "Henry", "last_name": "Frenster", "name_suffix": "", "institution": "Physicians' Educational Series", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33403/galley/24462/download/" } ] }, { "pk": 33411, "title": "Maturational Biases and Encapsulation in Spatial Development", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/81n8t32b", "frozenauthors": [ { "first_name": "Kazuo", "middle_name": "", "last_name": "Hiraki", "name_suffix": "", "institution": "Presto,JST / Electrotechnical Laboratory, MITI", "department": "" }, { "first_name": "Akio", "middle_name": "", "last_name": "Sashima", "name_suffix": "", "institution": "Electrotechnical Laboratory, MITI", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Phillips", "name_suffix": "", "institution": "Electrotechnical Laboratory, MITI", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33411/galley/24470/download/" } ] }, { "pk": 33279, "title": "Mediated Priming does not Rely on Weak Semantic Relatedness or Local Co-occurrence", "subtitle": null, "abstract": "A series of experiments are presented that replicate the mediated priming effect (e.g., lion-stripes) using a naming latency task, and demonstrates that mediated priming does not rely on weak, but direct, semantic relationships or lexical co-occurrence as suggested by McKoon and Ratchff (1992). The magnitude of mediated priming is not negatively correlated with either semantic relatedness or lexical co-occurrence as McKoon and Ratcliff would predict. Furthermore, we show that differences in the contextual nature of the prime - target pairs affects whether or not mediated priming occurs. These findings are discussed in the context of the HAL memory model suggesting a view of \"mediated\" priming that is more consistent with a distributed representational view.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3tt0g32h", "frozenauthors": [ { "first_name": "Kay", "middle_name": "", "last_name": "Livesay", "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": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33279/galley/24339/download/" } ] }, { "pk": 33243, "title": "Memory for the Meaningless: How Chunks Help", "subtitle": null, "abstract": "It is a classic result in cognitive science that chess masters can recall briefly presented positions better than weaker players when these positions are meaningful, but that their superiority disappears with random positions. However, Gobet and Simon (1996a) have recently shown that there is a skill effect with random chess positions as well. The impact of this result for theories of expert memory is discussed. CHREST, a computational, chunking model of chess expertise based on EPAM (Feigenbaum & Simon, 1984) accounts for this skill difference. The model is also compared with human data from an experiment where the role of presentation time for random positions was systematically varied from 1 second to 60 seconds. Simulations show that the model captures the main features of the human data, thus adding support to the EPAM theory. They also corroborate earlier estimates that visual short-term memory may contain three or four chunks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3503g1w2", "frozenauthors": [ { "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": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33243/galley/24303/download/" } ] }, { "pk": 33410, "title": "Metaphor Processing: Looking for Light in a Dark Room", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/07v1n2dw", "frozenauthors": [ { "first_name": "James", "middle_name": "", "last_name": "Hambrick", "name_suffix": "", "institution": "Department of Psychology; University of Richmond", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33410/galley/24469/download/" } ] }, { "pk": 36505, "title": "Mishearings of Content Words by ESL Learners", "subtitle": null, "abstract": "Since the introduction of communicative language teaching, many listening materials have focused on the development of top-down listening skills, even though many ESL learners still have difficulty with bottom-up processing. Many of the standard listening materials deal with bottom-up phenomena such as assimilation, deletion, and insertion only for function words; there are no listening materials designed exclusively to train students to listen to content words, though many have variable pronunciations (e.g., restaurant > restaurant, suppose > suppose). This paper discusses prototypical mishearings of content words by Chinese (Cantonese and Mandarin), Korean, and Vietnamese speakers of English (n=18), based on the students’ written summaries of a university lecture and their subsequent performance on dictations of the segments that had given them difficulty in writing the summaries. All the mishearings were classified into four categories: (a) the phonological level, (b) the lexical level, (c) the syntactic level, and (d) the schematic level. Moreover, the hearing errors made at the phonological level were subdivided into substitutions, insertions, deletions, misperception of stress, and missegmentation. The paper also discusses what types of mishearings are most common in ESL learners’ listening and whether or not the frequency of each category above varies according to different first language backgrounds. Finally, this study addresses the pedagogical implications of the actual mishearing data from these ESL learners for listening instruction, arguing that ESL/EFL teachers should attend more systematically to bottom-up listening skills to help their learners more accurately process content words.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6dw5v6n9", "frozenauthors": [ { "first_name": "Tetsuo", "middle_name": "", "last_name": "Harada", "name_suffix": "", "institution": "University of Oregon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36505/galley/27356/download/" } ] }, { "pk": 33292, "title": "Mixed Depth Representations for Dialog Processing", "subtitle": null, "abstract": "We describe our work on developing a general purpose tutoring system that will allow students to practice their decision-making skills in a number of domains. The tutoring system, B2, supports mixed-initiative natural language interaction. The natural language processing and knowledge representation components aire also general purpose—which leads to a tradeoff between the limitations of superficial processing and syntactic representations and the difficulty of deeper methods and conceptual representations. Our solution is to use a mixed-depth representation, one that encodes syntactic and conceptual information in the same structure. As a result, we can use the same representation framework to produce a detailed representation of requests (which tend to be well-specified) and to produce a partial representation of questions (which tend to require more inference about the context). Moreover, the representations use the same knowledge representation framework that is used to reason about discourse processing and domain information—so that the system can reason with (and about) the utterances, if necessary.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0352v17s", "frozenauthors": [ { "first_name": "Susan", "middle_name": "W.", "last_name": "McRoy", "name_suffix": "", "institution": "Department of EECS, University of Wisconsin-Milwaukee", "department": "" }, { "first_name": "Syed", "middle_name": "S.", "last_name": "Ali", "name_suffix": "", "institution": "Department of Mathematical Sciences, University of Wisconsin-Milwaukee", "department": "" }, { "first_name": "Susan", "middle_name": "M.", "last_name": "Haller", "name_suffix": "", "institution": "CS & E Department, University of Wisconsin-Parkside", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33292/galley/24352/download/" } ] }, { "pk": 33200, "title": "Modeling Adaptivity in a Dynamic Task", "subtitle": null, "abstract": "Adaptivity is examined within a complex task environment: the Kanfer-Ackerman Air Traffic Controller Task. A computational model is developed in ACT-R to account for such adaptivity using an implicit learning mechanism.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4fc760tn", "frozenauthors": [ { "first_name": "Bradley", "middle_name": "J.", "last_name": "Best", "name_suffix": "", "institution": "Carnegie Mellon University, Department of Psychology", "department": "" }, { "first_name": "Christian", "middle_name": "D.", "last_name": "Schunn", "name_suffix": "", "institution": "Carnegie Mellon University, Department of Psychology", "department": "" }, { "first_name": "Lynne", "middle_name": "M.", "last_name": "Reder", "name_suffix": "", "institution": "Carnegie Mellon University, Department of Psychology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33200/galley/24260/download/" } ] }, { "pk": 33394, "title": "Modeling Dual-Task Performance improvement with EPIC-Soar", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/52v4s7nd", "frozenauthors": [ { "first_name": "Ronald", "middle_name": "S.", "last_name": "Chong", "name_suffix": "", "institution": "Artificial Intelligence Laboratory, University of Michigan", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33394/galley/24453/download/" } ] }, { "pk": 33460, "title": "Modeling Implicit and Explicit Discovery Learning", "subtitle": null, "abstract": "This paper describes the theoretical background of an Act-R model of discovery learning in a simulated, conceptual domain: optics. It is assumed that learning in a simulation context consists of both implicit and explicit learning. The Act-R model under development tries to capture both learning types.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3544k1fx", "frozenauthors": [ { "first_name": "Hedderik", "middle_name": "van", "last_name": "Rijn", "name_suffix": "", "institution": "Department of Social Science Informatics; University of Amsterdam", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33460/galley/24519/download/" } ] }, { "pk": 33247, "title": "Modeling Individual Differences in Learning a Navigation Task", "subtitle": null, "abstract": "Our goal is to develop a cognitive model of how humans acquire skills on complex, sensorimotor tasks. To achieve this goai, we collected data from subjects learning the NRL Navigation task, then used the data to construct a model that reflects the bcisic, cognitive elements required to learn and thereby succeed at this task (Gordon & Subramzuiian, 1997). This paper describes a new experiment with humcin subjects on the task. Data from this experiment not only confirms the key cognitive element of our model, but also helps us better understand individual differences in learning this task. Four evaluation metrics indicate that we are able to model important trends in the evolution of action choice.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9js0h9n8", "frozenauthors": [ { "first_name": "Diana", "middle_name": "", "last_name": "Gordon", "name_suffix": "", "institution": "Naval Research Laboratory", "department": "" }, { "first_name": "Devika", "middle_name": "", "last_name": "Subramanian", "name_suffix": "", "institution": "Department of Computer Science, Rice University", "department": "" }, { "first_name": "Mary", "middle_name": "", "last_name": "Haught", "name_suffix": "", "institution": "Naval Research Laboratory", "department": "" }, { "first_name": "Robynn", "middle_name": "", "last_name": "Kobayashi", "name_suffix": "", "institution": "Naval Research Laboratory", "department": "" }, { "first_name": "Sandra", "middle_name": "", "last_name": "Marshall", "name_suffix": "", "institution": "Department of Psychology, San Diego State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33247/galley/24307/download/" } ] }, { "pk": 33301, "title": "Modeling invention by Analogy in ACT-R", "subtitle": null, "abstract": "We investigate some aspects of cognition involved in invention, more precisely in the invention of the telephone by Alexander Graham Bell. We propose the use of the Structure-Behavior-Function (SBF) language for the representation of invention knowledge; we claim that because SBF has been shown to support a wide range of reasoning about physical devices, it constitutes a plausible account of how an inventor might represent knowledge of an invention. We further propose the use of the ACT-R architecture for the implementation of this model. ACT-R has been shown to very precisely model a wide range of human cognition. We draw upon the architecture for execution of productions and matching of declarative knowledge through spreading activation. Thus we present a model which combines the well-established cognitive validity of ACT-R with the powerful, specialized model-based reasoning methods facilitated by SBF.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3nw8b8c6", "frozenauthors": [ { "first_name": "J.", "middle_name": "William", "last_name": "Murdock", "name_suffix": "", "institution": "College of Computing, Georgia institute of Technology", "department": "" }, { "first_name": "Marin", "middle_name": "", "last_name": "Simina", "name_suffix": "", "institution": "College of Computing, Georgia institute of Technology", "department": "" }, { "first_name": "Jim", "middle_name": "", "last_name": "Davies", "name_suffix": "", "institution": "College of Computing, Georgia institute of Technology", "department": "" }, { "first_name": "Gordon", "middle_name": "", "last_name": "Shippey", "name_suffix": "", "institution": "College of Computing, Georgia institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33301/galley/24361/download/" } ] }, { "pk": 33284, "title": "Modeling Item and Category Learning", "subtitle": null, "abstract": "SUSTAIN (Supervised and Unsupervised STratified Adaptive Incremental Network) is a network model of human category learning. SUSTAIN is a three layer model where learning between the first two layers is unsupervised, while learning between the top two layers is supervised. SUSTAIN clusters inputs in an unsupervised fashion until it groups input patterns inappropriately (as signaled by the supervised portion of the network). When such an error occurs, SUSTAIN alters its architecture, recruiting a new unit that is tuned to correctly classify the exception. Units recruited to capture exceptions can evolve into prototypes/attractors/rules in their own right. SUSTAIN's adaptive architecture allows it to master simple classification problems quickly, while still retaining the capacity to learn difficult mappings. SUSTAIN also adjusts its sensitivity to input dimensions during the course of learning, paying more attention to dimensions relevant to the classification task. SUSTAIN successfully fits item and category learning data from Medin, Dewey, and Murphy (1983). SUSTAIN's performance on other data sets is discussed. SUSTAIN is compared with other models of category learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0c49z68h", "frozenauthors": [ { "first_name": "Bradley", "middle_name": "C.", "last_name": "Love", "name_suffix": "", "institution": "Department of Psychology, NWU", "department": "" }, { "first_name": "Douglas", "middle_name": "L.", "last_name": "Medin", "name_suffix": "", "institution": "Department of Psychology, NWU", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33284/galley/24344/download/" } ] }, { "pk": 33266, "title": "Modeling Speed-up and Transfer of Declarative and Procedural Knowledge", "subtitle": null, "abstract": "This paper addresses three hypotheses concerning the procedural/declarative distinction: 1) Procedural and declarative knowledge speed-up as separate, but parallel, power curves; 2) Procedural knowledge operates in one direction only—from condition to action—hereas declarative knowledge can be cued by any of its elements; and 3) Declarative knowledge is active—it can result in behavior independent of procedural knowledge. The paper presents a single Act-R model that closely fits the data of two learning and transfer experiments conducted by Rabinowitz and Goldberg (1995). The model provides a good fit to the data, further validating Act-R as a model of the human cognitive architecture. In addition, the model shows that the two experiments cannot be used to argue that declarative knowledge can be retrieved without any intervening procedural knowledge.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/07d3w1v8", "frozenauthors": [ { "first_name": "Todd", "middle_name": "R.", "last_name": "Johnson", "name_suffix": "", "institution": "Department of Pathology; The Ohio State University", "department": "" }, { "first_name": "Hongbin", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "Department of Psychology; The Ohio State University", "department": "" }, { "first_name": "Jiajie", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Department of Psychology; The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33266/galley/24326/download/" } ] }, { "pk": 33325, "title": "Modeling the Emergence of Syllable Systems", "subtitle": null, "abstract": "In this paper wc present an approach to modeling emergent syllable systems using simulated evolution of a \"vocabulary\" of \"words.\" The model is aimed at testing the general hypothesis that language-universal sound patterns emerge from selection pressures exerted on the system by the perceptual and articuatory constraints of language users. The model is able to distinguish between hypotheses about how specific, biologically-motivated constraints affect the sound structure of language. For example, it is shown that mandibular oscillation provides a strong constraint on the sequential organization of phonemes into words. Future work will explore the potential of other constraints that, with mandibular oscillation, will be sufficient to describe the emergence of syllable systems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4rv160gc", "frozenauthors": [ { "first_name": "Melissa", "middle_name": "Annette", "last_name": "Redford", "name_suffix": "", "institution": "Department of Psychology, The University of Texas, Austin", "department": "" }, { "first_name": "Chun", "middle_name": "Chi", "last_name": "Chen", "name_suffix": "", "institution": "Department of Computer Sciences, The University of Texas, Austin", "department": "" }, { "first_name": "Risto", "middle_name": "", "last_name": "Miikkulainen", "name_suffix": "", "institution": "Department of Computer Sciences, The University of Texas, Austin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33325/galley/24384/download/" } ] }, { "pk": 33208, "title": "Modeling the Opponent Facilitates Adversarial Problem Solving", "subtitle": null, "abstract": "Competition can be seen as Adversarial Problem Solving (APS), thus ideas from problem solving research can be applied to it. We tested if better modeling of the opponent led to better performance in APS using a zero-sum game played by pairs, but with no obvious skill component. We replicated earlier results that showed that third-order modeling (i.e., what I think my opponent thinks of me: R3MA), but not second-order model (i.e., what I think about my opponent: R2MA) correlated with performance. We also manipulated who was played (same person as in an earlier game, or a predetermined sequence) and who players were told their opponent was (same or different). Players performed better when they could apply the appropriate model (i.e., what they were told matched the opponent). Therefore, we showed that more accurate modeling of an opponent can lead to better APS. However, the critical aspect of modeling may be third-order modeling accuracy. We also found support for a game theory analysis of the task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4xq959tp", "frozenauthors": [ { "first_name": "Bruce", "middle_name": "D.", "last_name": "Burns", "name_suffix": "", "institution": "Institut fur Psychologie, Universitat Potsdam", "department": "" }, { "first_name": "Regina", "middle_name": "", "last_name": "Vollmeyer", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33208/galley/24268/download/" } ] }, { "pk": 33206, "title": "Modelling Action in Verbal Command Context with Fuzzy Subsets and Semantic Networks", "subtitle": null, "abstract": "This study deals with the interpretation of verbal commands for action. After an experimental study of human interpretation of instructions for drawing geometrical figures, we have devised a model whose computerized version is called SIROCO. This model represents an attempt to simulate differents mechanisms implied in interpretation of verbal commands. These mechanisms exploiting contextual informations allow clarifying and completing propositions expressed in natural language. In the model, first, the constraints expressed in present command, in environnement (already present figures), and in background communication, are represented with fuzzy subsets and circumstantial semantic networks (well suited for flexible and dynamical representations). Subsequently, an optimization procedure integrating all this constraints allows finding a relevant response to the command. Finally a simulation which consists in translating instructor's verbal commands in a defined minimal language and making it interpreted by the system shows quite good results for the model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2tn2t6k4", "frozenauthors": [ { "first_name": "Christophe", "middle_name": "", "last_name": "Brouard", "name_suffix": "", "institution": "LIP6 Universite Paris", "department": "" }, { "first_name": "Bernadette", "middle_name": "", "last_name": "Bouchon-Meunier", "name_suffix": "", "institution": "LIP6 Universite Paris", "department": "" }, { "first_name": "Charles", "middle_name": "A.", "last_name": "Tijus", "name_suffix": "", "institution": "Laboratoire de Psychologie Cognitive, Universite Paris", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33206/galley/24266/download/" } ] }, { "pk": 33290, "title": "Modelling Functional Priming and the Associative Boost", "subtitle": null, "abstract": "Using an auditory semantic priming paradigm. Moss, Ostrin, Tyler and Marslen-Wiison (1995, Experiment 2) demonstrated facilitation for category coordinates and functionally-related stimuli both with and without the additive effect of normative association strength. In this paper we replicate these results computationally using a corpus-derived Contextual Similarity measure. In Experiment 1 we consider the adequacy of the Contextual Similarity measure in accounting for Moss et al.'s results, and discuss how fiinctional and categorical semantic relations are represented in corpus-based approaches to lexical semantics. We also offer an explanation for how the Contextual Similarity measure succeeds in replicating the additive effect of association strength on semantic priming without postulating a qualitatively different mechanism for associative priming. We then investigate why previous corpus-based approaches (Lund, Burgess & Atchley, 1995) have failed to produce similar results. We argue that this is because vector representations partly encode temporal co-occurrence information. This explanation is tested in 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/32x3c5kd", "frozenauthors": [ { "first_name": "Scott", "middle_name": "", "last_name": "McDonald", "name_suffix": "", "institution": "Centre for Cognitive Science, University of Edinburgh", "department": "" }, { "first_name": "Will", "middle_name": "", "last_name": "Lowe", "name_suffix": "", "institution": "Centre for Cognitive Science, University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33290/galley/24350/download/" } ] }, { "pk": 33240, "title": "Naive Bayesian Accounts of Base Rate Effects in Human Categorization", "subtitle": null, "abstract": "This paper examines the naive Bayesian model and extensions of it to account for the effects of base rate neglect and inverse base rates. These are human categorization phenomena in which base rate information appears to be ignored. The naive Bayesian classifier accounts for a subset of the phenomena observed in base rate experiments. An extension to the model is examined that uses structure in the data sets resulting from features shared between categories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/64r830jf", "frozenauthors": [ { "first_name": "Lewis", "middle_name": "J.", "last_name": "Frey", "name_suffix": "", "institution": "Computer Science Department; Village at Vanderbilt", "department": "" }, { "first_name": "Douglas", "middle_name": "H.", "last_name": "Fisher", "name_suffix": "", "institution": "Computer Science Department; Village at Vanderbilt", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33240/galley/24300/download/" } ] }, { "pk": 33392, "title": "Network Analysis using Visualization and Singular Value Decomposition", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0t6025kw", "frozenauthors": [ { "first_name": "Mike", "middle_name": "", "last_name": "Carbonaro", "name_suffix": "", "institution": "Department of Educational Psychology; University of Alberta", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33392/galley/24451/download/" } ] }, { "pk": 33342, "title": "Neural Network Models of Discrimination Shifts", "subtitle": null, "abstract": "The importance of discrimination shifts to learning and developmental psychology is highlighted. Basic tasks used in continuous and total change paradigms are presented, and major theoretical accounts are briefly reviewed. The lack of a general and comprehensive interpretation of human shift learning is identified, and a recent model based on neural network research is described. This model suggests that human adult performance in discrimination shifts differs from preschool performance because of a process called spontaneous overtraining. This hypothesis has been previously used in neural network simulations to successfully capture developmental regularities in continuous discrimination shifts (e.g., reversal and nonreversal shifts). In the present paper, new simulations using this model are applied to total change discrimination shifts (e.g., intradimensional and extradimensional shifts). Several developmental regularities are successfully captured by the networks. The contribution of the spontaneous overtraining hypothesis is discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6vv431dx", "frozenauthors": [ { "first_name": "Sylvain", "middle_name": "", "last_name": "Sirois", "name_suffix": "", "institution": "Department of Psychology; McGill University", "department": "" }, { "first_name": "Thomas", "middle_name": "R.", "last_name": "Shultz", "name_suffix": "", "institution": "Department of Psychology; McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33342/galley/24401/download/" } ] }, { "pk": 33225, "title": "Nooplasis: A Theory About the Formation of Mind", "subtitle": null, "abstract": "This article is about nooplasis. That is, the article outlines a general model about the dynamic organization and development of mind. This is done in terms of a number of postulates concerned with the architecture of mind, its development and dynamics, and the nature of learning. Specifically, the model postulates that the mind involves systems oriented to the understanding of the environment and of itself, in addition to general processing functions. It is also postulated that the development of each of the systems is partially autonomous and partially constrained by the development of the other systems, and that it involves both system-specific and system-wide mechanisms of development and learning. Finally, it is argued that these postulates suggest a model of constrained constructivism which differs considerably from what is suggested by the Piagetian or the Vygotskian conception of constructivism.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7332926g", "frozenauthors": [ { "first_name": "Andreas", "middle_name": "", "last_name": "Demetriou", "name_suffix": "", "institution": "University of Cyprus", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33225/galley/24285/download/" } ] }, { "pk": 33376, "title": "Normative and Information Processing Accounts of Medical Diagnosis", "subtitle": null, "abstract": "The field of Judgement and Decision Making has for some time been dominated by normative theories which attempt to explain behaviour in mathematical terms. We argue that such approaches provide httle insight into the cognitive processes which govern human decision making. The dominance of normative theories cannot be accounted for by the intractability of processing models. In support of this view, we present a processing account of performance on a simulated medical diagnosis task. The performance of the model, which includes learning, is compared with that of a normative (Bayesian) model, and with subject performance on the task. Although there are some caveats, the processing model is found to provide a more adequate account of subject performance than the Bayesian model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9vj0q6xw", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Yule", "name_suffix": "", "institution": "Department of Psychology, Birkbeck College", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Cooper", "name_suffix": "", "institution": "Department of Psychology, Birkbeck College", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Fox", "name_suffix": "", "institution": "Advanced Computation Laboratory, Imperical Cancer Research Fund", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33376/galley/24435/download/" } ] }, { "pk": 33230, "title": "Not Channels But Composite Signals: Speech Gesture, Diagrams and Object Demonstrations Are Integrated in Multimodal Explanations", "subtitle": null, "abstract": "This paper provides empirical evidence that multimodal signals are produced and understood as integrated units of communication called composite signals, rather than being independently interpretable \"channels\" of communication. I propose that using composite signals relies on two communicative norms, co-expressivity and consistency: - co-expressivity: each element of a composite signal refers to the same underlying referent • consistency: elements of the same composite do not contradict each other. This paper will show that these norms are consistent with data comprising a set of explanations of how locks work in which participants spoke while gesturing, drawing diagrams, and manipulating a sample lock. Co-expressivity is supported by the fact that co-expressive speech segments can be found in nearby speech for communicative nonverbal behaviors but not for non-communicative nonverbal behaviors. Consistency is evidenced in inferences that maintain number and modality consistency in cases of apparent contradiction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2vb8p9hg", "frozenauthors": [ { "first_name": "Randi", "middle_name": "A.", "last_name": "Engle", "name_suffix": "", "institution": "Stanford University School of Education", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33230/galley/24290/download/" } ] }, { "pk": 33406, "title": "Not-' Cracker", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0qw0z3wp", "frozenauthors": [ { "first_name": "Frederic", "middle_name": "", "last_name": "Gosselin", "name_suffix": "", "institution": "Department of Psychology, University of Glasgow", "department": "" }, { "first_name": "Philippe", "middle_name": "G.", "last_name": "Schyns", "name_suffix": "", "institution": "Department of Psychology, University of Glasgow", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33406/galley/24465/download/" } ] }, { "pk": 33450, "title": "On Learning Allophonic Relations: Phonetic Identity or Functional Similarity?", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2f7341m0", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Silverman", "name_suffix": "", "institution": "Department of Linguistics, UIUC", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33450/galley/24509/download/" } ] }, { "pk": 33234, "title": "On Plates, Bowls, and Dishes: Factors in the Use of English IN and ON", "subtitle": null, "abstract": "Previous researchers on the semantics of spatial relational terms have reported the importance of geometric factors (e.g., Bennett. 1975; Talmy, 1983), the importance of functional factors {e.g., Coventry, Carmichael, and Garrod, 1994; Vandeloise, 1991), and the lack of importance of the nature of the Figure, or object located (e.g., Landau and Stecker, 1990; Talmy, 1983). In this paper, we present the results of an experiment testing each of these claims for the English spatial prepositions IN and ON. Our findings confirm that geometric and functional factors are indeed important. In addition, our results suggest that the nature of the Figure contributes to the selection of spatial prepositions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2dw712j3", "frozenauthors": [ { "first_name": "Michele", "middle_name": "I.", "last_name": "Feist", "name_suffix": "", "institution": "Department of Linguistics, Northwestern University", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Department of Linguistics, Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33234/galley/24294/download/" } ] }, { "pk": 36514, "title": "On the Write Track: Beginning Literacy for Secondary Students - Deborah Becker Cotto", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1bh1v6pv", "frozenauthors": [ { "first_name": "Kyubong", "middle_name": "", "last_name": "Kahng-Jeon", "name_suffix": "", "institution": "San Diego State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36514/galley/27365/download/" } ] }, { "pk": 33341, "title": "Opportunistic Enterprises in Invention", "subtitle": null, "abstract": "This paper identifies goal handling processes that begin to account for the kind of processes involved in invention. We identify new goal properties and mechanisms for processing goals, as well as means of integrating opportunism, deliberation, and social interaction into goal/plan processes. We focus on enterprise goals, which extend traditional design goals and knowledge goals to address significant enterprises associated with an inventor. Enterprise goals represent \"seed\" goals of an expert, around which the whole knowledge of an expert gets reorganized and grows more or less opportunistically. Enterprise goals reflect the idiosyncrasy of thematic goals among experts. They constantly increase the sensitivity of individuals for particular events that might contribute to their satisfaction. Our exploration is based on a well-documented example: the invention of the telephone by Alexander Graham Bell. We propose mechanisms to explain: (1) how Bell's early thematic goals gave rise to the new goals to invent the multiple telegraph and the telephone, and (2) how the new goals interacted opportunistically. Finally we describe our implemented computational model, ALEC (Analogical Learning by Explaining Creatively), that accounts for the role of enterprise goals in invention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8zh3p266", "frozenauthors": [ { "first_name": "Marin", "middle_name": "", "last_name": "Simina", "name_suffix": "", "institution": "College of Computing, Georgia Institute of Technology", "department": "" }, { "first_name": "Janet", "middle_name": "", "last_name": "Kolodner", "name_suffix": "", "institution": "College of Computing, Georgia Institute of Technology", "department": "" }, { "first_name": "Ashwin", "middle_name": "", "last_name": "Ram", "name_suffix": "", "institution": "College of Computing, Georgia Institute of Technology", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Gorman", "name_suffix": "", "institution": "TCC. SEAS, University of Virginia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33341/galley/24400/download/" } ] }, { "pk": 33202, "title": "Path & Manner Verbs in Action: Effects of \"Skipping\" or \"Exiting\" on Event Memory", "subtitle": null, "abstract": "The question of how and whether language influences thought is an important one in many of the cognitive sciences. Our work integrates linguistic analysis on lexical semantics with psychological work on memory. It is motivated by neoWhorfian question whether differences in language use will produce corresponding differences in nonlingusitic cognition. The research reported here asks how memory for familiar, unambiguous, \"verb-sized\" events presented on video might be influenced by an accompanying verb. Our verb choices of Path versus Manner Verbs were guided by cross-linguistic variation in which aspects of an event are highlighted by the verb. W e find a predicted interaction: the verb altered recognition memory of familiar, unambiguous events.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1gn0q28m", "frozenauthors": [ { "first_name": "Dorrit", "middle_name": "", "last_name": "Billman", "name_suffix": "", "institution": "School of Psychology; Georgia Institute of Technology", "department": "" }, { "first_name": "Meredyth", "middle_name": "", "last_name": "Krych", "name_suffix": "", "institution": "Department Psychology; Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33202/galley/24262/download/" } ] }, { "pk": 33366, "title": "Patterns at the Edge: Strategies of Looking at Nonrepresentational Art", "subtitle": null, "abstract": "Practicing artists, art students, and non artists were asked to respond to six different two-dimensional infinite patterns which they viewed via a new methodology that presents the stimuli as iterating dots on a computer screen. As evidenced in the drawings they made, most viewers searched for shapes with clearly defined edges in the \"negative\" background space, rather than for shapes as defined by clusters of dots. The process of shape definition using the figure/ground distinction and the issue that past experience influences our perceptions 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/4kq5b37q", "frozenauthors": [ { "first_name": "Dorothy", "middle_name": "K.", "last_name": "Washburn", "name_suffix": "", "institution": "Liberal Arts Division, The Maryland Insitute, College of Art", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33366/galley/24425/download/" } ] }, { "pk": 33383, "title": "Perceived Similarity Between Paired Items: The Influence of Category Type, Context, Typicality, and Self-Report", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7t07s3dk", "frozenauthors": [ { "first_name": "Susan", "middle_name": "H.", "last_name": "Anthony", "name_suffix": "", "institution": "Department of Psychology, University of Hertfordshire", "department": "" }, { "first_name": "Frederic", "middle_name": "", "last_name": "Vallee-Tourangeau", "name_suffix": "", "institution": "Department of Psychology, University of Hertfordshire", "department": "" }, { "first_name": "Neville", "middle_name": "G.", "last_name": "Austin", "name_suffix": "", "institution": "Department of Psychology, University of Hertfordshire", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33383/galley/24442/download/" } ] }, { "pk": 33347, "title": "Period Doubling as a Means of Representing Multiply Instantiated Entities", "subtitle": null, "abstract": "The problem of multiple instantiation is the ability to handle different instances of a unique object at the same time. For connectionist models that do not use a working area containing copies of items from a long-term knowledge base, the problem of multiple instantiation is a particularly difficult one. While people are able to deal with multiple instances, their performance when doing so is nonetheless poorer, which is not the case for symbolic models. A cognitive model should reflect competence, as well as its limits. Some connectionist solutions to the problem of multiple instantiation are mentioned in this paper. An new solution which makes use of semi-distributed representations is presented. This model does not separate the long term knowledge base from a working area and has no recourse to copies. This solution limits the process of multiple instantiation in a way that should better reflect human data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9991f768", "frozenauthors": [ { "first_name": "Jacques", "middle_name": "", "last_name": "Sougne", "name_suffix": "", "institution": "University of Liege, Department of Psychology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33347/galley/24406/download/" } ] }, { "pk": 33183, "title": "Pervasive Episodic Memory: Evidence From a Control-of-Attention Paradigm", "subtitle": null, "abstract": "Events appear to be represented distinctly in memory in large numbers at a fine grain, even in tasks in which memory retention is not a primary performance measure. In Experiment 1, participants classified character strings in sequences governed by randomly-alternating instructions. Response times were fastest near the start of a sequence, slowed gradually throughout the sequence, then sped up again near the start of the next sequence. This speedup and gradual slowdown were modeled in the ACT-R architecture as a combination of priming and interference effects in episodic memory. The model correctly predicts the absence of these effects in Experiment 2. in which the instruction must be inferred from the trial stimulus and hence is not a source of priming. These findings suggest (a) that episodic encoding is a pervasive side effect of cognitive performance; (b) that elements of episodic memory interact through priming and interference—effects traditionally associated with semantic memory; and (c) that brief interruptions of task performance have more complex effects than previously documented.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0q38s2v0", "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": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33183/galley/24243/download/" } ] }, { "pk": 33274, "title": "Probability Judgement in Three-category Classification Learning", "subtitle": null, "abstract": "People tend to give subadditive probability judgments when asked to assess each in a set of three or more exclusive hypotheses. The degree of subadditivity in such judgments is determined in large part by the evidence upon which the judgments are based, but the characteristics of the evidence that influence subadditivity have yet to be fully specified. In the present experiments, this issue was addressed using a classification learning task, in which the relationship between the evidence and the hypotheses under consideration can be controlled experimentally. Two potential evidential influences on subadditivity--cue conflict and cue frequency--are distinguished and tested in three experiments. The results indicate that (a) people's probability judgments are systematically subadditive--in violation of standard probability theory--even when the judgments are based on cues learned within the experimental context, contrary to the predictions of \"ecological\" theories of human judgment which attribute such biases to nonrepresentative item selection; and (b) cue conflict has a reliable influence on the degree of subadditivity exhibited in probability judgments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6gf7t8mn", "frozenauthors": [ { "first_name": "Derek", "middle_name": "J.", "last_name": "Koehler", "name_suffix": "", "institution": "Department of Psychology, University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33274/galley/24334/download/" } ] }, { "pk": 33302, "title": "Prolegomena to a Task-Method-Knowledge Theory of Cognition", "subtitle": null, "abstract": "How can we integrate interrelated theories of individual elements of cognition? Computational models of reasoning processes encode an understanding of reasoning. Consequently, a computational modeling language may be ideally suited to the presentation of theories of cognition. By representing theories of a variety of phenomena in a single modeling language, we can potentially explore how these theories might interact. The Task-Method-Knowledge (TMK) modeling language evolves from artificial intelligence research on the subject of multistrategy reasoning. TMK models provide a compositional account of reasoning processes; they describe not only what the elements of a process are, but also how the functional properties of these elements combine to form the functional properties of the process as a whole. This paper explores the composition of theories of cognition within the TMK framework, drawing on some existing theories within cognitive science as examples.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/164826x6", "frozenauthors": [ { "first_name": "J.", "middle_name": "William", "last_name": "Murdock", "name_suffix": "", "institution": "College of Computing, Georgia institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33302/galley/24362/download/" } ] }, { "pk": 33459, "title": "Quasi-Implication in Judgements of Sensory Attribution", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9bh8z0d3", "frozenauthors": [ { "first_name": "Isabel", "middle_name": "", "last_name": "Urdapilleta", "name_suffix": "", "institution": "Laboratoire CNRS UPRES-A, Universite de Paris", "department": "" }, { "first_name": "Jean-Marc", "middle_name": "", "last_name": "Bernard", "name_suffix": "", "institution": "Laboratoire CNRS UPRES-A, Universite de Paris", "department": "" }, { "first_name": "Charles", "middle_name": "", "last_name": "Tijus", "name_suffix": "", "institution": "Laboratoire CNRS UPRES-A, Universite de Paris", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33459/galley/24518/download/" } ] }, { "pk": 33319, "title": "Rational Categories", "subtitle": null, "abstract": "We adopt the interpretation of rationality according to which an organism's behavior is rational if it is optimally adapted to its environment (Anderson, 1990, 1991a, 1991b). Rationality, according to this view, often implies mechanisms that are as informationally efficient as possible. We interpret the problem of basic-level categorization (Rosch & Mervis, 1975) as one of data compression within an information theory framework, to define a framework whereby the best classification on a set of items is the one that maximally compresses the description of the similarity structure of these items. This framework is then used to examine whether participants in two experiments classified meaningless items in a way that reflected such a compression bias. In addition to the implications for human basic-level categorization, an objective criterion is established for assessing the relative merits of alternative clustering solutions on the same domain.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4033t7br", "frozenauthors": [ { "first_name": "Emmanuel", "middle_name": "M.", "last_name": "Pothos", "name_suffix": "", "institution": "University of Oxford; Department of Experimental Psychology", "department": "" }, { "first_name": "Nick", "middle_name": "", "last_name": "Chater", "name_suffix": "", "institution": "University of Warwick; Department of Psychology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33319/galley/24378/download/" } ] }, { "pk": 33344, "title": "Rational Decision Theory: The Relevance of Newcomb's Paradox", "subtitle": null, "abstract": "Among data implying pessimistic conclusions about human rationality, one might include evidence from the notorious Newcomb's Problem (Nozick 1969), which has hitherto, however, been largely confined to the philosophical literature. After nearly thirty years of inconclusive discussion, Newcomb's Problem is still widely seen as exposing inadequacies of the current standard theory of rational decision since the most plausible principles of choice give conflicting recommendations. Thus, Jeffrey (1983) says that Newcomb's Problem may be seen \"as a rock on which...Bayesianism...must founder\". Despite a staggeringly vast literature of great technical subtlety and complexity, no solution has emerged. I offer a novel analysis which goes beyond merely giving the right answer to the choice problem by also revealing the source of its persistent intractability. If my solution suggests good news about human capacity for rational choice, it entails bad news about other important problem-solving abilities central to cognitive science.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/29r5v7k9", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Slezak", "name_suffix": "", "institution": "Program in Cognitive Science, University of New South Wales", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33344/galley/24403/download/" } ] }, { "pk": 33359, "title": "Rational Hypothesis-Testing Strategies in a Rule Discovery Task", "subtitle": null, "abstract": "In Wason's (1960) inductive learning task, subjects must discover a rule that governs the production of sequences of three numbers, such as '2-4-6', by generating new triples that receive feedback. Data obtained with Wason's original procedure suggest that people test few hypotheses before announcing their guess and mostly proceed on the basis of a positive-test strategy. These features are commonly regarded as lamentable aspects of reasoning agents who fail to appreciate normative models of hypothesis-testing. Such interpretations, however, are relative to the inferential context in which the behavior is observed. In the present study, Wason's original procedure was modified such that in one condition desirable consequences were associated with the production of positive exemplars and undesirable consequences with negative exemplars. In a second condition, the consequences were reversed. Subjects in the latter condition produced more exemplars, of a greater variety, and were more likely to discover the rule than subjects in the first condition. It seems then that in this second condition the hypothesis-testing strategy emerging from the subjects' appreciation of the cost and benefit of generating certain kinds of triples coincided with the normative strategy. However, since subjects in both conditions aimed to achieve different goals their hypothesis-testing strategies can, in that respect, be characterized as rational.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3pc065g8", "frozenauthors": [ { "first_name": "Frederic", "middle_name": "", "last_name": "Vallee-Tourangeau", "name_suffix": "", "institution": "Department of Psychology, University of Hertfordshire", "department": "" }, { "first_name": "Martin", "middle_name": "", "last_name": "New", "name_suffix": "", "institution": "Department of Psychology, University of Hertfordshire", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33359/galley/24418/download/" } ] }, { "pk": 33398, "title": "Recursive Reviews of Math Lessons: A Mechanism for Improving Instruction", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4084c08m", "frozenauthors": [ { "first_name": "Michele", "middle_name": "D.", "last_name": "Crockett", "name_suffix": "", "institution": "Graduate School of Education and Information Sciences, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33398/galley/24457/download/" } ] }, { "pk": 33326, "title": "Reduplication and the Arbitrariness of the Sign", "subtitle": null, "abstract": "The meanings expressed by reduplication, or linguistic doubling, are similar across a wide array of languages. Interestingly, some of these shared meanings do not concern doubling, repetition, or plurality. This non-arbitrariness of the sign may be attributable to the interplay of two forces: iconicity, and conceptually-based semantic extension. Cross-linguistic evidence supporting this account is presented. More generally, this paper argues that the interaction of iconicity and semantic extension constitutes a potentially powerful source of nonarbitrariness in the mapping between sound and meaning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5098k060", "frozenauthors": [ { "first_name": "Terry", "middle_name": "", "last_name": "Regier", "name_suffix": "", "institution": "Department of Psychology; University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33326/galley/24385/download/" } ] }, { "pk": 33430, "title": "Reflection Alone Can Increase Consistency of Beliefs", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8rf9z04q", "frozenauthors": [ { "first_name": "Amy", "middle_name": "M.", "last_name": "Masnick", "name_suffix": "", "institution": "Department of Human Development, Cornell University", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Koslowski", "name_suffix": "", "institution": "Department of Human Development, Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33430/galley/24489/download/" } ] }, { "pk": 33216, "title": "Regularities in a Random Mapping from Orthography to Semantics", "subtitle": null, "abstract": "In this paper we investigate representational and methodological issues in a attractor network model of the mapping from orthography to semantics based on [Plaut, 1995]. We find that, contrary to psycholinguistic studies, the response time to concrete words (represented by more 1 bits in the output pattern) is slower than for abstract words. This model also predicts that response times to words in a dense semantic neighborhood will be faster than words which have few semantically similar neighbors in the language. This is conceptually consistent with the neighborhood effect seen in the mapping from orthography to phonology [Seidenberg & McClelland, 1989, Plaut etal., 1996] in that patterns with many neighbors are faster in both pathways, but since there is no regularity in the random mapping used here, it is clear that the cause of this effect is different than that of previous experiments. We also report a rather distressing finding. Reaction time in this model is measured by the time it takes the network to settle after being presented with a new input. When the criterion used to determine when the network is \"settled\" is changed to include testing of the hidden units, each of the results reported above change the direction of effect - abstract words are now slower, as are words in dense semantic neighborhoods. Since there are independent reasons to exclude hidden units from the stopping criterion, and this is what is done in common practice, we believe this phenomenon to be of interest mostly to neural network practitioners. However, it does provide some insight into the interaction between the hidden and output units during settling.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1rj3k2g5", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "S.", "last_name": "Clouse", "name_suffix": "", "institution": "Computer Science & Engineering, University of California, San Diego", "department": "" }, { "first_name": "Garrison", "middle_name": "W.", "last_name": "Cottrell", "name_suffix": "", "institution": "Computer Science & Engineering, University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33216/galley/24276/download/" } ] }, { "pk": 33446, "title": "Relating Perceptual and Functional Features for Game Learning", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6qd513vd", "frozenauthors": [ { "first_name": "Shira", "middle_name": "", "last_name": "Sand", "name_suffix": "", "institution": "Department of Electrical Engineering, Princeton University", "department": "" }, { "first_name": "Jack", "middle_name": "J.", "last_name": "Gelfand", "name_suffix": "", "institution": "Department of Psychology, Princeton University", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Epstein", "name_suffix": "", "institution": "Department of Computer Science, Hunter College, and The Graduate School, CUNY", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33446/galley/24505/download/" } ] }, { "pk": 33280, "title": "Relational Language Facilitates Analogy in Children", "subtitle": null, "abstract": "One important function of language is to name relations. Preschool children performed a simple mapping task with and without hearing spatial prepositions calling attention to key relations. Children at 44 months were successful only if they were in the language condition. By 49 months, children were competent on the task regardless of condition, although there were still benefits of language. These results suggests that relational language can therefore be an important tool for highlighting relational commonalities children may otherwise fail to use.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/07b7c57b", "frozenauthors": [ { "first_name": "Jeffrey", "middle_name": "", "last_name": "Loewenstein", "name_suffix": "", "institution": "Northwestern University, Department of Psychology", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Northwestern University, Department of Psychology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33280/galley/24340/download/" } ] }, { "pk": 33299, "title": "Repetition Blindness: Levels of Processing Revisited", "subtitle": null, "abstract": "When two orthographically siniilar words are briefly and successively displayed, the second word is often difficult to detect or recall, a deficit known as repetition blindness, or RB (Kanwisher, 1987). Two experiments used word-nonword pairs to test predictions of a computational model based on similarity inhibition (Bavelier & Jordan, 1992) vs. predictions of a sublexical model (Harris & Morris, 1996, 1997; Moms & Harris, 1997). One striking finding was of strong RB even for a single repeated letter (cope carn; hot hix). Results generally supported a sublexical model where only the shared letters are affected by RB, and each shared letter can be differentially affected in a probabilistic manner.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3kt0n262", "frozenauthors": [ { "first_name": "Alison", "middle_name": "L.", "last_name": "Morris", "name_suffix": "", "institution": "Department of Psychology, Boston University", "department": "" }, { "first_name": "Catherine", "middle_name": "L.", "last_name": "Harris", "name_suffix": "", "institution": "Department of Psychology, Boston University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33299/galley/24359/download/" } ] }, { "pk": 33265, "title": "Representating the Local Space Qualitatively in a Cognitive Map", "subtitle": null, "abstract": "The cognitive maps that humans compute as representations of the spatial environment they have visited are rarely even close approximations to what was actually experienced. When we experience the environment we seem to see it all so perfectly, yet rarely are we able to reproduce from memory an exact description of the places visited. Yet these vague, muddled descriptions of the places visited are adequate for many spatial reasoning tasks. But how is such an impoverished representation computed from what is initially delivered by one's senses? And what effect does this representation have on the construction of the cognitive map? W e present one method for computing a vague description of each local space visited. It is derived from the initially accurate description needed for the actions the viewer might perform within the local space. We show the effect of this representation on the structure of the cognitive map.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3r95w6cb", "frozenauthors": [ { "first_name": "Margaret", "middle_name": "", "last_name": "Jefferies", "name_suffix": "", "institution": "Artificial Intelligence Laboratory, Computer Science Department, University of Otago", "department": "" }, { "first_name": "Wai-Kiang", "middle_name": "", "last_name": "Yeap", "name_suffix": "", "institution": "Artificial Intelligence Laboratory, Computer Science Department, University of Otago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33265/galley/24325/download/" } ] }, { "pk": 33275, "title": "Representation, Agency, and Disciplinarity: Calculus Experts at Work", "subtitle": null, "abstract": "Differential calculus provides various ways to conceptualize change, any of which can be employed with applied problems. Experts associated with different academic disciplines (chemistry, physics, mathematics) were asked to think out loud while working on a problem requiring a differential equation for its exact solution. These experts used strikingly different representations in solving the problem. Comparisons between their protocols are based on a historical-cognitive approach that ties present-day representational practices of differential calculus to the history and conceptual development of the calculus. Agency, here defined as the task assigned to the problem solver by the representation, is at the heart of this link between past and present practices. Whereas the agency characteristic of the Leibnizian calculus is choice, the agency characteristic of Newtonian calculus is transformation, and that of the modern function-based calculus may, in applied contexts, be characterized as observation and manipulation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3qf0g6g3", "frozenauthors": [ { "first_name": "Elke", "middle_name": "M.", "last_name": "Kurz", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33275/galley/24335/download/" } ] }, { "pk": 33210, "title": "Representation of Knowledge in Memory: Evidence from Primed Recognition", "subtitle": null, "abstract": "This paper investigates the relationship readers with different levels of prior knowledge construct among procedural text elements, specifically, among the goal, the actions and the outcome of a procedural text. Readers were either beginners, intermediates, or experts in using a particular software. Our hypothesis was that the main difference between the prior knowledge organization of beginner, intermediate, and advanced subjects was due to the relationship among a goal, the necessary actions to attain this goal, and the obtained outcome. An experiment using a primed recognition task with the goal as prime and both the outcome and the actions as targets confirmed this hypothesis. The primed recognition results were simulated with the Construction-Integration model of comprehension (Kintsch, 1998).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3sz5j1m8", "frozenauthors": [ { "first_name": "Stephanie", "middle_name": "", "last_name": "Caillies", "name_suffix": "", "institution": "Universite de Provence", "department": "" }, { "first_name": "Guy", "middle_name": "", "last_name": "Denhiere", "name_suffix": "", "institution": "CREPCO, Universite de Provence", "department": "" }, { "first_name": "Walter", "middle_name": "", "last_name": "Kintsch", "name_suffix": "", "institution": "Institute of Cognitive Science, University of Colorado", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33210/galley/24270/download/" } ] }, { "pk": 33397, "title": "Representation Revisited: Lessons Learned from Artificial Life", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6354j8p5", "frozenauthors": [ { "first_name": "Monica", "middle_name": "R.", "last_name": "Cowart", "name_suffix": "", "institution": "Department of Philosophy, Wisconsin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33397/galley/24456/download/" } ] }, { "pk": 33354, "title": "Representing Psychological Dimensions of Decisions: Implications for Behavioral Decision Models", "subtitle": null, "abstract": "This study investigated the dimensions of the psychological similarity space associated with decisions people commonly encounter in their life. Four distinct clusters were found within a three-dimensional space, which suggested that people classifiy decisions based on content per se (professional-personal), as well as general characteristics of the decisions, namely, importance and complexity. These findings have implications for decision strategy selection.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2br560s7", "frozenauthors": [ { "first_name": "Yuri", "middle_name": "", "last_name": "Tada", "name_suffix": "", "institution": "Department of Psychology; The Ohio State University", "department": "" }, { "first_name": "Elke", "middle_name": "U.", "last_name": "Weber", "name_suffix": "", "institution": "Department of Psychology; The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33354/galley/24413/download/" } ] }, { "pk": 36507, "title": "Results of the 1997 CATESOL College/University Survey", "subtitle": null, "abstract": "This article provides a reasonably accurate picture of the opinions, needs, and interests of CATESOL college/university level members based upon the results of a 1997 survey. As a whole, members work as part-time and full-time professors or instructors in one of the California college systems. Even though they perceive themselves as well trained to deal with L2 issues and have a great deal of contact with ESL students, members are dissatisfied with the lack of articulation with the other programs that deal with L2 learners on their campuses. As a whole, members actively participate in professional conferences, keep up-to-date in their reading of CATESOL publications, and are hopeful about the role of technology in the future. While able to identify a wide range of positive decisions, activities and programs on their campuses within the past five years, most respondents expressed the need for greater professional respect in their work settings as well as more support in providing curricular options and staffing.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/84r3k6w2", "frozenauthors": [ { "first_name": "Janet", "middle_name": "", "last_name": "Eyring", "name_suffix": "", "institution": "California State University, Fullerton", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36507/galley/27358/download/" } ] }, { "pk": 33418, "title": "Retrospective Revaluation in Human Associative Learning: New Data and Implications for Models of Learning", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9dv986tn", "frozenauthors": [ { "first_name": "John", "middle_name": "K.", "last_name": "Krushschke", "name_suffix": "", "institution": "Department of Psychology, Indiana University", "department": "" }, { "first_name": "Nathaniel", "middle_name": "J.", "last_name": "Blair", "name_suffix": "", "institution": "Department of Psychology, Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33418/galley/24477/download/" } ] }, { "pk": 33339, "title": "Road Climbing: A Route Choice Heuristic", "subtitle": null, "abstract": "Bailenson, Shum. and Uttal (1998) showed that when people are asked to select from potential routes on a map, their decision relied heavily on the initial attractiveness of the routes. Specifically, people preferred routes that were initially long and straight and headed in the general direction of the destination, even if that route was not the optimal (shortest) route. This paper extends this road climbing theory to route choice on maps of college campuses and to actual navigation around a college campus. Both experiments confirm that when given a choice among routes, people often resort to choosing the one that is most initially attractive. The road climbing model provides an explanation for both people's navigational decisions and also the path asymmetries that have been discovered by previous researchers studying route choice.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3355t7ns", "frozenauthors": [ { "first_name": "Michael", "middle_name": "S.", "last_name": "Shum", "name_suffix": "", "institution": "Department of Psychology, NWU", "department": "" }, { "first_name": "Jeremy", "middle_name": "N.", "last_name": "Bailenson", "name_suffix": "", "institution": "Department of Psychology, NWU", "department": "" }, { "first_name": "Steve", "middle_name": "I.", "last_name": "Hwang", "name_suffix": "", "institution": "Department of Psychology, NWU", "department": "" }, { "first_name": "Layla", "middle_name": "R.", "last_name": "Piland", "name_suffix": "", "institution": "Department of Psychology, NWU", "department": "" }, { "first_name": "David", "middle_name": "H.", "last_name": "Uttal", "name_suffix": "", "institution": "Department of Psychology, NWU", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33339/galley/24398/download/" } ] }, { "pk": 33434, "title": "Role Models in Cognitive Psychology: Jerome Bruner as Exemplar", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8tv2n75r", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Meyerson", "name_suffix": "", "institution": "Learning Technology Center, Vanderbilt University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33434/galley/24493/download/" } ] }, { "pk": 33399, "title": "Searching the World Wide Web Made Easy? The Cognitive Load Imposed by Query Refinement Mechanisms", "subtitle": null, "abstract": "This article addresses the effectiveness of search reformulation using query refinement mechanisms on the Internet. Cognitive load was measured using a secondary digit-monitoring task. The load was found to be lower when using the refinement mechanisms than when perusing document summaries - suggesting that the development of refinement mechanisms can make Internet searching easier. Two refinement mechanisms, one based on statistical term co-occurrence and the other on a shallow natural language parsing technique were tested. No difference in load was found, possibly because of the limited time that subjects spent in the refinement process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1fn3v9jq", "frozenauthors": [ { "first_name": "Simon", "middle_name": "", "last_name": "Dennis", "name_suffix": "", "institution": "School of Psychology; University of Queensland", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "McArthur", "name_suffix": "", "institution": "School of Information Systems, Queensland University of Technology", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Bruza", "name_suffix": "", "institution": "School of Information Systems, Queensland University of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33399/galley/24458/download/" } ] }, { "pk": 33463, "title": "Self-Initiated Learning through Transformation of Representation", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1tt9x8s2", "frozenauthors": [ { "first_name": "Charles", "middle_name": "", "last_name": "Woodson", "name_suffix": "", "institution": "Cognition and Development; University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33463/galley/24522/download/" } ] }, { "pk": 33291, "title": "Semantic Similarity Priming Without Hierarchical Category Structure", "subtitle": null, "abstract": "In an attractor model of semantic memory, semantic similarity is determined by degree of featural overlap. In contrast, in spreading activation theory, two concepts are similar if they share features or if they are linked to the same superordinate category node. We present an attractor network model of computing word meaning and use it to simulate the data of McRae and Boisvert (in press), who found that short SOA semantic similarity priming directly depends on degree of featural overlap. The two accounts of semantic similarity are then contrasted in a human experiment. In support of attractor networks, priming effects were determined by featural overlap, and no evidence was found for priming through a purported superordinate node. It is concluded that lexical concepts are not represented as static nodes in a hierarchical system.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7kh7c4r3", "frozenauthors": [ { "first_name": "Ken", "middle_name": "", "last_name": "McRae", "name_suffix": "", "institution": "Department of Psychology, University of Western Ontario", "department": "" }, { "first_name": "George", "middle_name": "S.", "last_name": "Cree", "name_suffix": "", "institution": "Department of Psychology, University of Western Ontario", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "McNorgan", "name_suffix": "", "institution": "Department of Psychology, University of Western Ontario", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33291/galley/24351/download/" } ] }, { "pk": 33185, "title": "Sentence Interpretation in Bulgarian: The Contribution of Animacy", "subtitle": null, "abstract": "There is growing interest in exploring the interaction of semantics with outlier information sources in sentence processing. Tliis study explores the role of noun animacy in these processes in combination with syntactic (word order) and morphological (mmiber marking) factors by means of an on-line agency assignment task in Bulgarian. Unlike smiilar studies, the preparation of the stimuli follows a rigorous series of pro-tests which reveal the gradable nature of animacy and attempt to account for the interaction of verb semantics (agency reversibility) with noun semantics (anmiacy contrast). Results confirm expectations of tlie high significance of agreement in Bulgarian and present a challenge to the binary view of animacy. Some of tire predictions on cue interaction within the Competition Model are put to the test and generally confirmed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0j22f3vh", "frozenauthors": [ { "first_name": "Elena", "middle_name": "", "last_name": "Andonova", "name_suffix": "", "institution": "Department of Cognitive Science, New Bulgarian University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33185/galley/24245/download/" } ] }, { "pk": 33331, "title": "Setting the First Few Syntactic Parameters - A Computational Analysis", "subtitle": null, "abstract": "We consider the process by which the syntactic parameters of human language are set. Previous work has shown that for natural languages there can be no instant \"automatic\" triggering of parameters because the trigger properties in natural languages are often deep properties, not recognizable without parsing the input sentence. There are parametric algorithms that learn by parsing, but they are inefficient because they do not respect the Parametric Principle, they evaluate millions of grammars, rather than establishing the values of a few dozen parameters. They do so because they cannot tell in advance which input sentences are pertinent to which parameters, and because they have no protection against misleaming due to parametric ambiguity of the input. There is one model that does implement the Parametric Principle. This is the Structural Triggers Learner (STL). For an STL, a parameter value and its trigger are one and the same thing; they are what we call a structural trigger or treelet (a subtree or in the limiting case a single feature). These structural triggers are made available by UG and adopted into the learner's grammar just in case they prove essential for parsing input sentences. This permits efficient recognition of the parameter values entailed by input sentences and allows the learner to avoid errors by discarding ambiguous input. However, the high degree of ambiguity inlierent in natural language impedes learning even for this efTicient system. An STL must wait a long time between unambiguous inputs. As we explain, this problem is particularly acute in the early stages of learning. In this paper we give a computational analysis of the performance of an STL. We then identify an important factor - the parametric expression rate - that holds promise of a solution to this early learning problem.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4tb5n4hj", "frozenauthors": [ { "first_name": "Wiliiam", "middle_name": "G.", "last_name": "Sakas", "name_suffix": "", "institution": "Ph.D. program in Computer Science; CUNY Graduate Center", "department": "" }, { "first_name": "Janet", "middle_name": "Dean", "last_name": "Fodor", "name_suffix": "", "institution": "Ph.D. program in Linguistics; CUNY Graduate Center", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33331/galley/24390/download/" } ] }, { "pk": 33203, "title": "Sharedness as an Innate Basis for Communication in the Infant", "subtitle": null, "abstract": "From a cognitive perspective, intentional communication may be viewed as an agent's activity overtly aimed at modifying a partner's mental states. According to standard Gricean definitions, this requires each party to be able to ascribe mental states to the other, i.e.. to entertain a so-called theory of mind. According to the relevant experimental literature, however, such capability does not appear before the third or fourth birthday; it would follow that children under that age should not be viewed as communicating agents. In order to solve the resulting dilemma, we propose that certain specific components of an agent's cognitive architecture (namely, a peculiar version of sharedness and communicative intention), are necessary and sufficient to explain infant communication in a mentalist framework. We also argue that these components are innate in the human species.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0807r6d0", "frozenauthors": [ { "first_name": "Francesca", "middle_name": "Marina", "last_name": "Bosco", "name_suffix": "", "institution": "Universita di Torino, Centro di Scienza Cognitiva", "department": "" }, { "first_name": "Maurizio", "middle_name": "", "last_name": "Tirassa", "name_suffix": "", "institution": "Universita di Torino, Centro di Scienza Cognitiva", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33203/galley/24263/download/" } ] }, { "pk": 33268, "title": "Simulating Development by Modifying Architectures", "subtitle": null, "abstract": "In order to ground our understanding of cognitive development we have started to create a model of how children and adults solve a well-studied three-dimensional puzzle. We started with a model that fits the adult behaviour on the puzzle. We then modified the model's cognitive architecture (ACT-R) and its perceptual/motor architecture (the Nottingham Interaction Architecture) in three ways to simulate a younger problem solver by: (a) reducing the accuracy of vision, (b) reducing working memory, and (c) doing both. The modifications, particularly reduced working memory (and its combination with reduced visual accuracy), allow the model to approximate, on some measures, the behaviour of seven year olds on the puzzle. The results suggest that cognitive models and their architectures can help answer the question of \"What develops?\".", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5g280154", "frozenauthors": [ { "first_name": "Gary", "middle_name": "", "last_name": "Jones", "name_suffix": "", "institution": "ESRC Centre for Research in Development, Instruction and Training, Department of Psychology; University of Nottingham", "department": "" }, { "first_name": "Frank", "middle_name": "E.", "last_name": "Ritter", "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": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33268/galley/24328/download/" } ] }, { "pk": 33449, "title": "Social Aspects of Dependency in Navigation: Route Guidance using Mobile Phone with Location Information", "subtitle": null, "abstract": "We are currently developing a Route Guidance system, based on a mobile phone that gives Location Information. One of our research goals is to discover what features a 'Route Guidance Service' needs in order to be useful for pedestrians.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8rp9b5kd", "frozenauthors": [ { "first_name": "Noriko", "middle_name": "", "last_name": "Shingaki", "name_suffix": "", "institution": "NTT Basic Research Laboratories", "department": "" }, { "first_name": "Hisao", "middle_name": "", "last_name": "Nojima", "name_suffix": "", "institution": "NTT Basic Research Laboratories", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33449/galley/24508/download/" } ] }, { "pk": 33328, "title": "Solutions to the Catastrophic Forgetting Problem", "subtitle": null, "abstract": "In this paper we review three kinds of proposed solutions to the catastrophic forgetting problem in neural networks. The solutions are based on reducing hidden unit overlap, rehearsal, and pseudorehearsal mechanisms. We compare the methods and identify some underlying similarities. We then briefly note some potential implications of the rehearsal/pseudorehearsal based methods, including their application to sequential learning tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8dr82594", "frozenauthors": [ { "first_name": "Anthony", "middle_name": "", "last_name": "Robins", "name_suffix": "", "institution": "Computer Science Department, The University of Otago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33328/galley/24387/download/" } ] }, { "pk": 33316, "title": "Spatial Competence via Self-Organisation: an Intersect of Perception and Development", "subtitle": null, "abstract": "We address the question of how artificial systems and natural organisms develop spatial competence. Most artificial systems draw upon considerable sophisticated operator- or developer-originated knowledge about what in the world sensor signals represent. Natural systems do not have such sophisticated auxiliary sources of information. We are interested in how, despite this, they achieve perceptual organisation, and suspect that the methods they use will have generalisable effectiveness. We describe a process that creates coherent mappings between the physical world and the phenomenological realm, analogous to retinotopicity and sensory homuncularity in natural systems, and discuss its application to problems of higher dimensionality and higher levels of abstraction. Importantly, such a process, having proved successful in the perceptual robotics domain of our current interests, is likely to be found in other cognitive domains because its strengths lie in its ability to organise and implicitly summarise data in the absence of clues about what that data represents.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9j7363gc", "frozenauthors": [ { "first_name": "Mark", "middle_name": "W.", "last_name": "Peters", "name_suffix": "", "institution": "Department of Artificial Intelligence, School of Computer Science and Engineering, University of New South Wales", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33316/galley/24535/download/" } ] }, { "pk": 33429, "title": "Spatial Situation Models and Story Actions", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3wd2b6gr", "frozenauthors": [ { "first_name": "Christie", "middle_name": "", "last_name": "Manning", "name_suffix": "", "institution": "Center for Cognitive Sciences; University of Minnesota", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33429/galley/24488/download/" } ] }, { "pk": 33262, "title": "Statistical Learning of Visuomotor Sequences: implicit Acquisition of Sub-patterns", "subtitle": null, "abstract": "A visuospatial reaction time task was used to gain an online measure of learning as subjects responded manually to strings of stimuli containing embedded transitional probabilities. We hypothesized that items within a stimulus sequence that have low transitional probabilities will be learned more slowly than items that have high transitional probabilities. Subjects were instructed to make button press responses to stimulus strings composed of sequences of lights. Items in the strings were organized into triplets, with a low average transitional probability for the first item in a triplet, and transitional probabilities of 1.0 for the second and third items. Results indicate that learning is poorer for stimulus items with low transitional probabilities than for stimulus items with high transitional probabilities. This work ties together a number of previous investigations of sequence learning, and has implications for how more complicated, hierarchically structured sequential input, such as language, may be learned.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6ct525m1", "frozenauthors": [ { "first_name": "Ruskin", "middle_name": "H.", "last_name": "Hunt", "name_suffix": "", "institution": "Dept. of Brain and Cognitive Sciences, University of Rochester", "department": "" }, { "first_name": "Richard", "middle_name": "N.", "last_name": "Aslin", "name_suffix": "", "institution": "Dept. of Brain and Cognitive Sciences, University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33262/galley/24322/download/" } ] }, { "pk": 33318, "title": "Steps Towards the Acquisition of Expertise: Shifting the Focus from Quantitative to Qualitative Problem Prepresentations During Collaborative Problem Solving", "subtitle": null, "abstract": "Three important findings of research on expertise in formal sciences such as physics are that novices and experts differ with respect to (1) how they structure their domain knowledge, (2) how they mentally represent problems and (3) how they approach problems. Though first attempts have been made to account for the acquisition of knowledge structures as possessed by experts, the reconstruction of the involved learning mechanisms in a psychologically plausible and instructionally fruitful way still remains a challenge. In an experimental study, we investigated how tenth graders acquire and successively relate qualitative and quantitative problem representations in classical mechanics. Initially, subjects were taught either qualitative or quantitative aspects of classical mechanics. Afterwards, two subjects, who were taught differently, collaborated on problems which were beyond the competence of each of them separately. Before and after the collaboration subjects had to work on multi-component tests. In addition, protocols were taken of the subjects' verbal exchange of information during collaborative problem solving. An analysis of variance of the multi-component tests revealed that the subjects successfully learned to interrelate qualitative and quantitative problem representations. A protocol analysis further indicated that subjects gradually shifted their focus from quantitative problem representations to qualitative problem representations during collaborative problem solving.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/05b6c0jm", "frozenauthors": [ { "first_name": "Rolf", "middle_name": "", "last_name": "Ploetzner", "name_suffix": "", "institution": "Department of Psychology; NiemensstraBe 10", "department": "" }, { "first_name": "Cornelia", "middle_name": "", "last_name": "Kneser", "name_suffix": "", "institution": "Department of Psychology; NiemensstraBe 10", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33318/galley/24377/download/" } ] }, { "pk": 33308, "title": "Strength Adjustment In Hierarchical Learning", "subtitle": null, "abstract": "Hierarchical systems can adapt by adjusting the strengths of their components in response to environmental feedback. Regimens for propagating adjustments through a hierarchy are either cascading or distributional, depending on whether the sum of the adjustments is variable or fixed. Both types of regimens can be dampened, amplified or sustained, depending on whether nodes higher in the hierarchy are adjusted less, more or with the same amount as lower nodes. We show that a cascading regimen learns most efficiently with amplified propagation, while a distributional regimen learns most efficiently with sustained propagation. Cognitive scientists ought to explore a wider range of propagation regimens.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1wx7f125", "frozenauthors": [ { "first_name": "Stellan", "middle_name": "", "last_name": "Ohlsson", "name_suffix": "", "institution": "Department of Psychology, The University of illinois at Chicago", "department": "" }, { "first_name": "Andrew", "middle_name": "D.", "last_name": "Halpern", "name_suffix": "", "institution": "Department of Psychology, The University of illinois at Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33308/galley/24368/download/" } ] }, { "pk": 33404, "title": "Structural Alignment Facilitates Discovering Differences", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2140m6b2", "frozenauthors": [ { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Department of Psychology, NWU", "department": "" }, { "first_name": "Virginia", "middle_name": "", "last_name": "Gunn", "name_suffix": "", "institution": "Department of Psychology, NWU", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33404/galley/24463/download/" } ] }, { "pk": 33340, "title": "Structural Alignment in Relational Interperations of Conceptual Combinations", "subtitle": null, "abstract": "Current theories concerning the comprehension of noun-noun combinations propose that relational interpretations are the result of tlie modifier filling some role within the head noun (Murphy. 1988; Wisniewski, 1997), whereas property interpretations involve the structural alignment of the head noun and modifier concepts (Wisniewski, 1997). In this paper we argue that structural alignment underlies the formation of both relational and property interpretations of noun-noun combinations. Property interpretations result from the alignment of the modifier with the head noun, whereas relational interpretations result from the alignment of the modifier with a filler in the head noun. Modifiers for noun-noun combinations were chosen based on their similarity to relational fillers in the head noun concept. Results indicated that frequency of instantiation of relational interpretations was positively correlated with the similarity of the modifier to fillers in the head noun. Similarity of modifier to fillers in the head noun predicted frequency of instantiation of relational interpretations to a greater degree than the rated ability of modifiers to fill roles in the head noun concept.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4bh5x3wn", "frozenauthors": [ { "first_name": "Cynthia", "middle_name": "M.", "last_name": "Sifonis", "name_suffix": "", "institution": "Department of Psychology; Texas A&M University", "department": "" }, { "first_name": "Thomas", "middle_name": "B.", "last_name": "Ward", "name_suffix": "", "institution": "Department of Psychology; Texas A&M University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33340/galley/24399/download/" } ] }, { "pk": 33372, "title": "Structure in Category-Based Induction", "subtitle": null, "abstract": "We investigated category-based inference tasics, contrasting the predictions of structural alignment theory as applied to categorization with those of feature-overlap models of similarity. We provide evidence for the differential level of importance of causal information in category-based inference tasks, as predicted by the systematicity principle (Centner, 1983). Our basic paradigm consists of a task in which participants decide between inferences based on shared causal antecedents or shared attributes. Experiment I demonstrated a preference for the causal inference when the target animal shares one attribute with one of the base animals and one causal antecedent with the other base. In Experiment 2, we found that this preference holds even when the target animal shares greater attribute similarity with the noncausal base (i.e., the target shares two attributes with one base and one causal antecedent with the other). Experiment 2 also served to demonstrate that this result can indeed be attributed to the influence of causal structure, and not to surface stimulus properties, such as sentence length. Overall, the results agreed with the predictions of structural alignment theory and were inconsistent with a feature-overlap account.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4jj699gx", "frozenauthors": [ { "first_name": "Melissa", "middle_name": "Lin", "last_name": "Wu", "name_suffix": "", "institution": "Department of Psychology, Northwestern University", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Department of Psychology, Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33372/galley/24431/download/" } ] }, { "pk": 33197, "title": "Students' Sense of Community in Constructivist/Collaborative Learning Environments", "subtitle": null, "abstract": "The relationship of different learning environments (traditional versus constructivist/collaborative) to students' psychological sense of community in the classroom was examined in this study. In addition to students' sense of community, students' social skills and social behavior were also examined. Measures of students' psychological sense of community in the classroom, social problem-solving skills, one's own social behavior, and social behavior of the class were collected. Results from this study suggest that constructivist/collaborative learning environments support students' psychological sense of community in the classroom and social problem-solving skills better than traditional learning environments, and that psychological sense of community in the classroom is an important factor in students' social skills and social behavior in the classroom setting.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3040n3zj", "frozenauthors": [ { "first_name": "Helen", "middle_name": "V.", "last_name": "Bateman", "name_suffix": "", "institution": "Learning Technology Center, Vanderbilt University", "department": "" }, { "first_name": "Susanne", "middle_name": "R.", "last_name": "Goldman", "name_suffix": "", "institution": "Learning Technology Center, Vanderbilt University", "department": "" }, { "first_name": "J.", "middle_name": "R.", "last_name": "Newbrough", "name_suffix": "", "institution": "Psychology and Human Development, Peabody College, Vanderbilt University", "department": "" }, { "first_name": "John", "middle_name": "D.", "last_name": "Bransford", "name_suffix": "", "institution": "Learning Technology Center, Vanderbilt University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33197/galley/24257/download/" } ] }, { "pk": 33173, "title": "Studies in the Interaction of Psychology and Neuroscience", "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/70z381bx", "frozenauthors": [ { "first_name": "Gary", "middle_name": "", "last_name": "Hatfield", "name_suffix": "", "institution": "Dept. of Philosophy, Univ. of Pennsylvania", "department": "" }, { "first_name": "Brian", "middle_name": "L.", "last_name": "Keeley", "name_suffix": "", "institution": "Philosophy/Neuroscience/Psychology Program, Washington Univ.", "department": "" }, { "first_name": "William", "middle_name": "", "last_name": "Hirstein", "name_suffix": "", "institution": "Dept. of Philosophy, William Paterson Univ.", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33173/galley/24233/download/" } ] }, { "pk": 33168, "title": "Symposium: Cognitive Science Education", "subtitle": null, "abstract": "As is well known, teaching cognitive science presents some special challenges, whether to undergraduates or to graduate students. In this symposium, we aim to explore some of the problems that teaching cognitive science presents in the class- or seminar room and identify some of the special opportunities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3w39j460", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "", "last_name": "Brook", "name_suffix": "", "institution": "Institute of Interdisciplinary Studies, Carleton University", "department": "" }, { "first_name": "Janet", "middle_name": "", "last_name": "Kolodner", "name_suffix": "", "institution": "College of Computing, George Institute of Technology", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Thagard", "name_suffix": "", "institution": "Dept of Philosophy, University of Waterloo", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Ranney", "name_suffix": "", "institution": "Graduate School of Education, University of California, Berkeley, CA", "department": "" }, { "first_name": "Sean", "middle_name": "O", "last_name": "Nuallain", "name_suffix": "", "institution": "School of Computing Applications, Dublin City University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33168/galley/24228/download/" } ] }, { "pk": 33170, "title": "Symposium: Modeling Cognitive Processes in Interactive Learning Situations: Face-to-Face Learning and Learning over a Network", "subtitle": null, "abstract": "This symposium reports research concerned with developing tools and models for the analysis of cognitive processes in interactive learning situations. Results of several studies of natural, interactive task-oriented learning situations including face-to-face learning situations and learning over a network are compared. The results show how interactive, situated discourse is used to support processes of knowledge construction and problem solving within these learning environments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2mq5m98c", "frozenauthors": [ { "first_name": "Carl", "middle_name": "", "last_name": "Frederiksen", "name_suffix": "", "institution": "Department of Educational and Counseling Psychology, McGill University", "department": "" }, { "first_name": "Janet", "middle_name": "", "last_name": "Donin", "name_suffix": "", "institution": "Department of Educational and Counseling Psychology, McGill University", "department": "" }, { "first_name": "Susanne", "middle_name": "", "last_name": "Lajoie", "name_suffix": "", "institution": "Department of Educational and Counseling Psychology, McGill University", "department": "" }, { "first_name": "Tim", "middle_name": "", "last_name": "Koschmann", "name_suffix": "", "institution": "Medical Education, Southern Illinois Medical School", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33170/galley/24230/download/" } ] }, { "pk": 33175, "title": "Symposium: Multidisciplinary Perspectives on Evolutionary Reasoning", "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/5b20c8bv", "frozenauthors": [ { "first_name": "David", "middle_name": "R.", "last_name": "Kaufman", "name_suffix": "", "institution": "Cognition and Development, Graduate School of Education, University of California, Berkeley", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Ranney", "name_suffix": "", "institution": "Cognition and Development, Graduate School of Education, University of California, Berkeley", "department": "" }, { "first_name": "Stellan", "middle_name": "", "last_name": "Ohlsson", "name_suffix": "", "institution": "Department of Psychology, University of Illinois at Chicago", "department": "" }, { "first_name": "Brian", "middle_name": "J.", "last_name": "Reiser", "name_suffix": "", "institution": "School of Education and Social Policy and The Institute for the Learning Sciences, Northwestern University", "department": "" }, { "first_name": "Lawrence", "middle_name": "", "last_name": "Shapiro", "name_suffix": "", "institution": "Department of Philosophy, University of Wisconsin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33175/galley/24235/download/" } ] }, { "pk": 33171, "title": "Symposium on Cognitive Architecture", "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/2v9622s6", "frozenauthors": [ { "first_name": "Jeff", "middle_name": "", "last_name": "Elman", "name_suffix": "", "institution": "Department of Cognitive Science, University of California, San Diego", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Hadley", "name_suffix": "", "institution": "School of Computing Science, Simon Fraser University", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Marcus", "name_suffix": "", "institution": "Department of Psychology, New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33171/galley/24231/download/" } ] }, { "pk": 33176, "title": "Symposium on Educational Dialogue", "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/2hc303cb", "frozenauthors": [ { "first_name": "Jean", "middle_name": "", "last_name": "McKendree", "name_suffix": "", "institution": "HCRC, University of Edinburgh", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Gee", "name_suffix": "", "institution": "Department of Curriculum and Instruction, University of Wisconsin at Madison", "department": "" }, { "first_name": "Keith", "middle_name": "", "last_name": "Stenning", "name_suffix": "", "institution": "HCRC, University of Edinburgh", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Voss", "name_suffix": "", "institution": "LRDC, University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33176/galley/24236/download/" } ] }, { "pk": 33174, "title": "Symposium: Using Causal Knowledge", "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/7b82q4bb", "frozenauthors": [ { "first_name": "Charles", "middle_name": "", "last_name": "Kalish", "name_suffix": "", "institution": "Department of Educational Psychology, University of Wisconsin-Madison", "department": "" }, { "first_name": "Woo-Kyoung", "middle_name": "", "last_name": "Ahn", "name_suffix": "", "institution": "Department of Psychology, Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33174/galley/24234/download/" } ] }, { "pk": 33254, "title": "Syntactic Systematicity Arising from Semantic Predictions in a Hebbian-Competitive Network", "subtitle": null, "abstract": "A Hebbiein-inspired, competitive network is presented which learns to predict the typical semantic features of denoting terms in simple and moderately complex sentences. In addition, the network learns to predict the appearance of syntactically key words, such as prepositions and relative pronouns. Importantly, as a by-product of the network's semantic training, a strong form of syntactic systematicity emerges. Moreover, the network can integrate novel nouns and verbs into its training process. This is achieved by assigning predicted semantic features as a default meaning when a novel word is encountered. All network training is unsupervised with respect to error feedback. Issues addressed here have been the subject of debate by notable psychologists, philosophers, and linguists within the last decade.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2225h19r", "frozenauthors": [ { "first_name": "Robert", "middle_name": "F.", "last_name": "Hadley", "name_suffix": "", "institution": "School of Computing Science", "department": "" }, { "first_name": "Dick", "middle_name": "", "last_name": "Arnold", "name_suffix": "", "institution": "School of Computing Science", "department": "" }, { "first_name": "Vlad", "middle_name": "", "last_name": "Cardei", "name_suffix": "", "institution": "School of Computing Science", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33254/galley/24314/download/" } ] }, { "pk": 36510, "title": "Teaching Grammar: What Do Employers at the Post-Secondary Level Expect?", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "CATESOL Exchange", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/04r4z0tf", "frozenauthors": [ { "first_name": "Dorothy", "middle_name": "", "last_name": "Messerschmitt", "name_suffix": "", "institution": "University of San Francisco", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36510/galley/27361/download/" } ] }, { "pk": 33431, "title": "Testing a Model of Role Assignment", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0p55k6sj", "frozenauthors": [ { "first_name": "Michael", "middle_name": "P.", "last_name": "Matessa", "name_suffix": "", "institution": "Department of Psychology; Carnegie Mellon University", "department": "" }, { "first_name": "John", "middle_name": "R.", "last_name": "Anderson", "name_suffix": "", "institution": "Department of Psychology; Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33431/galley/24490/download/" } ] }, { "pk": 33380, "title": "Tests of Remote Association", "subtitle": null, "abstract": "Do Remote Associates Test (RAT) problems measure the process of remote association? In the present study a new set of RAT problems was generated, and association norms were determined for each test word, providing an index of the remoteness of die association needed to solve each problem. The observed remoteness of each problem correlated with the difficulty of the problems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4cx5035r", "frozenauthors": [ { "first_name": "Colin", "middle_name": "", "last_name": "Allen", "name_suffix": "", "institution": "Department of Philosophy; Texas A&M University", "department": "" }, { "first_name": "Cynthia", "middle_name": "M.", "last_name": "Sifonis", "name_suffix": "", "institution": "Department of Psychology; Texas A&M University", "department": "" }, { "first_name": "Steven", "middle_name": "M.", "last_name": "Smith", "name_suffix": "", "institution": "Department of Psychology; Texas A&M University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33380/galley/24439/download/" } ] }, { "pk": 33264, "title": "The Acquisition of Ergativity", "subtitle": null, "abstract": "This paper reports a miniature language study conducted to examine the acquisition of an ergative verb system. The study is designed to allow the learner the choice of creating either a natural or unnatural system. The study uses a new approach to teaching miniature languages in which the learner is exposed to the language while playing a computer adventure game. The learner acquires the miniature language by determining its properties while seeing words used in context. After learning a set of transitive and intransitive verbs, each with its own set of subject clitics, the learner is required to create new words with object clitics. The situation is set up in such a way that the learner has three options: 1. Respond randomly, 2. use the subject clitics of intransitive verbs, creating a system typical of ergative languages, or 3. use the subject clitics of transitive verbs, a pattern not found in natural language. It was found that most subjects (93%) did either 2 or 3, demonstrating that they were performing language learning by forming two classes of subject clitics. Most subjects (78%) used the third option, the unnatural one. This result is interpreted as evidence against a modularity driven imiversal grammar view of language learning. Instead it supports a cognitive account in that the unnatural pattern required less cognitive processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9df2r1bh", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Ingram", "name_suffix": "", "institution": "Department of Linguistics, The University of British Columbia", "department": "" }, { "first_name": "Clifton", "middle_name": "", "last_name": "Pye", "name_suffix": "", "institution": "Department of Linguistics, The University of Kansas", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33264/galley/24324/download/" } ] }, { "pk": 33373, "title": "The Acquisition of Japansese Numeral Classifiers -Linkage Between Grammatical Forms and Conceptual Categories-", "subtitle": null, "abstract": "This study examined the acquisition of Japanese numeral classifiers in Japanese preschool children, ages 3 to 6, with a primary emphasis on developing comprehension ability. Numeral classifiers, which exist in a large number of Asian languages, are a group of morphemes that usually occur adjacent to quantity expressions. The selection of numeral classifiers is determined by the inherent semantic properties of the noun whose quantity is being specified, suggesting that developing patterns of comprehension should be linked to underlying patterns of semantic and conceptual development. Previous research claims that children acquire certain distributional patterns very early but that the acquisition of the semantic system is a very slow process. We argue instead that, different techniques and stimulus contrast sets reveal a much greater sensitivity to semantic relations in young children than was previously considered possible. Reasons for the apparent slowness in classifier acquisition are also discussed as are the broader implications for relations between grammatical and conceptual development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1fp3s77x", "frozenauthors": [ { "first_name": "Kasumi", "middle_name": "", "last_name": "Yamamoto", "name_suffix": "", "institution": "Department of Foreign Languages and Literatures, Massachusetts Institute of Technology", "department": "" }, { "first_name": "Frank", "middle_name": "", "last_name": "Keil", "name_suffix": "", "institution": "Department of Psychology, Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33373/galley/24432/download/" } ] }, { "pk": 33272, "title": "The Acquisition of Programming Skills from Textbooks", "subtitle": null, "abstract": "We present a computer model for the acquistion of programming languages from textbooks. Starting from a verbal description of the notational conventions that are used to describe the syntactic form of programming commands, a meta grammar is generated that parses concrete command descriptions and builds up grammar rules for that commands. These rules are realized as definite clause grammar rules that captures the syntax of these commands. They can be used to parse and generate syntactically correct examples of a command. However, to solve real programming problems also the semantics of a command and of its parameters needs to be acquired. This is accomplished by the natural language parsing of the explanations given in the text and the augmentation of the definite clause command grammars with semantic structures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1bx758bb", "frozenauthors": [ { "first_name": "Manfred", "middle_name": "", "last_name": "Klenner", "name_suffix": "", "institution": "Computational Linguistics, Heidelberg University", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Hanneforth", "name_suffix": "", "institution": "Computational Linguistics, Potsdam University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33272/galley/24332/download/" } ] }, { "pk": 33364, "title": "The Borderline Between Subsymbolic and Symbolic Processing: A Developmental Cognitive Neuroscience Approach", "subtitle": null, "abstract": "Ideas, empirical data and methodologies from a broad range of disciplines are deployed in exploring the functional borderline between subsymbolic and symbolic processing in human cognition. Initial clarification of functional relationships between the two forms of representation involves a brain monitoring study based on the concept of 'semantic transparency.' The search for further clarification focusses on two major issues, the ontogenetic and phylogenetic origins of local neural areas and processes underlying formation of distal associations between them. Pursuing these objectives has proved to be a challenging, interdisciplinary enterprise. A model of development of local neural areas is presented which assigns a critical role to astrocytes and their interaction with adjacent neurons. An extension to include the phylogenetic dimension, draws on the concept of 'cortical inheritance', a largely ignored aspect of genetic theory. An account of distal association formation involves co-option of hippocampal place fields far a new use.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3306c1c5", "frozenauthors": [ { "first_name": "J.", "middle_name": "G.", "last_name": "Wallace", "name_suffix": "", "institution": "Information Technology Institute, Swinburne University of Technology", "department": "" }, { "first_name": "K.", "middle_name": "", "last_name": "Bluff", "name_suffix": "", "institution": "School of Information Technology, Swinburne University of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33364/galley/24423/download/" } ] }, { "pk": 33189, "title": "The Cognitive Basis for the Design of a Mammography Interpretation Tutor", "subtitle": null, "abstract": "The purpose of this paper is to present a cognltively-based and empirically-derived approach for the design of the RadTutor, a prototype computerized tutor to train radiology residents in diagnosing mammograms exhibiting breast diseases. A multitude of computer-based radiology training environments have recently been developed with the objective of supporting the acquisition of radiological expertise. In general, however, these systems have failed in several aspects including a failure to incorporate theoretical perspectives and empirical findings to the design of these systems. This paper outlines the conceptual framework for the development of the prototype which includes; (1) a discussion of the objectives and goals of the radiology residency training program, (2) a review and critique of existing computer-based radiology training environments, (3) a synthesis of an expert-novice study aimed at attaining a cognitive model of problem solving in mammogram interpretation (Azevedo, 1997), (4) a description of the results of analyses of authentic radiology resident teaching rounds, and (5) deriving instructional principles for the design of the mammography tutor.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7nm351pq", "frozenauthors": [ { "first_name": "Roger", "middle_name": "", "last_name": "Azevedo", "name_suffix": "", "institution": "Department of Psychology, Carnegie Mellon University", "department": "" }, { "first_name": "Susanne", "middle_name": "P.", "last_name": "Lajoie", "name_suffix": "", "institution": "McGill University; Applied Cognitive Science Research Group", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33189/galley/24249/download/" } ] }, { "pk": 33283, "title": "The Development of Spolken Word Recognition: Experimental and Computational Studies", "subtitle": null, "abstract": "Children's spoken word recognition is little understood compared to our knowledge of the adult system. We present here a combined experimental and computational exploration of the development of lexical access. Three accounts of the way children represent lexical form (Full-Specification, Radical Underspecification and Gradual Segmentation) are rejected in favour of one which derives from a connectionist approach. It sheds light on the pattern of results from two experiments investigating the way children, aged 5- to 9-years-old, process regular and irregular variation in the surface form of speech, which suggested, whilst children's lexical representations are functionally underspecified from at least 5-years-oId, they are only beginning to track the viability of regular phonological variation at 9-years-old. The late acquisition of phonological inference is accounted for in a connectionist model in terms of the sparseness of the information relevant to learning this structural relationship in language.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/64p3g17t", "frozenauthors": [ { "first_name": "Tom", "middle_name": "", "last_name": "Loucas", "name_suffix": "", "institution": "Centre for Speech and Language, Birkbeck College", "department": "" }, { "first_name": "William", "middle_name": "D.", "last_name": "Marslen-Wilson", "name_suffix": "", "institution": "MRC Cognition and Brain Sciences Unit, Cambridge", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33283/galley/24343/download/" } ] }, { "pk": 33261, "title": "The Development of Synchrony Between Oscillating Neurons", "subtitle": null, "abstract": "Several theorists in perception, attention, and memory have suggested that temporal correlation in neural firing patterns (synchrony) could play an important role in processing and learning. Recent neuropsychological evidence demonstrates the wide spread occurrence of synchrony and its stimulus specific nature. Numerous proofs and simulations have demonstrated the ease with which synchrony develops. However, ease of development could be a problem since synchrony is the mechanism behind abnormal processing in epileptic seizures. Previous modeling ignores the role of spatial propagation along the axon. Comparing simulations with and without propagation for a biologically plausible model of neural oscillations, I show that synchrony is far less liable to occur. Using a grid of fully activated cells, the extent of connectivity, impulse amplitude and duration, and natural frequency variability are examined: synchrony is substantially diminished when propagation is included.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4ts08200", "frozenauthors": [ { "first_name": "David", "middle_name": "E.", "last_name": "Huber", "name_suffix": "", "institution": "Psychology Department, Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T23:30:00+05:30", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33261/galley/24321/download/" } ] } ] }