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{ "count": 39543, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=33700", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=33500", "results": [ { "pk": 33223, "title": "Analogy As A Sub-Process of Categorisation", "subtitle": null, "abstract": "Analogy has traditionally been defined in terms of a contrast definition: analogies represent connections between things which are distinct from the 'normal' connections determined by our 'ordinary' concepts and categories. In this paper we present empirical evidence which, when added to other findings, supports our argument that in the light of current knowledge, the distinction between the two is based more on folk-psychology than on empirically based theory. Research into analogy is however, distinct from research into categorisation when it comes to the richness of its process models. A number of detailed, plausible models of the analogical process exist (Forbus, Centner and Law, 1995; Holyoak and Thagard. 1995): the same cannot be said of categorisation. On the other hand, these analogical process models make a number of explicit and implicit assumptions regarding an 'extemal' categorical process. Whilst treating these processes as separate has been useful in constraining the scope of cognitive investigations, we argue that it ultimately confuses the relationship between analogy and categorisation and is hampering the progress towards further understanding of both.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8cb3v17c", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "", "last_name": "Darrington", "name_suffix": "", "institution": "Department of Artificial Intelligence, University of Edinburgh", "department": "" }, { "first_name": "Toby", "middle_name": "", "last_name": "Lingstadt", "name_suffix": "", "institution": "Department of Artificial Intelligence, University of Edinburgh", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Ramscar", "name_suffix": "", "institution": "Department of Artificial Intelligence, University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33223/galley/24283/download/" } ] }, { "pk": 33172, "title": "Analyses of Work Across Disciplinary Boundaries", "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/3368s5mg", "frozenauthors": [ { "first_name": "Rogers", "middle_name": "", "last_name": "Hall", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33172/galley/24232/download/" } ] }, { "pk": 33448, "title": "Anaphora Resolution and Subordination in Discourse Structure", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/97f490fx", "frozenauthors": [ { "first_name": "Frank", "middle_name": "", "last_name": "Schilder", "name_suffix": "", "institution": "Computer Science Department, Hamburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33448/galley/24507/download/" } ] }, { "pk": 33313, "title": "An Associative Analysis of Compound Predictor Processing in Contingency Judgments", "subtitle": null, "abstract": "Three experiments test the processing of compound predictors in contingency judgments. Participants judged the relation between compound predictors and an outcome, as well as the relation between their constituent elements and the outcome, under different predictor-outcome contingencies. In Experiment 1, the contingency of an AB compound predictor was judged as independent of the contingencies of its elements A and B. In Experiment 2, judgments of a compoimd predictor (ABC) remained similarly unaffected by changes in the contingencies of its elements, even though the similarity between the compound predictor and one of its constituent elements (AC) was high. In Experiment 3, compound predictors were perceived as unique, although the rate of acquisition of an A+, AB- discrimination did not differ from that of an AC+ , ABC- discrimination, contrary to the prediction of Pearce's (1994) contlgural model. Overall, the elemental associative view is rejected in favor of a modified, low generalization, configural model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1990q2c0", "frozenauthors": [ { "first_name": "Luigi", "middle_name": "", "last_name": "Pasto", "name_suffix": "", "institution": "School of Psychology, University of Ottawa", "department": "" }, { "first_name": "Pierre", "middle_name": "", "last_name": "Mercier", "name_suffix": "", "institution": "School of Psychology, University of Ottawa", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33313/galley/24373/download/" } ] }, { "pk": 33419, "title": "An Attentionally-Based Connectionist Model of Overshadowing and Cue-Competition in Human Learning", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2596072q", "frozenauthors": [ { "first_name": "John", "middle_name": "K.", "last_name": "Krushschke", "name_suffix": "", "institution": "Department of Psychology, Indiana University", "department": "" }, { "first_name": "Mark", "middle_name": "K.", "last_name": "Johansen", "name_suffix": "", "institution": "Department of Psychology, Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33419/galley/24478/download/" } ] }, { "pk": 33337, "title": "An Informational Analysis of Echoic Responses in Dialogue", "subtitle": null, "abstract": "Edioic responses abound in dialogues, where a speaker reuses a portion of the text uttered by another in a preceding turm, though semantically they contribute little if any new information. The phenomenon has attracted the attention of researchers from diverse academic fields, ranging from sociolinguistics and developmental psychology, to computational linguistics and human-computer interfaces. This study reports an empirical investigation on echoic responses from an informational perspective. Drawing on statistical analyses of instances extracted from corpora of spoken dialogues in Japanese, we show that echoic responses with different timings, lengths, intonations, pitches, and speeds signal different degrees in which the speakers have integrated the repeated information into their prior knowledge. We further consider dialogue-coordination functions enacted by this informational potential of echoic responses, and identify the function of display as distinguished from the functions of acknowledgment and repair-initiation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5cm4j1g1", "frozenauthors": [ { "first_name": "Atsushi", "middle_name": "", "last_name": "Shimojima", "name_suffix": "", "institution": "ATR Media Integration & Communications Research Laboratories", "department": "" }, { "first_name": "Hanae", "middle_name": "", "last_name": "Koiso", "name_suffix": "", "institution": "ATR Media Integration & Communications Research Laboratories", "department": "" }, { "first_name": "Marc", "middle_name": "", "last_name": "Swerts", "name_suffix": "", "institution": "IPO, Center on User-System Interaction", "department": "" }, { "first_name": "Yasuhiro", "middle_name": "", "last_name": "Katagiri", "name_suffix": "", "institution": "ATR Media Integration & Communications Research Laboratories", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33337/galley/24396/download/" } ] }, { "pk": 33381, "title": "Applied Speech Acts Analysis: Speaker Intentions as Motivational Factors in Substance Abuse Therapy", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7xh3f01n", "frozenauthors": [ { "first_name": "Paul", "middle_name": "C.", "last_name": "Amrhein", "name_suffix": "", "institution": "Department of Psychology and the Center on Alcoholism, Substance Abuse, and Addictions, University of New Mexico", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Fulcher", "name_suffix": "", "institution": "Department of Psychology and the Center on Alcoholism, Substance Abuse, and Addictions, University of New Mexico", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Palmer", "name_suffix": "", "institution": "Department of Psychology and the Center on Alcoholism, Substance Abuse, and Addictions, University of New Mexico", "department": "" }, { "first_name": "William", "middle_name": "R.", "last_name": "Miller", "name_suffix": "", "institution": "Department of Psychology and the Center on Alcoholism, Substance Abuse, and Addictions, University of New Mexico", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33381/galley/24440/download/" } ] }, { "pk": 33181, "title": "Applying Cognitive Theories & Methods to the Design of Computerised Medical Decision Support", "subtitle": null, "abstract": "This paper describes an approach to cognitive engineering which promotes a symbiosis between the theories and methodologies of cognitive psychology and the practices of human-computer interaction design. We ground the description of our approach in a particular design problem: the development of computerised decision support in medical intensive care. We review the psychological literature of medical reasoning and decision making, highlighting its potential to inform the design of medical computerised aids. We also discuss how addressing this design problem may in turn benefit cognitive theory. This is followed by a brief description of our proposed methodology.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2v2556s8", "frozenauthors": [ { "first_name": "Eugenio", "middle_name": "", "last_name": "Alberdi", "name_suffix": "", "institution": "Department of Psychology, University of Aberdeen", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Logie", "name_suffix": "", "institution": "Department of Psychology, University of Aberdeen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33181/galley/24241/download/" } ] }, { "pk": 33294, "title": "A production system model of memory for spatial descriptions", "subtitle": null, "abstract": "When people read spatial descriptions they construct a mental model. When they attempt to remember the spatial description they may rely on memory for the description itself, memory for the constructed model, and/or memory for the operations used to construct the mental model an episodic construction trace (Payne, 1993). This paper reports an ACT-R simulation of this multiple-representation account of memory for spatial descriptions. The simulation shows that the idea of a remembered construction trace can arise naturally from ACT-R's treatment of goals as declarative memory elements. The simulation captures the most important experimental data in favour of the construction trace hypothesis.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/91t867g5", "frozenauthors": [ { "first_name": "Gareth", "middle_name": "E.", "last_name": "Miles", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Stephen", "middle_name": "J.", "last_name": "Payne", "name_suffix": "", "institution": "School of Psychology, University of Wales", "department": "" }, { "first_name": "Thom", "middle_name": "", "last_name": "Baguley", "name_suffix": "", "institution": "Department of Human Sciences, University of Loughborough", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33294/galley/24354/download/" } ] }, { "pk": 33362, "title": "A Psychological Process Model of the Solution of Mechanics Problems by Elementary School Students: An Interdisciplinary Project", "subtitle": null, "abstract": "The purpose of this study is to propose a process model to explain elementary school students' solutions of three simple problems in elementary mechanics. Forty eight 5th grade students were given three drawings depicting objects of various sizes in different kinetic states or being pushed by a human agent. They were asked to say whether a force was being exerted on the objects and to explain why. A process model has been proposed to explain students' answers to the three questions. The innovation of the process model is that it attempts to link two levels of representation: A semantic level, where a concept is analysed in terms of the presuppositions, beliefs, and mental models that underlie it and a syntactic level that specifies how concepts are related to other concepts in hierarchical categories. The work has been validated by a computer model designed by the AI team (Vosniadou, Kayser, Champesme, loannides & Dimitrakopoulou, in press).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3fm7q6wn", "frozenauthors": [ { "first_name": "Stella", "middle_name": "", "last_name": "Vosniadou", "name_suffix": "", "institution": "Department of Philosophy and History of Science, University of Athens", "department": "" }, { "first_name": "Christos", "middle_name": "", "last_name": "Ioannides", "name_suffix": "", "institution": "Department of Philosophy and History of Science, University of Athens", "department": "" }, { "first_name": "Ageliki", "middle_name": "", "last_name": "Dimitrakopoulou", "name_suffix": "", "institution": "Department of Philosophy and History of Science, University of Athens", "department": "" }, { "first_name": "Marc", "middle_name": "", "last_name": "Champesme", "name_suffix": "", "institution": "Institut Galilee; Universite Paris-Nord", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Kayser", "name_suffix": "", "institution": "Institut Galilee; Universite Paris-Nord", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33362/galley/24421/download/" } ] }, { "pk": 36504, "title": "Asian International Students’ Preferences for Learning in American Universities", "subtitle": null, "abstract": "Th is study investigated Asian international students’ self-reported preferences for class performance and class participation and whether these preferences were related to their English ability and personality type. A sample of 121 students from three colleges and universities in Los Angeles was administered a three-part questionnaire that contained demographic, language- use, and English language profi ciency items; questions about their preferences for studying; and a personality scale used to classify the students as outgoing or reserved. Th e researchers found the data consistent with that of earlier studies, in which Asian students were described as passive, respectful of their teachers, and bound by the need to maintain group harmony. As expected, language profi ciency was found to aff ect many of the patterns described. Th e fi ndings for personality type were not as clear-cut and will need to be investigated further", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/50g3z3vk", "frozenauthors": [ { "first_name": "Jose", "middle_name": "L.", "last_name": "Galvan", "name_suffix": "", "institution": "California State University, Los Angeles", "department": "" }, { "first_name": "Yoshifumi", "middle_name": "", "last_name": "Fukada", "name_suffix": "", "institution": "University of San Francisco", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36504/galley/27355/download/" } ] }, { "pk": 33312, "title": "A Simple Neural Network Models Categorical Perception of Facial Expressions", "subtitle": null, "abstract": "The performance of a neural network that categorizes facial expressions is compared with human subjects over a set of experiments using interpolated imagery. The experiments for both the human subjects and neural networks make use of interpolations of facial expressions from the Pictures of Facial Affect Database [Ekman and Friesen, 1976]. The only difference in materials between those used in the human subjects experiments [Young et al., 1997] and our materials are the manner in which the interpolated images are constructed - image-quality morphs versus pixel averages. Nevertheless, the neural network accurately captures the categorical nature of the human responses, showing sharp transitions in labeling of images along the interpolated sequence. Crucially for a demonstration of categorical perception [Hamad, 1987], the model shows the highest discrimination between transition images at the crossover point. The model also captures the shape of the reaction time curves of the human subjects along the sequences. Finally, the network matches human subjects' judgements of which expressions are being mixed in the images. The main failing of the model is that there are intrusions of \"neutral\" responses in some transitions, which are not seen in the human subjects. We attribute this difference to the difference between the pixel average stimuli and the image quality morph stimuli. These results show that a simple neural network classifier, with no access to the biological constraints that are presumably imposed on the human emotion processor, and whose only access to the surrounding culture is the category labels placed by American subjects on the facial expressions, can nevertheless simulate fairiy well the human responses to emotional expressions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/06g628m5", "frozenauthors": [ { "first_name": "Curtis", "middle_name": "", "last_name": "Padgett", "name_suffix": "", "institution": "Computer Science & Engineering, University of California, San Diego", "department": "" }, { "first_name": "Garrison", "middle_name": "W.", "last_name": "Cottrell", "name_suffix": "", "institution": "Computer Science & Engineering, University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33312/galley/24372/download/" } ] }, { "pk": 33238, "title": "A Simple Recurrent Network Model of Bilingual Memory", "subtitle": null, "abstract": "This paper draws on previous research that strongly suggests that bilingual memory is organized as a single distributed lexicon rather than as two separately accessible lexicons corresponding to each language. Interactive-activation models provide an effective means of modeling many of the cross-language priming and interference effects that have been observed. However, one difficulty with these models is that they do not provide a plausible way of actually acquiring such an organization. This paper shows that a simple recurrent connectionist network (SRN) (Ehnan, 1990) might provide an insight into this problem. An SRN is first trained on two micro-languages and the hidden-unit representations corresponding to those languages are studied. A cluster analysis of these highly distributed, overlapping representations shows that they accurately reflect the overall separation of the two languages, as well as the word categories in each language. In addition, random and extensive lesioning of the SRN hidden layer is shown, in general, to have little effect on this organization. This is in general agreement with the observation that most bilinguals who suffer brain damage do not lose their ability to distinguish their two languages. On the other hand, an example is given where the removal of a single node does radically disrupts this internal representational organization, similar to rare clinical cases of bilingual language mixing and bilingual aphasia following bram trauma. The issue of scaling-up is also discussed briefly.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8sq7m7mw", "frozenauthors": [ { "first_name": "Robert", "middle_name": "M.", "last_name": "French", "name_suffix": "", "institution": "Department of Psychology, University of Liege", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33238/galley/24298/download/" } ] }, { "pk": 33375, "title": "A Sketched Computational Theory of Language Comprehension", "subtitle": null, "abstract": "This paper describes a semantically based computational theory of natural language comprehension. The theory argues for a semantically rich lexicon whose entries can be described as monosemic, generative and image-like. The comprehension process uses the basic definition of a word to decide how new information is to be combined with what has been interpreted so far. Next, and more importantly, the background information is used to generate the meaning of the combined words. Other semantically based approaches are also reviewed, one each from the disciplines of AI, Cognitive Science, and Linguistics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7dr6j59s", "frozenauthors": [ { "first_name": "Wai-Kiang", "middle_name": "", "last_name": "Yeap", "name_suffix": "", "institution": "Artificial Intelligence Laboratory, Department of Computer Science", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33375/galley/24434/download/" } ] }, { "pk": 33184, "title": "Assessing the Contribution of Representation to Results", "subtitle": null, "abstract": "In this paper, we make a methodological point concerning the contribution of the representation of the output of a neural network model when using the model to compare to human error performance. We replicate part of Dell, Juliano & Govindjee's work on modeling speech errors using recurrent networks (Dell et al., 1993). We find that 1) the error patterns reported by Dell et al. do not appear to remain when more networks are used; and 2) some components of the error patterns that are found can be accounted for by simply adding Gaussian noise to the output representation they used. We suggest that when modeling error behavior, the technique of adding noise to the output representation of a network should be used as a control to assess to what degree errors may be attributed to the underlying network.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/04q9466j", "frozenauthors": [ { "first_name": "Karen", "middle_name": "", "last_name": "Anderson", "name_suffix": "", "institution": "Institute for Neural Computation, University of California San Diego", "department": "" }, { "first_name": "Jeanne", "middle_name": "", "last_name": "Milostan", "name_suffix": "", "institution": "Institute for Neural Computation, University of California San Diego", "department": "" }, { "first_name": "Garrison", "middle_name": "W.", "last_name": "Cottrell", "name_suffix": "", "institution": "Institute for Neural Computation, University of California San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33184/galley/24244/download/" } ] }, { "pk": 33393, "title": "Assessing the Role of Information Sources in Track Identification Decisions", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/88d1q7v1", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "F.", "last_name": "Carolan", "name_suffix": "", "institution": "Micro Analysis & Design, Inc.", "department": "" }, { "first_name": "Debra", "middle_name": "C.", "last_name": "Evans", "name_suffix": "", "institution": "Micro Analysis & Design, Inc.", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33393/galley/24452/download/" } ] }, { "pk": 33303, "title": "Bayesian Models of Human Sentence Processing", "subtitle": null, "abstract": "Human language processing relies on many kinds of linguistic knowledge, and is sensitive to their frequency, including lexical frequencies (Tyler, 1984; Salasoo & Pisoni, 1985; Marslen-Wilson, 1990; Zwiteerlood. 1989; Simpson & Burgess, 1985), idiom frequencies (d'Arcais, 1993). phonological neighborhood frequencies (Luce. Pisoni, & Goldfinger, 1990), subcategorization frequencies (Trueswell, Tanenhaus, & Kello, 1993), and thematic role frequencies (Trueswell, Tanenhaus, & Garnsey, 1994; Gamsey, Pearlmutter, Myers, & Lotocky, 1997). But while we know that each of these knowledge sources must be probabilistic, we know very little about exactly how these probabilistic knowledge sources are combined. This paper proposes the use of Bayesian decision trees in modeling the probabilistic, evidential nature of human sentence processing. Our method reifies conditional independence assertions implicit in sign-based linguistic theories and describes interactions among features without requiring additional assumptions about modularity. We show that our Bayesian approach successfully models psycholinguistic results on evidence combination in human lexical, idiomatic, and syntactic/semantic processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/559732tp", "frozenauthors": [ { "first_name": "Srini", "middle_name": "", "last_name": "Narayanan", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Jurafsky", "name_suffix": "", "institution": "University of Colorado, Boulder", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33303/galley/24363/download/" } ] }, { "pk": 33356, "title": "Bilingualism and the Single route / Dual route debate.", "subtitle": null, "abstract": "The debate between single and dual route accounts of cognitive processes has been generated predominantly by the application of connectionist modeling techniques to two areas of psycholinguistics. This paper draws an analogy between this debate and bilingual language processing. A prominent question within bilingual word recognition is whether the bilingual has functionally separate lexicons for each language, or a single system able to recognize the words in both languages. Empirical evidence has been taken to support a model which includes two separate lexicons working in parallel (Smith, 1991; Gerard and Scarborough, 1989). However, a range of interference effects has been found between the bilingual's two sets of lexical knowledge (Thomas, 1997a). Connectionist models have been put forward which suggest that a single representational resource may deal with these data, so long as words are coded according to language membership (Thomas, 1997a, 1997b, Dijkstra and van Heuven, 1998). This paper discusses the criteria which might be used to differentiate single route and dual route models. An empirical study is introduced to address one of these criteria, parallel access, with regard to bilingual word recognition. The study fails to find support for the dual route model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1k79r9gp", "frozenauthors": [ { "first_name": "Michael", "middle_name": "S. C.", "last_name": "Thomas", "name_suffix": "", "institution": "Department of Psychology, King Alfred's College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33356/galley/24415/download/" } ] }, { "pk": 33293, "title": "Brain Injury and Cognitive Retraining: The Role of Computer Assisted Learning and Virtual Reality", "subtitle": null, "abstract": "Accident, infection, surgery, or stroke resulting in brain trauma can leave individuals with significant and pervasive cognitive disabilities. The need to increase fiinctional recovery for these individuals challenges the combined knowledge, skills, and vision across disciplines including neuropsychology, rehabilitation psychology, occupational therapy, speech pathology, and computer science. This paper reports such interdisciplinary research to develop an approach to computer-assisted retraining that can support and encourage patients' own efforts to take charge of their lives again and rebuild their cognitive skills and thereby enhance their vocational and social opportunities. The Adaptable Learning Environment for Rehabilitation Training (ALERT) will track user performance levels, interest, preferences, and progress within an environment that uses Virtual Reality for life-skill simulations and activities to functionally model cognitive task domains. A single standardized assessment method is being designed to collect information about cognitive variables in the context of mediating and support variables. The functional developmental model of recovery upon which ALERT is based will use the ongoing assessment as it updates the patient user model within the intelligent tutoring system to guide the suggestions for treatment at each successive stage.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3q1214c5", "frozenauthors": [ { "first_name": "Donald", "middle_name": "L.", "last_name": "Mickey", "name_suffix": "", "institution": "Neruopsychological Associates", "department": "" }, { "first_name": "Jennifer", "middle_name": "L.", "last_name": "Stoll", "name_suffix": "", "institution": "Dept. of Rehabilitation Psychology", "department": "" }, { "first_name": "Heidi", "middle_name": "A.", "last_name": "Sindberg", "name_suffix": "", "institution": "Neruopsychological Associates", "department": "" }, { "first_name": "Ruth", "middle_name": "A.", "last_name": "Ross", "name_suffix": "", "institution": "Ross Computational Resources", "department": "" }, { "first_name": "Chuang-chang", "middle_name": "", "last_name": "Chiang", "name_suffix": "", "institution": "Ross Computational Resources", "department": "" }, { "first_name": "David", "middle_name": "A.", "last_name": "Dunlop", "name_suffix": "", "institution": "Ross Computational Resources", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33293/galley/24353/download/" } ] }, { "pk": 33209, "title": "Building The New Onto The Old: Category Constraints on Category Formation", "subtitle": null, "abstract": "It is generally accepted that the process of forming a new category is biased by the learner's prior knowledge. In this context, numerous studies and models have paid attention to the effects of prior domain theories on the process of forming new categories. What is yet to be understood is how this process of acquiring new knowledge might be affected by background knowledge of the very same type, i.e. by prior categories. This paper presents a few experiments showing how the formation of new categories might be facilitated by a high overlap between the new and the old categories, where overlap is operationalized as the mutual entropy between the two.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7r40x67r", "frozenauthors": [ { "first_name": "Angel", "middle_name": "", "last_name": "Cabrera", "name_suffix": "", "institution": "Departamento de Informatica, Universidad Carlos III de Madrid", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33209/galley/24269/download/" } ] }, { "pk": 33196, "title": "Can a Computer Really Model Cognition? A Case Study of Six Computational Models of Infant Word Discovery", "subtitle": null, "abstract": "Prelinguistic infants must find a way to isolate meaningful chunks from the continuous streams of speech that they hear. This bootstrapping problem has recently been the focus of several attempts to model the cognitive problem computationally. How can we evaluate whether this kind of simulation is relevant to the cognitive situation, and how can we compare different computational approaches? I discuss my O-B algorithm, a variable-length clustering procedure, and compare it with five other models—three connectionist ones and two statistical programs which use Minimum Description Length as a decision metric. I show that the models differ in their similarity to cognitive processes with respect to: a) the timing of inputs and outputs; b) constraints on the incremental learning process; c) clustering vs. dividing strategy; and d) whether the goal is to find words or to learn word-finding rules.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3d59g1js", "frozenauthors": [ { "first_name": "Eleanor", "middle_name": "Olds", "last_name": "Batchelder", "name_suffix": "", "institution": "CUNY", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33196/galley/24256/download/" } ] }, { "pk": 33186, "title": "Categorization changes object perception", "subtitle": null, "abstract": "Most models of object recognition assume that shape is the primary dimension of recognition and that color and texture play only a secondary role. One reason for this could be that color and texture are generally less diagnostic for recognition and so it would be comparatively more difficult to find evidence of their usage. Another, but as yet unexplored reason for their secondary role, is that color and texture differences are not as well perceived at short exposures of stimuli. We report two experiments that address the perception (as opposed to the usage) of dimensions over the time course of visual processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7n05r2rd", "frozenauthors": [ { "first_name": "Annie", "middle_name": "", "last_name": "Archambault", "name_suffix": "", "institution": "Department of Psychology; University of Glasgow", "department": "" }, { "first_name": "Philippe", "middle_name": "G.", "last_name": "Schyns", "name_suffix": "", "institution": "Department of Psychology; University of Glasgow", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33186/galley/24246/download/" } ] }, { "pk": 33355, "title": "Categorization under the Influence", "subtitle": null, "abstract": "In the first experiment, participants learned an easy rule that allowed perfect categorization that they had to automate. During learning, a new ancillary dimension was systematically associated with the defining feature of each category. In the test phase, items in which the association created during learning was broken were categorized more slowly than those in which the association was present, even for participants who did not notice the association. However, when the category-defining and the ancillary features were reversed in a second experiment, we did not get the anticipated results: there was no effect of the implicit association created during the learning phase. Results are explained in terms of dependencies between properties during processing. It is argued that similarity to previous exemplars does not explain the results obtained here.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/17358136", "frozenauthors": [ { "first_name": "Jean-Pierre", "middle_name": "", "last_name": "Thibaut", "name_suffix": "", "institution": "Department of Psychology, University of Liege", "department": "" }, { "first_name": "Fabienne", "middle_name": "", "last_name": "Lemaire", "name_suffix": "", "institution": "Department of Psychology, University of Liege", "department": "" }, { "first_name": "Juilette", "middle_name": "", "last_name": "Quadri", "name_suffix": "", "institution": "Department of Psychology, University of Liege", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33355/galley/24414/download/" } ] }, { "pk": 33421, "title": "Category Learning and Comparison in the Evolution of Similarity Structure", "subtitle": null, "abstract": "Tests of the influence of categorization and comparison on the representations of relational categories show: 1) a category-based similarity effect, and 2) an indirect role of comparison via facilitated learning with pairwise presentation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5tr673cg", "frozenauthors": [ { "first_name": "Kenneth", "middle_name": "J.", "last_name": "Kurtz", "name_suffix": "", "institution": "Department of Psychology, NWU", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Department of Psychology, NWU", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33421/galley/24480/download/" } ] }, { "pk": 36500, "title": "CATESOL Journal Editorial Staff", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9zf7g1cz", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36500/galley/27351/download/" } ] }, { "pk": 33267, "title": "Chiral Cognitive Science", "subtitle": null, "abstract": "Development of powerful brain imaging techniques has revolutionised our knowledge of the patterns of cerebral activation which underlie the performance of cognitive tasks. Particularly striking is the extent to which cognitive performance has been shown to be accompanied by motor processing even in the absence of physical movement, consistent also with considerable behavioral evidence. By definition, left-handed and right-handed people exhibit systematic differences in motor processing. It is thus possible in principle that handedness-dependent differences in patterns of motor activation may exert observable effects upon cognitive performance. New evidence suggests that this is indeed the case. It has been shown that people's handedness can significantly influence the accuracy of what they remember. Cognitive Science thus needs a chiral component. The results of experiments support the hypothesis that handedness effects are linked directly to specific patterns of motor activation, rather than indirectly to general differences in hemispheric processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2045s4wh", "frozenauthors": [ { "first_name": "Gregory", "middle_name": "V.", "last_name": "Jones", "name_suffix": "", "institution": "Department of Psychology, University of Warwick", "department": "" }, { "first_name": "Maryanne", "middle_name": "", "last_name": "Martin", "name_suffix": "", "institution": "Department of Experimental Psychology, University of Oxford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33267/galley/24327/download/" } ] }, { "pk": 33277, "title": "Cognitive Architecture and Modeling Idiom: An Examination of Three Models of the Wickens's Task", "subtitle": null, "abstract": "Cooper and Shallice (1995) raise many issues regarding the unified theories of cognition research program in general, and Soar in particular. In this paper, we examine one specific criticism of Newell's (1990) treatment of immediate behavior and use it to explain the notion of the modeling idiom within a cognitive architecture. We compare a dual-task model using Newell's architecture and idiom to two other models that use different architectures and idioms (EPIC and an experimental version of Soar). We also look at the models' dependency on their respective cognitive architectures, and the theory/implementation gap also identified by Cooper and Shallice (1995).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/68z84282", "frozenauthors": [ { "first_name": "Yannick", "middle_name": "", "last_name": "Lallement", "name_suffix": "", "institution": "Human Computer Interaction Institute, Carnegie Mellon University", "department": "" }, { "first_name": "Bonnie", "middle_name": "E.", "last_name": "John", "name_suffix": "", "institution": "Human Computer Interaction Institute, Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33277/galley/24337/download/" } ] }, { "pk": 33387, "title": "Collaborative Visual Design: Representation and Resources", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8622r4kx", "frozenauthors": [ { "first_name": "Janet", "middle_name": "", "last_name": "Blatter", "name_suffix": "", "institution": "Department of Education In the Arts, McGill University", "department": "" }, { "first_name": "Alain", "middle_name": "", "last_name": "Breuleux", "name_suffix": "", "institution": "Department of Educational & Counselling Psychology, McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33387/galley/24446/download/" } ] }, { "pk": 33195, "title": "Combining Uncertain Belief Reasoning and Uncertain Metaphor-Based Reasoning", "subtitle": null, "abstract": "An implemented AI reasoning system called ATT-Meta is sketched. It addresses not only AI issues but also ones that are salient in psychology, philosophy, cognitive linguistics, discourse pragmatics and other disciplines. These issues include the Simulation-Theory/Theory-Theory debate and Fauconnier and Turner's notion of concepmal blending. The system performs metaphor-based reasoning and reasoning about mental states of agents; in particular, it performs metaphor-based reasoning about mental states. Although it relies on built-in knowledge of specific conceptual metaphors, it is flexible in allowing novel discourse manifestations of those metaphors. The metaphorical reasoning and mental-state reasoning facilities are fully integrated into a general framework for uncertain reasoning. A special result of the overall approach is that it enables a unified handling of certain apparently separate discourse phenomena: chained metaphor, personification metaphor, and reports of agents' own metaphorical thoughts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/45f181wm", "frozenauthors": [ { "first_name": "John", "middle_name": "A.", "last_name": "Barnden", "name_suffix": "", "institution": "School of Computer Science, The University of Birmingham", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33195/galley/24255/download/" } ] }, { "pk": 33389, "title": "Comparison in Context", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/03v1f47d", "frozenauthors": [ { "first_name": "Lera", "middle_name": "", "last_name": "Boroditsky", "name_suffix": "", "institution": "Department of Psychology, Stanford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33389/galley/24448/download/" } ] }, { "pk": 33300, "title": "Complement Set Reference and Quantifiers", "subtitle": null, "abstract": "There is now very wide psychological evidence that some quantifiers license subsequent reference to subsets of the complement of the set normally open to subsequent reference. This has posed problems for some formal theories of the kinds of reference made possible by quantified sentences. This paper examines the phenomenon, its interpretation, and its limits. A process-model is suggested.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4rx2w30c", "frozenauthors": [ { "first_name": "Linda", "middle_name": "M.", "last_name": "Moxey", "name_suffix": "", "institution": "Department of Psychology, University of Glasgow", "department": "" }, { "first_name": "Anthony", "middle_name": "J.", "last_name": "Sanford", "name_suffix": "", "institution": "Department of Psychology, University of Glasgow", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33300/galley/24360/download/" } ] }, { "pk": 33199, "title": "Conditional Reasoning With a Point of View: The Logic of Perspective Change", "subtitle": null, "abstract": "Is human domain specific reasoning illogical? The effect of perspective change on reasoning about social contracts is one of the puzzling phenomena known from research on Wason's selection task that seems to corroborate an affirmative answer to this question. Therefore, some authors postulated non-logical cognitive processes specialized for reasoning about social contracts. In contrast to this view, we argue that such effects reflect the influence of domain specific knowledge on logical reasoning. This knowledge must not be ignored when checking the deductive validity of subjects' inferences. Taking it into account sheds a new light on individuals' deductive competence. Further, it becomes possible to predict such effects not only for the domain of social contracts. We present a model of causal reasoning that allows us to derive new effects of perspective change. W e argue that these effects do not show that people make illogical inferences but, on the contrary, that subjects validly reason deductively from their causal knowledge. Finally, we present empirical results that strongly support our arguments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3z9717vg", "frozenauthors": [ { "first_name": "Sieghard", "middle_name": "", "last_name": "Beller", "name_suffix": "", "institution": "Department of Psychology, University of Freiburg", "department": "" }, { "first_name": "Hans", "middle_name": "", "last_name": "Spada", "name_suffix": "", "institution": "Department of Psychology, University of Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33199/galley/24259/download/" } ] }, { "pk": 33447, "title": "Connectives and anaphoric reference patterns to negative quantifiers", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5f665936", "frozenauthors": [ { "first_name": "Anthony", "middle_name": "J.", "last_name": "Sanford", "name_suffix": "", "institution": "Department of Psychology, University of Glasgow", "department": "" }, { "first_name": "Linda", "middle_name": "M.", "last_name": "Moxey", "name_suffix": "", "institution": "Department of Psychology, University of Glasgow", "department": "" }, { "first_name": "Eugene", "middle_name": "", "last_name": "Dawydiak", "name_suffix": "", "institution": "Department of Psychology, University of Glasgow", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33447/galley/24506/download/" } ] }, { "pk": 33251, "title": "Considering Conceptual Growth as Change in Discourse Practices", "subtitle": null, "abstract": "We present a view that conceives of conceptual learning as changes in discourse practices. This view focuses on interactions in which people construct understanding collaboratively, either as deliberate conceptual inquiry or to facilitate accomplishing something else. Our analysis combines concepts and methods from ethnography (e.g., Jordan & Henderson, 1995), linguistic discourse analysis (e.g., Lemke, 1990), cognitive analyses of conceptual growth (e.g., Keil, 1994), and theories of information structures in comprehension and reasoning (e.g., Kintsch & van Dijk, 1978). In this view, conceptual understanding is considered mainly as an interactional process. The view focuses on how concepts are created and built up when people engage in activity, especially when they communicate about the things they are doing and trying to understand. Participation in a community includes using its concepts according to practices in which members communicate, coordinate their action, and achieve mutual understanding. Our view of concepts is illustrated with examples drawn from a study of two FCL science classes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/16j5k7jz", "frozenauthors": [ { "first_name": "James", "middle_name": "G.", "last_name": "Greeno", "name_suffix": "", "institution": "School of Education, Stanford University", "department": "" }, { "first_name": "Gertraud", "middle_name": "", "last_name": "Benke", "name_suffix": "", "institution": "School of Education, Stanford University", "department": "" }, { "first_name": "Randi", "middle_name": "A.", "last_name": "Engle", "name_suffix": "", "institution": "School of Education, Stanford University", "department": "" }, { "first_name": "Cathy", "middle_name": "", "last_name": "Lachapelle", "name_suffix": "", "institution": "School of Education, Stanford University", "department": "" }, { "first_name": "Muffie", "middle_name": "", "last_name": "Wiebe", "name_suffix": "", "institution": "School of Education, Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33251/galley/24311/download/" } ] }, { "pk": 33386, "title": "Constraints on the production and evaluation of analogies", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1c0573fs", "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": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33386/galley/24445/download/" } ] }, { "pk": 33232, "title": "Contextual Activation of Features of Combined Concepts", "subtitle": null, "abstract": "We examine how context affects the accessibility of features of combined concepts. A 'contrast hypothesis' suggests that contrasting a to-be-verified feature in the context hinders its later verification. Results of Experiment 1 instead support a priming hypothesis whereby features are differentially activated by contexts. Experiment 2 demonstrates that this priming effect is positive rather than negative, even when feature verification follows a contextual combined concept that is inconsistent with the to-be-verified feature. We conclude that context can differentially activate features of combined concepts, and that it may do so by way of semantic priming.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9h0915b8", "frozenauthors": [ { "first_name": "Zachary", "middle_name": "", "last_name": "Estes", "name_suffix": "", "institution": "Department of Psychology; Green Hall", "department": "" }, { "first_name": "Sam", "middle_name": "", "last_name": "Glucksberg", "name_suffix": "", "institution": "Department of Psychology; Green Hall", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33232/galley/24292/download/" } ] }, { "pk": 33369, "title": "Contextual Representation of Abstract Nouns: A Neural Network Approach", "subtitle": null, "abstract": "This paper explores the use of an artificial neural network to investigate the mental representation of abstract noun meanings. Unlike concrete nouns, abstract nouns refer to entities that cannot be pointed to. Cues to their meaning must therefore be in their context of use. It has frequently been shown that the meaning of a word varies with its contexts of use. It is more difficult, however, to identify which elements of context are relevant to a word's meaning. The present study demonstrates that a connectionist network can be used to examine this problem. A feedforward network learned to distinguish among seven abstract nouns based on characteristics of their verbal contexts in a corpus of randomly selected sentences. The results suggest that, for our sample, the contextual representation of abstract nouns is in principle sufficient to identify and distinguish abstract nouns and thus meets the functional requirements of concept representation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/56h2c82h", "frozenauthors": [ { "first_name": "Katja", "middle_name": "", "last_name": "Wiemer-Hastings", "name_suffix": "", "institution": "Department of Psychology, The University of Memphis", "department": "" }, { "first_name": "Arthur", "middle_name": "C.", "last_name": "Graesser", "name_suffix": "", "institution": "Department of Psychology, The University of Memphis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33369/galley/24428/download/" } ] }, { "pk": 33407, "title": "Contingency of Parts in Object Concepts", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3514j166", "frozenauthors": [ { "first_name": "Frederic", "middle_name": "", "last_name": "Gosselin", "name_suffix": "", "institution": "Department of Psychology, University of Glasgow", "department": "" }, { "first_name": "Philippe", "middle_name": "G.", "last_name": "Schyns", "name_suffix": "", "institution": "Department of Psychology, University of Glasgow", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33407/galley/24466/download/" } ] }, { "pk": 33273, "title": "Continuity Effect and Figural Bias in Spatial Relational Inference", "subtitle": null, "abstract": "Two experiments on spatial relational inference investigated effects known from relational and syllogistic reasoning. (1) Continuity effect; n-term-series problems with continuous (W r1 X, X r2 Y, Y r3 Z) and semi-continuous (X r2 Y, Y r3 Z, W r1 X) premise order are easier than tasks with discontinuous order (Y r3 Z, W r1 X, X r2 Y). (2) Figurai bias: the order of terms in the premises (X r Y. Y r Z or Y r X, Z r Y) effects the order of terms in the conclusion (X r Z or Z r X). In the first experiment subjects made more errors and took more time to process the premises when in discontinuous order. In the second experiment subjects showed the general preference for the term order Z r X in the generated conclusions, modulated by a \"figural bias\": subjects used X r Z more often if the premise term order was X r Y , Y r Z, whereas Z r X was used most often for the premise term order Y r X, Z r Y. Results are discussed in the framework of mental model theory with special reference to computational models of spatial relational inference.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4dj7z766", "frozenauthors": [ { "first_name": "Markus", "middle_name": "", "last_name": "Knauff", "name_suffix": "", "institution": "University of Freiburg, Center for Cognitive Science", "department": "" }, { "first_name": "Reinhold", "middle_name": "", "last_name": "Rauh", "name_suffix": "", "institution": "University of Freiburg, Center for Cognitive Science", "department": "" }, { "first_name": "Christoph", "middle_name": "", "last_name": "Schlieder", "name_suffix": "", "institution": "Technical University of Munich, Department of Computer Science", "department": "" }, { "first_name": "Gerhard", "middle_name": "", "last_name": "Strube", "name_suffix": "", "institution": "University of Freiburg, Center for Cognitive Science", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33273/galley/24333/download/" } ] }, { "pk": 33239, "title": "Could Category-Specific Semantic deficits Reflect Differences in the Distributions of Features Within a Unified Semantic Memory?", "subtitle": null, "abstract": "Category-specific semantic deficits refers to the inability to name objects from a particular category while the naming of words outside that category is relatively unimpaired. We suggest that such semantic deficits arise from the random lesioning of a unified semantic network in which internal category representations reflect the variability of the categories themselves. This is demonstrated by lesioning networks that have learned to categorise butterfiies and chairs. The model shows category-specific semantic deficits of the narrower (butterfly) category with the occasional reverse semantic deficits of relatively impaired chair category.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/87z3r230", "frozenauthors": [ { "first_name": "Robert", "middle_name": "M.", "last_name": "French", "name_suffix": "", "institution": "Psychology Department, Universite de Liege", "department": "" }, { "first_name": "Denis", "middle_name": "", "last_name": "Mareschal", "name_suffix": "", "institution": "Department of Psychology, Exeter University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33239/galley/24299/download/" } ] }, { "pk": 33289, "title": "Deciding What Not to Say: An Attentional-Probabilistic Approach to Argument Presentation", "subtitle": null, "abstract": "Effective arguments must be presented in a cohesive manner: simple collections of believed premises and connecting inferences supporting a goal may not persuade the recipient if they are not well ordered. We use semantic activation and Bayesian propagation in a user model to simulate the effect of presenting an argument generated by our system, NAG, to the user. This simulation is used to select a strategy for presenting the argument to the user. The simulation also identifies superfluous lines of reasoning that may be removed, and enables NAG to determine how multiple subarguments for points should be presented, e.g., as multiple individual supports or collectively. A greedy algorithm is then used to apply probabilistic pruning and semantic suppression to further simplify the argument. Probabilistic pruning removes unnecessary premises from the argument. Semantic suppression is used to select portions of the argument which are within the user's focus of attention, and which are also readily inferred, and hence can be left implicit without damaging the effectiveness of the argument.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6gs155qg", "frozenauthors": [ { "first_name": "Richard", "middle_name": "", "last_name": "McConachy", "name_suffix": "", "institution": "School of Computer Science and Software Engineering, Monash University", "department": "" }, { "first_name": "Kevin", "middle_name": "B.", "last_name": "Korb", "name_suffix": "", "institution": "School of Computer Science and Software Engineering, Monash University", "department": "" }, { "first_name": "Ingrid", "middle_name": "", "last_name": "Zukerman", "name_suffix": "", "institution": "School of Computer Science and Software Engineering, Monash University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33289/galley/24349/download/" } ] }, { "pk": 33330, "title": "Decision Making Under Time Pressure", "subtitle": null, "abstract": "How does time pressure affect cognitive behavior when solving problems in an uncertain environment? We found substantial evidence that, under time pressure, decision makers can not apply knowledge-based action, even if that approach is absolutely necessary for solving the problem. The present study aims to explain this phenomenon in terms of the subjective probability of the uncertain events associated with the problem. Our model insists that overestimating the possibility of getting correct answer with rule-based action, affected by time pressure and the attitude of decision makers, leads to the persistence of rule-based action. The experiment's results supported the proposed model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6mq79270", "frozenauthors": [ { "first_name": "Kiyoko", "middle_name": "", "last_name": "Saito", "name_suffix": "", "institution": "Department of Psychology, Stanford University", "department": "" }, { "first_name": "David", "middle_name": "E.", "last_name": "Rumelhart", "name_suffix": "", "institution": "Department of Psychology, Stanford University", "department": "" }, { "first_name": "Kazuo", "middle_name": "", "last_name": "Shigemasu", "name_suffix": "", "institution": "Department of Arts and Sciences, Tokyo University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33330/galley/24389/download/" } ] }, { "pk": 33241, "title": "Deductive Reasoning in Right-Brain Damaged", "subtitle": null, "abstract": "Deduction is a high level cognitive ability which has not been much analyzed in neuropsychology. Cognitive psychologists and cognitive scientists strongly debate the nature of the mental processes involved in deductive reasoning. A theory particularly pertinent to the neuropsychology of thinking is Mental Model Theory, which postulates the use of analogical representations in reasoning. Studies on unilateral neglect in neuropsychology show that the right hemisphere is involved in analogical representations. On these theoretical bases we make a critical prediction about the role of the right hemisphere in reasoning. This paper investigates the ability of right-brain damaged patients to deal with two main sorts of deduction: syllogistic and relational reasoning. Our results suggest a significant involvement of the right hemisphere in reasoning. Also, as far as syllogistic reasoning is concerned, the results allow for the existence of a verbal component, beside the analogical one.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4nn3995c", "frozenauthors": [ { "first_name": "Giuliano", "middle_name": "C.", "last_name": "Geminiani", "name_suffix": "", "institution": "Centro di Scienza Cognitiva, Universita di Torino", "department": "" }, { "first_name": "Monica", "middle_name": "", "last_name": "Bucciarelli", "name_suffix": "", "institution": "Centro di Scienza Cognitiva, Universita di Torino", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33241/galley/24301/download/" } ] }, { "pk": 33412, "title": "Detecting an 'Anomalous State of Knowledge' for Proactive Information Filtering", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8x40q201", "frozenauthors": [ { "first_name": "Eduard", "middle_name": "", "last_name": "Hoenkamp", "name_suffix": "", "institution": "Nijmegen Institute for Cognition and Information", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33412/galley/24471/download/" } ] }, { "pk": 33191, "title": "Determinants of Wordlikeness", "subtitle": null, "abstract": "Wordlikeness, which is generally equated with phonotactics, is becoming an increasingly important variable in the study of language acquisition and processing as well as in the context of verbal short term memory. Past research has sought to establish phonotactic knowledge (knowledge of the possible sequences of sounds within a language) as a distinct kind of knowledge above and beyond knowledge of individual lexical items. It is unclear, however, how separate phonotactic and lexical knowledge really are; conceivably there could be effects of similar sounding lexical neighbors on perceived wordlikeness. We report empirical evidence and analysis demonstrating independent contributions of phonotactics and of lexical neighbors in accounting for wordlikeness ratings, a finding with both methodological and cognitive implications.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3pr7q2f3", "frozenauthors": [ { "first_name": "Todd", "middle_name": "M.", "last_name": "Bailey", "name_suffix": "", "institution": "Department of Experimental Psychology, University of Oxford", "department": "" }, { "first_name": "Ulrike", "middle_name": "", "last_name": "Hahn", "name_suffix": "", "institution": "Department of Psychology, University of Warwick", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33191/galley/24251/download/" } ] }, { "pk": 33207, "title": "Developing Semantic Representations for Proper Names", "subtitle": null, "abstract": "A series of simulations using the HAL model of memory demonstrates that word representations from the model can be used to categorize a variety of common and famous proper nouns, cities, and states. The internal semantics of famous proper names provides a richer set of meaning constraints than do the neighborhoods of common proper names. Retrieval errors with names may be due to this difference in the neighbors and the density of these neighborhoods. A very salient constraint in common proper name semantics is gender.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8c00p5j0", "frozenauthors": [ { "first_name": "Curt", "middle_name": "", "last_name": "Burgess", "name_suffix": "", "institution": "Department of Psychology, University of California, Riverside", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Conley", "name_suffix": "", "institution": "Department of Psychology, University of California, Riverside", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33207/galley/24267/download/" } ] }, { "pk": 33379, "title": "Developmental Differences in Encoding and Completing Patterns", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9st9f8fd", "frozenauthors": [ { "first_name": "Martha", "middle_name": "Wagner", "last_name": "Alibali", "name_suffix": "", "institution": "Carnegie Mellon University, Department of Psychology", "department": "" }, { "first_name": "Dana", "middle_name": "C.", "last_name": "Heath", "name_suffix": "", "institution": "Carnegie Mellon University, Department of Psychology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33379/galley/24438/download/" } ] }, { "pk": 33248, "title": "Dimensions of Grammatical Coreference", "subtitle": null, "abstract": "The correlational structure of judgments of grammatical coreference is examined using factor analysis and the results are used to identify the dimensions of grammatical variation in competent speakers of English. The dimensions that are discovered do not correspond to those typically discussed in generative linguistics but they can be explained very naturally by a model in which coreference is achieved through a process in which linguistic expressions are mapped onto a model of discourse.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2b9924bb", "frozenauthors": [ { "first_name": "Peter", "middle_name": "C.", "last_name": "Gordon", "name_suffix": "", "institution": "Department of Psychology, University of North Carolina", "department": "" }, { "first_name": "Randall", "middle_name": "", "last_name": "Hendrick", "name_suffix": "", "institution": "Department of Psychology, University of North Carolina", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33248/galley/24308/download/" } ] }, { "pk": 33194, "title": "Disfluency Deafness: Graceful Failure in the Recognition of Running Speech", "subtitle": null, "abstract": "Models of perceptual systems customarily characterize their maximally efficient operation in optimal circumstances. Another engineering consideration - graceful failure - is usually ignored. Three experiments on spontaneous speech show that on-line speech recognition fails gracefully by making us deaf to the words in reparanda. the items which must be expunged to restore disfluent utterances to fluency. Experiment 1 uses word-level gating of fluent and disfluent utterances to show that disfluencies principally disrupt normal late recognition (Bard, Shillcock & Altmann, 1988) of words in reparanda. Experiment 2 shows that in more natural listening conditions, attention to continuing material and additional effects of repetition deafness (Miller & Mackay, 1996) make recall of the same words even more unlikely. Experiment 3 shows that the results are not attributable to the clarity of the lost words. Finally the relationships among late recognition and various kinds of disfluency deafness 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/9vc946hf", "frozenauthors": [ { "first_name": "Ellen", "middle_name": "Gurman", "last_name": "Bard", "name_suffix": "", "institution": "Human Communication Research Centre, University of Edinburgh", "department": "" }, { "first_name": "Robin", "middle_name": "", "last_name": "Lickley", "name_suffix": "", "institution": "Human Communication Research Centre, University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33194/galley/24254/download/" } ] }, { "pk": 33187, "title": "Distinguishing Between Manner of Motion and Inherently Directed Motion Verbs Using a High-dimensional Memory Space and Semantic Judgments", "subtitle": null, "abstract": "Levin (1993) has proposed a semantic distinction between two types of motion verbs: manner of motion verbs and inherently directed motion verbs. In contrast, Jones (1995) has argued that this distinction is better accounted for by syntactic principles. Two simulations are presented that demonstrate that verb representations from the Hyperspace Analogue to Language (HAL) model of memory (Burgess & Lund, 1997a; Lund & Burgess, 1996) are sensitive to the distinction between these two verb classes. The second simulation shows that this effect is not due to word frequency differences. The final experiment uses human judgments of concreteness, imageability, and familiarity on these verbs to provide further data on the particular semantic characteristics that may be salient to the language user. We argue that these results provide empirical support for Levin's semantic distinctions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2dx8g8k5", "frozenauthors": [ { "first_name": "Chad", "middle_name": "", "last_name": "Audet", "name_suffix": "", "institution": "Department of Psychology, University of California, Riverside", "department": "" }, { "first_name": "Curt", "middle_name": "", "last_name": "Burgess", "name_suffix": "", "institution": "Department of Psychology, University of California, Riverside", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33187/galley/24247/download/" } ] }, { "pk": 33395, "title": "Distributed Cognition of a Navigational Instrument Display Task", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8bk5k95k", "frozenauthors": [ { "first_name": "Johnny", "middle_name": "", "last_name": "Chuah", "name_suffix": "", "institution": "Department of Psychology, The Ohio State University", "department": "" }, { "first_name": "Jiajie", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Center for Cognitive Science, The Ohio State University", "department": "" }, { "first_name": "Todd", "middle_name": "R.", "last_name": "Johnson", "name_suffix": "", "institution": "Division of Medical Informatics, The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33395/galley/24454/download/" } ] }, { "pk": 33416, "title": "Do Diminuitives Facilitate the Learning of Russian Gender?", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0jk1n8dt", "frozenauthors": [ { "first_name": "Vera", "middle_name": "", "last_name": "Kempe", "name_suffix": "", "institution": "Department of Psychology; University of Toledo", "department": "" }, { "first_name": "Patricia", "middle_name": "J.", "last_name": "Brooks", "name_suffix": "", "institution": "Department of Psychology, Sociology, & Anthropology; College of Staten Island, CUNY", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33416/galley/24475/download/" } ] }, { "pk": 33439, "title": "Dual-Network Connectionist Modelling of Development", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2s83f0xw", "frozenauthors": [ { "first_name": "Lorna", "middle_name": "", "last_name": "Peters", "name_suffix": "", "institution": "Department of Computer Science; University of Hertfordshire", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Messer", "name_suffix": "", "institution": "Department of Psychology; University of Hertfordshire", "department": "" }, { "first_name": "Pam", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "Department of Psychology; University of Hertfordshire", "department": "" }, { "first_name": "Neil", "middle_name": "", "last_name": "Davey", "name_suffix": "", "institution": "Department of Computer Science; University of Hertfordshire", "department": "" }, { "first_name": "Neville", "middle_name": "", "last_name": "Austin", "name_suffix": "", "institution": "Department of Psychology; University of Hertfordshire", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33439/galley/24498/download/" } ] }, { "pk": 33253, "title": "Early Validation of Task Analysis Data: Processes and Representations", "subtitle": null, "abstract": "Task analysis is a critical first step in understanding a new complex domain. Currently, tasic analysis is a mostly manual process with weak automation support. This paper introduces the first phase of the SAVVII prototype as a proof-of-concept for early validation of task analysis activities. Early validation is supported by the transference of semantics from data values to data structures. Rough estimations of discrepancies between tasks are used to focus the knowledge elicitor's attention on questionable areas, thereby reducing much of the tediousness and time-intensive nature of validation. SAVVII was shown to work on the developmental domain of parables. It is currently undergoing experimentation in two real-world knowledge acquisition activities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3q31f2w8", "frozenauthors": [ { "first_name": "Gail", "middle_name": "", "last_name": "Haddock", "name_suffix": "", "institution": "Center for Advanced Engineering and Systems Automation Research, The University of Texas at Arlington", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Priest", "name_suffix": "", "institution": "Center for Advanced Engineering and Systems Automation Research, The University of Texas at Arlington", "department": "" }, { "first_name": "Karan", "middle_name": "", "last_name": "Harbison", "name_suffix": "", "institution": "Center for Advanced Engineering and Systems Automation Research, The University of Texas at Arlington", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Silva", "name_suffix": "", "institution": "Defense Advanced Research Projects Agency", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33253/galley/24313/download/" } ] }, { "pk": 33297, "title": "Effects of representational modality and thinking style on learning to solve reasoning problems", "subtitle": null, "abstract": "Individual differences in the abilities and preferences of students have an influence on their responses to information presented in alternative ways. Explanations may appeal to differences in representation or in strategy. This paper reports an experiment that compares the response of students to two computationally similar methods of teaching syllogisms that rely on different external representations of the premiss information. The use of both representations can be broken down into the same stages: translating-in; manipulating; and translating-out. We show that the ease of acquisition and the understanding of the methods relate to a measure of spatial ability and also to preferences for serialist/holist styles of learning. We find that spatial ability and learning style relate to different stages in the two teaching methods, and are therefore complementary contributors to effective learning. In addition, a further test that predicts diverse responses of students to learning the same information from different modalities was used. This is found to relate specifically to stages of translating-in and manipulation of representations. The results of this study support the view that providing a computational account of reasoning and learning requires an acknowledgement of individual differences in the 'starting state' of the individual. These differences can be explored through measures of ability and learning style. This study also supports accounts of problem-solving that distinguish modality and strategy of information processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/49j7n7zw", "frozenauthors": [ { "first_name": "Padraic", "middle_name": "", "last_name": "Monaghan", "name_suffix": "", "institution": "Centre for Cognitive Science, University of Edinburgh", "department": "" }, { "first_name": "Keith", "middle_name": "", "last_name": "Stenning", "name_suffix": "", "institution": "Human Communication Researh Centre, University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33297/galley/24357/download/" } ] }, { "pk": 33402, "title": "Effects of Tonality, Contour, Pitch Intervals, and Hemisphere on the Representation of Melodic Information", "subtitle": null, "abstract": "Tonality, contour, interval, and hemisphere are important predictors of melody recognition. Using forced-choice comparisons, listeners attempted to recognize the contour and interval information for diatonic and nondiatonic melodies presented to the left or right ear. For diatonic melodies, scale was more salient than contour whereas listeners relied on contour in nondiatonic melodies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/58r4r336", "frozenauthors": [ { "first_name": "Eric", "middle_name": "G.", "last_name": "Freedman", "name_suffix": "", "institution": "Department of Psychology; University of Michigan-Flint", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Abeare", "name_suffix": "", "institution": "Department of Psychology; University of Michigan-Flint", "department": "" }, { "first_name": "Robert", "middle_name": "G.", "last_name": "Kender", "name_suffix": "", "institution": "Department of Psychology; University of Michigan-Flint", "department": "" }, { "first_name": "Raymond", "middle_name": "", "last_name": "Vernagus", "name_suffix": "", "institution": "Department of Psychology; University of Michigan-Flint", "department": "" }, { "first_name": "Thomas", "middle_name": "A.", "last_name": "Wrobel", "name_suffix": "", "institution": "Department of Psychology; University of Michigan-Flint", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33402/galley/24461/download/" } ] }, { "pk": 33222, "title": "Eigenfaces for Familiarity", "subtitle": null, "abstract": "A previous experiment tested subjects' new/old judgments of previously-studied faces, distractors, and morphs between pairs of studied parents. We examine the extent to which models based on principal component analysis (eigenfaces) can predict human recognition of studied faces and false alarms to the distractors and morphs. We also compare eigenface models to the predictions of previous models based on the positions of faces in a multidimensional \"face space\" derived from a multidimensional scaling (MDS) of human similarity ratings. We find that the error in reconstructing a test face from its position in an \"eigenface space\" provides a good overall prediction of human familiarity ratings. However, the model has difficulty accounting for the fact that humans false alarm to morphs with similar parents more frequently than they false alarm to morphs with dissimilar parents. We ascribe this to the limitations of the simple reconstruction error-based model. We then outline preliminary work to improve the fine-grained fit within the eigenface-based modeling framework, and discuss the results' implicadons for exemplar- and face space-based models of face processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3s28n5ds", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "N.", "last_name": "Dailey", "name_suffix": "", "institution": "Computer Science and Engineering Department, University of California, San Diego", "department": "" }, { "first_name": "Garrison", "middle_name": "W.", "last_name": "Cottrell", "name_suffix": "", "institution": "Computer Science and Engineering Department, University of California, San Diego", "department": "" }, { "first_name": "Thomas", "middle_name": "A.", "last_name": "Busey", "name_suffix": "", "institution": "Department of Psychology, Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33222/galley/24282/download/" } ] }, { "pk": 33167, "title": "Embodiment As A Basis For Cognition", "subtitle": null, "abstract": "The dominant model of cognition is based upon amodal symbol systems. We support an alternative model that places embodiment at the center of cognition. On this view, sensorimotor experiences of actions form the basis of linguistic and nonlinguistic understanding.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3vk752tr", "frozenauthors": [ { "first_name": "Larry", "middle_name": "", "last_name": "Barsalou", "name_suffix": "", "institution": "Department of Psychology, Emory University", "department": "" }, { "first_name": "Arthur", "middle_name": "", "last_name": "Glenberg", "name_suffix": "", "institution": "Department of Psychology, Univ. of Wisconsin", "department": "" }, { "first_name": "Brian", "middle_name": "", "last_name": "MacWhinney", "name_suffix": "", "institution": "Department of Psychology, Carnegie Mellon University", "department": "" }, { "first_name": "Natika", "middle_name": "", "last_name": "Newton", "name_suffix": "", "institution": "Suffolk Community College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33167/galley/24227/download/" } ] }, { "pk": 33246, "title": "Emergence", "subtitle": null, "abstract": "Contemporary dynamic theories of cognition and functional theories of linguistics fall into two general camps: \"traditional\" and \"emergent\" approaches. Building on work of the linguist Paul Hopper, I identify four characteristics of emergent phenomena: feedback properties; sociohistorical embeddedness; language and language-like \"structures\"; and what I call \"recursivity,\" the feedback-based presence of system-analytic elements within the cognitive systems they seem to explain. This latter feature, especially, raises questions about whether \"emergence\" is a phenomenon, a theory, an approach, etc. I suggest that emergence offers at least a refreshingly ordinary framework for theories of empirical cognition, which nevertheless flow to the \"deep\" levels claimed by rule-based cognitive explanations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2814483j", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Golumbia", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33246/galley/24306/download/" } ] }, { "pk": 33368, "title": "Emergent Modularity and U-Shaped Learning in a Constructivist Neural Network Learning the English Past Tense", "subtitle": null, "abstract": "A constructivist neural network model is presented that learns the past tense of English verbs. The model builds its architecture in response to the learning task in a way consistent with neurobiological and psychological evidence. The model outperforms existing connectionist and symbolic past tense models in terms of learning and generalization behavior, and it displays a U-shaped learning curve for many irregular verbs. The trained model develops a modular architecture with dissociations between regular and irregular verbs, and lesioning the different pathways leads to results comparable with neurological disorders. It is argued that the successof the model is due to its constructivist nature, and that the distinction between fixed-architecture and constructivist models is fundamental. Given this distinction, constructivist systems provide more realistic models of cognitive development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1gv8t219", "frozenauthors": [ { "first_name": "Gert", "middle_name": "", "last_name": "Westermann", "name_suffix": "", "institution": "Centre for Cognitive Science, University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33368/galley/24427/download/" } ] }, { "pk": 33221, "title": "Emotions Just Are Cognitions", "subtitle": null, "abstract": "Emotions are a special class of Intentional states with structural components and properties similar to those of the traditional somatic appetites of thirst, hunger and sex. These were originally part of a hardwired, phylogenetically adapted, nonverbal information system for implicitly conveying information about these states both among and within individual members of the species. A classification system provides two major functional classes of emotions, (1) those serving as Appetitive Wishes toward objects, and (2) those serving as Beliefs about the status of fulfillment of those and other significant wishes. Thus, emotions such as Anger and Fear indicate a wish to attack or escape from some object or situation, while Love and Surprise indicate wishes to care about or explore an object or situation. Emotional wishes, like their somatic brethren, require Consummatory Acts for their fulfillment. The result of these acts are emotions such Anxiety and Depression, which indicate Beliefs that the relevant wishes will be hard or impossible to satisfy, or Contentment and Elation, which function as Beliefs that the wishes have been or are being fulfilled. Together, emotional wishes and beliefs form a comprehensive wish-belief information feedback system with manifold causal consequences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1j45k2fh", "frozenauthors": [ { "first_name": "Hartvig", "middle_name": "", "last_name": "Dahl", "name_suffix": "", "institution": "Department of Psychiatry; SUNY Health Science Center", "department": "" }, { "first_name": "Virginia", "middle_name": "", "last_name": "Teller", "name_suffix": "", "institution": "Department of Computer Science; Hunter College CUNY", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33221/galley/24281/download/" } ] }, { "pk": 33263, "title": "Evaluating Computational Assistance for Crisis Response", "subtitle": null, "abstract": "In this paper we examine the behavior of a human-computer system for crisis response. As one instance of crisis management, we describe the task of responding to spills and fires involving hazardous materials. We then describe INCA, an intelligent assistant for planning and scheduling in this domain, and its relation to human users. We focus on INCA's strategy of retrieving a case from a case library, seeding the initial schedule, and then helping the user adapt this seed. We also present three hypotheses about the behavior of this mixed-initiative system and some experiments designed to test them. The results suggest that our approach leads to faster response development than user-generated or automatically-generated schedules but without sacrificing solution quality.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/505785xz", "frozenauthors": [ { "first_name": "Wayne", "middle_name": "", "last_name": "Iba", "name_suffix": "", "institution": "Institute for the Study of Learning and Expertise, Palo Alto", "department": "" }, { "first_name": "Melinda", "middle_name": "", "last_name": "Gervasio", "name_suffix": "", "institution": "Institute for the Study of Learning and Expertise, Palo Alto", "department": "" }, { "first_name": "Pat", "middle_name": "", "last_name": "Langley", "name_suffix": "", "institution": "Institute for the Study of Learning and Expertise, Palo Alto", "department": "" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Sage", "name_suffix": "", "institution": "Institute for the Study of Learning and Expertise, Palo Alto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33263/galley/24323/download/" } ] }, { "pk": 33288, "title": "Evaluating Theories in the Context of a Web of Information", "subtitle": null, "abstract": "Philosophers of science have long argued that when evaluating explanations, we do not consider ideas in isolation. Instead, we possess an integrated web of information that comprises the context we consider when weighing evidence about any component of this web. In this paper, we provide empirical evidence that theories are considered in context by demonstrating that non-scientists change the strength of their belief in both of two alternative theories, even when only given information about one of these hypotheses. In addition, we seek to identify and describe some of the types of information people use in evaluating theories. Information about mechanism, inferences that discriminate between two explanations, and information about closely related situations in which the target factor operates as a mechanism can all significantly affect ratings of two rival explanations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1bq4v44w", "frozenauthors": [ { "first_name": "Amy", "middle_name": "M.", "last_name": "Masnick", "name_suffix": "", "institution": "Department of Human Development, Cornell University", "department": "" }, { "first_name": "Susan", "middle_name": "M.", "last_name": "Barnett", "name_suffix": "", "institution": "Department of Human Development, Cornell University", "department": "" }, { "first_name": "Stephanie", "middle_name": "L.", "last_name": "Thompson", "name_suffix": "", "institution": "Department of Human Development, Cornell University", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Koslowski", "name_suffix": "", "institution": "Department of Human Development, Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33288/galley/24348/download/" } ] }, { "pk": 33396, "title": "Evidence Against the Global Speed of Processing Theory of Working Memory", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1wm1b95c", "frozenauthors": [ { "first_name": "Nelson", "middle_name": "", "last_name": "Cowan", "name_suffix": "", "institution": "Department of Psychology, University of Missouri", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33396/galley/24455/download/" } ] }, { "pk": 33390, "title": "Evidence that Syntactic Priming is Long-lasting", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/39b8g5ck", "frozenauthors": [ { "first_name": "Joyce", "middle_name": "Tang", "last_name": "Boyland", "name_suffix": "", "institution": "Department of Psychology; Carnegie Mellon University", "department": "" }, { "first_name": "John", "middle_name": "R.", "last_name": "Anderson", "name_suffix": "", "institution": "Department of Psychology; Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33390/galley/24449/download/" } ] }, { "pk": 33321, "title": "Examples And Generalisations: Using Surface Versus Structural Recall Biases to Probe Conceptual Storage", "subtitle": null, "abstract": "We argue that the key question in conceptual storage is best viewed not as a question of instances versus generalisations, but rather one of unitary versus multiple representation accounts of conceptual storage. On previous evidence, it has been difficult to determine whether a particular result stems from stored information regarding the concept or from the processes that operate in invoking a particular concept (Komatsu, 1992). In this paper, we attempt to shed some light on the nature of stored conceptual structure using the different influences that surface and stmctural features have been shown to have on the recall of a particular representation (Centner, Ratterman and Forbus, 1993). We conclude that at least some concepts may not be stored using a unitary representation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/599521n1", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Ramscar", "name_suffix": "", "institution": "Department of Artificial Intelligence, University of Edinburgh", "department": "" }, { "first_name": "Helen", "middle_name": "", "last_name": "Pain", "name_suffix": "", "institution": "Department of Artificial Intelligence, University of Edinburgh", "department": "" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Darrington", "name_suffix": "", "institution": "Department of Artificial Intelligence, University of Edinburgh", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "Human Communication Research Centre, University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33321/galley/24380/download/" } ] }, { "pk": 33250, "title": "Exciting Avocados and Dull Pears: Combining Behavioural and Argumentative Theory for Producing Effective Advice", "subtitle": null, "abstract": "To produce effective advice several sources of knowledge are needed. Knowledge about the application domain the advice is concerned with is of course necessary, but not sufficient. If the aim of the intervention is inducing people to modify their habits, we also need specific theories of how and why people change behaviour to guide the advising process. In some cases, however, it still does not suffice: when suggesting a change in a well established habit, several factors have to be taken into account, and a good adviser might also need argumentative capabilities, in order to overcome possible personal and environmental barriers to the change. This paper presents a model of advice giving that integrates Artificial Intelligence with concepts and methods coming from different disciplines. The model has been implemented in Daphne, an advice giving system that operates in the nutrition education domain.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6774q0jg", "frozenauthors": [ { "first_name": "Floriana", "middle_name": "", "last_name": "Grasso", "name_suffix": "", "institution": "Heriot-Watt University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33250/galley/24310/download/" } ] }, { "pk": 33257, "title": "Experimental and Connectionist Perspectives on Semantic Memory Development", "subtitle": null, "abstract": "We describe an experimental investigation of the development of children's knowledge stmctures which aims to provide data for connectionist modelling. 167 children between 5 and 11 years of age completed two category fluency tasks where they were asked to produce as many names of a) animals and b) parts of the body, as they could in one minute. Similarity scores were derived based on distances between concepts in the lists produced. These were analysed using the ADDtree algorithm (Sattath & Tversky, 1977) to build structures representing the organisation of the children's knowledge of animals and body parts. The results showed that animal knowledge was generally organised in terms of environmental context/habitat, however, there was evidence for subtle changes in knowledge organisation between age groups. More pronounced changes were observed in the organisation of knowledge of body parts which gave some support to the assertion that children progress from making coarser to making fmer distinctions between concepts (see Keil, 1979) and reflected the progression observed in knowledge structure development in a connectionist model of semantic memory discussed by McClelland, McNaughton and O'Reilly (1995). Our aim is to extend this work to provide data enabling connectionist modelling of semantic memory within a developmental framework.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/40c146sz", "frozenauthors": [ { "first_name": "Samantha", "middle_name": "J.", "last_name": "Hartley", "name_suffix": "", "institution": "Department of Psychology, University of Sheffield", "department": "" }, { "first_name": "Tony", "middle_name": "J.", "last_name": "Prescott", "name_suffix": "", "institution": "Department of Psychology, University of Sheffield", "department": "" }, { "first_name": "Roderick", "middle_name": "I.", "last_name": "Nicolson", "name_suffix": "", "institution": "Department of Psychology, University of Sheffield", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33257/galley/24317/download/" } ] }, { "pk": 33256, "title": "Experimental Evidence Against the Dual-Route Account of Inflectional Morphology", "subtitle": null, "abstract": "Inflectional morphology has figured prominently not only in debate about the nature of linguistic knowledge, but also in the foundational debate between proponents of symbolic and of connectionist accounts of cognition. We present two experiments designed to test predictions of Tinker's (1991) dual-route account of inflection, the central component of which is a symbolic rule. Contrary to the predictions of the dual-route account, we find evidence of both frequency and similarity effects on the regularization of novel items (i.e., pseudo words).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1t7743j0", "frozenauthors": [ { "first_name": "Ulrike", "middle_name": "", "last_name": "Hahn", "name_suffix": "", "institution": "Department of Psychology, University of Warwick", "department": "" }, { "first_name": "Ramin", "middle_name": "C.", "last_name": "Nakisa", "name_suffix": "", "institution": "Department of Psychology, University of Warwick", "department": "" }, { "first_name": "Todd", "middle_name": "M.", "last_name": "Bailey", "name_suffix": "", "institution": "Department of Psychology, University of Warwick", "department": "" }, { "first_name": "Miranda", "middle_name": "", "last_name": "Homes", "name_suffix": "", "institution": "Department of Psychology, University of Warwick", "department": "" }, { "first_name": "Denise", "middle_name": "", "last_name": "Kemp", "name_suffix": "", "institution": "Department of Psychology, University of Warwick", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Palmer", "name_suffix": "", "institution": "Department of Experimental Psychology, University of Oxford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33256/galley/24316/download/" } ] }, { "pk": 33188, "title": "Expert Problem Solving in a Visual Medical Domain", "subtitle": null, "abstract": "This study examined the problem solving strategies used by staff radiologists and radiology residents during the interpretation of difficult mammograms. Ten radiologists and ten residents diagnosed 10 cases under two experimental conditions (authentic and augmented). In the authentic condition, standard unmarked mammograms were used. Mammographic findings were highlighted on a second set of the same cases for the augmented condition. Verbal protocols were analyzed and revealed that mammography interpretation was characterized by a predominant use of data-driven or mixed-strategies depending on case typicality and clinical experience. Repeated measures ANOVAs revealed that the radiologists scanned the cases significantly faster than the residents. No group differences were found in the number of radiological findings, radiological observations, and number of diagnoses across experimental conditions. Frequency analyses revealed that regardless of experimental condition both groups (a) used the same types of operators, control processes, diagnostic plans, (b) committed the same number of errors, and (c) committed case-dependent errors. Overall, the fact that few differences were found between the groups on the various measures may be due to the fact that mammogram interpretation is a well-constrained visual cognitive task. The results have been applied to the design of a computer-based tutor for training residents to interpret mammograms. Future empirical directions include building a more comprehensive model of the perceptual and cognitive processes underlying mammogram interpretation by converging eye-movement, cortical activation (e.g., fMRI) and verbal protocol data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3qq9n2cp", "frozenauthors": [ { "first_name": "Roger", "middle_name": "", "last_name": "Azevedo", "name_suffix": "", "institution": "Department of Psychology, Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33188/galley/24248/download/" } ] }, { "pk": 33357, "title": "Exploration in the Experiement Space: The Relationship between Systematicity and Performance", "subtitle": null, "abstract": "Much of the research on scientific reasoning has investigated the use of explicit, hypothesis-testing strategies. However, there is evidence that scientific reasoning problems can be solved by exploration of the experiment space. This study investigates the strategies by which people explore the experiment space. We examine the relationship between the systematicity of this search and successful performance and find that improved problem-solving may be a function of systematic data collection strategies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9v5771xr", "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": "Naval Research Laboratory", "department": "" }, { "first_name": "Paula", "middle_name": "D.", "last_name": "Raymond", "name_suffix": "", "institution": "Center for Applied Research, NYU", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33357/galley/24416/download/" } ] }, { "pk": 33445, "title": "Exploring Gang Effects By Output Node Similarity In Neural Networks", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6qd0p85s", "frozenauthors": [ { "first_name": "Paul", "middle_name": "", "last_name": "Rodriguez", "name_suffix": "", "institution": "Department of Cognitive Science", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33445/galley/24504/download/" } ] }, { "pk": 33190, "title": "Extending Embodied Lexical Development", "subtitle": null, "abstract": "This paper describes an implemented computational model of lexical development for the case of action verbs. A simulated agent is trained by an informant labeling the agent's actions (here hand motions), and the system learns to both label and carry out similar actions. The verb learning model is placed in the broader context of the NTL project on embodied natural language and its acquisition. Based on experimental results and projections to the full range of early lexemes, a significantly enriched model is proposed and its properties discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7kx3s7kq", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Bailey", "name_suffix": "", "institution": "International Computer Science Institute and University of California, Berkeley", "department": "" }, { "first_name": "Nancy", "middle_name": "", "last_name": "Chang", "name_suffix": "", "institution": "International Computer Science Institute and University of California, Berkeley", "department": "" }, { "first_name": "Jerome", "middle_name": "", "last_name": "Feldman", "name_suffix": "", "institution": "International Computer Science Institute and University of California, Berkeley", "department": "" }, { "first_name": "Srini", "middle_name": "", "last_name": "Narayanan", "name_suffix": "", "institution": "International Computer Science Institute and University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33190/galley/24250/download/" } ] }, { "pk": 36516, "title": "Extensive Reading in the Second Language Classroom - Richard R. Day and Julian Bamford", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1ns5z7mm", "frozenauthors": [ { "first_name": "Ted", "middle_name": "", "last_name": "Plaister", "name_suffix": "", "institution": "University of Hawaii (retired)", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36516/galley/27367/download/" } ] }, { "pk": 33409, "title": "Extracting Information from Graphics", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1cb6m0df", "frozenauthors": [ { "first_name": "Sami", "middle_name": "", "last_name": "Gulgoz", "name_suffix": "", "institution": "Department of Psychology, Koc University", "department": "" }, { "first_name": "Omer", "middle_name": "A.", "last_name": "Yedekcioglu", "name_suffix": "", "institution": "Department of Business Administration, Koc University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33409/galley/24468/download/" } ] }, { "pk": 33452, "title": "Extreme Beliefs Do Respond to Evidence", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9mp8d0m3", "frozenauthors": [ { "first_name": "Melanie", "middle_name": "R.", "last_name": "Swiderek", "name_suffix": "", "institution": "Department of Human Development, Cornell University", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Koslowski", "name_suffix": "", "institution": "Department of Human Development, Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33452/galley/24511/download/" } ] }, { "pk": 33405, "title": "Familiarity assessment in visual word recognition and the transformation hypothesis", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3pb4g2n2", "frozenauthors": [ { "first_name": "Possidonia", "middle_name": "F. D.", "last_name": "Gontijo", "name_suffix": "", "institution": "Centre for Cognitive Science, Edinburgh", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Shillcock", "name_suffix": "", "institution": "Centre for Cognitive Science, Edinburgh", "department": "" }, { "first_name": "M.", "middle_name": "Louise", "last_name": "Kelley", "name_suffix": "", "institution": "Department of Linguistics, Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33405/galley/24464/download/" } ] }, { "pk": 33422, "title": "First Letter Dominance in Word Recognition", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6gr6h435", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "", "last_name": "Larson", "name_suffix": "", "institution": "Department of Psychology, University of Texas at Austin", "department": "" }, { "first_name": "Philip", "middle_name": "B.", "last_name": "Gough", "name_suffix": "", "institution": "Department of Psychology, University of Texas at Austin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33422/galley/24481/download/" } ] }, { "pk": 33444, "title": "Force Dynamics in Language and Cognition: An Empirical Evaluation", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/35p6d8h1", "frozenauthors": [ { "first_name": "David", "middle_name": "A.", "last_name": "Robertson", "name_suffix": "", "institution": "Department of Psychology, Wisconsin", "department": "" }, { "first_name": "Arthur", "middle_name": "M.", "last_name": "Glenburg", "name_suffix": "", "institution": "Department of Psychology, Wisconsin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33444/galley/24503/download/" } ] }, { "pk": 36515, "title": "For Your Information: Intermediate Reading Skills - Karen Blanchard and Christine Root", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6b38v40d", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Kelley", "name_suffix": "", "institution": "Department of Linguistics and Oriental Languages, San Diego State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36515/galley/27366/download/" } ] }, { "pk": 33178, "title": "Frequency vs. Probability Formats: Framing the Three Doors Problem", "subtitle": null, "abstract": "Instead of subscribing to the view that people are unable to perform Bayesian probabilistic inference, recent research suggests that the algorithms people naturally use to perform Bayesian inference are better adapted for information presented in a natural frequency format than in the common probability format. We tested this hypothesis on the notoriously difficult three doors problem, inducing subjects to consider the likelihoods involved in terms of natural frequencies or in terms of probabilities. We then examined their ability to perform the mathematics underlying the problem, a stronger indication of Bayesian inferential performance than merely whether they gave the correct answer to the problem. With a robustness that may surprise people unfamiliar with the effects of information formats, the natural frequency group demonstrated dramatically greater normative mathematical performance than the probability group. This supports the importance of information formats in a more complex context than in previous studies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/80p061tk", "frozenauthors": [ { "first_name": "Eric", "middle_name": "", "last_name": "Aaron", "name_suffix": "", "institution": "Department of Computer Science; Cornell University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Spivey", "name_suffix": "", "institution": "Department of Psychology; Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33178/galley/24238/download/" } ] }, { "pk": 33436, "title": "Gaps in the Explanation of the Relational Shift in Analogy Development", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3gb8q7zg", "frozenauthors": [ { "first_name": "Clayton", "middle_name": "T.", "last_name": "Morrison", "name_suffix": "", "institution": "Department of Philosophy; Binghamton University", "department": "" }, { "first_name": "Changsin", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "Department of Philosophy; Binghamton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33436/galley/24495/download/" } ] }, { "pk": 33320, "title": "Generality of the Abstraction Mechanisms in Artificial Grammar Learning", "subtitle": null, "abstract": "Artificial grammar learning (AGL; Reber, 1989) has been a major experimental paradigm for the study of human induction processes. In this work we investigate the extent to which the learning mechanisms involved in AGL are general, an issue important to the ecological validity of AGL research. We have used three kinds of stimuli; Letter strings (the standard in AGL work), city sequences that corresponded to routes of an airline company, and shapes that were presented so that later shapes in a sequence contained all previous ones. We compared overall accuracy and patterns of error in these domains to find that performance was not different. The implications of this finding for existing theories of AGL and proposed relations to other cognitive mechanisms 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/065477ds", "frozenauthors": [ { "first_name": "Emmanuel", "middle_name": "M.", "last_name": "Pothos", "name_suffix": "", "institution": "University of Oxford; Department of Experimental Psychology", "department": "" }, { "first_name": "Nick", "middle_name": "", "last_name": "Chater", "name_suffix": "", "institution": "University of Warwick; Department of Psychology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33320/galley/24379/download/" } ] }, { "pk": 33212, "title": "Generalization by Studying Examples Versus Generalization by Applying Examples to Problems", "subtitle": null, "abstract": "Two views of problem solving procedure generalization are compared in an experiment: the Generalization by Applying Examples (GenApp) and Generalization by Studying Examples (GenStudy) views. The results suggest that learners can acquire a sufficiently general approach for solving novel problems by studying appropriately-designed examples that encourage one to form subgoals to represent a solution procedure. Learners who are led to form a more rote procedure show much less transfer. No evidence was found for generalization through application.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/59g2t00s", "frozenauthors": [ { "first_name": "Richard", "middle_name": "", "last_name": "Catrambone", "name_suffix": "", "institution": "School of Psychology; Georgia Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33212/galley/24272/download/" } ] }, { "pk": 33220, "title": "Geometry, Function, and the Comprehension of Over, Under, Above, and Below", "subtitle": null, "abstract": "One large experiment is reported which examined the role of geometry and functional relations on the comprehension of the spatial prepositions over, under, above and below. The task consisted of rating how appropriate a sentence (containing one of these repositions) was to describe a picture. The results show a significant effect of functional relations on the ratings given, demonstrating the importance of functional relations as a determinant of the comprehension of spatial prepositions. However, while over and under were very sensitive to functional relations, above and below were more influenced by geometric relations. Thus these results indicate for the first time that spatial prepositions are differentially influenced by geometric and functional relations, and that geometry and functional relations are distinct factors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1nb2h8nw", "frozenauthors": [ { "first_name": "Kenny", "middle_name": "R.", "last_name": "Coventry", "name_suffix": "", "institution": "Department of Psychology; Drake Circus", "department": "" }, { "first_name": "Merce", "middle_name": "", "last_name": "Prat-Sala", "name_suffix": "", "institution": "Department of Psychology; Drake Circus", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33220/galley/24280/download/" } ] }, { "pk": 33305, "title": "Goal Specificity and Learning: Reinterpretation of the Data and Cognitive Theory", "subtitle": null, "abstract": "In this paper, we review the literature on the relation between solving nonspecific goal problems and learning. Research has shown that reduced goal-specificity facilitates learning of rules and principles of the target domain. Researchers have accounted for this effect using a cognitive load theory (Sweller, 1988) and a dual space theory of problem solving (Vollmeyer, Bums, & Holyoak, 1996). Other researchers have shown that learning can be both facilitated by nonspecific as well as specific goals and account for their findings using goal appropriateness theory (Miller, Lehman. & Koedinger, 1997). W e judge each theoretical account by evaluating their consistencies with unified theories of cognition and other empirical data. We note the shortcomings of the each theory and incorporate elements of each to explain all the data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2dp9867s", "frozenauthors": [ { "first_name": "Adisack", "middle_name": "", "last_name": "Nhouyvanisvong", "name_suffix": "", "institution": "Department of Psychology, Carnegie Mellon University", "department": "" }, { "first_name": "Kenneth", "middle_name": "R.", "last_name": "Koedinger", "name_suffix": "", "institution": "Human-Computer Interaction Institute, Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33305/galley/24365/download/" } ] }, { "pk": 33361, "title": "Goals, Strategies, and Motivation", "subtitle": null, "abstract": "Goal-specificity has been found to affect performance: In difficult tasks, specific goals may be detrimental for learning. Locke and Latham (1990) claimed that goal-specificity has an impact on performance via motivation. Vollmeyer and Rheinberg's (1998) cognitive-motivational process model proposed that cognitive and motivational processes interact. Therefore, we investigated if goal-specificity may change the nature of this interaction, by trying to fit different structural equations models for groups given a specific goal (SG) or a nonspecific goal (NSG). Before beginning a complex dynamic task, the SG group was given a specific goal to reach, but the NSG group only received a goal when they had to transfer their knowledge. We found that the SG group learnt less and had lower motivation during learning. Contrary to earlier claims, there was no direct effect of goal-specificity on initial motivation, but it did alter the interaction between strategies and motivation during learning. The empirical model for the SG group showed a strong effect of initial motivation on the learning process and goal-directed strategies were effective. For the NSG group motivation during the task and systematic strategies were important.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7kb8k85x", "frozenauthors": [ { "first_name": "Regina", "middle_name": "", "last_name": "Vollmeyer", "name_suffix": "", "institution": "Universitat Potsdam, Intitut fur Psychologie", "department": "" }, { "first_name": "Falko", "middle_name": "", "last_name": "Rheinberg", "name_suffix": "", "institution": "Universitat Potsdam, Intitut fur Psychologie", "department": "" }, { "first_name": "Bruce", "middle_name": "D.", "last_name": "Burns", "name_suffix": "", "institution": "Universitat Potsdam, Intitut fur Psychologie", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33361/galley/24420/download/" } ] }, { "pk": 33367, "title": "GOMS, Distributed Cognition, And The Knowledge Structures Of Organizations", "subtitle": null, "abstract": "The idea that GOMS can be used to model HCI tasks within the organizational environment in which they occur is discussed and reviewed. An example in terms of satellite operations is provided.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/15k573gb", "frozenauthors": [ { "first_name": "Robert", "middle_name": "L.", "last_name": "West", "name_suffix": "", "institution": "Department of Psychology, University of Hong Kong", "department": "" }, { "first_name": "Alan", "middle_name": "", "last_name": "Wong", "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": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33367/galley/24426/download/" } ] }, { "pk": 33349, "title": "Grading on the Fly", "subtitle": null, "abstract": "We specify a model for the conceptual interpretation of relative adjectives (like \"big\") , which covers a crucial aspect of the underlying comprehension process - the comparison to a norm that is associated with a comparison class. Building on an elaborate domain ontology and knowledge about intercorrelations, comparison classes are dynamically created depending on the context in which adjectival utterances occur.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7tw6r8fn", "frozenauthors": [ { "first_name": "Steffan", "middle_name": "", "last_name": "Staab", "name_suffix": "", "institution": "Computational Linguistics Lab, Freiburg University", "department": "" }, { "first_name": "Udo", "middle_name": "", "last_name": "Hahn", "name_suffix": "", "institution": "Computational Linguistics Lab, Freiburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33349/galley/24408/download/" } ] }, { "pk": 36502, "title": "Guest Editor’s Note", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Editors’ Note", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/02n881zn", "frozenauthors": [ { "first_name": "Donna", "middle_name": "", "last_name": "Brinton", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Robby", "middle_name": "", "last_name": "Ching", "name_suffix": "", "institution": "California State University, Sacramento", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36502/galley/27353/download/" } ] }, { "pk": 33371, "title": "Heterogenously Distributed Cognition", "subtitle": null, "abstract": "Advocates of distributed cognition argue that cognitive accomplishments rely in part on structures outside the individual mind - structures located in other minds or in artifacts that we think with. This paper argues that, in some cases, interactional structure can also make essential contributions to cognition. The data are transcribed classroom discussions, in which teachers and students use language to establish both referential and interactional patterns. The analyses use techniques from linguistic pragmatics, to uncover emergent interactional structure in the conversations and to show how this structure might make essential contributions to the cognitive value of those conversations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7v67f075", "frozenauthors": [ { "first_name": "Stanton", "middle_name": "", "last_name": "Wortham", "name_suffix": "", "institution": "Department of Education; Bates College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33371/galley/24430/download/" } ] }, { "pk": 33180, "title": "Heuristics Used in Reasoning with Multiple Causes and Effects", "subtitle": null, "abstract": "Two experiments investigate the conjunction fallacy (judging that conjunctive probabilities are higher than the probabilities of the constituents). The conjunction fallacy was much less for P(E|C) tasks than for P(C|E) tasks. The results are explained in terms of the way people interpret the conditional probabilities. We argue that people prefer to reason from cause to effect (cause-to-effect reasoning heuristic), and for that reason, the instructions given for P(C|E) tasks were misinterpreted, resulting in apparent fallacy. In addition, we provide evidence showing that likelihood judgments are higher with more evidence (more-is-better heuristic).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4ns3q3wh", "frozenauthors": [ { "first_name": "Woo-Kyoung", "middle_name": "", "last_name": "Ahn", "name_suffix": "", "institution": "Department of Psychology, Yale University", "department": "" }, { "first_name": "Brian", "middle_name": "A.", "last_name": "Nosek", "name_suffix": "", "institution": "Department of Psychology, Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33180/galley/24240/download/" } ] }, { "pk": 33346, "title": "Hints Do Not Evoke Solutions Via Passive Spreading Activation", "subtitle": null, "abstract": "A passive spreading activation theory of incubation effects states that hints, encountered by chance after an unsolved problem has been put aside, direct spreading activation to solutions in memory. Results from three experiments reject this explanation. Pretested hints that were seen seconds before unsolved problems were retested did not aid resolution unless hints were intentionally used to help problem solving.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/84v365wj", "frozenauthors": [ { "first_name": "Steven", "middle_name": "M.", "last_name": "Smith", "name_suffix": "", "institution": "Department of Psychology; Texas A&M University", "department": "" }, { "first_name": "Cynthia", "middle_name": "M.", "last_name": "Sifonis", "name_suffix": "", "institution": "Department of Psychology; Texas A&M University", "department": "" }, { "first_name": "Deborah", "middle_name": "R.", "last_name": "Tindell", "name_suffix": "", "institution": "Department of Psychology; Texas A&M University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33346/galley/24405/download/" } ] }, { "pk": 33276, "title": "How Can I Know What You Think?: Assessing Representational Similarity in Neural Systems", "subtitle": null, "abstract": "How do my mental states compare to yours? We suggest that, while we may not be able to compare experiences, we can compare neural representations, and that the correct way to compare neural representations is through analysis of the distances between them. In this paper, we present a technique for measuring the similarities between representations at various layers of neural networks. We then use the measure to demonstrate empirically that different artificial neural networks trained by backpropagation on the same categorization task, even with different representational encodings of the input patterns and different numbers of hidden units, reach states in which representations at the hidden units are similar.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0qs558h9", "frozenauthors": [ { "first_name": "Aarre", "middle_name": "", "last_name": "Laakso", "name_suffix": "", "institution": "Department of Philosophy, University of California, San Diego", "department": "" }, { "first_name": "Garrison", "middle_name": "W.", "last_name": "Cottrell", "name_suffix": "", "institution": "Institute for Neural Computation, Computer Science and Engineering, University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33276/galley/24336/download/" } ] }, { "pk": 33413, "title": "How Consequences of Physical Principles Influence Mental Representation: The Environmental Invariants Hypothesis", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Short Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7xx2413z", "frozenauthors": [ { "first_name": "Timothy", "middle_name": "L.", "last_name": "Hubbard", "name_suffix": "", "institution": "Department of Psychology, Texas Christian University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33413/galley/24472/download/" } ] }, { "pk": 33377, "title": "How Impasses Enable Subjects to Discover the Relevant Properties of the Problem: Problem Space as a Space of Properties", "subtitle": null, "abstract": "Two main ideas are proposed in this article. Richard and Tijus (in press) shown that problem solving can be explained by object properties that subjects take into account during the solving process. Stable properties are those which can not be modified by an action (for instance, an object's size, shape, etc.) and unstable properties are those which can be modified by an action (for instance, an object's location). Our purpose is that the problem space (Newell & Simon, 1972) can be described by state properties and that this description permits explaining the subjective distance (in the subject's mind) between two states. We suggest that similarity between state properties guides a subject's search through the problem space and can lead subjects through irrelevant paths. We think that in this condition, the well known beneficial effect of impasse situations consists in the fact that they permit subjects to discover the relevant properties of objects, problem constraints, and goal properties. Two experiments are proposed here. Results obtained in the first experiment show that working on impasse situations before solving the problem improves performance. Results of the second experiment show that working on impasse situations allow subjects to discover the relevant properties of a problem space, and that the benefit can be extended to all problems sharing the same problem space (which naturally contain the same impasses), even if their initial and final states are different. These results shed some light on the beneficial effects of impasses in problem solving.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0md160kw", "frozenauthors": [ { "first_name": "Mojdeh", "middle_name": "", "last_name": "Zamani", "name_suffix": "", "institution": "Laboratory of Cognitive Psychology, Universite Paris", "department": "" }, { "first_name": "Jean", "middle_name": "Francois", "last_name": "Richard", "name_suffix": "", "institution": "Laboratory of Cognitive Psychology, Universite Paris", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33377/galley/24436/download/" } ] }, { "pk": 33229, "title": "How to Disbelieve p->q: Resolving contradictions", "subtitle": null, "abstract": "This study discusses belief-change as the problem of deciding which previously-accepted belief, or premise, to abandon, when an inference from an initial belief set is subsequently contradicted. The data concern how \"disbelieving\" a previously-accepted conditional premise is realized as a particular modification to that premise. The types of revisions that are made are influenced by the kind of knowledge expressed in the conditional. The results and the broader issues of belief-revision are related to other concerns that have emerged in the literature on propositional inference, such as the reported reluctance of people to make simple valid modus ponens inferences in some circumstances and the general interest in incorporating subjective belief into accounts of deductive inference.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/69v208wv", "frozenauthors": [ { "first_name": "Renee", "middle_name": "", "last_name": "Elio", "name_suffix": "", "institution": "Department of Computing Science, University of Alberta", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33229/galley/24289/download/" } ] }, { "pk": 33374, "title": "Illusions in reasoning with quantifiers", "subtitle": null, "abstract": "The mental model theory postulates that reasoners build models of the situations described in premises, and that these models normally make explicit only what is true. A computer program revealed an unexpected consequence of the theory: it predicts that certain inferences should have compelling but erroneous conclusions. Two experiments corroborated the existence of such illusions in inferences about what is possible given quantified assertions, such as 'At least some of the plastic beads are not red.' Experiment 1 showed that, as predicted, participants erroneously inferred that impossible assertions were possible, and that possible situations were impossible, but they performed well with control problems. Experiment 2 demonstrated the existence of similar illusions in inferences from dyadic assertions, e.g. 'All the boys played with the girls'.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4244z7r0", "frozenauthors": [ { "first_name": "Yingrui", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "Department of Psychology, Princeton University", "department": "" }, { "first_name": "P.N.", "middle_name": "", "last_name": "Johnson-Laird", "name_suffix": "", "institution": "Department of Psychology, Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33374/galley/24433/download/" } ] }, { "pk": 33358, "title": "Image-Schema Transfer: Towards Computational Facilitation of Analogical Problem Solving using a Diagrammatic Representation", "subtitle": null, "abstract": "This paper proposes an experimental system called IST for the facilitation of users' analogical transfer by providing image-schemas. First, by taking the radiation problem as an example, we hypothesized that a proper image-schema can promote human analogical problem solving owing to its plasticity and ascertained the hypothesis based on a cognitive experiment. We then constructed the IST system which can provide image-schemas with plasticity, by using the extended techniques of analogical mapping and of constraint-based graphics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9x8650h2", "frozenauthors": [ { "first_name": "Kazuhiro", "middle_name": "", "last_name": "Ueda", "name_suffix": "", "institution": "Department of Computer and Graphic Sciences, University of Tokyo", "department": "" }, { "first_name": "Saburo", "middle_name": "", "last_name": "Nagano", "name_suffix": "", "institution": "Department of Computer and Graphic Sciences, University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33358/galley/24417/download/" } ] }, { "pk": 33249, "title": "Implicit Causality, Negation, and Models of Discourse", "subtitle": null, "abstract": "Causality plays an important role in giving discourse its characteristic coherence. This paper examines how causality implicit in an utterance helps to organize dynamically constructed mental models of discourse. Experiments are reported suggesting that the linguistic form of utterances contributes significant semantic information about causality to a discourse representation. This view is contrasted with competing claims in the literature that causality only emerges from social psychological inferences or optional inferences on background knowledge.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Long Papers", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/44d6j80c", "frozenauthors": [ { "first_name": "Peter", "middle_name": "C.", "last_name": "Gordon", "name_suffix": "", "institution": "Department of Psychology, University of North Carolina", "department": "" }, { "first_name": "Randall", "middle_name": "", "last_name": "Hendrick", "name_suffix": "", "institution": "Department of Psychology, University of North Carolina", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1998-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33249/galley/24309/download/" } ] } ] }