Article List
API Endpoint for journals.
GET /api/articles/?format=api&offset=33300
{ "count": 39543, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=33400", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=33200", "results": [ { "pk": 32769, "title": "Implicit memory in children: Are there age-related improvements in a conceptual test of implicit memory?", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9hk035kv", "frozenauthors": [ { "first_name": "Almut", "middle_name": "", "last_name": "Hupbach", "name_suffix": "", "institution": "University of Trier; Department of Psychology", "department": "" }, { "first_name": "Silvia", "middle_name": "", "last_name": "Mecklenbrauker", "name_suffix": "", "institution": "University of Trier; Department of Psychology", "department": "" }, { "first_name": "Werner", "middle_name": "", "last_name": "Wippich", "name_suffix": "", "institution": "University of Trier; Department of Psychology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32769/galley/23830/download/" } ] }, { "pk": 32748, "title": "Incremental Grammatical Encoding in Event Descriptions", "subtitle": null, "abstract": "Speech is produced incrementally. The Incremental Parallel Formulator (De Smedt, 1996) is a computational model of grammatical encoding that takes this notion of incrementality into account. It predicts that the order and time-scale with which conceptual fragments activate lexical segments affect the syntactic shape of an utterance. We derived predictions firom this model and tested these in two online experiments. In these experiments, participants described computer animations in which two objects moved in upward or downward directions. We manipulated the availability of pieces of the conceptual input by withholding either the information about the movement direction, or about the identity of one of the objects for various amounts of time. The experiments showed that both the type and the temporal availability of conceptual information strongly affect the syntactic shape of an utterance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2mr3x1c2", "frozenauthors": [ { "first_name": "Mark", "middle_name": "", "last_name": "Timmermans", "name_suffix": "", "institution": "NICI, University of Nijmegen", "department": "" }, { "first_name": "Herbert", "middle_name": "", "last_name": "Schriefers", "name_suffix": "", "institution": "NICI, University of Nijmegen", "department": "" }, { "first_name": "Simone", "middle_name": "", "last_name": "Sprenger", "name_suffix": "", "institution": "MPI for Psycholinguistics, Nijmegen", "department": "" }, { "first_name": "Ton", "middle_name": "", "last_name": "Dijkstra", "name_suffix": "", "institution": "NICI, University of Nijmegen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32748/galley/23810/download/" } ] }, { "pk": 32655, "title": "Incrementality and Locality of Language Comprehension: The Pivotal Role of Semantic Interpretation Schemata", "subtitle": null, "abstract": "We introduce a computational model of language comprehension that combines locality of syntactic and semantic analysis with incrementality of processing. As the model incorporates inheritance-based abstraction mechanisms we are able to specify a parsimonious inventory of abstract, simple and domain-independent semantic interpretation schemata.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/85f739dk", "frozenauthors": [ { "first_name": "Udo", "middle_name": "", "last_name": "Hahn", "name_suffix": "", "institution": "Computational Linguistics Division, Freiburg University", "department": "" }, { "first_name": "Martin", "middle_name": "", "last_name": "Romacker", "name_suffix": "", "institution": "Computational Linguistics Division, Freiburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32655/galley/23718/download/" } ] }, { "pk": 32784, "title": "Inductive inferences about disease: The effect of shared causal features", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0km433mx", "frozenauthors": [ { "first_name": "Tanja", "middle_name": "", "last_name": "Rapus", "name_suffix": "", "institution": "Department of Psychology; McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32784/galley/23845/download/" } ] }, { "pk": 32676, "title": "Inductive Reasoning Revisited: Children's reliance on category labels and appearances", "subtitle": null, "abstract": "Previous studies of children's inductive reasoning have attempted to demonstrate that label information is preferred to perceptual similarity as the basis for inductive inference (Gelman and Markman, 1986; Gelman and Markman, 1987; Gelman, 1988). A connectionist model of the development of inductive reasoning predicts that this will only be true when the percepnial variability of category exemplars is high (Loose and Mareschal, 1997). W e report three studies investigating the model's predictions. Study 1 demonstrates that patterns of categorization can depend on percepnial variability. In study 2 we develop a set of stimuli with differing variability but equal discriminability. Study 3 demonstrates that young children's patterns of reasoning are more affected by the presence of category labels when the inference is from an exemplar of a more perceptually variable category. This study also demonstrates that the basis of inference is not explicable in terms of the ease of the ability to categorize of the stimuli. Implications for the original model are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3s124242", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "J.", "last_name": "Loose", "name_suffix": "", "institution": "School of Psychology, University of Exeter", "department": "" }, { "first_name": "Denis", "middle_name": "", "last_name": "Mareschal", "name_suffix": "", "institution": "Center for Brain and Cognitive Development, Department of Psychology, Birkbeck College, University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32676/galley/23739/download/" } ] }, { "pk": 32616, "title": "Integrated Models of Perception, Cognition, and Action", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1k47k40t", "frozenauthors": [ { "first_name": "Michael", "middle_name": "D.", "last_name": "Byrne", "name_suffix": "", "institution": "Department of Psychology, Rice University", "department": "" }, { "first_name": "Ronald", "middle_name": "S.", "last_name": "Chong", "name_suffix": "", "institution": "Soar Technology Incorporated", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Freed", "name_suffix": "", "institution": "NASA Ames Research Center", "department": "" }, { "first_name": "Frank", "middle_name": "E.", "last_name": "Ritter", "name_suffix": "", "institution": "School of Psychology, University of Nottingham", "department": "" }, { "first_name": "Wayne", "middle_name": "D.", "last_name": "Gray", "name_suffix": "", "institution": "Department of Psychology, George Mason University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32616/galley/23680/download/" } ] }, { "pk": 32691, "title": "Integrating psychometric and computational approaches to individual differences in multimodal reasoning", "subtitle": null, "abstract": "Psychometric measures of ability are unsuited to computational descriptions of tasks, primarily because they cannot take process into account. Studies of aptitude-treatment interactions have often failed to replicate from task to task precisely because of this difficulty. The current study aligns psychometric measures with process accounts in the domain of multimodal reasoning. Learning from multimodal logic courses transfers to other reasoning tasks, and this transfer has been found to relate to differences in strategic use of graphical representations in proof construction. The current study is a replication and an extension of these findings. Different goal types are distinguished in terms of: their modality; whether they involve proofs of consequence or non-consequence; and whether they can be solved by constructing single or multiple cases. We report on the interaction of a range of psychometric measures, and the ways in which they relate to the development and deployment of strategies. In particular, students who develop coping strategies to overcome difficulties with certain problems find that these strategies arise at the expense of appropriate use of a variety of strategies. Our approach, which characterises goals in terms of their logical as well as phenomenal properties, supports a computational perspective on psychometric measures in reasoning tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8kt378b8", "frozenauthors": [ { "first_name": "Padraic", "middle_name": "", "last_name": "Monaghan", "name_suffix": "", "institution": "Human Communication Research Centre, Division of Informatics, University of Edinburgh", "department": "" }, { "first_name": "Keith", "middle_name": "", "last_name": "Stenning", "name_suffix": "", "institution": "Human Communication Research Centre, Division of Informatics, University of Edinburgh", "department": "" }, { "first_name": "Jon", "middle_name": "", "last_name": "Oberlander", "name_suffix": "", "institution": "Human Communication Research Centre, Division of Informatics, University of Edinburgh", "department": "" }, { "first_name": "Cecilia", "middle_name": "", "last_name": "Sonstrod", "name_suffix": "", "institution": "Department of Philosophy, Gothenburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32691/galley/23754/download/" } ] }, { "pk": 32677, "title": "Interactive Skill in Scrabble", "subtitle": null, "abstract": "An experiment was performed to test the hypothesis that people sometimes take physical actions to make themselves more effective problem solvers. The task was to generate all possible words that could be formed from seven Scrabble letters. In one condition, participants could use their hands to manipulate the letters, and in another condition, they could not. Results show that more words were generated with physical manipulation than without. However, an interaction was obtained between the physical manipulation conditions and the specific letter sets chosen, indicating that physical manipulation helps more for generating words in some circumstances than in others. Overall, our findings can be explained in terms of an interactive search process in which external, physical activity effectively complements internal, cognitive activity. Within this framework, the interaction can be explained in terms of the relative difficulty of generating words from the letters given in the different sets.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5cf6c78d", "frozenauthors": [ { "first_name": "Paul", "middle_name": "P.", "last_name": "Maglio", "name_suffix": "", "institution": "IBM Almaden Research Center", "department": "" }, { "first_name": "Teenie", "middle_name": "", "last_name": "Matlock", "name_suffix": "", "institution": "Psychology Department, University of California, Santa Cruz", "department": "" }, { "first_name": "Dorth", "middle_name": "", "last_name": "Raphaely", "name_suffix": "", "institution": "Psychology Department, University of California, Santa Cruz", "department": "" }, { "first_name": "Brian", "middle_name": "", "last_name": "Chernicky", "name_suffix": "", "institution": "Psychology Department, University of California, Santa Cruz", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Kirsh", "name_suffix": "", "institution": "Cognitive Science Department, University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32677/galley/23740/download/" } ] }, { "pk": 36482, "title": "Interlanguage Pragmatics: What Can it Offer to Language Teachers?", "subtitle": null, "abstract": "Although the necessity and importance of teaching pragmatics have been recognized, language teachers may hesitate to teach pragmatics in their classrooms for two reasons. First, teaching pragmatics is a diffi cult and sensitive issue due to the high degree of “face threat” it oft en involves and, second, the number of available pedagogical resources is limited. In this critical review of empirical studies in interlanguage pragmatics (ILP), the author argues that ILP research is a useful source of information for language teachers to make informed decisions about teaching pragmatics. First, she discusses the similarities and diff erences between L1 and L2 speakers’ pragmatics and explanations for such diff erences. Secondly, she considers how L2 learners develop pragmatic competence, both in and outside classrooms. Finally, she examines the issues of teachability and the teaching of pragmatics in language classrooms.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5781b43d", "frozenauthors": [ { "first_name": "Aya", "middle_name": "", "last_name": "Matsuda", "name_suffix": "", "institution": "University of New Hampshire", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36482/galley/27333/download/" } ] }, { "pk": 32744, "title": "Investigating Language Change: A Multi-Agent Neural-Network Based Simulation", "subtitle": null, "abstract": "Multiple agents, equipped with a feature-based phonetic model and a connectionist cognitive model, interact via the naming game, with lexicon formation and change as emergent properties of this complex adaptive system. We present a new description of the naming game, situating it as a general, implementation-independent paradigm. Our addition of richerphonetic and cognitive models provides the agents with a greater degree of cognitive validity than does earlier work, while enhancing the flexibility of the system and reproducing empirical results. Feature-based phonetics, piecewise reinforcement learning, and a connectionist architecture with local representation allows language discrimination based on schemata instead of entire utterances.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9ws495xj", "frozenauthors": [ { "first_name": "Scott", "middle_name": "C.", "last_name": "Stoness", "name_suffix": "", "institution": "School of Computing Science, Simon Fraser University", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Dircks", "name_suffix": "", "institution": "School of Computing Science, Simon Fraser University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32744/galley/23806/download/" } ] }, { "pk": 32710, "title": "Investigating the Relationship Between Perceptual Categorization and Recognition Memory Through Induced Profound Amnesia", "subtitle": null, "abstract": "Are perceptual categorization and recognition memory subserved by a single memory system or by separate memory systems? A critical piece of evidence for multiple memory systems is that amnesics can categorize stimuli as well as normals but recognize those same stimuli significantly worse than normals (Knowlton & Squire, 1993). An extreme case is E.P., a profound amnesic who can categorize as well as normals but cannot recognize better than chance. This paper demonstrates that the paradigm used to test E.P. and other amnesics may be fundamentally flawed in that memory may not even be necessary to categorize the test stimuli in their paradigm. We \"induced\" profound amnesia in normals by telling them they had viewed subliminally presented stimuli that were never actually presented. Without any prior exposure to training stimuli, subjects' recognition performance was completely at chance, as expected, yet their categorization performance was quite good.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/64j1j8f3", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "J.", "last_name": "Palmeri", "name_suffix": "", "institution": "Department of Psychology; Vanderbilt University", "department": "" }, { "first_name": "Marci", "middle_name": "A.", "last_name": "Flanery", "name_suffix": "", "institution": "Department of Psychology; Vanderbilt University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32710/galley/23773/download/" } ] }, { "pk": 32651, "title": "Is Snow Really Like a Shovel?", "subtitle": null, "abstract": "Traditionally, thematic relatedness (chicken and egg) and similarity (chicken and turkey) have been thought of as distinct phenomena, the former the result of associative processes, and the latter reflecting comparison processes. However, recent studies (Bassok &\nMedin, 1996; Wisniewski & Bassok, 1996) suggest that similarity is a result of both association and comparison. This could call for a radical redefinition of similarity as inherently fused with association. We term this view the integration account. We consider an alternative, the confusability account, under which thematic influences intrude upon assessments of similarity but are not an essential part of the similarity process. W e present two experiments supporting the confusability account. The first indicates that comparison\nand association are independent processes. The second shows that thematic influences rise with increased cognitive load. We believe that while a redefinition of similarity is not warranted, similarity is more vulnerable to error and intrusion than is generally thought.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/40x0m43j", "frozenauthors": [ { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Northwestern University Department of Psychology", "department": "" }, { "first_name": "Sarah", "middle_name": "K.", "last_name": "Brem", "name_suffix": "", "institution": "University of California, Berkeley Graduate School of Education", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32651/galley/23714/download/" } ] }, { "pk": 32788, "title": "Is the same name like the same color? The role of linguistic labels in similarity judgement", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2px3n13p", "frozenauthors": [ { "first_name": "Vladimir", "middle_name": "M.", "last_name": "Sloutsky", "name_suffix": "", "institution": "Center for Cognitive Science & School of Teaching & Learning, Columbus", "department": "" }, { "first_name": "Ya-Fen", "middle_name": "", "last_name": "Lo", "name_suffix": "", "institution": "School of Teaching & Learning & Center for Cognitive Science, Columbus", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32788/galley/23849/download/" } ] }, { "pk": 36488, "title": "K-12 Education in the Post Proposition 227 Era", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Theme Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8t29h4s9", "frozenauthors": [ { "first_name": "Susan", "middle_name": "", "last_name": "Dunlap", "name_suffix": "", "institution": "West Contra Costa Unified School District", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36488/galley/27339/download/" } ] }, { "pk": 32798, "title": "Knowledge structure and type of explanation in the domain of bodily functioning", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8pd364hq", "frozenauthors": [ { "first_name": "Reinout", "middle_name": "W.", "last_name": "Wiers", "name_suffix": "", "institution": "Faculty of Psychology, University of Maastricht", "department": "" }, { "first_name": "Cindy", "middle_name": "van de", "last_name": "Velde", "name_suffix": "", "institution": "Clinical Psychology; University of Amsterdam", "department": "" }, { "first_name": "Baukje", "middle_name": "", "last_name": "Hemmes", "name_suffix": "", "institution": "Faculty of Psychology, University of Maastricht", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32798/galley/23859/download/" } ] }, { "pk": 32690, "title": "Language Acquisition and Ambiguity Resolution: The Role of Frequency Distributions", "subtitle": null, "abstract": "This paper proposes that the set of frequencies that the human language processor keeps track of are those that are useful to it in learning. In a computational experimental setting, we investigate four liguistically motivated features which distinguish subclasses of intransitive verbs, and suggest that those features that are the most useful to automatically classify verbs into lexical semantic classes are related to mechanisms used in adult processing to resolve structural ambiguity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/91d7v5cb", "frozenauthors": [ { "first_name": "Paola", "middle_name": "", "last_name": "Merlo", "name_suffix": "", "institution": "LATL-University of Geneva Department of Linguistics", "department": "" }, { "first_name": "Suzanne", "middle_name": "", "last_name": "Stevenson", "name_suffix": "", "institution": "Department of Computer Science and Center for Cognitive Science, Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32690/galley/23753/download/" } ] }, { "pk": 32682, "title": "Language-Dependent Memory", "subtitle": null, "abstract": "Research with bilinguals may provide insights into the complex relationship between autobiographical memory and language. The present paper suggests existence of language-dependent memory, where linguistic factors at the time of recall influence memory retrieval. In two experiments, Russian-English bilingual immigrants were interviewed using the word-prompt technique. In the first experiment, bilinguals retrieved more autobiographical memories when there was a match between language of recall and language of encoding than when there was a mismatch. More memories from the period before immigration were recalled in Russian than in English and more memories from the United States were recalled in English than in Russian. To examine the mechanisms underlying these results, the ambiance language and the word-prompt language were considered separately in the second experiment. Both the linguistic ambiance and the word prompt were found to influence recall of autobiographical memories. These results, and particularly the effect of linguistic ambiance on recall, suggest language-dependent memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5hd411r9", "frozenauthors": [ { "first_name": "Viorica", "middle_name": "", "last_name": "Marian", "name_suffix": "", "institution": "Department of Psychology, Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32682/galley/23745/download/" } ] }, { "pk": 32751, "title": "Language Type Frequency and Learnability. A Connectionist Appraisal", "subtitle": null, "abstract": "In this paper, I present experimental data bearing on the controversial issue of the possible relationship between the frequency of language types and how easily they can be learnt. Using simple, artificial languages which only differ with respect to the properties we are interested in, I show that there does appear to be a relationship of some kind, although not as strong as one might have hoped. In particular, if a language type can be learnt relatively easily, then the models fail to predict its actual frequency in the real world. On the other hand, the connectionist models provide evidence that the language types which are unattested or highly infrequent are also impossible or hard to learn.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5967q5xf", "frozenauthors": [ { "first_name": "Ezra", "middle_name": "Van", "last_name": "Everbroeck", "name_suffix": "", "institution": "UCSD Department of Linguistics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32751/galley/24538/download/" } ] }, { "pk": 32740, "title": "Learning, Development, and Nativism: Connectionist Implications", "subtitle": null, "abstract": "Fedforward neural network models of cognitive development are reviewed within the framework of a functional distinction between learning and development. This analysis suggests that static architecture networks implement a learning theory, whereas generative architecture networks combine learning and development. Both types of networks are then evaluated m terms of genetic costs. Within a levels-of-innateness framework, generative architectures are viewed as more plausible than static ones. Static architecture networks appear to implement a form of nativistic elicitation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6n60x5td", "frozenauthors": [ { "first_name": "Sylvain", "middle_name": "", "last_name": "Sirois", "name_suffix": "", "institution": "Department of Psychology, McGill University", "department": "" }, { "first_name": "Thomas", "middle_name": "R.", "last_name": "Shultz", "name_suffix": "", "institution": "Department of Psychology, McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32740/galley/23802/download/" } ] }, { "pk": 32673, "title": "Learning Under High Cognitive Workload", "subtitle": null, "abstract": "This research investigates the impact of time pressure and individual differences on learning in a Real-Time Dynamic Decision Making (RTDDM) task. Our empirical results indicate that high time pressure generates high cognitive loads inhibiting learning. The results also show that high time pressure have a differential impact on the learning of individuals with high or low Working Memory (WM) capacity. W e present a cognitive model based on ACT-R intended to explain learning in tiiis task. Our cognitive model simulates learning by recognizing regularities in the decision task, and building \"chunks\" that guide decision making (instance-based learning). We describe how the model will be used to explain the impact of time pressure and WM capacity by varying the number of chunks acquired by\nthe system given alternative time pressure conditions and individual differences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/73g190d9", "frozenauthors": [ { "first_name": "F.", "middle_name": "Javier", "last_name": "Lerch", "name_suffix": "", "institution": "Center for Interactive Simulations, Carnegie Mellon University", "department": "" }, { "first_name": "Cleotilde", "middle_name": "", "last_name": "Gonzalez", "name_suffix": "", "institution": "Center for Interactive Simulations, Carnegie Mellon University", "department": "" }, { "first_name": "Christian", "middle_name": "", "last_name": "Lebiere", "name_suffix": "", "institution": "Center for Interactive Simulations, Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32673/galley/23736/download/" } ] }, { "pk": 32789, "title": "Levels of Competence in Procedural Skills", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/47m1m1rd", "frozenauthors": [ { "first_name": "Jon", "middle_name": "R.", "last_name": "Star", "name_suffix": "", "institution": "Combined Program in Education and Psychology; 1406 School of Education", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32789/galley/23850/download/" } ] }, { "pk": 36481, "title": "Lexical Issues in the University ESL Writing Class", "subtitle": null, "abstract": "Th is article addresses the important connections between lexical knowledge and second language writing. Based on a review of the literature, it enumerates the eff ects of limited lexical knowledge on student writing and presents evidence that immigrant students in college and university ESL writing programs are in particular need of strategies and tools for increasing their knowledge of vocabulary. In addition to outlining relevant goals for ESL lexical study, the author suggests a range of useful activities such as the use of learners’ dictionaries and lexical journals, the integration of grammar and vocabulary study, and ways in which lexical issues can be foregrounded throughout the various stages of the writing process.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/37p0r5pz", "frozenauthors": [ { "first_name": "Mary", "middle_name": "", "last_name": "Lowry", "name_suffix": "", "institution": "University of California Davis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36481/galley/27332/download/" } ] }, { "pk": 32783, "title": "Linguistic Structure and Short Term Memory", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4pq7b970", "frozenauthors": [ { "first_name": "Emmanuel", "middle_name": "M.", "last_name": "Pothos", "name_suffix": "", "institution": "School of Psychology, Bangor", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Juola", "name_suffix": "", "institution": "Department of Mathematics and Computer Science, Duquesne University", "department": "" }, { "first_name": "Nick", "middle_name": "C.", "last_name": "Ellis", "name_suffix": "", "institution": "Department of Mathematics and Computer Science, Duquesne University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32783/galley/23844/download/" } ] }, { "pk": 32633, "title": "Memory for Analogies and Analogical Inferences", "subtitle": null, "abstract": "An important property of analogical reasoning is that resulting inferences can be used to acquire new knowledge in a target domain. However, little is known about what happens to memory for these inferences. In this study, we explore the link between analogical reasoning, inferences, and memory. We gave participants information on a political debate. Some subjects were given a short text and other subjects were given a long text to read. In addition, half the subjects were given an analogy at the end of the text. A week later, subjects were brought back and asked to recall the information. We were particularly interested in whether subjects would (a) remember the analogy, and (b) incorporate analogical inferences into their memory for the text. We found that when they were given more information, subjects did not report the analogy, but falsely included analogical inferences in their recall. Results were different when subjects were given a lesser amount of information they remembered the analogy and did not erroneously recall analogical inferences. Overall, the results indicate that memory for analogical inferences is highly related to the amount of information that people are given.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/52n229ps", "frozenauthors": [ { "first_name": "Isabelle", "middle_name": "", "last_name": "Blanchette", "name_suffix": "", "institution": "Department of Psychology; McGill University", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Dunbar", "name_suffix": "", "institution": "Department of Psychology; McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32633/galley/23696/download/" } ] }, { "pk": 32624, "title": "Memory for Goals: An Architectural Perspective", "subtitle": null, "abstract": "The notion that memory for goals is organized as a stack is central in cognitive theory in that stacks are core constructs leading cognitive architectures. However, the stack over-predicts the strength of goal memory and the precision of goal selection order, while under- predicting the maintenance cost of both. A better way to study memory for goals is to treat them like any other kind of memory element. This approach makes accurate and well-constrained predictions and reveals the nature of goal encoding and retrieval processes. The approach is demonstrated in an ACT-R model of human performance on a canonical goal-based task, the Tower of Hanoi. The model and other considerations suggest that cognitive architectures should enforce a two-element limit on the depth of the stack to deter its use for storing task goals while preserving its use for attention and learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9tg8z072", "frozenauthors": [ { "first_name": "Erik", "middle_name": "M.", "last_name": "Altmann", "name_suffix": "", "institution": "Human Factors & Applied Cognition, George Mason University", "department": "" }, { "first_name": "J.", "middle_name": "Gregory", "last_name": "Trafton", "name_suffix": "", "institution": "Naval Research Laboratory, Code 5513", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32624/galley/23688/download/" } ] }, { "pk": 32634, "title": "Mental models and pragmatics: the case of presuppositions", "subtitle": null, "abstract": "We ciaim mental models are a framework that allows to shed light on the phenomenon of presuppositions. A plan-based lexical representation for verbs, together with the effect of conversational implicatures that discharge possible mental models, are the key features of\nthis proposal.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3m9028zz", "frozenauthors": [ { "first_name": "Guido", "middle_name": "", "last_name": "Boella", "name_suffix": "", "institution": "Dipartimento di Informatica e Centro di Scienza Cognitiva, Universita di Torino", "department": "" }, { "first_name": "Rossana", "middle_name": "", "last_name": "Damiano", "name_suffix": "", "institution": "Dipartimento di Informatica e Centro di Scienza Cognitiva, Universita di Torino", "department": "" }, { "first_name": "Leonardo", "middle_name": "", "last_name": "Lesmo", "name_suffix": "", "institution": "Dipartimento di Informatica e Centro di Scienza Cognitiva, Universita di Torino", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32634/galley/23697/download/" } ] }, { "pk": 32636, "title": "Metaphor Comprehension: From Comparison to Categorization", "subtitle": null, "abstract": "In this paper, we explore the relationship between metaphor and polysemy. We begin by discussing how novel metaphoric mappings can create new word meanings in the form of domain-general representations. Tuming next to consider the implications of this view for the on-line comprehension of figurative language, we suggest that there is a shift from comparison processing to categorization processing as metaphors are conventionalized. Finally, we describe a series of experimental findings that support the proposed account.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8qs8n92v", "frozenauthors": [ { "first_name": "Brian", "middle_name": "F.", "last_name": "Bowdle", "name_suffix": "", "institution": "Department of Psychology, Indiana University", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Department of Psychology, Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32636/galley/23699/download/" } ] }, { "pk": 32704, "title": "Methods for Learning Articulated Attractors over Internal Representations", "subtitle": null, "abstract": "Recurrent attractor networks have many virtues which have prompted their use in a wide variety of connectionist cognitive models. One of these virtues is the ability of these networks to leam articulated attractors — meaningful basins of attraction arising from the systematic interaction of explicitly trained patterns. Such attractors can improve generalization by enforcing \"well formedness\" constraints on representations, massaging noisy and ill formed patterns of activity into clean and useful patterns. This paper investigates methods for learning articulated attractors at the hidden layers of recurrent backpropagation networks. It has previously been shown that standard connectionist learning techniques fail to form such structured attractors over internal representations. To address this problem, this paper presents two unsupervised learning rules that give rise to componential attractor structures over hidden units. The performance of these learning methods on a simple structured memory task is analyzed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/30d5w23j", "frozenauthors": [ { "first_name": "David", "middle_name": "C.", "last_name": "Noelle", "name_suffix": "", "institution": "Center for the Neural Basis of Cognition, Carnegie Mellon University", "department": "" }, { "first_name": "Andrew", "middle_name": "L.", "last_name": "Zimdars", "name_suffix": "", "institution": "Center for the Neural Basis of Cognition, Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32704/galley/23767/download/" } ] }, { "pk": 32664, "title": "Mirroring the Inverse Base-Rate Effect: The Novel Symptom Phenomenon", "subtitle": null, "abstract": "The elimination model is proposed as an account of the inverse base-rate effect (D. L. Medin & S. M. Edelson, 1988). A key-assumption is that participants sometimes rely on eliminative inference to decide among candidate categories. A new prediction is that there will be an inverse base-rate effect also for an entirely novel symptom presented in the transfer phase—a prediction that contrasts with that by ADIT (J. K. Kruschke, 1996). This was tested and confirmed in 2 experiments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1852s6p3", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Juslin", "name_suffix": "", "institution": "Department of Psychology, Uppsala University", "department": "" }, { "first_name": "Pia", "middle_name": "", "last_name": "Wennerholm", "name_suffix": "", "institution": "Department of Psychology, Uppsala University", "department": "" }, { "first_name": "Anders", "middle_name": "", "last_name": "Winman", "name_suffix": "", "institution": "Department of Psychology, Uppsala University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32664/galley/23727/download/" } ] }, { "pk": 32720, "title": "Modeling Cognitive Flexibility of Super Experts in Radiological Diagnosis", "subtitle": null, "abstract": "The paper presents theoretical propositions for modeling the expert radiologist. The propositions are twofold. First, a basic model is given to complement a recent connectionist symbolic framework (Raufaste, Eyrolle, & Marine, 1998). Empirical data have showed dissociation between two kinds of experts (\"basic\" and \"super\") with regard to cognitive flexibility. The difference is conceived as a kind of perseveration in basic experts. Hence, the basic model was combined with a Supervisory Attentional System (Norman & Shallice, 1986) into an \"extended model\". An analysis of cognitive activity is then presented within this framework, along with a new theoretical explanation of cognitive flexibility.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5xw3k8k7", "frozenauthors": [ { "first_name": "Eric", "middle_name": "", "last_name": "Raufaste", "name_suffix": "", "institution": "Laboratoire Travail et Cognition; Universite de Toulouse le Mirail", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32720/galley/23783/download/" } ] }, { "pk": 32666, "title": "Modeling Perceptual Learning of Abstract Invariants", "subtitle": null, "abstract": "We present the beginnings of a model of the human capacity to learn abstract invariants, such as square. The model is founded on four primary assumptions, which we believe to be neurally plausible and generic: Metric space, Topology, Comparison operations (subtraction, greater-than/less-than), and Extraction of vertices. The model successfully learns to discriminate simple planar quadrilaterals, and generalizes that learning across variations in viewpoint and modest variations in shape.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4pj6j35b", "frozenauthors": [ { "first_name": "Philip", "middle_name": "J.", "last_name": "Kellman", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Burke", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "John", "middle_name": "E.", "last_name": "Hummel", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32666/galley/23729/download/" } ] }, { "pk": 32648, "title": "Modeling the Role of Plausibility and Verb-bias in the Direct Object/Sentence Complement Ambiguity", "subtitle": null, "abstract": "We provide a computational account of the integration of various constraints proposed to be involved in the resolution of the direct object/sentence complement ambiguity. In the first part, competition-integration simulations show that a constraint-based model accounts for the results of Garnsey, Pearlmutter, Myers, and Lotocky (1997) at least as well as the garden-path model. In the second part, we compare the efficacy of norming techniques for capturing plausibility effects. Simulations show that norms designed to tap people's conceptual knowledge of events better capture plausibility effects than do norms that are biased toward tapping linguistic knowledge. We conclude that local information concerning event plausibility is an important constraint for understanding ambiguity resolution.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8mx3q4x5", "frozenauthors": [ { "first_name": "Todd", "middle_name": "R.", "last_name": "Ferretti", "name_suffix": "", "institution": "Department of Psychology, Social Science Centre, University of Western Ontario", "department": "" }, { "first_name": "Ken", "middle_name": "", "last_name": "McRae", "name_suffix": "", "institution": "Department of Psychology, Social Science Centre, University of Western Ontario", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32648/galley/23711/download/" } ] }, { "pk": 32650, "title": "Modeling time perception in rats: Evidence for catastrophic interference in animal learning", "subtitle": null, "abstract": "For all intents and purposes, catastrophic interference, the sudden and complete forgetting of previously stored information upon learning new information, does not exist in healthy adult humans. But does it exist other animals? In light of recent research done by McClelland, McNaughton, & O'Reilly (1995) and McClelland & Goddard (1996) on the role of the hippocampal-neocortical interaction in alleviating catastrophic interference, it is of particular interest to ascertain whether catastrophic interference occurs in nonhuman\nhigher animals, especially in those animals with a hippocampus and a neocortex, such as the rat. In this paper, we describe experimental evidence to support our claim that this type of radical forgetting does, in fact, exist for certain types of learning in some higher animals, specifically, in the rat's learning of time-durations. We develop a connectionist model that could provide an insight into how the rat might be encoding time-duration information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6tx1x1w2", "frozenauthors": [ { "first_name": "Robert", "middle_name": "M.", "last_name": "French", "name_suffix": "", "institution": "Department of Psychology, University of Liege", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Ferrara", "name_suffix": "", "institution": "Department of Psychology, University of Liege", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32650/galley/23713/download/" } ] }, { "pk": 32765, "title": "Modelling Cognitive Dynamic Units of Analysis", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3p95g8kh", "frozenauthors": [ { "first_name": "Vaccari", "middle_name": "", "last_name": "Erminia", "name_suffix": "", "institution": "Dipartimento di Informatica, Universita' di Bari", "department": "" }, { "first_name": "D'Amato", "middle_name": "", "last_name": "Maria", "name_suffix": "", "institution": "Dipartimento di Informatica, Universita' di Bari", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32765/galley/23826/download/" } ] }, { "pk": 32776, "title": "Modelling human performance on the travelling salesperson problem", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/65w9h1r4", "frozenauthors": [ { "first_name": "James", "middle_name": "N.", "last_name": "MacGregor", "name_suffix": "", "institution": "Department of Public Administration; University of Victoria", "department": "" }, { "first_name": "Thomas", "middle_name": "C.", "last_name": "Ormerod", "name_suffix": "", "institution": "Department of Psychology; Lancaster University", "department": "" }, { "first_name": "Edward", "middle_name": "P.", "last_name": "Chronicle", "name_suffix": "", "institution": "Department of Psychology; Lancaster University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32776/galley/23837/download/" } ] }, { "pk": 32695, "title": "Monitoring the Inner Speech Code", "subtitle": null, "abstract": "The aim of this paper is to expand and replicate the findings of Wheeldon and Levelt (1995). They employed an internal speech monitoring task which required Dutch speakers to monitor silently generated words for target syllable or phoneme sequences. On the basis of the obtained data several claims were made concerning the locus, time-course and nature of the internal speech code. The series of experiments reported here examined these predictions using English stimuli. In contrast to the Dutch study, no evidence of any reaction time advantage to syllable over nonsyllable strings was found. A phoneme monitoring experiment replicated the left-to-right pattern of results observed by Wheeldon and Levelt. In addition, a perception version of the task failed to replicate these effects suggesting that they were independent of the position of the target in the speech stream. Implications of the results in terms of the time course of phonological encoding are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7vg891kp", "frozenauthors": [ { "first_name": "Jane", "middle_name": "L.", "last_name": "Morgan", "name_suffix": "", "institution": "School of Psychology, University of Birmingham", "department": "" }, { "first_name": "Linda", "middle_name": "R.", "last_name": "Wheeldon", "name_suffix": "", "institution": "School of Psychology, University of Birmingham", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32695/galley/23758/download/" } ] }, { "pk": 32713, "title": "Multiple Processes in Graph-based Reasoning", "subtitle": null, "abstract": "Current models of graph understanding typically address the encoding and interpretive processes involved during the course of comprehension and largely focus on the visual properties of the graph. An experiment comparing reasoning with two types of graph is presented. On the basis and scope of existing models, performance with the two graphs would not be predicted to differ substantially. There are substantial computational differences between the graphs, however. It is suggested, therefore, that an adequate model of graph use must incorporate different combinations of visual properties of the graphs, levels of graph complexity, interpretive schemas and task requirements.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4vf8k6f0", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Peebles", "name_suffix": "", "institution": "Department of Psychology, University of Nottingham", "department": "" }, { "first_name": "Peter", "middle_name": "C-H.", "last_name": "Cheng", "name_suffix": "", "institution": "Department of Psychology, University of Nottingham", "department": "" }, { "first_name": "Nigel", "middle_name": "", "last_name": "Shadbolt", "name_suffix": "", "institution": "Department of Psychology, University of Nottingham", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32713/galley/23776/download/" } ] }, { "pk": 36496, "title": "Newbury House Guide to Writing by M. E. Sokolik", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3kn7m313", "frozenauthors": [ { "first_name": "Moira", "middle_name": "", "last_name": "Stuart", "name_suffix": "", "institution": "American Language Institute, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36496/galley/27347/download/" } ] }, { "pk": 36486, "title": "New Dialogues in Mainstream/ESL Teacher Collaboration", "subtitle": null, "abstract": "The purpose of this article is to identify some of the social, instructional, and administrative processes that both marginalize and enhance collaboration between ESL teachers and mainstream instructors and administrators. The article documents the verbal and written interactions between one ESL teacher and twelve mainstream instructors and administrators within an elementary school “pullout” ESL program. Its findings reveal that the ESL teacher operates as a “marginal” member of many of the social, instructional, and administrative events within the school. The implications for practice suggest opening new dialogues between ESL and mainstream teachers that include and dignify the expertise of the ESL teacher in faculty, department, and committee meetings", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/20p1d14v", "frozenauthors": [ { "first_name": "Rod", "middle_name": "", "last_name": "Case", "name_suffix": "", "institution": "University of Missouri, Kansas City", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36486/galley/27337/download/" } ] }, { "pk": 32749, "title": "Note-taking as a Strategy for Learning", "subtitle": null, "abstract": "We explore the effects of taking notes on problem-solving and learning in a scientific discovery domain. Participants solved a series of five scientific reasoning problems in a computer environment in which they had access to an online, unstructured notepad. The results show that participants who used the notepad performed better than those who did not use it. This improvement held even when these participants no longer used the notepad on subsequent tasks. However, not all uses of the notepad were equally effective; only those that involved deeper levels of processing were related to improved performance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8hc1p9zh", "frozenauthors": [ { "first_name": "Susan", "middle_name": "B.", "last_name": "Trickett", "name_suffix": "", "institution": "George Mason University", "department": "" }, { "first_name": "J.", "middle_name": "Gregory", "last_name": "Trafton", "name_suffix": "", "institution": "NRL, Washington, DC", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32749/galley/23811/download/" } ] }, { "pk": 32790, "title": "On the Relationship Between Knowing and Doing in Procedural Learning", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/769077bg", "frozenauthors": [ { "first_name": "Jon", "middle_name": "R.", "last_name": "Star", "name_suffix": "", "institution": "Combined Program in Education and Psychology; 1406 School of Education", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32790/galley/23851/download/" } ] }, { "pk": 32729, "title": "Optimal Control Methods for Simulating the Perception of Causality in Young Infants", "subtitle": null, "abstract": "There is a growing debate among developmental theorists concerning the perception of causality in young infants. Some theorists advocate a top-down view, e.g., that infants reason about causal events on the basis of intuitive physical principles. Others argue instead for a bottom-up view of infant causal knowledge, in which causal perception emerges from a simple set of associative learning rules. In order to test the limits of the bottom-up view, we propose an optimal control model (OCM) of infant causal perception. OCM is trained to find an optimal pattern of eye movements for maintaining sight of a target object. We first present a series of simulations which illustrate OCM's ability to anticipate the outcome of novel, occluded causal events, and then compare OCM's performance with that of 9-month-old infants. The implications for developmental theory and research are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0m92g6bq", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "", "last_name": "Schlesinger", "name_suffix": "", "institution": "Department of Computer Science; University of Massachusetts", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Barto", "name_suffix": "", "institution": "Department of Computer Science; University of Massachusetts", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32729/galley/23791/download/" } ] }, { "pk": 32795, "title": "Order Effects in Human Belief Revision", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/65k296dn", "frozenauthors": [ { "first_name": "Hongbin", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "Department of Health Informatics, University of Texas - Houston Health Science Center", "department": "" }, { "first_name": "Jiajie", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Department of Health Informatics, University of Texas - Houston Health Science Center", "department": "" }, { "first_name": "Todd", "middle_name": "R.", "last_name": "Johnson", "name_suffix": "", "institution": "Department of Health Informatics, University of Texas - Houston Health Science Center", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32795/galley/23856/download/" } ] }, { "pk": 32642, "title": "Parsing Modifiers: The Case of Bare NP Adverbs", "subtitle": null, "abstract": "Current models of Human Sentence Processing fall into two broad categories: Constraint Satisfaction accounts, which emphasise the immediate access of the comprehension processes to detailed linguistic information as parsing progresses (e.g., MacDonald et al., 1994), and Syntax First accounts, which hold that parsing is essentially a two-stage process, with initial decisions being made on the basis of a subset of available information (see, e.g., Frazier, 1995). In this paper, we examine evidence from Mitchell (1987) which seems strongly to favour a syntax first position, suggesting that basic lexical information about verbs may have little influence on the eariy stages of sentence processing. We provide experimental evidence to show (a) that detailed linguistic information is available early, but (b) that bare NP adverbs (a type of modifier) are read surprisingly fast, a finding which appears difficult to reconcile with many current accounts of sentence processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/73h3r1sc", "frozenauthors": [ { "first_name": "Martin", "middle_name": "", "last_name": "Corley", "name_suffix": "", "institution": "Department of Psychology and Human Communication Research Centre, University of Ediburgh", "department": "" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Haywood", "name_suffix": "", "institution": "Department of Psychology, University of New York", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32642/galley/23705/download/" } ] }, { "pk": 36492, "title": "Pay No Attention to the Man Behind the Curtain: Taking a Critical Look at the Internet and Language Teaching", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "CATESOL Exchange", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2ms8h1mw", "frozenauthors": [ { "first_name": "Kirsten", "middle_name": "", "last_name": "Lincoln", "name_suffix": "", "institution": "L.E.N. Business and Language Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36492/galley/27343/download/" } ] }, { "pk": 32660, "title": "Perceiving Structure in Mathematical Expressions", "subtitle": null, "abstract": "Despite centuries of using mathematical notation, surprisingly little is known about how mathematicians perceive equations. The present experiment provides an initial step in understanding what sort of internal representation is used by experienced mathematicians. In particular, we examined if mathematical syntax plays a role in how mathematicians encode algebraic equations, or if just a simple memory strategy is used. Participants in the experiment performed a memory recognition task that required them to identify both well-formed (syntactically correct) and non-well-formed sub-expressions of equations. As hypothesised, performance was significantly better for well-formed sub-expressions, a result which suggests that mathematicians do indeed use an internal representation based on mathematical syntax to encode equations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4k6534fd", "frozenauthors": [ { "first_name": "Anthony", "middle_name": "R.", "last_name": "Jansen", "name_suffix": "", "institution": "School of Computer Science and Software Engineering, Monash University", "department": "" }, { "first_name": "Kim", "middle_name": "", "last_name": "Marriott", "name_suffix": "", "institution": "School of Computer Science and Software Engineering, Monash University", "department": "" }, { "first_name": "Greg", "middle_name": "W.", "last_name": "Yelland", "name_suffix": "", "institution": "Depatment of Psychology, Monash University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32660/galley/23723/download/" } ] }, { "pk": 32739, "title": "Perceptual Learning in Mathematics: The Algebra-Geometry Connection", "subtitle": null, "abstract": "Important component of expertise is the rapid pickup complex. task-relevant pattern structure, yet such skills seldom trained explicitly. We report initial results ying principles of perceptual learning to the essing of structure in mathematics, specifically the ection between graphed functions and their symbolic essions. Subjects in two experiments viewed graphs inctions and made a speeded, forced choice match from ral equations. Training consisted of many short trials lis active classification task involving examples of a tion (e.g., sine) subjected to various transformations. scaling, shifting, reflection). Experiment 1 used rastive feedback — the graph for a trial was shown erimposed on the canonical function to accentuatejformations. Subjects showed substantial performance s from 45 minutes of training and transferred to new inces, new function families and a new task. In eriment 2, with contrastive feedback removed, subjects ved no transfer to new functions. The results indicate value of perceptual training in producing lematical expertise and the value of contrastive back in particular.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8wc0q8r9", "frozenauthors": [ { "first_name": "Ana", "middle_name": "Beatriz V. e", "last_name": "Silva", "name_suffix": "", "institution": "Department of Psychology, University of California, Los Angeles", "department": "" }, { "first_name": "Philip", "middle_name": "J.", "last_name": "Kellman", "name_suffix": "", "institution": "Department of Psychology, University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32739/galley/23801/download/" } ] }, { "pk": 32742, "title": "Problem representations and illusions in reasoning", "subtitle": null, "abstract": "The mental model theory of reasoning postulates that reasoners build models of the situations described in premises, and that these models normally make explicit only what is true. The theory has an unexpected consequence: it predicts the occurrence of inferences that are systematically invalid. These inferences should arise from reasoners failing to take into account what is false. We report an experiment that corroborated the occurrence of these illusory inferences, and that eliminated a number of altemative explanations for them. Results illuminate the controversy among various current theories of reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8r1502x6", "frozenauthors": [ { "first_name": "Vladimir", "middle_name": "M.", "last_name": "Sloutsky", "name_suffix": "", "institution": "Center for Cognitive Science & School of Teaching & Learning, Columbus", "department": "" }, { "first_name": "Philip", "middle_name": "N.", "last_name": "Johnson-Laird", "name_suffix": "", "institution": "Department of Psychology, Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32742/galley/23804/download/" } ] }, { "pk": 32772, "title": "Problem Solving with Diagrams: Modelling the Learning of Perceptual Information", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9818n3dg", "frozenauthors": [ { "first_name": "Peter", "middle_name": "C.R.", "last_name": "Lane", "name_suffix": "", "institution": "ESRC Centre for Research in Development, Instruction and Training, Department of Psychology, University of Nottingham", "department": "" }, { "first_name": "Peter", "middle_name": "C-H", "last_name": "Cheng", "name_suffix": "", "institution": "ESRC Centre for Research in Development, Instruction and Training, Department of Psychology, University of Nottingham", "department": "" }, { "first_name": "Fernand", "middle_name": "", "last_name": "Gobet", "name_suffix": "", "institution": "ESRC Centre for Research in Development, Instruction and Training, Department of Psychology, University of Nottingham", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32772/galley/23833/download/" } ] }, { "pk": 32705, "title": "Procedures are Only Skin Deep: The Effects of Surface Content and Surface Appearance on the Transfer of Prior Knowledge in Complex Device Operation", "subtitle": null, "abstract": "In this research, we investigated the factors that mediate the use of prior knowledge in learning new procedures. Participants learned to operate two different versions of four tasks on a hypothetical device interface. At a conceptual level, all devices were operated in the same way. However, in some conditions, the appearance of the two versions was manipulated by changing the graphical appearance of the interface. A second manipulation concerned the physical layout: The position of the device controls, graphics, and gauges was either the same or different from one version to the next. Providing the same appearance and providing the same physical layout both increased the amount of transfer. These effects were additive, suggesting that the factors contribute independently to learning. Our interpretation is that appearance affects the use of semantic constraint, while layout affects the use of structural analogy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7cs60013", "frozenauthors": [ { "first_name": "Tenaha", "middle_name": "", "last_name": "O'Reilly", "name_suffix": "", "institution": "Department of Psychology, University of Alberta", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Dixon", "name_suffix": "", "institution": "Department of Psychology, University of Alberta", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32705/galley/23768/download/" } ] }, { "pk": 32617, "title": "Productive Interdisciplinarity: The Challenge that Human Learning Poses to Machine Learning", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2bg035qc", "frozenauthors": [ { "first_name": "Helen", "middle_name": "M.", "last_name": "Gigley", "name_suffix": "", "institution": "Office of Naval Research", "department": "" }, { "first_name": "Susan", "middle_name": "F.", "last_name": "Chipman", "name_suffix": "", "institution": "Office of Naval Research", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32617/galley/23681/download/" } ] }, { "pk": 36483, "title": "Promoting Collaboration: Using Computer-mediated Communication Tools in the Practicum Course", "subtitle": null, "abstract": "The traditional MATESOL practicum course involves placing teachers-in-preparation under the supervision of mentor teachers. While this arrangement allows individual teachers-in-preparation to develop a strong relationship with their mentor teachers, it often prevents them from engaging in a collaborative relationship with their peers. This paper describes how computer-mediated communication (CMC) tools have been integrated in a practicum course in order to promote peer support and collaboration. The paper concludes that the integration of CMC tools into the practicum course allows teachers-in-preparation to give and receive such support, to assume more responsibility for their own learning, and to be provided with increased opportunities for self-paced learning.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3p38f394", "frozenauthors": [ { "first_name": "Lía", "middle_name": "", "last_name": "Kamhi-Stein", "name_suffix": "", "institution": "California State University, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36483/galley/27334/download/" } ] }, { "pk": 36497, "title": "Pronunciation Power", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4m96b7fz", "frozenauthors": [ { "first_name": "Scott", "middle_name": "", "last_name": "Bean", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36497/galley/27348/download/" } ] }, { "pk": 32762, "title": "PSI plays \"island\": Comparison of the PSI-theory with human behavior", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0619906c", "frozenauthors": [ { "first_name": "Frank", "middle_name": "", "last_name": "Detje", "name_suffix": "", "institution": "Lehrstuhl Psychologie II, Universitat Bamberg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32762/galley/23823/download/" } ] }, { "pk": 32653, "title": "Reasoning with Causal Relations", "subtitle": null, "abstract": "The mental model theory postulates that reasoners build models of the situations described in premises, and that each model represents a possibility. The present paper proposes that causal relations, such as A causes B and A allows B. have meanings that\nconcern only possibilities and a temporal constraint that B cannot precede A. This theory predicts that causes and enabling conditions differ in meanings, contrary to a long tradition in philosophy and psychology that they are logically indistinguishable. It also predicts that individuals should reason about causation on the basis of mental models rather than on fully explicit models. Three experiments corroborated these predictions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9tt9c510", "frozenauthors": [ { "first_name": "Yevgeniya", "middle_name": "", "last_name": "Goldvarg", "name_suffix": "", "institution": "Department of Psychology, Princeton University", "department": "" }, { "first_name": "Philip", "middle_name": "N.", "last_name": "Johnson-Laird", "name_suffix": "", "institution": "Department of Psychology, Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32653/galley/23716/download/" } ] }, { "pk": 32644, "title": "Recognition of Exceptions and Rule-Consistent Items in the Function Learning Domain", "subtitle": null, "abstract": "Recent studies suggest that participants commonly abstract rules when learning concepts, but a remaining question is whether they retain and apply knowledge of individual instances subsequent to rule abstraction. Research in the category learning domain indicates that exemplar information is retained and that exceptions to a category rule have special status in memory (Palmed & Nosofsky, 1995). The present experiment examines whether these findings extend to function learning. Participants learned associations between\nstimulus and response magnitudes that were related according to a negative linear function. Twelve stimulus-response pairs were given, some consistent with the negative linear rule, others exceptions to the rule. After each of six training sessions, previously studied stimulus magnitudes were presented as tests of learning accuracy. Participants were also given extrapolation trials followed by a final recognition test that included old and new rule-congruent and rule-incongruent items. Extrapolation was extensive. In addition, analyses revealed poorer learning and recognition for exceptions than for rule-congruent items, plus a high rate of false alarms for new rule-congruent items. These findings suggest that although the conceptual knowledge acquired in function learning tasks centers on rules, exceptions to these rules do not have special status in memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3s63r3j7", "frozenauthors": [ { "first_name": "Edward", "middle_name": "L.", "last_name": "DeLosh", "name_suffix": "", "institution": "Department of Psychology, Colorado State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32644/galley/23707/download/" } ] }, { "pk": 32646, "title": "Relevance and Feature Accessibility in Combined Concepts", "subtitle": null, "abstract": "When comprehending combined concepts (e.g., 'peeled apples'), two kinds of features are potentially accessible. Phrase features are true only of the phrase (e.g., \"white\"), while noun features are true of both the phrase and the head noun (e.g., \"round\"). Phrase features are verified more quickly and more accurately than noun features. No satisfactory account of this phrase feature priority has been put forth. We propose that relevance can explain the phrase feature priority. In Experiment 1, the differential accessibility of noun and phrase features was reversed by context paragraphs that made noun features relevant. Experiment 2 more subtly replicated this effect using a single-word context. We conclude that the phrase feature priority is attributable to the discourse strategy of assigning relevance to modifiers of combined concepts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1pq378pk", "frozenauthors": [ { "first_name": "Zachary", "middle_name": "", "last_name": "Estes", "name_suffix": "", "institution": "Department of Psychology, Princeton University", "department": "" }, { "first_name": "Sam", "middle_name": "", "last_name": "Glucksberg", "name_suffix": "", "institution": "Department of Psychology, Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32646/galley/23709/download/" } ] }, { "pk": 32718, "title": "Representation of Logical Form in Memory", "subtitle": null, "abstract": "Current theories of human deductive reasoning make different claims about the representation of logical statements in memory. Syntactically-based theories claim that abstract logical forms are represented veridically in memory, separate from content, whereas semantic theories propose that naive reasoners represent combinations of possibilities that are based on the content of statements. We tested these predictions in two experiments in which participants had to recall and recognize statements of different logical forms. Results indicate that memory for logical form is not veridical, thus failing to support the syntactic view. In particular, results suggest that naive participants tend, whenever possible, to represent only a single possibility for a statement of any logical form. These findings are consistent with semantic theories of human deductive reasoning and have significant implications for all theories of reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4nb088hd", "frozenauthors": [ { "first_name": "Aaron", "middle_name": "W.", "last_name": "Rader", "name_suffix": "", "institution": "Center for Cognitive Science and Department of Psychology, The Ohio State University", "department": "" }, { "first_name": "Vladimir", "middle_name": "M.", "last_name": "Sloutsky", "name_suffix": "", "institution": "Center for Cognitive Science, and School of Teaching & Learning, The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32718/galley/23781/download/" } ] }, { "pk": 32619, "title": "Representations: New approaches to old problems", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4hx8b9tc", "frozenauthors": [ { "first_name": "Arthur", "middle_name": "B.", "last_name": "Markman", "name_suffix": "", "institution": "Department of Psychology, University of Texas", "department": "" }, { "first_name": "William", "middle_name": "", "last_name": "Bechtel", "name_suffix": "", "institution": "Department of Philosophy, Washington University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32619/galley/23683/download/" } ] }, { "pk": 32668, "title": "Resolving Impasses in Problem Solving: An Eye Movement Study", "subtitle": null, "abstract": "Insight problems cause impasses because they deceive the problem solver into constructing an inappropriate initial representation. The main theoretical problem of explaining insight is to identify the cognitive processes by which impasses are resolved. In past work, we have hypothesized two such processes: constraint relaxation and chunk decomposition. In the study reported here, we derive detailed predictions about the structure of eye movements from these hypotheses. Eye movement data from a study of match stick algebra problems were consistent with the predictions. The results support the view that a key component of creative thinking is to overcome the processing imperatives of past experience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5v08t49z", "frozenauthors": [ { "first_name": "Gunther", "middle_name": "", "last_name": "Koblich", "name_suffix": "", "institution": "Cognition and Action, Max-Planck-Institute for Psychological Research", "department": "" }, { "first_name": "Stellan", "middle_name": "", "last_name": "Ohlsson", "name_suffix": "", "institution": "Department of Psychology, University of Illinois at Chicago", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Raney", "name_suffix": "", "institution": "Department of Psychology, University of Illinois at Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32668/galley/23731/download/" } ] }, { "pk": 36490, "title": "Responding to Change: A Small-District Staff Development Model", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Theme Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0xj3d89n", "frozenauthors": [ { "first_name": "Linda", "middle_name": "", "last_name": "Sasser", "name_suffix": "", "institution": "Alhambra School District", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36490/galley/27341/download/" } ] }, { "pk": 32659, "title": "Restricting Working-Memory Capacity Impairs Relational Mapping", "subtitle": null, "abstract": "Some theories of analogical mapping predict that finding mappings based on relations between objects requires greater working-memory capacity than finding mappings based on attributes of individual objects. It follows that the ability to make relational mappings will be impaired by any manipulation that constricts available working memory capacity. This prediction was tested in two experiments using a mapping task that required finding correspondences between pairs of pictures in which a critical object was \"cross-mapped\" (attribute similarity supporting one mapping, relational similarity another). Working memory was constricted in Experiment 1 by requiring participants to maintain a digit load while performing the mapping, and in Experiment 2 by inducing anxiety using a speeded subtraction task administered prior to the analogy task. Both manipulations caused participants to produce fewer relational responses and more attribute responses. The findings support the postulated links among working memoiy, anxiety, and the ability to perform complex analogical mapping.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8hz722pg", "frozenauthors": [ { "first_name": "Keith", "middle_name": "J.", "last_name": "Holoyoak", "name_suffix": "", "institution": "Department of Psychology, University of California, Los Angeles", "department": "" }, { "first_name": "James", "middle_name": "A.", "last_name": "Waltz", "name_suffix": "", "institution": "Department of Psychology, University of California, Los Angeles", "department": "" }, { "first_name": "Jean", "middle_name": "M.", "last_name": "Tohill", "name_suffix": "", "institution": "Department of Psychology, University of California, Los Angeles", "department": "" }, { "first_name": "Albert", "middle_name": "", "last_name": "Lau", "name_suffix": "", "institution": "Department of Psychology, University of California, Los Angeles", "department": "" }, { "first_name": "Sara", "middle_name": "K.", "last_name": "Grewal", "name_suffix": "", "institution": "Department of Psychology, University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32659/galley/23722/download/" } ] }, { "pk": 32774, "title": "Rethinking the Consistency Assumption of the Process-Dissociation Procedure", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/793105b1", "frozenauthors": [ { "first_name": "Yuh-shiow", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "Department of Psychology; National Chung-Cheng University", "department": "" }, { "first_name": "Chun-lei", "middle_name": "", "last_name": "Fan", "name_suffix": "", "institution": "Department of Psychology; Peking University", "department": "" }, { "first_name": "Ying", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "Department of Psychology; Peking University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32774/galley/23835/download/" } ] }, { "pk": 32771, "title": "Rethinking the Role of External Representation in Problem solving", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7rc356x7", "frozenauthors": [ { "first_name": "Simon", "middle_name": "M. K.", "last_name": "Lai", "name_suffix": "", "institution": "Department of Psychology, University of Hong Kong", "department": "" }, { "first_name": "Alonso", "middle_name": "H.", "last_name": "Vera", "name_suffix": "", "institution": "Department of Psychology, University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32771/galley/23832/download/" } ] }, { "pk": 32755, "title": "Routes, Races, and Attentional Demands in Reading: Insights from Computational Models", "subtitle": null, "abstract": "One influential view about the attentional demands of the reading processes maintains that phonological assembly is less automatic and more attention-demanding than phonological retrieval. The strongest evidence is this respect is the release-from-competition (RFC) effect (Paap & Noel, 1991), in which the pronunciation of low frequency exception words is speeded when participants have to perform a concurrent memory task. However, the results of follow-up investigations have led to a sharp controversy regarding whether the phenomenon is real and whether it can be replicated or not. The debate has reached stalemate, partly because the discussion about architectural and processing assumptions has been carried out only in verbal terms. This paper investigates the RFC phenomenon through simulations with two computational models of reading, the Connectionist Dual-Process model (Zorzi et al., 1998) and the DRC model (Coltheart et al., 1993). Both models failed to reproduce the RFC effect, even when the specific assumptions made by Paap and Noel were accurately implemented in the simulations. This finding casts further doubts about the reality of the phenomenon.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/48w715wg", "frozenauthors": [ { "first_name": "Marco", "middle_name": "", "last_name": "Zorzi", "name_suffix": "", "institution": "Dipartimento di Psicologia Generale, Universita di Padova", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32755/galley/23816/download/" } ] }, { "pk": 32736, "title": "Rule learning by Habituation can be Simulated in Neural Networks", "subtitle": null, "abstract": "Contrary to a recent claim that neural network models are unable to account for data on infant habituation to artificial language sentences, the present simulations show successful coverage with cascade-correlation networks using analog encoding. The results demonstrate that a symbolic rule-based account is not required by the infant data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/94b313rf", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "R.", "last_name": "Shultz", "name_suffix": "", "institution": "Department of Psychology; McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32736/galley/23798/download/" } ] }, { "pk": 32662, "title": "Rules and Associations", "subtitle": null, "abstract": "Two-process theories of human cognition, that state that learning can occur by both associative and rule-based processes, are currently popular. We report two experiments which support such a view. Both employed a set of six stimuli which varied along a luminance\ndimension, and followed the same general design. That is, participants were trained to discriminate between the two stimuli in the middle of this set, before being tested on the whole set. In Experiment I, the length of training was varied. Following short training, participants' performance on test exhibited a peak-shift, and therefore may be explained in associative terms. After longer training, however, their behavior was consistent with rulebased learning. In Experiment II, the contingency during the training phase was varied. Participants in the 'Full Contingency' group performed in a manner consistent with rule-learning, while the 'Reduced Contingency' condition produced a peak-shift. These results are discussed in terms of McLaren, Green & Mackintosh's (1994) version of the\nassociative/rule-based distinction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8sz9n36v", "frozenauthors": [ { "first_name": "F.", "middle_name": "W.", "last_name": "Jones", "name_suffix": "", "institution": "University of Cambridge, Psychological Laboratory", "department": "" }, { "first_name": "I.", "middle_name": "P. L.", "last_name": "McLaren", "name_suffix": "", "institution": "University of Cambridge, Psychological Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32662/galley/23725/download/" } ] }, { "pk": 32733, "title": "Saccadic selectivity during visual search: The effects of shape and stimulus familiarity", "subtitle": null, "abstract": "Three experiments were designed to examine the influence of shape feature and stimulus familiarity on saccadic selectivity during visual search. Robust shape feature based guidance was found in Experiment 1. In contrast, familiarity-based guidance was much smaller in magnitude and was observed with an unfamiliar target (Experiments 2 & 3) but not with a familiar target (Experiments 1, 2 & 3). Results from the current study suggest that there are qualitative and quantitative differences between the saccadic selectivity produced by stimulus familiarity and that produced by low-level features.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9g5597hc", "frozenauthors": [ { "first_name": "Jiye", "middle_name": "", "last_name": "Shen", "name_suffix": "", "institution": "Department of Psychology, Toronto", "department": "" }, { "first_name": "Eyal", "middle_name": "M.", "last_name": "Reingold", "name_suffix": "", "institution": "Department of Psychology, Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32733/galley/23795/download/" } ] }, { "pk": 36495, "title": "Second Language Vocabulary Acquisition: A Rationale for Pedagogy by James Coady and Thomas Huckin (Eds.)", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9f5972rd", "frozenauthors": [ { "first_name": "Ellen", "middle_name": "", "last_name": "Lipp", "name_suffix": "", "institution": "California State University, Fresno", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36495/galley/27346/download/" } ] }, { "pk": 32770, "title": "Selecting Evidence to Limit Hypotheses", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9vj3x5hk", "frozenauthors": [ { "first_name": "Alexandra", "middle_name": "", "last_name": "Kincannon", "name_suffix": "", "institution": "Department of Psychology; University of Virginia", "department": "" }, { "first_name": "Barbara", "middle_name": "A.", "last_name": "Spellman", "name_suffix": "", "institution": "Department of Psychology; University of Virginia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32770/galley/23831/download/" } ] }, { "pk": 32658, "title": "Selecting Knowledge for Category Learning", "subtitle": null, "abstract": "We present a category learning experiment in which subjects faced the knowledge selection problem, i.e., they needed to use their observations to determine which prior knowledge would be useful for learning. The issue of putting prior knowledge into neural network models is reviewed, and we present a new model which addresses the knowledge selection problem. This model gives a good account of the experimental results.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/49b9t4r1", "frozenauthors": [ { "first_name": "Evan", "middle_name": "", "last_name": "Heit", "name_suffix": "", "institution": "Department of Psychology, University of Warwick", "department": "" }, { "first_name": "Lewis", "middle_name": "", "last_name": "Bott", "name_suffix": "", "institution": "Department of Psychology, University of Warwick", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32658/galley/23721/download/" } ] }, { "pk": 32645, "title": "Selective activation as an explanation fro hindsight bias", "subtitle": null, "abstract": "In hindsight, people often claim to have known more in foresight than they actually did. For example, the confidence for one of several possible outcomes is larger when it is known that this particular outcome occurred. A widespread explanation of hindsight bias assumes that the feedback serves as an anchor. How precisely this anchor takes effect and why it leads to a bias towards the anchor value has not been satisfactorily answered yet. One possible mechanism to explain hindsight bias assumes that the encoding of the feedback leads to a selective activation of the item-specific knowledge base. As a result, specific information units are strengthened and are thus more likely to be recalled when a person tries to reconstruct his or her original judgment. We tested the effect of selective activation in two hindsight experiments. The results showed a clear hindsight bias in that the recalled confidence ratings were distorted towards the feedback. Moreover, the consequences of selective activation were evident in that more information favoring the feedback was recalled.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9r38d83c", "frozenauthors": [ { "first_name": "Markus", "middle_name": "", "last_name": "Eisenhauer", "name_suffix": "", "institution": "Psychology, Justus-Liebig-University GieBen", "department": "" }, { "first_name": "Rudiger", "middle_name": "F.", "last_name": "Pohl", "name_suffix": "", "institution": "Psychology, Justus-Liebig-University GieBen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32645/galley/23708/download/" } ] }, { "pk": 32726, "title": "Semantic Competition and the Ambiguity Disadvantage", "subtitle": null, "abstract": "In many recent models of word recognition, words compete to activate distributed semantic representations. Reports of faster visual lexical decisions for ambiguous words compared with unambiguous words are problematic for such models; why does increased semantic competition between different meanings not slow the recognition of ambiguous words? This study challenges these findings by showing that visual lexical decisions to ambiguous words whose meanings were judged to be unrelated were slower than either unambiguous words or ambiguous words whose meanings were judged to be related. We suggest that previous reports of an ambiguity advantage are due to the use of ambiguous words with highly related meanings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5nw97139", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "", "last_name": "Rodd", "name_suffix": "", "institution": "MRC Cognition and Brain Sciences Unit, Cambridge", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32726/galley/24537/download/" } ] }, { "pk": 36487, "title": "Sequencing Information Competency Skills in an ESL Program", "subtitle": null, "abstract": "Researchers (Bowley & Meng, 1994; Cope & Black, 1985; Kamhi-Stein, 1996) have focused on the need for librarians and ESL faculty to collaborate on teaching library skills for academic purposes. These skills are needed to utilize resources that include print materials, computer databases, and Internet sources. Information literacy competency standards are currently being developed on the national, state, and local levels by library and educational organizations, but little is known about ESL instructors’ perceptions of teaching library research skills, also known as information competency skills. This study surveyed full-time and part-time ESL faculty at an urban community college about the levels at which various information competency skills should be taught. The results of this study reveal that most fulltime ESL instructors favored introducing only the most basic library skills (such as how to check out books and information about how a library is organized) at the beginning ESL level. They favored teaching most other information competency skills (such as database retrieval and on-line resources) at more advanced ESL levels. It is evident from this study that ESL curriculum designers need to integrate all library and information research skills in a progressive manner with sufficient scaffolding and collaboration among librarians, teachers, and students.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9j92c7qv", "frozenauthors": [ { "first_name": "Dona", "middle_name": "", "last_name": "Mitoma", "name_suffix": "", "institution": "Pasadena City College", "department": "" }, { "first_name": "Kathryn", "middle_name": "", "last_name": "Son", "name_suffix": "", "institution": "Glendale Community College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36487/galley/27338/download/" } ] }, { "pk": 32625, "title": "Serial Attention as Strategic Memory", "subtitle": null, "abstract": "Serial attention is the process of focussing mentally on one item at a time. This process has two phases: attention switching and attention maintenance. Attention switching involves rapidly building up the activation of a new item to dominate old items. Attention maintenance involves letting the current item decay while in use to prevent it from intruding on the next item later on. SASM , a model based on this analysis, suggests that this balance of high initial activation followed by gradual decay reflects a strategic adaptation to ask demands on one hand and principles of memory on the other. The model makes novel and accurate predictions about response times and error rates, integrates past use and current context as memory activation sources, and integrates attention switching and attention maintenance into one unified account.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/57w7b1gc", "frozenauthors": [ { "first_name": "Erik", "middle_name": "M.", "last_name": "Altmann", "name_suffix": "", "institution": "Human Factors & Applied Cognition, George Mason University", "department": "" }, { "first_name": "Wayne", "middle_name": "D.", "last_name": "Gray", "name_suffix": "", "institution": "Human Factors & Applied Cognition, George Mason University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32625/galley/23689/download/" } ] }, { "pk": 32667, "title": "Short-Term Memory Resonances", "subtitle": null, "abstract": "A cascading neural loop model is proposed to address the question of how to represent continuous experience. A prediction of the model is that short-term memory decay should exhibit a set of bumps or dips superimposed on a smooth exponential base. The prediction was tested using a Brown- Peterson distractor task, with distractor intervals from 1 to 24 seconds spaced every second apart. In one study with 22 participants, fits of nested regression models indicated that peaking functions with periods near harmonics of 1.6 seconds provided a better description of the data than an exponential function alone. In a replication study with 29 participants, peaking functions with a period of 3.2 seconds provided the best fit. In both studies, 5 % rises above an exponential base were evident near 7, 10 to 11, 13 to 14, and 16 seconds. This short-term memory effect has not been reported before and needs further replication.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8th439w9", "frozenauthors": [ { "first_name": "Stephen", "middle_name": "N.", "last_name": "Kitzis", "name_suffix": "", "institution": "Department of Psychology, Fort Hays State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32667/galley/23730/download/" } ] }, { "pk": 32643, "title": "Similarity & Structural Alignment: You Can Have One Without the Other", "subtitle": null, "abstract": "Several studies have shown that similarity judgements involve a process of structural alignment akin to analogical mapping. In particular, it has been shown that people appear to rely more on the relational structure of scenes involving cross-mappings, if they have previously carried out a similarity judgement task on these scenes (e.g., Markman & Centner, 1993b). W e report a study which shows that similarity judgements do not necessarily invoke structural alignment but that other task demands and the materials presented are more critical in selecting the comparison mechanism used in a given situation. The wider implications of these results for models of similarity and comparison are considered.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9vp4r5x4", "frozenauthors": [ { "first_name": "Jodi", "middle_name": "", "last_name": "Davenport", "name_suffix": "", "institution": "Department of Computer Science, University College of Dublin", "department": "" }, { "first_name": "Mark", "middle_name": "T.", "last_name": "Keane", "name_suffix": "", "institution": "Department of Computer Science, University College of Dublin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32643/galley/23706/download/" } ] }, { "pk": 32630, "title": "Simple and Complex Speech Acts: What Makes the Difference within a Developmental Perspective", "subtitle": null, "abstract": "In the linguistic psychological literature, there is a classical distinction between direct and indirect speech acts. In particular, some theories claim that the latter are more difficult to produce and comprehend than the former. W e propose to abandon such a distinction in favour of a novel one between simple and complex speech acts. This distinction applies to any kind of pragmatic phenomena, from standard speech acts to non standard ones, like irony and deceit. Our proposal is based on the types of mental representations and mental operations involved in speech acts production and comprehension.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1x044763", "frozenauthors": [ { "first_name": "Bruno", "middle_name": "G.", "last_name": "Bara", "name_suffix": "", "institution": "Centro di Scienza Cognitiva, Universita di Torino", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32630/galley/24536/download/" } ] }, { "pk": 36493, "title": "Simplified Literature in the Intermediate ESL Classroom", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "CATESOL Exchange", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2ks9p5cs", "frozenauthors": [ { "first_name": "J. Lindsay", "middle_name": "M.", "last_name": "Donigan", "name_suffix": "", "institution": "Saddleback College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36493/galley/27344/download/" } ] }, { "pk": 32699, "title": "Simulating the Effects of Relational Language in the Development of Spatial Mapping Abilities", "subtitle": null, "abstract": "Young children's performance on certain mapping tasks can be improved by introducing relational language (Gentner, 1998). We show that children's performance on a spatial mapping task can be modeled using the Structure-Mapping Engine (SME) to simulate the comparisons involved. To model the effects of relational language in our simulations, we vary the quantity and nature of the spatial relations and object descriptions represented. The results reproduce the trends observed in the developmental studies of Loewenstein & Gentner (1998; in preparation). The results of these simulations are consistent with the claim that gains in relational representation are a major contributor to the development of spatial mapping ability. We further suggest that relational language can promote relational representation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1p28v93j", "frozenauthors": [ { "first_name": "Tom", "middle_name": "", "last_name": "Mostek", "name_suffix": "", "institution": "Northwester University", "department": "" }, { "first_name": "Jeff", "middle_name": "", "last_name": "Loewenstein", "name_suffix": "", "institution": "Northwester University", "department": "" }, { "first_name": "Ken", "middle_name": "", "last_name": "Forbus", "name_suffix": "", "institution": "Northwester University", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Northwester University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32699/galley/23762/download/" } ] }, { "pk": 32678, "title": "Spoken Word Recognition in the Visual World Paradigm Reflects the Structure of the Entire Lexicon", "subtitle": null, "abstract": "When subjects are asked to move items in a visual display in response to spoken instructions, their eye movements are closely time-locked to the unfolding speech signal. A recently developed eye-tracking method, the \"visual world paradigm\", exploits this phenomenon to provide a sensitive, continuous measure of ambiguity resolution in language processing phenomena, including competition effects in spoken word recognition (Tanenhaus, Spivey-Knowlton, Eberhard, & Sedivy, 1995). With this method, competition is typically measured between names of objects which are simultaneously displayed in front of the subject. This means that fixation probabilities may not reflect competition within the entire lexicon, but only that among items which become active because they are displayed simultaneously. To test this, we created a small, artificial lexicon with specific lexical similarity characteristics. Subjects learned novel names for 16 novel geometric objects. Objects were presented with high, medium or low frequency during training. Each lexical item had two potential competitors. The crucial comparison was between high-frequency items which had either high- or low-frequency competitors. In spoken word recognition, performance is correlated with the number of frequencyweighted neighbors (phonologically similar words) a word has, suggesting that neighbors compete for recognition as a function of frequency and similarity (e.g., Luce & Pisoni, 1998). W e found that in the visual world paradigm, fixation probabilities for items with high-frequency neighbors were delayed compared to those for items with low-frequency neighbors, even when the items were presented with unrelated items. This indicates that fixation probabilities reflect the internal structure of the lexicon, and not just the characteristics of displayed items.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/01m9j10j", "frozenauthors": [ { "first_name": "James", "middle_name": "S.", "last_name": "Magnuson", "name_suffix": "", "institution": "Brain and Cognitive Sciences, University of Rochester", "department": "" }, { "first_name": "Michael", "middle_name": "K.", "last_name": "Tanenhaus", "name_suffix": "", "institution": "Brain and Cognitive Sciences, University of Rochester", "department": "" }, { "first_name": "Richard", "middle_name": "N.", "last_name": "Aslin", "name_suffix": "", "institution": "Brain and Cognitive Sciences, University of Rochester", "department": "" }, { "first_name": "Delphine", "middle_name": "", "last_name": "Dahan", "name_suffix": "", "institution": "Brain and Cognitive Sciences, University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32678/galley/23741/download/" } ] }, { "pk": 32656, "title": "Structural priming: Purely syntactic?", "subtitle": null, "abstract": "In a series of experiments. Bock and colleagues have demonstrated that subjects show a reliable increase in the use of particular syntactic constructions after having heard and repeated that construction in an unrelated sentence. Aspects of the data seem to indicate that it is syntactic constituent structure, independent of meaning, that underlies the facilitation in these situations. In this study we investigate whether more semantic factors might also lead to priming, and specifically whether the assignment of a semantic role to a particular participant in a prime sentence can increase the probability of a target sentence whose structure allows a similar assignment. To test this we replicate Bock's study and include a further set of primes (provide-with primes) which have the syntactic constituent structure of the dative, but share semantic role assignment with the ditransitive. If syntactic priming were triggered by constituent structure alone, primes like this would lead to more dative responses, relative to a ditransitive prime. If semantic involvement were crucial, on the other hand, this prime should elicit more ditransitive responses. In this study we find significantly more ditransitive responses following the provide-with sentence than following a dative prime, and no difference between the provide-with and ditransitive primes, suggesting that semantic factors indeed play a role.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2nm8p6rf", "frozenauthors": [ { "first_name": "Mary", "middle_name": "L.", "last_name": "Hare", "name_suffix": "", "institution": "Department of Psychology, Bowling Green State University", "department": "" }, { "first_name": "Adele", "middle_name": "E.", "last_name": "Goldberg", "name_suffix": "", "institution": "Department of Linguistics; U. Illinois", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32656/galley/23719/download/" } ] }, { "pk": 32759, "title": "Study of the Time Course of the Updating Process", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2h79x7hh", "frozenauthors": [ { "first_name": "Nathalie", "middle_name": "", "last_name": "Blanc", "name_suffix": "", "institution": "University of Lyon II (France), Laboratory of Cognitive Psychology", "department": "" }, { "first_name": "Isabelle", "middle_name": "", "last_name": "Tapiero", "name_suffix": "", "institution": "University of Lyon II (France), Laboratory of Cognitive Psychology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32759/galley/23820/download/" } ] }, { "pk": 32620, "title": "Symposium: Dynamic Decisions, Conflict Resolution, and Real-Time Diagnosis in Complex Domains", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2032d08m", "frozenauthors": [ { "first_name": "Vimla", "middle_name": "L.", "last_name": "Patel", "name_suffix": "", "institution": "Cognitive Studies in Medicine, Centre for Medical Education,McGill University", "department": "" }, { "first_name": "Guy", "middle_name": "", "last_name": "Boy", "name_suffix": "", "institution": "European Institute of Cognitive Sciences and Engineering", "department": "" }, { "first_name": "Kim", "middle_name": "J.", "last_name": "Vicente", "name_suffix": "", "institution": "Department of Mechanical & Industrial Engineering, University of Toronto", "department": "" }, { "first_name": "Alan", "middle_name": "", "last_name": "Lesgold", "name_suffix": "", "institution": "Learning, Research and Development Center, University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32620/galley/23684/download/" } ] }, { "pk": 32621, "title": "Synopsium on reference axes in language and space", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9x79b34s", "frozenauthors": [ { "first_name": "Emile", "middle_name": "van der", "last_name": "Zee", "name_suffix": "", "institution": "Department of Psychology; Brayford Pool", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32621/galley/23685/download/" } ] }, { "pk": 32758, "title": "Systematicity and The Cognition of Structured Domain", "subtitle": null, "abstract": "The current debate over what conditions a scheme of mental representation needs to satisfy in order to explain the systematicity of thought is characterized in such a way that (contrary to Fodor, Pylyshyn, and McLaughhn) any complete representational scheme (whether classical or non-classical) can explain the systematicity of thought. Though FPM might reply that non-classical schemes only satisfy these conditions in an unprincipled fashion, this shifts the discussion to less empirical considerations. Recasting the debate, we show that FPM can maintain their objection of unprincipledness only at the price of representational pluralism. Our thesis is that one can maintain representational monism if one uses what we call structured encodings. This will be accomplished by spelling out a representational taxonomy that makes evident what properties need obtain for a given representational scheme to exhibit systematicity effects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2rk613tk", "frozenauthors": [ { "first_name": "Jim", "middle_name": "", "last_name": "Blackmon", "name_suffix": "", "institution": "University of California at Davis", "department": "" }, { "first_name": "Daivd", "middle_name": "", "last_name": "Byrd", "name_suffix": "", "institution": "University of California at Davis", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Cummins", "name_suffix": "", "institution": "University of California at Davis", "department": "" }, { "first_name": "Pierre", "middle_name": "", "last_name": "Poirier", "name_suffix": "", "institution": "University of California at Davis", "department": "" }, { "first_name": "Martin", "middle_name": "", "last_name": "Roth", "name_suffix": "", "institution": "University of California at Davis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32758/galley/23819/download/" } ] }, { "pk": 32686, "title": "Taking Time to Structure Discourse: Pronoun Generation Beyond Accessibility", "subtitle": null, "abstract": "In order to produce coherent text, natural language generation systems must have the ability to generate pronouns in the appropriate places. In the past, pronoun usage was primarily investigated with respect to the accessibility of referents. That is, it was assumed that a pronoun should be generated whenever the referent was sufficiently accessible so as to make its resolution easy. W e found that such an explanation does not seem to account well for the patterns of pronoun usage found in naturally occurring texts. We present an algorithm for generating appropriate anaphoric expressions which takes into account the temporal structure of texts (as a discourse structuring device) and knowledge about ambiguous contexts. Other important factors in our algorithm are sentence boundaries and the distance from the last mention of the anaphor. We back up our hypotheses with some empirical results indicating that our algorithm chooses the right referring expression in 85% of the cases.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4cm8m58h", "frozenauthors": [ { "first_name": "Kathleen", "middle_name": "F.", "last_name": "McCoy", "name_suffix": "", "institution": "Dpt. of Computer and Information Sciences, University of Delaware", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Strube", "name_suffix": "", "institution": "Institute for Research in Cognitive Science, University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32686/galley/23749/download/" } ] }, { "pk": 36485, "title": "Teaching English as a Sexist Language: Assessing and Addressing Gender Bias in ELT", "subtitle": null, "abstract": "It has been a quarter of a century since the passing of Title IX (1972) which barred sex discrimination in educational programs receiving federal funding. This federal action, combined with an interest in determining to what extent education reproduces gender inequality, prompted a number of studies and intervention programs. Ten years after Title IX, a disturbing report revealed how subtle and consistent acts by college faculty left women at a distinct disadvantage (Hall, 1982). This was further supported by the Sadkers’ research, which found that the students least likely to receive attention were minority females (Sadker & Sadker, 1994). This suggests that female ESL students are potentially the most vulnerable to sexism in education. This paper provides a brief survey of research on sexism in education, reviews studies that focus on gender in ELT, and offers five recommendations to facilitate the recognition and reduction of sexism in ELT.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0rq546xs", "frozenauthors": [ { "first_name": "Mary", "middle_name": "Shepard", "last_name": "Wong", "name_suffix": "", "institution": "El Camino College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36485/galley/27336/download/" } ] }, { "pk": 36484, "title": "Teaching ESL Online", "subtitle": null, "abstract": "In Fall 1998, an on-line intermediate grammar/writing course was offered using the Internet and e-mail as the primary means of instruction and communication. The goal was to transfer successfully the involvement and the dynamism of the ESL classroom to an on-line environment. The author describes the planning involved in adapting an existing course to the Internet, including the rationale for instructional design decisions. At the end of the semester, the course was evaluated both by the instructor and by the students. While general communication between teacher and student was good, the author concludes that the adaptation was not completely successful. Based on the evaluations, recommendations are given for improving the course in future semesters.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1fg6k6f8", "frozenauthors": [ { "first_name": "Mark", "middle_name": "", "last_name": "Lieu", "name_suffix": "", "institution": "Ohlone College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36484/galley/27335/download/" } ] }, { "pk": 36494, "title": "Teaching Science to Language Minority Students: Theory and Practice by Judith Rosenthal", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6cn6n5fp", "frozenauthors": [ { "first_name": "Marilena", "middle_name": "", "last_name": "Christodorescu", "name_suffix": "", "institution": "Santa Monica College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36494/galley/27345/download/" } ] }, { "pk": 32722, "title": "The Development of Explicit Rule-Learning", "subtitle": null, "abstract": "Implicit and explicit learning were originally distinguished in terms of accessibility to verbal report. We identify evidence for the proposal that the implicit/explicit contrast corresponds to a divide between connectionist and symbolic representations. We show that explicit learning shows marked improvement between 4 and 8 years of age. This finding contrasts against very early implicit learning abilities, and concurs with other evidence on the progressive development of symbolic reasoning abilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0jt367q6", "frozenauthors": [ { "first_name": "Martin", "middle_name": "", "last_name": "Redington", "name_suffix": "", "institution": "Department of Psychology, University College London", "department": "" }, { "first_name": "Elliot", "middle_name": "", "last_name": "Ronald", "name_suffix": "", "institution": "Department of Experimental Psychology, University of Oxford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32722/galley/23785/download/" } ] }, { "pk": 32745, "title": "The Effect of Clausal and Thematic Domains on Left Branching Attachment Ambiguities", "subtitle": null, "abstract": "Recent work has emphasised the importance of thematic domains in sentence processing. T w o questionnaire studies examined whether thematic domains influence attachment of relative clauses to complex NPs in Japanese. The results suggest that definitions of thematic domains should be revised to cover left-branching stmctures, but do not support a distinction between domains associated with clauses and adpositional phrases.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1zs2g057", "frozenauthors": [ { "first_name": "Patrick", "middle_name": "", "last_name": "Sturt", "name_suffix": "", "institution": "Human Communication Research Centre, Glasgow", "department": "" }, { "first_name": "Holly", "middle_name": "P.", "last_name": "Branigan", "name_suffix": "", "institution": "Human Communication Research Centre, Glasgow", "department": "" }, { "first_name": "Yoko", "middle_name": "", "last_name": "Matsumoto-Sturt", "name_suffix": "", "institution": "Centre for Japanese Studies, Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32745/galley/23807/download/" } ] }, { "pk": 32760, "title": "The Effect of Explanation and Alternative Hypotheses on Information-Seeking Strategies: Implications for Science Literacy", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6d57d1wd", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "K.", "last_name": "Brem", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32760/galley/23821/download/" } ] }, { "pk": 32791, "title": "The Effect of Visuo-spatial Ability on the Selection of Route-Learning Strategies within Virtual Environments", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstract Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1x78j3kp", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "R.", "last_name": "Sykes", "name_suffix": "", "institution": "School of Computing; Napier University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32791/galley/23852/download/" } ] }, { "pk": 32693, "title": "The Effects Of Age Of Acquisition In Processing Famous Faces And Names: Exploring The Locus And Proposing A Mechanism.", "subtitle": null, "abstract": "Information acquired early in life is processed faster than information acquired late in life. Moore and Valentine (1998) report celebrities' faces follows the same pattern of results. This is problematic for the account of age of acquisition (AoA) based on language development because knowledge of celebrities is acquired after early representations are formed in the phonological lexicon. Also, the effects of AoA in lexical decision tasks (LDT) are assumed to be the result of automatic activation of phonology from the printed word. Such an account would predict null effects of AoA on face processing tasks not requiring name production (i.e. names are not automatically accessed, Valendne, Hollis & Moore, 1998). Significant effects of AoA were established in three Experiments: reading aloud printed names, making familiarity decisions to celebrities' names and faces. It is argued that temporal order of acquisition rather than age of acquisition may be the chief determinant of processing speed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8t24c344", "frozenauthors": [ { "first_name": "Viv", "middle_name": "", "last_name": "Moore", "name_suffix": "", "institution": "Goldsmiths College, University of London", "department": "" }, { "first_name": "Tim", "middle_name": "", "last_name": "Valentine", "name_suffix": "", "institution": "Goldsmiths College, University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32693/galley/23756/download/" } ] }, { "pk": 32629, "title": "The Effects of Belief and Logic in Syllogistic Reasoning: Evidence from an Eye-Tracking Analysis", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2575p75t", "frozenauthors": [ { "first_name": "Linden", "middle_name": "J.", "last_name": "Ball", "name_suffix": "", "institution": "Cognitive and Behavioral Sciences Research Group, Institute of Behavioural Sciences, University of Derby", "department": "" }, { "first_name": "Jeremy", "middle_name": "D.", "last_name": "Quayle", "name_suffix": "", "institution": "Cognitive and Behavioral Sciences Research Group, Institute of Behavioural Sciences, University of Derby", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32629/galley/23693/download/" } ] }, { "pk": 32694, "title": "The Effects of Multiple Schematic Constraints on the Recall of Limericks", "subtitle": null, "abstract": "Traditional theories of text memory and comprehension posit that text is represented and reconstructed based upon its semantic content. In contrast, Rubin (1995) found that poetic materials are remembered based not only on semantic content, but based also on the schematic constraints, such as rhythm and rhyme, present in the surface structure of the verse. Rubin's research has done much to record the phenomenon of memory for poetic, structured materials. The present study is an investigation of the effects of multiple schematic constraints on participants' recall for words in limericks. This study provides support for Rubin's claims that surface structure and schematic constraints facilitate recall for schema-consistent poetic materials. In addition, the present study extends the analysis of the effects of schematic constraints, illustrating that the schematic constraints present in structured verse serve to guide recall for schema-inconsistent material, making the inconsistent material schema-consistent upon recall.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1tp7r8nb", "frozenauthors": [ { "first_name": "Jason", "middle_name": "S.", "last_name": "Moore", "name_suffix": "", "institution": "Department of Psychology; Bowling Green State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32694/galley/23757/download/" } ] }, { "pk": 32626, "title": "The effects of Referent Specificity and Utterance Contribution on pronoun resolution", "subtitle": null, "abstract": "Two experiments explore how pronoun resolution is influenced by a) properties of discourse referents, specifically whether they are underspecified and in need of description, and b) the contribution of the pronoun-containing utterance, specifically whether it provides a description or specifies an event. W e find that these factors interact, such that when an underspecified referent is in focus, reading is facilitated for description continuations, but when a specified referent is in focus, reading is facilitated in event continuations when the specified referent continues as the topic. This study reveals one of the complex interactions that underlies pronoun resolution.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9c619888", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "E.", "last_name": "Arnold", "name_suffix": "", "institution": "Institute for Research in Cognitive Science, University of Pennsylvania", "department": "" }, { "first_name": "Maryellen", "middle_name": "C.", "last_name": "MacDonald", "name_suffix": "", "institution": "Department of Psychology, Hedco Neuroscience Building, University of Southern California", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32626/galley/23690/download/" } ] }, { "pk": 32697, "title": "The Empirical Acquisition of Grammatical Relations", "subtitle": null, "abstract": "We propose an account for the acquisition of grammatical relations using the concepts of connectionist learning and a construction-based theory of grammar. The proposal is based on the observation that early production of childhood speech is formulaic and the assumption that the purpose of language is communication. If one assumes that children's comprehension of multiword speech is not globally systematic, but based initially on semi-rote knowledge (socalled \"pivot grammars\"), a pathway through small-scale systematicity to grammatical relations appropriate to the child's target language can be seen. W e propose such a system and demonstrate a portion of the emergence of grammatical relations using a connectionist network.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7cz402gb", "frozenauthors": [ { "first_name": "William", "middle_name": "C.", "last_name": "Morris", "name_suffix": "", "institution": "Department of Computer Science and Engineering, University of California, San Diego", "department": "" }, { "first_name": "Garrison", "middle_name": "W.", "last_name": "Cottrell", "name_suffix": "", "institution": "Department of Computer Science and Engineering, University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32697/galley/23760/download/" } ] }, { "pk": 32723, "title": "The Impact of Abstract Ideas on Discovery and Comprehension in Scientific Domains", "subtitle": null, "abstract": "The domain-specificity principle implies that domain-specific knowledge is the main determinant of scientific discovery. An alternative view is that scientists make discoveries by assembling and articulating abstract schemas. If so, prior activation of the relevant abstractions should facilitate discovery and comprehension. Two in vitro studies showed that abstract information can have as much or larger impact on scientific thinking as domain-specific information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2mn513jw", "frozenauthors": [ { "first_name": "Shamus", "middle_name": "", "last_name": "Regan", "name_suffix": "", "institution": "Department of Psychology, The University of Illinois at Chicago", "department": "" }, { "first_name": "Stellan", "middle_name": "", "last_name": "Ohlsson", "name_suffix": "", "institution": "Department of Psychology, The University of Illinois at Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1999-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32723/galley/23786/download/" } ] } ] }