Article List
API Endpoint for journals.
GET /api/articles/?format=api&offset=33900
{ "count": 38386, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=34000", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=33800", "results": [ { "pk": 38541, "title": "THE CLEAN WATER ACT TWENTY YEARS LATER", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "none", "short_name": "none", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0cz056gd", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Councill", "name_suffix": "", "institution": "JDC Consulting", "department": "None" } ], "date_submitted": "2008-08-27T08:00:00+01:00", "date_accepted": "2008-08-27T08:00:00+01:00", "date_published": "1995-12-01T09:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/38541/galley/28968/download/" } ] }, { "pk": 38528, "title": "The Ecocruiser", "subtitle": null, "abstract": "Electronic resources on environmental topics.", "language": "en", "license": { "name": "none", "short_name": "none", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4gt602h4", "frozenauthors": [ { "first_name": "Mike", "middle_name": "", "last_name": "Pollastro", "name_suffix": "", "institution": "University of Idaho Library", "department": "None" } ], "date_submitted": "2008-08-27T08:00:00+01:00", "date_accepted": "2008-08-27T08:00:00+01:00", "date_published": "1995-12-01T09:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/38528/galley/28955/download/" } ] }, { "pk": 38542, "title": "THE SCARIEST PLACE ON EARTH : EYE TO EYE WITH HURRICANES", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "none", "short_name": "none", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6n37r6n4", "frozenauthors": [ { "first_name": "Dean", "middle_name": "A.", "last_name": "Morss", "name_suffix": "", "institution": "Creighton University", "department": "None" } ], "date_submitted": "2008-08-27T08:00:00+01:00", "date_accepted": "2008-08-27T08:00:00+01:00", "date_published": "1995-12-01T09:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/38542/galley/28969/download/" } ] }, { "pk": 38529, "title": "Three Environmental Encyclopedias", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "none", "short_name": "none", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7p3628hd", "frozenauthors": [ { "first_name": "Donna", "middle_name": "M.", "last_name": "Hanson", "name_suffix": "", "institution": "University of Idaho Library", "department": "None" } ], "date_submitted": "2008-08-27T08:00:00+01:00", "date_accepted": "2008-08-27T08:00:00+01:00", "date_published": "1995-12-01T09:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/38529/galley/28956/download/" } ] }, { "pk": 38526, "title": "Update on Special Libraries and Environmental Information", "subtitle": null, "abstract": "The latest information on activities related to environment in Special Libraries.", "language": "en", "license": { "name": "none", "short_name": "none", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5gs7k7pz", "frozenauthors": [ { "first_name": "Cristin", "middle_name": "", "last_name": "Campbell", "name_suffix": "", "institution": "University of California, Berkeley", "department": "None" }, { "first_name": "Duncan", "middle_name": "", "last_name": "McClusky", "name_suffix": "", "institution": "Auburn University", "department": "None" } ], "date_submitted": "2008-08-27T08:00:00+01:00", "date_accepted": "2008-08-27T08:00:00+01:00", "date_published": "1995-12-01T09:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/38526/galley/28953/download/" } ] }, { "pk": 38531, "title": "WILD AFRICA : THREE CENTURIES OF NATURE WRITING FROM AFRICA", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "none", "short_name": "none", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8zz8x2qm", "frozenauthors": [ { "first_name": "Francis", "middle_name": "S.", "last_name": "Griego", "name_suffix": "", "institution": "University of Arizona", "department": "None" } ], "date_submitted": "2008-08-27T08:00:00+01:00", "date_accepted": "2008-08-27T08:00:00+01:00", "date_published": "1995-12-01T09:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/38531/galley/28958/download/" } ] }, { "pk": 38536, "title": "WILD FORESTS, CONSERVATION BIOLOGY AND PUBLIC POLICY", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "none", "short_name": "none", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0jx5g61t", "frozenauthors": [ { "first_name": "Dale", "middle_name": "T.", "last_name": "Steele", "name_suffix": "", "institution": "California Dept. Transportation", "department": "None" } ], "date_submitted": "2008-08-27T08:00:00+01:00", "date_accepted": "2008-08-27T08:00:00+01:00", "date_published": "1995-12-01T09:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/38536/galley/28963/download/" } ] }, { "pk": 3510, "title": "Abstracts and Titles of Student Work", "subtitle": null, "abstract": "Recent PhD Dissertations, Masters Theses and Professional Reports from the Department of City and Regional Planning.", "language": "en", "license": null, "keywords": [], "section": "DCRP News", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/93x0g3bv", "frozenauthors": [ { "first_name": "DCRP", "middle_name": "", "last_name": "Students", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2012-07-25T01:29:22+01:00", "date_accepted": "2012-07-25T01:29:22+01:00", "date_published": "1995-07-24T08:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "", "path": "https://journalpub.escholarship.org/ucb_crp_bpj/article/3510/galley/2267/download/" } ] }, { "pk": 3509, "title": "Common Interest Communities: Private Governments and the Public Interest, by Stephen E. Barton and Carol Silverman", "subtitle": null, "abstract": "Over the past 25 years, the creation of 150,000 new common interest communities has made 30,000,000 Americans members of \"private governments.\" The spread of these common interest developments has created a quiet revolution in the structure of neighbor relations, local government, and land-use control. Stephen E. Barton's and Carol Silverman's, Common interest communities: Private governments and the public interest, offers us one of the first books addressing the complex nature of these increasingly widely-used i nstitutions.", "language": "en", "license": null, "keywords": [], "section": "Book Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0m2720b3", "frozenauthors": [ { "first_name": "Karen", "middle_name": "", "last_name": "Christensen", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2012-07-25T01:27:20+01:00", "date_accepted": "2012-07-25T01:27:20+01:00", "date_published": "1995-07-24T08:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "", "path": "https://journalpub.escholarship.org/ucb_crp_bpj/article/3509/galley/2266/download/" } ] }, { "pk": 3503, "title": "Economics, Environment, and Equity: Policy Integration During Development in Vietnam", "subtitle": null, "abstract": "Conflicts between economic development, environmental protection and social equity underlie efforts to promote sustainable development. The author proposes a simplified framework for integrating economic, environmental, and social policies in order to foster development that is ecologically and socially more sustainable. The paper analyzes the specific forms these policy areas are assuming in Vietnam, and the underlying political forces (both internal and external) driving policy implementation. An examination of how these policies are currently integrated and balanced follows. The analysis shows that contrary to government pronouncements, development patterns are unlikely to be altered toward more sustainable ends under existing institutions and laws. Finally, the article discusses the potential for integrating current policies to achieve sustainability goals.", "language": "en", "license": null, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3p999463", "frozenauthors": [ { "first_name": "Dara", "middle_name": "", "last_name": "O'Rourke", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2012-07-25T01:11:45+01:00", "date_accepted": "2012-07-25T01:11:45+01:00", "date_published": "1995-07-24T08:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "", "path": "https://journalpub.escholarship.org/ucb_crp_bpj/article/3503/galley/2260/download/" } ] }, { "pk": 3507, "title": "Feminist Theory and Planning Theory: Lessons from Feminist Epistemologies", "subtitle": null, "abstract": "At the root of any theory of social practice like planning is an epistemology, a concept of what knowledge is, how it is attained, and who may claim to have it. In planning, where the press of work and current issues in the profession leave little time for philosophical examinations, basic epistemological theory gets understandably short shrift. Nonetheless, it is wise on occasion to step back and examine the theories and ideas underlying our practice, for they are important, whether examined or not. This paper is one contribution to that project. It will examine feminist theoreticians' work on epistemology, and the lessons this work has for planning theory and especially planning practice. The aim is not to examine the impact on specific areas such as land use planning, but on the conception of planning and the ways it is carried out.\n \nThe challenges and contributions of this work have many implications for planning theory, going well beyond issues of gender and dealing with power, process, professionalism, and ethics. These issues reach to the foundation of many issues of current importance in planning: defining the public interest, citizen participation, equity, justice, and the legitimation of planning itself.", "language": "en", "license": null, "keywords": [], "section": "Essays", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8fs581r1", "frozenauthors": [ { "first_name": "Mary", "middle_name": "Gail", "last_name": "Snyder", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2012-07-25T01:20:58+01:00", "date_accepted": "2012-07-25T01:20:58+01:00", "date_published": "1995-07-24T08:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "", "path": "https://journalpub.escholarship.org/ucb_crp_bpj/article/3507/galley/2264/download/" } ] }, { "pk": 3501, "title": "Introduction to Volume 10", "subtitle": null, "abstract": "As the last pages are being proofed, the last diagrams formatted, and every pre-press detail is accounted for, we sit down to perform our final journal task: writing the introduction. In 1 973, Aaron Wildavsky argued that planning includes too much, asserting that \"If planning is everything, maybe it's nothing.\"' To the proponents of Wildavsky's argument, we seek to demonstrate with this volume that planning may in fact be everything; but it certainly is not nothing.", "language": "en", "license": null, "keywords": [], "section": "Editorial Notes", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/50t8r6sj", "frozenauthors": [ { "first_name": "Rachel", "middle_name": "", "last_name": "Weinberger", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "William", "middle_name": "", "last_name": "Huang", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2012-07-25T01:04:54+01:00", "date_accepted": "2012-07-25T01:04:54+01:00", "date_published": "1995-07-24T08:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "", "path": "https://journalpub.escholarship.org/ucb_crp_bpj/article/3501/galley/2258/download/" } ] }, { "pk": 3502, "title": "Pragmatic Knowledge Codes", "subtitle": null, "abstract": "The article explains a research program that stems from the author's recent book, How to think about social problems (1994), where she argues for a reorganization of the domains of knowledge in public policy and planning into explicit, pragmatic knowledge codes. The author argues that knowledge in the public policy and planning fields is the common knowledge necessary for informed and responsible participation in public affairs, and thus a necessary condition for creating participatory, democratic communities in modern society.\n \nThe research project Thalia, outlined here, aims to show how expert knowledge in a relatively simple urban planning knowledge domain, urban forestry, can be made explicit and simulated. Thalia involves the appkation of an artificial intelligence cognitive architecture, FORR (FOr the Right Reasons), developed by computer scientist Susan Epstein. FORR is an architecture particularly promising for public policy and planning because of its ability to incorporate pluralism and pragmatism.", "language": "en", "license": null, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/63m4g98g", "frozenauthors": [ { "first_name": "Hilda", "middle_name": "", "last_name": "Blanco", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2012-07-25T01:08:38+01:00", "date_accepted": "2012-07-25T01:08:38+01:00", "date_published": "1995-07-24T08:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "", "path": "https://journalpub.escholarship.org/ucb_crp_bpj/article/3502/galley/2259/download/" } ] }, { "pk": 3506, "title": "Selecting Bicycle Commuting Routes Using GIS", "subtitle": null, "abstract": "This study develops a procedure for using a geographic information system (GIS) to select bicycle routes in a city. The procedure includes: developing the required database, finding the most desirable route between each origin destination pair, and identifying the best bicycle routes in a city. The study shows that GIS is a powerful tool for developing a database from various readily available sources; that it can conveniently integrate quantitative analysis, data manipulation, and visualization in one operating environment; and that GIS is uniquely capable of performing spatial analyses that are critical to the selection of bicycle routes.", "language": "en", "license": null, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9pf2j1pd", "frozenauthors": [ { "first_name": "Yuanlin", "middle_name": "", "last_name": "Huang", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Gordon", "middle_name": "", "last_name": "Ye", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2012-07-25T01:18:30+01:00", "date_accepted": "2012-07-25T01:18:30+01:00", "date_published": "1995-07-24T08:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "", "path": "https://journalpub.escholarship.org/ucb_crp_bpj/article/3506/galley/2263/download/" } ] }, { "pk": 3508, "title": "Space and Community - The Spatial Foundations of Urban Neighborhoods: An Evaluation of Three Theories of Urban Form and Social Structure and Their Relevance to the Issue of Neighborhoods", "subtitle": null, "abstract": "Neighborhoods have been centers of concern for city planning and urban theory since the late nineteenth century. According to scholars and activists such as Ttinnies (1887) in Vienna, and Jane Adams (Trolander 1987) and later Robert Park and his associates in Chicago (Park 1925; Wirth 1938), the social problems of the large city stemmed from the deterioration of local community ties which had been based on frequent face-to-face meetings, and their replacement by casual businesslike interactions among strangers. They believed that a major part of the problem was the blurring of clear boundaries between settlements as they were engulfed in rapidly growing metropolitan areas. Units of settlement ceased to have an identifiable structure to which people could relate.", "language": "en", "license": null, "keywords": [], "section": "Essays", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8691z2bp", "frozenauthors": [ { "first_name": "Yodan", "middle_name": "", "last_name": "Rofe", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2012-07-25T01:23:46+01:00", "date_accepted": "2012-07-25T01:23:46+01:00", "date_published": "1995-07-24T08:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "", "path": "https://journalpub.escholarship.org/ucb_crp_bpj/article/3508/galley/2265/download/" } ] }, { "pk": 3505, "title": "The Odds on TODs: Transit-Oriented Development as a Congestion-Reduction Strategy in the San Francisco Bay Area", "subtitle": null, "abstract": "Transit-oriented development, which clusters high-density, mixed-use development around transit stations, has been proposed as a way to reduce automobile travel in the San Francisco Bay Area and elsewhere. This paper relates research on neighborhood characteristics and vehicle travel to specific Bay Area characteristics. The analysis shows that, even using optimistic assumptions about travel behavior, redeveloping the area around most of the existing rail transit stations, coordinating similar development around feeder bus routes, and clustering close to one-fifth of the region's population in these areas would reduce vehicle miles traveled in the Bay Area by just 5%. If current trends continue, this would offset only three years of growth in vehicle miles traveled. Thus, transit-oriented development is unlikely to have a significant impact on regional vehicle miles traveled and traffic congestion. Although transit-oriented development may have other worthwhile benefits, it is inappropriate as the cornerstone of the Bay Area's congestion management strategy.", "language": "en", "license": null, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6r8183d6", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "R.", "last_name": "Luscher", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2012-07-25T01:16:18+01:00", "date_accepted": "2012-07-25T01:16:18+01:00", "date_published": "1995-07-24T08:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "", "path": "https://journalpub.escholarship.org/ucb_crp_bpj/article/3505/galley/2262/download/" } ] }, { "pk": 3504, "title": "Transnational Communities, Regional Development, and the Future of Mexican Immigration", "subtitle": null, "abstract": "This article examines the relationship between regional development and labor migration to the United States in the context of NAFTA. The article develops two principal arguments. first, the current migration process between Mexico and the United States is not only the result of push pull economic factors, as is generally assumed, but also the result of well-developed social networks and the implementation of U.S. and Mexican government policies as manifested by the formation of a number of \"transnational communities. This observation leads to a second and related argument: the additional job creation resulting from NAFTA will not necessarily stem the international migration flows from regions with a long tradition of migration to the United States.", "language": "en", "license": null, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3ss8m4sn", "frozenauthors": [ { "first_name": "Rafael", "middle_name": "", "last_name": "Alarcon", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2012-07-25T01:14:04+01:00", "date_accepted": "2012-07-25T01:14:04+01:00", "date_published": "1995-07-24T08:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "", "path": "https://journalpub.escholarship.org/ucb_crp_bpj/article/3504/galley/2261/download/" } ] }, { "pk": 7031, "title": "African American English: An Interview with Marcyliena Morgan", "subtitle": null, "abstract": "", "language": "en", "license": null, "keywords": [ { "word": "Applied Linguistics" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5b31x112", "frozenauthors": [ { "first_name": "Betsy", "middle_name": "", "last_name": "Rymes", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "None" } ], "date_submitted": "2010-07-21T08:00:00+01:00", "date_accepted": "2010-07-21T08:00:00+01:00", "date_published": "1995-06-30T08:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ial/article/7031/galley/4151/download/" } ] }, { "pk": 7027, "title": "Applied Linguistics and Language Minorities", "subtitle": null, "abstract": "", "language": "en", "license": null, "keywords": [ { "word": "Applied Linguistics" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2f98v7k5", "frozenauthors": [ { "first_name": "Betsy", "middle_name": "", "last_name": "Rymes", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "None" }, { "first_name": "Susan", "middle_name": "", "last_name": "Strauss", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "None" } ], "date_submitted": "2010-07-21T08:00:00+01:00", "date_accepted": "2010-07-21T08:00:00+01:00", "date_published": "1995-06-30T08:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ial/article/7027/galley/4147/download/" } ] }, { "pk": 7028, "title": "Categorical Gender Myths in Native America: Gender Deictics in Lakhota", "subtitle": null, "abstract": "This paper questions the existence of distinctions which are solely based on the gender of the speaker or hearer in Native American languages. An analysis of conversations from field work conducted in Pine Ridge, South Dakota and the texts of Ella Deloria reveals that the gender deictics of Lakhota indicate more than the \"sex\" of the speaker. Certain deictics have prototypical associations such as nurturance for clitics typically used by women or authority for those used by men. However, both male and female speakers sometimes use the deictics which are considered appropriate to the other sex. Given that both sexes sometimes use the same gender deictics and that the deictics accomplish more than indicating the gender of the speaker, the existence of \"categorical gender\" is dubious. 1 propose an analysis following Hanks (1993) which recognizes both the validity of native speaker metapragmatic judgments of \"appropriately\" gendered speech and contextual deviation. By recognizing a distinction between schematic prototypes or frames versus their implementation in context (framework) for Lakhota, the debate concerning the presence of true categorical gender distinctions in Native American languages such as Koasati, Atsina, and Yana can be resolved. A simple description of categorical gender for these languages is improbable.", "language": "en", "license": null, "keywords": [ { "word": "Applied Linguistics" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2257330q", "frozenauthors": [ { "first_name": "Sara", "middle_name": "", "last_name": "Trechter", "name_suffix": "", "institution": "California State University, Chico", "department": "None" } ], "date_submitted": "2010-07-21T08:00:00+01:00", "date_accepted": "2010-07-21T08:00:00+01:00", "date_published": "1995-06-30T08:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ial/article/7028/galley/4148/download/" } ] }, { "pk": 7035, "title": "Culture and Language Learning in Higher Education, by Michael Byram (Editor). Clevedon, Philadelphia, and Adelaide: Multilingua Matters Ltd., 1994. 111 pp.", "subtitle": null, "abstract": "", "language": "en", "license": null, "keywords": [ { "word": "Applied Linguistics" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7hn344m8", "frozenauthors": [ { "first_name": "Kylie", "middle_name": "", "last_name": "Hsu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "None" } ], "date_submitted": "2010-07-21T08:00:00+01:00", "date_accepted": "2010-07-21T08:00:00+01:00", "date_published": "1995-06-30T08:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ial/article/7035/galley/4155/download/" } ] }, { "pk": 7030, "title": "Equal Educational Opportunity for Language Minority Students: From Policy to Practice at Oyster Bilingual School", "subtitle": null, "abstract": "Based on a two year ethnographic and discourse analytic study of Oyster Bilingual School in Washington, DC, this article illustrates what equal educational opportunity means for the linguistically, culturally, and economically diverse student population who participate in this \"successful\" two-way Spanish-English bilingual program. The article begins by summarizing the Oyster educators' perspective on equal educational opportunity, and emphasizes their opposition to the notion of equal educational opportunity implicit in mainstream U.S. programs and practices. The majority of the article then provides a comparative discourse analysis of the \"same\" kindergarten speech event in Spanish and English to illustrate how the Oyster educators translate their ideological assumptions and expectations into actual classroom practices. The micro-level classroom analysis demonstrates how the team-teachers work together to distribute and evaluate Spanish and English equally so that all students acquire a second language, develop academic skills in both languages, and use each other as resources in their learning. The analysis also reveals systematic discrepancies between ideal plan and actual implementation which are explained by consideration of Oyster's sociolinguistic context.", "language": "en", "license": null, "keywords": [ { "word": "Applied Linguistics" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4b15p71d", "frozenauthors": [ { "first_name": "Rebecca", "middle_name": "D.", "last_name": "Freeman", "name_suffix": "", "institution": "University of Pennsylvania", "department": "None" } ], "date_submitted": "2010-07-21T08:00:00+01:00", "date_accepted": "2010-07-21T08:00:00+01:00", "date_published": "1995-06-30T08:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ial/article/7030/galley/4150/download/" } ] }, { "pk": 7034, "title": "Foundations of Bilingual Education and Bilingualism, by Colin Baker. Clevedon, England: Multilingualism Matters, 1993. xvi + 319 pp.", "subtitle": null, "abstract": "", "language": "en", "license": null, "keywords": [ { "word": "Applied Linguistics" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/04z9b0zc", "frozenauthors": [ { "first_name": "Patricia", "middle_name": "", "last_name": "Baquedano-Lopez", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "None" } ], "date_submitted": "2010-07-21T08:00:00+01:00", "date_accepted": "2010-07-21T08:00:00+01:00", "date_published": "1995-06-30T08:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ial/article/7034/galley/4154/download/" } ] }, { "pk": 7033, "title": "How Languages are Learned, by Patsy Lightbown and Nina Spada. Oxford: Oxford University Press, 1993. 135 pp.", "subtitle": null, "abstract": "", "language": "en", "license": null, "keywords": [ { "word": "Applied Linguistics" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2t48927v", "frozenauthors": [ { "first_name": "Zoe", "middle_name": "J.", "last_name": "Argyres", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "None" } ], "date_submitted": "2010-07-21T08:00:00+01:00", "date_accepted": "2010-07-21T08:00:00+01:00", "date_published": "1995-06-30T08:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ial/article/7033/galley/4153/download/" } ] }, { "pk": 7026, "title": "On Chicano Languages and Chicano Life: An Interview with Otto Santa Ana A.", "subtitle": null, "abstract": "", "language": "en", "license": null, "keywords": [ { "word": "Applied Linguistics" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/44t6p4t5", "frozenauthors": [ { "first_name": "Patricia", "middle_name": "", "last_name": "Baquedano-Lopez", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "None" } ], "date_submitted": "2010-07-21T08:00:00+01:00", "date_accepted": "2010-07-21T08:00:00+01:00", "date_published": "1995-06-30T08:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ial/article/7026/galley/4146/download/" } ] }, { "pk": 7036, "title": "The Rainmaker's Dog, by Cynthia Dresser. New York: St Martins, 1994. xvii +309pp.", "subtitle": null, "abstract": "", "language": "en", "license": null, "keywords": [ { "word": "Applied Linguistics" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4jz14581", "frozenauthors": [ { "first_name": "Tanya", "middle_name": "", "last_name": "Stivers", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "None" } ], "date_submitted": "2010-07-21T08:00:00+01:00", "date_accepted": "2010-07-21T08:00:00+01:00", "date_published": "1995-06-30T08:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ial/article/7036/galley/4156/download/" } ] }, { "pk": 7032, "title": "The Study of Second Language Acquisition, by Rod Ellis. Oxford, UK: Oxford University Press, 1994. vii + 824 pp.", "subtitle": null, "abstract": "", "language": "en", "license": null, "keywords": [ { "word": "Applied Linguistics" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6wg540t3", "frozenauthors": [ { "first_name": "Scarlett", "middle_name": "L.", "last_name": "Robbins", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "None" } ], "date_submitted": "2010-07-21T08:00:00+01:00", "date_accepted": "2010-07-21T08:00:00+01:00", "date_published": "1995-06-30T08:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ial/article/7032/galley/4152/download/" } ] }, { "pk": 7029, "title": "Who Has the Right Answer? Differential Cultural Emphasis in Question/Answer Structures and the Case of Hmong Students at a Northern California High School", "subtitle": null, "abstract": "Observed speech and interactive behavior of American Hmong students who were attending a northern California high school indicate that Hmong student responses to teacher generated questions were often influenced by culturally based predispositions. In answering certain types of content related questions, these students relied on underlying cultural emphases (pervasive culture specific themes) which were sometimes different from those generally held by Anglo American students and teachers at this school. Because of these differences, Hmong students often provided answers considered \"wrong\" in academic contexts, although they were essentially correct from a normative Hmong perspective. Moreover, Laotian Hmong students, often described as \"shy\" by educators, were found to be carrying out normative cultural rules for demonstrating respect and deference to authority figures through silence. This \"taciturn style\" was evident during numerous open ended question/answer sessions as these exchanges occurred in classroom situations. Constructing answers on the basis of Hmong cultural agendas and remaining silent in classroom situations produced impediments to communication between these students and their teachers. Moreover, many teachers often did not recognize these problems as the result of fundamental cultural differences.", "language": "en", "license": null, "keywords": [ { "word": "Applied Linguistics" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9dw0m4p6", "frozenauthors": [ { "first_name": "Michael", "middle_name": "Shaw", "last_name": "Findlay", "name_suffix": "", "institution": "California State University, Chico", "department": "None" } ], "date_submitted": "2010-07-21T08:00:00+01:00", "date_accepted": "2010-07-21T08:00:00+01:00", "date_published": "1995-06-30T08:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ial/article/7029/galley/4149/download/" } ] }, { "pk": 38521, "title": "BIODIVERSITY IN ECUADOR: HISTORY AND REALITY", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "none", "short_name": "none", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/09100284", "frozenauthors": [ { "first_name": "Luis", "middle_name": "Carrera", "last_name": "De La Torre", "name_suffix": "", "institution": "President of Ecuador's Advisory Commission on Environmental Means", "department": "None" } ], "date_submitted": "2008-08-26T08:00:00+01:00", "date_accepted": "2008-08-26T08:00:00+01:00", "date_published": "1995-04-01T09:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/38521/galley/28948/download/" } ] }, { "pk": 38515, "title": "DESERTS: THE ENCROACHING WILDERNESS: A WORLD CONSERVATION ATLAS", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "none", "short_name": "none", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8v14m0xd", "frozenauthors": [ { "first_name": "Sheri", "middle_name": "", "last_name": "Kinney", "name_suffix": "", "institution": "Northern Arizona University", "department": "None" } ], "date_submitted": "2008-08-26T08:00:00+01:00", "date_accepted": "2008-08-26T08:00:00+01:00", "date_published": "1995-04-01T09:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/38515/galley/28942/download/" } ] }, { "pk": 38506, "title": "Earth Day 1970-1995: An Information Perspective", "subtitle": null, "abstract": "The status of environmental information during the past twenty five years.", "language": "en", "license": { "name": "none", "short_name": "none", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8nt2x0xk", "frozenauthors": [ { "first_name": "Frederick", "middle_name": "", "last_name": "Stoss", "name_suffix": "", "institution": "University of Tennessee", "department": "None" } ], "date_submitted": "2008-08-26T08:00:00+01:00", "date_accepted": "2008-08-26T08:00:00+01:00", "date_published": "1995-04-01T09:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/38506/galley/28933/download/" } ] }, { "pk": 38513, "title": "ENVIRONMENTAL HAZARDS: MARINE POLLUTION", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "none", "short_name": "none", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/25h5p068", "frozenauthors": [ { "first_name": "Kenneth", "middle_name": "L.", "last_name": "Carriveau", "name_suffix": "", "institution": "University of Guam", "department": "None" } ], "date_submitted": "2008-08-26T08:00:00+01:00", "date_accepted": "2008-08-26T08:00:00+01:00", "date_published": "1995-04-01T09:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/38513/galley/28940/download/" } ] }, { "pk": 38508, "title": "Environmental Information Access Project in the United States", "subtitle": null, "abstract": "Information to help environmentalists become more active users of public libraries.", "language": "en", "license": { "name": "none", "short_name": "none", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4wv5t825", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "", "last_name": "Koebrick", "name_suffix": "", "institution": "Libraries for the Future", "department": "None" } ], "date_submitted": "2008-08-26T08:00:00+01:00", "date_accepted": "2008-08-26T08:00:00+01:00", "date_published": "1995-04-01T09:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/38508/galley/28935/download/" } ] }, { "pk": 38511, "title": "Environmental Resources", "subtitle": null, "abstract": "News in brief of environmentally-related publications, online databases, and other resources.", "language": "en", "license": { "name": "none", "short_name": "none", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/35r2k16j", "frozenauthors": [ { "first_name": "Terry", "middle_name": "", "last_name": "Link", "name_suffix": "", "institution": "Michigan State University", "department": "None" } ], "date_submitted": "2008-08-26T08:00:00+01:00", "date_accepted": "2008-08-26T08:00:00+01:00", "date_published": "1995-04-01T09:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/38511/galley/28938/download/" } ] }, { "pk": 38505, "title": "From the Editor", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "none", "short_name": "none", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Editorials", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2x3848vc", "frozenauthors": [ { "first_name": "Diane", "middle_name": "", "last_name": "Prorak", "name_suffix": "", "institution": "University of Idaho Library", "department": "None" } ], "date_submitted": "2008-08-26T08:00:00+01:00", "date_accepted": "2008-08-26T08:00:00+01:00", "date_published": "1995-04-01T09:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/38505/galley/28932/download/" } ] }, { "pk": 38522, "title": "INTERNATIONAL LAW AND THE ENVIRONMENT", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "none", "short_name": "none", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/93j3q2pv", "frozenauthors": [ { "first_name": "Robert", "middle_name": "", "last_name": "Shaver", "name_suffix": "", "institution": "University of Idaho College of Law", "department": "None" } ], "date_submitted": "2008-08-26T08:00:00+01:00", "date_accepted": "2008-08-26T08:00:00+01:00", "date_published": "1995-04-01T09:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/38522/galley/28949/download/" } ] }, { "pk": 38510, "title": "Library Action Lines -- Tips On Keeping Your Library Green", "subtitle": null, "abstract": "Tips on keeping your library green.", "language": "en", "license": { "name": "none", "short_name": "none", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/48q5r3n8", "frozenauthors": [ { "first_name": "Georgia", "middle_name": "", "last_name": "Briscoe", "name_suffix": "", "institution": "University of Colorado Law Library", "department": "None" } ], "date_submitted": "2008-08-26T08:00:00+01:00", "date_accepted": "2008-08-26T08:00:00+01:00", "date_published": "1995-04-01T09:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/38510/galley/28937/download/" } ] }, { "pk": 38509, "title": "National Institute for the Environment -- Update", "subtitle": null, "abstract": "The latest information on a new proposed federal agency, the NIE.", "language": "en", "license": { "name": "none", "short_name": "none", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3cf011m5", "frozenauthors": [ { "first_name": "Frederick", "middle_name": "W.", "last_name": "Stoss", "name_suffix": "", "institution": "University of Tennessee", "department": "None" } ], "date_submitted": "2008-08-26T08:00:00+01:00", "date_accepted": "2008-08-26T08:00:00+01:00", "date_published": "1995-04-01T09:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/38509/galley/28936/download/" } ] }, { "pk": 38514, "title": "PEST CONTROL IN ASIA AND THE PACIFIC", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "none", "short_name": "none", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0k12q00x", "frozenauthors": [ { "first_name": "Kenneth", "middle_name": "L.", "last_name": "Carriveau", "name_suffix": "", "institution": "University of Guam", "department": "None" } ], "date_submitted": "2008-08-26T08:00:00+01:00", "date_accepted": "2008-08-26T08:00:00+01:00", "date_published": "1995-04-01T09:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/38514/galley/28941/download/" } ] }, { "pk": 38516, "title": "RECLAIMING OUR CITIES AND TOWNS: BETTER LIVING WITH LESS TRAFFIC", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "none", "short_name": "none", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6zk167zj", "frozenauthors": [ { "first_name": "Patricia", "middle_name": "", "last_name": "Murphy", "name_suffix": "", "institution": "Virginia Tech University Libraries", "department": "None" } ], "date_submitted": "2008-08-26T08:00:00+01:00", "date_accepted": "2008-08-26T08:00:00+01:00", "date_published": "1995-04-01T09:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/38516/galley/28943/download/" } ] }, { "pk": 38517, "title": "REMARKABLE AGAVES AND CACTI", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "none", "short_name": "none", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2pd5d393", "frozenauthors": [ { "first_name": "Patricia", "middle_name": "", "last_name": "Murphy", "name_suffix": "", "institution": "Virginia Tech University Libraries", "department": "None" } ], "date_submitted": "2008-08-26T08:00:00+01:00", "date_accepted": "2008-08-26T08:00:00+01:00", "date_published": "1995-04-01T09:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/38517/galley/28944/download/" } ] }, { "pk": 38519, "title": "SACRED TRUSTS: ESSAYS ON STEWARDSHIP AND RESPONSIBILITY", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "none", "short_name": "none", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9006v6b2", "frozenauthors": [ { "first_name": "Margaret", "middle_name": "", "last_name": "Higgins", "name_suffix": "", "institution": "Victoria University", "department": "None" } ], "date_submitted": "2008-08-26T08:00:00+01:00", "date_accepted": "2008-08-26T08:00:00+01:00", "date_published": "1995-04-01T09:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/38519/galley/28946/download/" } ] }, { "pk": 38507, "title": "The Chlorine Debate: A Selected Bibliography", "subtitle": null, "abstract": "Evaluation of sources focusing on one of the world's most widely used chemicals--chlorine and chlorine-based products.", "language": "en", "license": { "name": "none", "short_name": "none", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5g9433sb", "frozenauthors": [ { "first_name": "Deanna", "middle_name": "L.", "last_name": "Lewis", "name_suffix": "", "institution": "Winthrop University", "department": "None" }, { "first_name": "Ron", "middle_name": "", "last_name": "Chepesiuk", "name_suffix": "", "institution": "Winthrop University", "department": "None" } ], "date_submitted": "2008-08-26T08:00:00+01:00", "date_accepted": "2008-08-26T08:00:00+01:00", "date_published": "1995-04-01T09:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/38507/galley/28934/download/" } ] }, { "pk": 38512, "title": "The Ecocruiser", "subtitle": null, "abstract": "Electronic resources on environmental topics.", "language": "en", "license": { "name": "none", "short_name": "none", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/888615fw", "frozenauthors": [ { "first_name": "Mike", "middle_name": "", "last_name": "Pollastro", "name_suffix": "", "institution": "University of Idaho Library", "department": "None" } ], "date_submitted": "2008-08-26T08:00:00+01:00", "date_accepted": "2008-08-26T08:00:00+01:00", "date_published": "1995-04-01T09:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/38512/galley/28939/download/" } ] }, { "pk": 38518, "title": "THE WILDERNESS CONDITION: ESSAYS ON ENVIRONMENT AND CIVILIZATION", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "none", "short_name": "none", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/20q5s0th", "frozenauthors": [ { "first_name": "R.", "middle_name": "James", "last_name": "Tobin", "name_suffix": "", "institution": "University of Wisconsin-Milwaukee", "department": "None" } ], "date_submitted": "2008-08-26T08:00:00+01:00", "date_accepted": "2008-08-26T08:00:00+01:00", "date_published": "1995-04-01T09:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/38518/galley/28945/download/" } ] }, { "pk": 38520, "title": "WORLD RESOURCES: A GUIDE TO THE GLOBAL ENVIRONMENT", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "none", "short_name": "none", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6t12x8zt", "frozenauthors": [ { "first_name": "Donna", "middle_name": "M.", "last_name": "Hanson", "name_suffix": "", "institution": "University of Idaho Library", "department": "None" } ], "date_submitted": "2008-08-26T08:00:00+01:00", "date_accepted": "2008-08-26T08:00:00+01:00", "date_published": "1995-04-01T09:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/38520/galley/28947/download/" } ] }, { "pk": 36545, "title": "1995-1996 CATESOL Board of Directors", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/11n5s44w", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36545/galley/27396/download/" } ] }, { "pk": 33047, "title": "A 4-Space Model of Scientific Discovery", "subtitle": null, "abstract": "An extension of Klahr and Dunbar's (1988) Dual space model \nof scientific discovery is presented. W e propose that, in \naddition to search in an experiment space and a hypothesis \nspace, scientific discovery involves search in two additional \nspaces; the space of data representations and the space of \nexperimental paradigms. That is, discoveries often involve \ndeveloping new terms and adding new features to descriptions \nof the data, and the also often involve developing new kinds \nof experimental procedures. The 4-space model was \nmotivated by the analysis of human performance in a \ndiscovery microworld. A brief description of the data is \npresented. In addition to the general 4-space framework, a \ndescription of the component processes involved in each of \nthe four search spaces is also presented", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/40q1p8f6", "frozenauthors": [ { "first_name": "Christian", "middle_name": "D.", "last_name": "Schunn", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Klahr", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33047/galley/24109/download/" } ] }, { "pk": 36543, "title": "Abstracts", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/59b969v0", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36543/galley/27394/download/" } ] }, { "pk": 36559, "title": "Academic Competence: Theory and Classroom Practice Preparing ESL Students for Content Courses by Hugh Douglas Adamson", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5qq1j6gv", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Nanopoulos", "name_suffix": "", "institution": "University of San Francisco and University of California, Santa Cruz Extension", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36559/galley/27410/download/" } ] }, { "pk": 33037, "title": "A Capacity Approach to Kinematic Illusions: The Curtate Cycloid Illusion in the Perception of Rolling Motion", "subtitle": null, "abstract": "When a wheel rolls along a flat surface, a point on its \nperimeter traces a cycloid trajectory. However, subjects \nperceive the point's path not as the cycloid, but as the \ncurtate cycloid, containing loops where the point \ncontacts the surface. This is the curtate cycloid \nillusion. I hypothesize that the illusion occurs because \nthe cognitive system does not have sufficient activation, \nor capacity, to both maintain an updated representation \nof the wheel's translation and compute its instant \ncenters, the point about which the wheel is rotating at a \ngiven instant. This hypothesis is supported by \nshowing that illusion susceptibility is decreased when \nthe competing instant center demand is reduced, either \nby giving subjects practice at instant center \ncomputation (Experiment 1) or by eliminating the \ncontour containing the instant centers subjects are most \nlikely to compute (Experiment 2). Experiment 3 \ndemonstrates that heightened instant center demands \nhave less effect on illusion susceptibility when they are \nconfined to irrelevant portions of the wheel's contour. \nA general form of the capacity account may explain \nillusions in the perception of many kinematic systems \nand point the way toward theoretical unity in the study \nof the perception of motion and events.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4qb8q23t", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "I.", "last_name": "Isaak", "name_suffix": "", "institution": "University of Calgary", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33037/galley/24099/download/" } ] }, { "pk": 33097, "title": "A Cognitive Analysis of the Task Demands of Early Algebra", "subtitle": null, "abstract": "Mathematical problems presenting themselves in the \nworkplace and in academia are often solved by informal \nstrategies in addition to or instead of the normative formal \nstrategies typically taught in school. By itself this observation \ndoes little to tell us whether, when and how much these \ntechniques should be taught. To ground arguments about the \nappropriate role of altemative problem-solving techniques in \neducation, we need to first understand the demands of the \ntasks they address. Our focus here is on algebra and pre?algebra, or, more specifically, on the set of problems that \nresist solution by more elementary arithmetic methods. \nW e present a task analysis of this set of problems that is based \non the identification of mathematical and situational problem \ndifficulty factors. These factors provide a framework for \ncomparing the candidate representations and strategies to \nmeet the demands of more complex problems. W e summarize \nthe altemative techniques that have been observed in effective \nproblem solving and discuss their relative strengths and \nweaknesses. The task analysis along with this comparative \nanalysis provides a basis for hypothesizing developmental \nsequences and for informing instmctional design.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/01p931z9", "frozenauthors": [ { "first_name": "Hermina", "middle_name": "J. M .", "last_name": "Tabachneck", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Kenneth", "middle_name": "R.", "last_name": "Koedinger", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Mitchell", "middle_name": "J.", "last_name": "Nathan", "name_suffix": "", "institution": "Vanderbilt University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33097/galley/24158/download/" } ] }, { "pk": 33066, "title": "A Computational Mode of Diagram Reading and Reasoning", "subtitle": null, "abstract": "We describe an extension of CaMeRa, a Computational \nmodel of M.ultiple Kepresentations in problem solving \n(Tabachneck, Leonardo. & Simon, 1994, 1995). CaMeRa \nprovides a genera] architecture for LTM , ST M and their \ninteractions, and illustrates how experts integrate pictorial \nand verbcd reasoning processes while solving problems. A \nlinked production system and parallel network are used to \nfurther resolve the communication between pictorial and \nverbal knowledge by simulating how a diagram is \nunderstood by an expert. Low-level scanning processes \nand an attention window, based on both psychological and \nbiological evidence, are incorporated into CaMeRa, and \nproductions are developed that allow these processes to \ninterface with the high-level visual rules and \nrepresentations already in the model. These processes can \nexplain interruptibility during problem solving, and show \nhow understanding is reached when reading a novel \ndiagram.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0814v858", "frozenauthors": [ { "first_name": "Anthony", "middle_name": "M .", "last_name": "Leonardo", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Hermina", "middle_name": "J.M.", "last_name": "Tabachneck", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Herbert", "middle_name": "A.", "last_name": "Simon", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33066/galley/24127/download/" } ] }, { "pk": 33117, "title": "A Connectionist Formulation of Learning in Dynamic Decision-Making Tasks", "subtitle": null, "abstract": "A formulation of learning in dynamic decision-making tasks is developed, building on the application of control theory to the study of human performance in dynamic decision making and a connectionist approach to motor control. The formulation is implemented as a connectionist model and compared with hu?man subjects in learning a simulated dynamic decision-making task. When the model is pretrained with the prior knowledge that subjects are hypothesized to bring to the task, the model's performance is broadly similar to thatof subjects. Furthermore, individual runs of the model show variability in learning much like individual subjects. Finally, the effects of various manip?ulations of the task representation on model performance are used to generate predictions for future empincal work. In this way, the model provides a platform for developing hypotheses on how to facilitate learning in dynamic decision-making tasks", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/77n567dm", "frozenauthors": [ { "first_name": "Faison", "middle_name": "P.", "last_name": "Gibson", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "David", "middle_name": "C.", "last_name": "Plaut", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33117/galley/24178/download/" } ] }, { "pk": 33079, "title": "A Connectionist Model for Classification Learning - The lAK Model", "subtitle": null, "abstract": "The connectionist model lAK (Information evaluation using \nconfigurations) for classification learning is presented here. \nThe model can be placed between feature based (e.g. Gluck \n& Bower, 1988) and exemplar based models (e.g. ALCOVE , \nKruschke, 1992). Specific to this model is that during \nlearning, sets of input features are probabilistically sampled. \nThese sets are represented, in a hidden layer, by \nconfiguration nodes. These configuration nodes are \nconnected to output nodes that represent category labels. A \nfurther characteristic of the lAK model is a mechanism \nwhich enhances retrieval of information. Simulations with \nthe lAK model can explain different phenomena of \nclassification learning which have been found in \nexperimental studies: A Type 2 advantage without \ndimensional attention learning observed by Shepard et al. \n(1961); a generalisation of prototypes; a generalization based \non similarity to learned exemplars; a differential forgetting \nof prototypes and exemplars; a moderate interference (fan \neffect) caused by stimulus similarity; and the missing of \ncatastrophic interference even in A-B/A-Brdesigns.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3cd229cq", "frozenauthors": [ { "first_name": "Martin", "middle_name": "", "last_name": "Heydemann", "name_suffix": "", "institution": "Institut fuer Psychologic Technische Hochschule Darmstadt", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33079/galley/24140/download/" } ] }, { "pk": 33053, "title": "A Connectionist Model of Hemispheric Interaction in Unilateral Visuospatial Neglect", "subtitle": null, "abstract": "The dominant models of unilateral visuospatial neglect are non-computational models. Tw o such models (Kinsbourne, 1970, 1993; Halligan & Marshall, 1994) rely on conlralaterally oriented attentional systems in the two hemispheres of the brain to capture the rich data from neglect. The line-bisection task is a standard diagnostic test that produces rich, detailed, elegant, quantitative data. W e describe an implemented connectionist model of the performance of neglect subjects in the line-bisection task. O ur model demonstrates that both the central characteristics of unilateral neglect and its task-specific complexities may be derived directly from the bicameral nature of the brain and the necessity for perceptual processing to integrate a precisely divided visual world. Our model is strictly divided at the input and hidden units, but allows complex interaction at the output units. It demonstrates the left-to-right graded nature of visuospatial neglect across the whole visual field, together with the detailed effects of midpoint displacement in the linebisection task. Very idealised connectionist models of hemispheric interaction can accurately capture detailed patient data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/92r3715t", "frozenauthors": [ { "first_name": "Richard", "middle_name": "", "last_name": "Shillcock", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Cairns", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [] }, { "pk": 33092, "title": "A Connectionist Model Of Instruction Following", "subtitle": null, "abstract": "In this paper we describe a general connectionist model of \n\"learning by being told\". Unlike common network models of \ninductive learning which rely on the slow modification of con?nection weights, our model of instructed learning focuses on \nrapid changes in the activation state of a recurrent network. W e \nview stable distributed patterns of activation in such a network \nas internal representations of provided advice - representations \nwhich can modulate the behavior of other networks. W e sug?gest that the stability of these configurations of activation can \narise over the course of learning an instructional language and \nthat these stable pattems should appear as articulatedattractors \nin the activation space of the recurrent network. In addition \nto proposing this general model, we also report on the results \nof two computational experiments. In the first, networks are \ntaught to respond appropriately to direct instruction concerning \na simple mapping task. In the second, networks receive instruc?tions describing procedures for binary arithmetic, and they are \ntrained to immediately implement the specified algorithms on \npairs of binary numbers. While the networks in these prelim?inary experiments were not designed to embody the attractor \ndynamics inherent in our general model, they provide support \nfor this approach by demonstrating the ability of recurrent back?propagation networks to learn an instructional language in the \nservice of some task and thereafter exhibit prompt instruction \nfollowing behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/47w9x9gz", "frozenauthors": [ { "first_name": "David", "middle_name": "C.", "last_name": "Noelle", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Garrison", "middle_name": "W.", "last_name": "Cottrell", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33092/galley/24153/download/" } ] }, { "pk": 36552, "title": "Action Research: Techniques for Collecting Data Through Surveys and Interviews", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "CATESOL Exchange", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/10w7n5hm", "frozenauthors": [ { "first_name": "Mary", "middle_name": "Ann", "last_name": "Christison", "name_suffix": "", "institution": "Snow College", "department": "" }, { "first_name": "Sharron", "middle_name": "", "last_name": "Bassano", "name_suffix": "", "institution": "University of California Extension, Santa Cruz", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36552/galley/27403/download/" } ] }, { "pk": 33152, "title": "A Dual-Route Mode l that Learns to Pronounce English Words", "subtitle": null, "abstract": "This paper describes a model that learns to pronounce English words. Learning occurs in two modules: 1) a rule-based module that constructs pronunciations by phonetic analysis of the letter string, and 2) a whole-word module that leams to associate subsets of letters to the pronunciation, without phonetic analysis. In a simulation on a corpus of over 300 words the model produced pronunciation latencies consistent with the effects of word frequency and orthographic regularity observed in human data. Imphcations of the model for theories of visual word processing and reading instruction are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/41z4j0d0", "frozenauthors": [ { "first_name": "Roger", "middle_name": "W .", "last_name": "Remington", "name_suffix": "", "institution": "NASA Ames Research Center", "department": "" }, { "first_name": "Craig", "middle_name": "S.", "last_name": "Miller", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33152/galley/24213/download/" } ] }, { "pk": 33114, "title": "Alarms : Heuristics for the control of reasoning attention", "subtitle": null, "abstract": "Agents in the real world must be capable of autonomous goal creation. One effect of this ability is that the agent may gener?ate a substantial number of goals, but only a small number of these will be relevant at any one time. Therefore, there is a need for some heuristic mechanism to control an agent's reasoning attention. Such a mechanism is presented in this paper; alarms. Alarms serve to focus the attention of the agent on the most salient goals, and thereby avoid unnecessary reasoning. In this way, a resource-bounded agent can employ modem planning methods to effectiveness", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5n61t0rb", "frozenauthors": [ { "first_name": "Timothy", "middle_name": "J.", "last_name": "Norman", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Derek", "middle_name": "", "last_name": "Long", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33114/galley/24175/download/" } ] }, { "pk": 33103, "title": "Alternative Approaches to Causal Induction: The Probabilistic Contrast Versus the Rescorla-Wagner Model", "subtitle": null, "abstract": "Rescorla and Wagner's (1972) model of associative learning (RWM ) and Cheng and Novick's (1990, 1991, 1992) Probabilistic Contrast Model (PCM) represent competing approaches to modeling the covariation component of human causal induction. Given certain patterns of environmental inputs to the learner, these models sometimes make contradictory predictions about what will be learned. Some of these situations have been tested in Pavlovian conditioning experiments using animal subjects. W e interpret these results according to PCM, and find that they are consistent with the predictions of the model. The current experiment implements similar experimental designs as a causal inference task involving humans as subjects. Tw o experimental conditions were compared to examine each model's predictions regarding when the extinction of conditioned inhibition will occur. In one condition, the RW M predicts that a previously perceived inhibitory stimulus will be judged as less inhibitory, whereas the PC M predicts that subjects will not change their causal judgments; in the second condition, the two models make the reverse claims. The data provide strong evidence favoring the PCM", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2x01115r", "frozenauthors": [ { "first_name": "Aaron", "middle_name": "S.", "last_name": "Yarlas", "name_suffix": "", "institution": "U. of California, Los Angeles", "department": "" }, { "first_name": "Patricia", "middle_name": "W .", "last_name": "Cheng", "name_suffix": "", "institution": "U. of California, Los Angeles", "department": "" }, { "first_name": "Keith", "middle_name": "J.", "last_name": "Holyoalc", "name_suffix": "", "institution": "U. of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33103/galley/24164/download/" } ] }, { "pk": 33107, "title": "A Metric for Situated Difficulty", "subtitle": null, "abstract": "Analogy, conceptual change and problem reformulation have \nbeen central components in the exploration of human problem \nsolving. A Situation Theoretic approach is developed to model \nanalogy and conceptual change. This model is then used to \nrelate a problem's representation to the associated cognitive \ndifficulty. In this Unified framework the cognitive difficulty of \nisomorphic problem situations is defined in terms of the task, \nobjects and relations of the problem situation. These compo?nents are then decomposed based on an Ecological Information \nProcessing user model. The decomposition turns a problem sit?uation the structure and dynamics of the problem; the rules or \nconstraints which are applicable; and the necessary instruc?tions for user interaction. From this, the cognitive difficulty \nassociated with a problem representation is shown to be largely \ndetermined by the \"instructional\" component.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2m11900q", "frozenauthors": [ { "first_name": "Carl", "middle_name": "", "last_name": "Edlund", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Lewis", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33107/galley/24168/download/" } ] }, { "pk": 33149, "title": "A Model of Conversation Processing Based on Micro Conversational Events", "subtitle": null, "abstract": "I present a theory of discourse interpretation based on the hypothesis that the common ground of a conversation contains a record not only of complete speech acts, but, more in general, of each action of uttering a contribution to the conversation: single words, word fragments, and fillers. I call the action of uttering a \"minimar contribution a MICRO CONVERSATIONAL EVENT. This model can serve as the basis for accounts of reference resolution in spoken conversations, as well as the interaction between parsing, repair, and reference resolution.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4s03m707", "frozenauthors": [ { "first_name": "Massimo", "middle_name": "", "last_name": "Poesio", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33149/galley/24210/download/" } ] }, { "pk": 33052, "title": "A Model of Practice Related Shifts in the Locus of Brain Activity During Verbal Response Selection Tasks", "subtitle": null, "abstract": "Recent Positron Emission Tomography (PET) and other \nstudies have produced detailed information about the \nareas of the brain involved in word association tasks, \ntheir functional roles in learning word associations, and \nthe changes in activity in these areas during learning. \nWe present a dynamic neurond model that replicates \nobserved human cognitive behavior in learning word as?sociations while satisfying salient neuroanatomical and \nneuropsychological constraints. The model captures the \nobserved dynamics of cortico-thalamo-basal ganglionic \nloops.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4r23b7bn", "frozenauthors": [ { "first_name": "Vijaykumar", "middle_name": "", "last_name": "Gullapalli", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Jack", "middle_name": "J", "last_name": "Gelfand", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Douglas", "middle_name": "L T", "last_name": "Rohde", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33052/galley/24114/download/" } ] }, { "pk": 33038, "title": "A Model of Scan Paths Applied to Face Recognition", "subtitle": null, "abstract": "develop a model of scan path generation based on the \noutput of low level filters. The highest variance of Gabor \njet filters computed over orientations are used as the object \nof attention. These points are held in a feature map which is \ninhibited as attention points are visited, creating a new attention \npoint elsewhere. Scan paths generated this way can be used \nfor recognition purposes where \"single-shot\" methods, such as \nPCA, would fail because the image is not registered.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0nf805rm", "frozenauthors": [ { "first_name": "Keiji", "middle_name": "", "last_name": "Yamada", "name_suffix": "", "institution": "NEC Corporation", "department": "" }, { "first_name": "Garrison", "middle_name": "W .", "last_name": "Cottrell", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33038/galley/24100/download/" } ] }, { "pk": 33055, "title": "A Model of Visually Guided Plasticity of the Auditory Spatial Map in the Barn Owl", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5tp9f695", "frozenauthors": [ { "first_name": "Andrea", "middle_name": "", "last_name": "Haessly", "name_suffix": "", "institution": "The University of Texas at Austin", "department": "" }, { "first_name": "Joseph", "middle_name": "", "last_name": "Sirosh", "name_suffix": "", "institution": "The University of Texas at Austin", "department": "" }, { "first_name": "Risto", "middle_name": "", "last_name": "Miikkulainen", "name_suffix": "", "institution": "The University of Texas at Austin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33055/galley/24116/download/" } ] }, { "pk": 33049, "title": "An Approach to the Semantics of some English Temporal Constructions", "subtitle": null, "abstract": "This paper outlines a general framework for giving the meanings of temporal prepositions (and some related adverbials) in \nEnglish. The framework takes the form of a method for translating English sentences involving these adverbials into an expressively limited temporal logic, whose operators permit only \nrestricted quantification over subintervals of a given interval. \nWe illustrate our approach with reference to the temporal adverbials one Monday, every Monday, on Monday, in July, for \nfive minutes and in two hours. W e pay special attention to sentences containing multiple temporal adverbials. In particular, \nwe show how some of our Unguistic intuitions concerning the \nacceptability of combinations of temporal adverbials prevent \nus from entertaining sentences that are either logical falsdioods \nor logically equivalent to simpler sentences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9rc9g9v8", "frozenauthors": [ { "first_name": "Ian", "middle_name": "", "last_name": "Pratt", "name_suffix": "", "institution": "University of Manchester", "department": "" }, { "first_name": "David", "middle_name": "S.", "last_name": "Bree", "name_suffix": "", "institution": "University of Manchester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33049/galley/24111/download/" } ] }, { "pk": 33028, "title": "Anchors, Cases, Problems, and Scenarios as Contexts for Learning", "subtitle": null, "abstract": "The constructivist paradigm, which views learning as\nan active process in which students participate by\nengaging in activities that facilitate the construction of\ninternal representations, is fast gaining currency as an\ninnovative and effective way to overhaul classroom\ninstruction. One way to promote constructivist\nlearning is to firmly embed the acquisition of\nknowledge in realistic and stimulating contexts that\nchallenge students to explore a variety of issues and\nemploy a variety of their skills. This symposium will\nfocus on four approaches (anchored instruction, casebased\nreasoning, goal-based scenarios, and problembased\nlearning) designed to contextualize learning in\nthis fashion. They do so in different, yet related ways.\nExamples of these approaches, ways in which they are\nsimilar and different, and important concerns regarding\ntheir effects on student learning and performance will\nbe some of the issues that panelists will address. The\npanelists in this symposium are: Ray Bareiss,\nInstitute for the Learning Sciences, Northwestern\nUniversity; Cindy Hmelo, Janet Kolodner, and\nHari Narayanan, EduTech Institute, Georgia Institute\nof Technology; Vimla Patel, Center for Cognitive\nScience, McGill University; and Susan Williams.\nSchool of Education and Social Policy, Northwestern\nUniversity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/039927gj", "frozenauthors": [ { "first_name": "Cindy", "middle_name": "E.", "last_name": "Hmelo", "name_suffix": "", "institution": "EduTech Institute and College of Computing\nGeorgia Institute of Technology\nAtlanta", "department": "" }, { "first_name": "N", "middle_name": "Hari", "last_name": "Narayanan", "name_suffix": "", "institution": "EduTech Institute and College of Computing\nGeorgia Institute of Technology\nAtlanta", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33028/galley/24090/download/" } ] }, { "pk": 33048, "title": "Angle, Distance, Shape, and their Relationship to Projective Relations", "subtitle": null, "abstract": "The semantics of spatial relations have been intensively studied \nin linguistics, psychology, and cognitive neuroscience. Angle, \ndistance, and shape are widely considered to be the key factors \nwhen establishing spatial relations. In this work an empirical \nstudy shows that previous theories overemphasize variation and \nwe clarify the interdependencies between angle, distance, and \nshape with respect to the acceptability of projective relations. \nIt turned out that the angular deviation plays the key role for \nrelations of this class. The degree of deviation was dependent \nupon the extension of the reference object perpendicular to \nthe canonical direction of the relation. There was no major \neffect due to the distance. However, distance interacted with \nthe angular deviation if the located object was very close to the \nreference object. The experimental results can now be used as \na theoretical framework for validating existing computational \nmodels of projective relations for their cognitive plausibility", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3bh399kc", "frozenauthors": [ { "first_name": "Klaus-Peter", "middle_name": "", "last_name": "Gapp", "name_suffix": "", "institution": "University of Saarbriicken", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33048/galley/24110/download/" } ] }, { "pk": 33077, "title": "Are Experts Unbiased? Effects of Knowledge and Attitude on Memory for Text", "subtitle": null, "abstract": "Objects with varying amounts of domain knowledge read \ntexts on two controvCTsial issues: whether the U S should \nparticipate in the Persian Gulf War and w^iether abortion \nshould be legal. Each text contained ten arguments for each \nside of the issue. Subjects with the most knowledge about the \ntopics recalled rou^ly equal numbers of arguments from \neither side of the issue, while subjects with less knowledge \nrecalled more arguments for the side they agreed with. The \nresults were replicated with a third topic, the OJ Simpson case. \nThe results of both experiments suggest that recall bias due to \nattitude may be eUminated by the possession of domain \nknowledge. ImpUcations for instructional programs using \nexpert models are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5bv2j3g9", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "", "last_name": "Wiley", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33077/galley/24138/download/" } ] }, { "pk": 33155, "title": "Arguing and Reasoning in a Technology-Based Class", "subtitle": null, "abstract": "This study has the descriptive aim of showing if and how epistemic procedures typical to mathematical reasoning can be practiced by children when they are in a social situation that supports their individual linguistic and cognitive activity. The present paper consists of a fine-grained analysis confronting argumentative skills and epistemic actions of a group of four students functioning in a Grade 9 mathematics class. The four students were presented with a mathematical problem-situation typical of a one year long experiment whose domain was an introductory course about functions. This activity was typical in the sense that: (i) it demanded inquiry; (ii) students worked in groups; (iii) they had computerized tools at their disposition; (iv) they were invited to discuss their work in a whole class forum. The role of the technological tools as a trigger for the application of argumentative skills is investigated.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8mz619vd", "frozenauthors": [ { "first_name": "Banich", "middle_name": "", "last_name": "Schwarz", "name_suffix": "", "institution": "The Hebrew University", "department": "" }, { "first_name": "Rina", "middle_name": "", "last_name": "Hershkowitz", "name_suffix": "", "institution": "The Weizmann Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33155/galley/24216/download/" } ] }, { "pk": 33158, "title": "Arguments and Adjuncts: A Computational Explanation of Asymmetries in Attachment Preferences", "subtitle": null, "abstract": "An explanatory model of ambiguity resolution in human parsing must denve a multitude of preference behaviors from a concise computational framework. One behavior that has been difficult to account for concisely is the preference to interpret an ambiguous phrase as an argument of a predicate, rather than as a modifier that is less integrally related to a phrase (an adjunct). Previous accounts of the argument preference have rehed on assumptions about adjuncts requiring a more complex structure or entaiJing a delay in their mterpretation. This paper explores a more fundamental distinction between arguments and adjuncts—that the numberof potential arguments of a predicate is fixed, while the number of adjuncts for a phrase is unpredictable. This simple difference has important computational consequences withm the competitive attachment model of human parsing. The model exhibits a preference for arguments over adjuncts due to the necessary differences in competitive properties of the two types of attachment site. The competitive differences also entail that adjuncts accommodate more easily than arguments to contextual effects. The model thus provides a concise and explanatory account of these argument/adjunct asymmetries, avoiding the unnecessary structural or interpretive assumptions made within other approaches.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7jz8d7xm", "frozenauthors": [ { "first_name": "Suzanne", "middle_name": "", "last_name": "Stevenson", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33158/galley/24218/download/" } ] }, { "pk": 33123, "title": "A Scowl is Worth a Thousand Words : Positive and Negative Facial Expressions Automatically Prime Affectively Congruent Information in Memory", "subtitle": null, "abstract": "Does affective context automatically activate congruent information in memory (e.g. positive context/ positive information) and/or inhibit incongruent information (e.g. negative context/positive information)? Context was elicited by presenting either a positive, negative, or neutral facial expression briefly on a computer screen. Immediately after setting the context, subjects saw a positive, negative or neutral word and had to pronounce it as quickly as possible. The experiment was designed to eliminate subject strategies. The results indicated that subjects pronounce words faster in a congruent context, relative to a neutral baseline. There was no evidence of a slowing down in the incongruent context. These findings suggest that affect automatically activates congruent information in memory. Results are discussed in relation to previous mood findings which suggest that affective priming is not found in semantic tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1j994499", "frozenauthors": [ { "first_name": "Joseph", "middle_name": "V.", "last_name": "Ciarrochi", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33123/galley/24184/download/" } ] }, { "pk": 33089, "title": "A Theory of the Multiple Roles of Diagnosis in Collaborative Problem Solving Discourse", "subtitle": null, "abstract": "A better understanding of the nature of consultations between professionals engaging in the collaborative process of solving complex problems — expertise in use — offers the potential to reshape our ideas about how to design computer systems that can engage in collaborative problem solving with their human cohorts. The research reported here has sought to account for key behaviors contributing to successful consultation, as identified by a cognitive task assessment of human-human consultation discourse in the medical teaching rounds setting. W e have come to view the communication acts of the presenter/investigator as evidence of his deliberate intention to indirectly construct a particular model of the patient's case — his model — in the expert's mind, resulting in two separate but related diagnostic tasks for the expert: one at the patient level and one at the presenter/investigator level. This dual-diagnostic theory of expert understanding of the presenter/investigator's communication actions is partially implemented in the RUMINATE program. The theory provides insights into the expert's capacity to model aspects of the presenter/investigator's competence — insights that contribute to our understanding of expertise embedded in the context of collaborative problem solving discourse.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6pb401s6", "frozenauthors": [ { "first_name": "Cynthia", "middle_name": "S.", "last_name": "Gadd", "name_suffix": "", "institution": "College of William and Mary Williamsburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33089/galley/24150/download/" } ] }, { "pk": 33157, "title": "Attitudes to logical independence : traits in quantifier interpretation", "subtitle": null, "abstract": "Newstead (1989) reports both graphically and sententially \nelicited data on the interpretation of quantifiers by logically naive undergraduate students. The sentential elicitation \nmethod fails to make the critical distinction between entailment \nrelations between sentences, and mith-value-in-a-model relations between sentences and diagrams. The present study modifies the elicitation technique and shows that die resulting sen?tential data can be insightftiUy described in terms of broad ten?dencies of response (to over- or under-infer) interacting with \nhighly specific grammatical sU^ctures (subject/predicate rela?tionship). The resulting categorisation of subjects into four \ngroups is then predictive of graphically elicited behaviour \nThese results are interpreted by conu-asting expository and deductive discourse, and proposing that students initially assimilate the latter to the former", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7sv966d1", "frozenauthors": [ { "first_name": "Keith", "middle_name": "", "last_name": "Stenning", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Cox", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33157/galley/24217/download/" } ] }, { "pk": 33148, "title": "A Visual Routines Based Model of Graph Understanding", "subtitle": null, "abstract": "We present a model of graph understanding and describe our implementation of the model in a computer program called SKETCHY . SKETCH Y uses a combination of general graph knowledge and domain knowledge to describe graphs, answer questions, perform comparative analyses, and detect contradictions in problem solving assumptions. SKETCH Y has generated reasonable graph summaries for 65 graphs from multiple domains. SKETCHY illustrates the robustness of our model of graph understanding.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3x5343gs", "frozenauthors": [ { "first_name": "Yusuf", "middle_name": "", "last_name": "Pisan", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33148/galley/24209/download/" } ] }, { "pk": 33059, "title": "Belief Revision in Models of Category Learning", "subtitle": null, "abstract": "In an experiment, subjects learned about new categories for \nwbich tbey had prior beliefs, and made probability \njudgments at various points during the course of learning. \nThe responses were analyzed in terms of bias due to prior \nbeliefs and in terms of sensitivity to the content of the new \ncategories. These results were compared to the predictions \nof four models of belief revision or categorization: (1) a \nBayesian estimation procedure (Raiffa & Schlaifer, 1961); \n(2) the integration model (Heit, 1993, 1994), a \ncategorization model that is a generalization of the \nBayesian model; (3) a linear operator model that performs \nserial averaging (Bush & Mosteller, 1955); and (4) a \nsimple adaptive network model of categorization (Gluck & \nBower, 1988) that is a generalization of the hnear operator \nmodel. Subjects were conservative in terms of sensitivity \nto new information, compared to the predictions of the \nBayesian model and the linear operator model. The \nnetwork model was able to account for this conservatism, \nhowever this model predicted an extreme degree of \nforgetting of prior beliefs compared to that shown by \nhuman subjects. Of the four models, the integration model \nprovided the closest account of bias due to prior beliefs and \nsensitivity to new information over the course of category \nlearning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4359909r", "frozenauthors": [ { "first_name": "Evan", "middle_name": "", "last_name": "Heit", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33059/galley/24120/download/" } ] }, { "pk": 33104, "title": "Biases in Refinement of Existing Causal Knowledge", "subtitle": null, "abstract": "This study describes a psychological experiment on biases that people exhibit in refining probabilistic causal knowledge. In the experiment, the effect of background knowledge was shown by manipulating the causal structure of prior knowledge provided to the subjects. It was found that later training instances affected the refinement of the background knowledge in different ways depending on the causal model initially given to the subjects. The two biases found in the current experiment are (1) knowledge refinement was conservative in the sense that background knowledge was modified as little as possible to account for the observed data and (2) weakening of an existing causal relationship resulted in automatic strengthening of a related causal relationship.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1qb2k4zf", "frozenauthors": [ { "first_name": "Woo-kyoung", "middle_name": "", "last_name": "Ahn", "name_suffix": "", "institution": "University of Louisville", "department": "" }, { "first_name": "Raymond", "middle_name": "J.", "last_name": "Mooney", "name_suffix": "", "institution": "University of Texas", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33104/galley/24165/download/" } ] }, { "pk": 33031, "title": "Brain Imaging and its impact on the development of Cognitive Science", "subtitle": null, "abstract": "s symposium will address the new data \nand challenges presented by recent advances \nin brain imaging methodology. It will \ninclude tutorials on the available techniques: \nPositron Emission Topography (PET), \nFunctional Magnetic Resonance Imaging \n(fMRJ) and combined fMRI & high density \nEvoked Response Potentials (ERP). The \nimpact of these techniques on the \nphysiological interpretation of human \nworking memor y will be illustrated.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/06g2t34k", "frozenauthors": [ { "first_name": "Walter", "middle_name": "", "last_name": "Schneider", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33031/galley/24093/download/" } ] }, { "pk": 33159, "title": "Bridging the Conceptual Gap", "subtitle": null, "abstract": "This paper claims that, contrary to the \"Theory oriented\" approach to cognitive development and instruction, children's informal concepts play important roles in learning, and reports two cases that support the constructivist view of learning. It is widely believed that children's knowledge about various domains is organized into coherent systems, i.e., theories. Although this approach provides a new perspective on knowledge organization, too much emphasis on the conceptual difference makes the interaction of prior knowledge and learning materials impossible. Without the interaction, learned rules remained uninterpreted. Consequently they can be applied only to a restricted set of problems. A case from mathematics revejJed that students' informal concept of concentration can be bridged to the formad one, by rewording quantitative terms in problems with quzditative terms. A case from physics showed that by combining fragmentJiry understandings, students could acquire the concept of force decomposition which is difficult to learn by formal instruction. Finally, instructional techniques are proposed that make use of informal concepts as a partial base analog to enrich students' understanding.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5nc8g7v7", "frozenauthors": [ { "first_name": "Hiroaki", "middle_name": "", "last_name": "Suzuki", "name_suffix": "", "institution": "Aoyama Gakuin University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33159/galley/24219/download/" } ] }, { "pk": 33100, "title": "Calculation and Strategy in the Equation Solving Tutor", "subtitle": null, "abstract": "This paper examines performance on an intelligent tutoring system designed to teach students in a first-year algebra class to solve simple linear equations. W e emphasize the effects of requiring students to complete low-level arithmetic operations on higher-level strategic decisions. On aX + b = c problems, students who were required to perform arithmetic became less likely to solve such problems by first dividing by a than students who were not required to perform the arithmetic required to carry out the ojjeration. The shift away from this strategy is in keeping with the predictions of ACT-R. W e discuss these results in terms of the educational implications of providing computational tools to students learning basic mathematics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6z24z8r1", "frozenauthors": [ { "first_name": "Steven", "middle_name": "", "last_name": "Ritter", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "John", "middle_name": "R.", "last_name": "Anderson", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33100/galley/24161/download/" } ] }, { "pk": 36549, "title": "Can Advanced ESL Students Become Effective Self-Editors?", "subtitle": null, "abstract": "Today’s ESL writing teachers and students as well as content-area professors and textbook publishers generally agree that systematic attention to accuracy in student writing is both necessary and possible, even in a process-oriented composition classroom. The author has developed an integrated approach to teaching editing skills to advanced ESL writing students. The present study investigates the effectiveness of this approach. A group of 30 students in two sections of a semester-long ESL freshman composition course were taught systematically to identify, prioritize, and attempt to correct their most serious and frequent errors. Their compositions were collected throughout the semester (3 to 5 papers per student, for a total of 136 essays), and analyzed to see if they were able, over the course of the semester, to reduce the number of errors they made. The results showed that most students were successful in reducing their overall percentages of error; further, significant differences in their performance on in-class versus out-of-class writing were noted.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6k52f2d3", "frozenauthors": [ { "first_name": "Dana", "middle_name": "", "last_name": "Ferris", "name_suffix": "", "institution": "California State University, Sacramento", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36549/galley/27400/download/" } ] }, { "pk": 33099, "title": "Can Middle-School Students Learn to Reason Statistically Through Simulation Activities?", "subtitle": null, "abstract": "This paper describes the implementation and quasiexperimental evaluation of a three-week instructional project designed in accordance with theories and assumptions of constructivism and socially situated cognition. Our goal was to develop students' ability to reason about real-life problems, where \"good reasoning\" was conceptualized in terms of a normative thinking model derived from cognitive research in decision making, probabilistic reasoning, and argumentation. In the spring of 1994, students in two middle school classrooms worked in teams that collected evidence, constructed arguments, and prepared presentations while engaged in activities that culminated in a mock legislative hearing. Through instruction and mentoring, students were encouraged to use statistics and probability as tools for reasoning. The effectiveness of the program was evaluated by comparing the written arguments of students from the two treatment classrooms with those of students from eight comparison classrooms. Students' arguments were scored in terms of how well they captured essential features of model reasoning and avoided particular thinking fallacies. That the reasoning abilities of students developed through social negotiation and shared problem solving was su", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6gf4t9hn", "frozenauthors": [ { "first_name": "Helena", "middle_name": "P.", "last_name": "Osana", "name_suffix": "", "institution": "University ofWisconsin-Madison", "department": "" }, { "first_name": "Sharon", "middle_name": "J.", "last_name": "Derry", "name_suffix": "", "institution": "University ofWisconsin-Madison", "department": "" }, { "first_name": "Joel", "middle_name": "R.", "last_name": "Levin", "name_suffix": "", "institution": "University ofWisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33099/galley/24160/download/" } ] }, { "pk": 33041, "title": "Case-Based Comparative Evaluation in TRUTH-TELLER", "subtitle": null, "abstract": "Case-based comparative evaluation appears to be an important strat?egy for addressing problems in weak analytic domains, such as the law \nand practical ethics. Comparisons to paradigm, hypothetical, or past \ncases may help a reasoner make decisions about a current dilemma. W e \nare investigating the uses of comparative evaluation in practical ethical \nreasoning, and whether recent philosophical models of casuistic rea?somng in medical ethics may contribute to developing models of com?parative evaluation. A good comparative reasoner, we believe, should \nbe able to integrate abstract knowledge of reasons and principles into \nits analysis and still take a problem's context and details adequately \ninto account. TRUTH-TELLER is a program we have developed that \ncompares pairs of cases presentmg ethical dilemmas about whether to \ntell the truth by marshaling relevant similarities and differences in a \ncontext sensitive manner. The program has a variety of methods for \nreasoning about reasons. These include classifying reasons as prin?cipled or altruistic, comparing the strengths of reasons, and qualifying \nreasons by participants' roles and the criticality of consequences. W e \ndescribe a knowledge representation and comparative evaluation pro?cess for this domain. In an evaluation of the program, five professional \nethicists scored the program's output for randomly-selected pairs of \ncases. The work contributes to context sensitive similarity assessment \nand to models of argumentation in weak analytic domains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7pj939zh", "frozenauthors": [ { "first_name": "Bruce", "middle_name": "M.", "last_name": "McLaren", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Kevin", "middle_name": "D.", "last_name": "Ashley", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33041/galley/24103/download/" } ] }, { "pk": 36544, "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/7bc7s8qh", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36544/galley/27395/download/" } ] }, { "pk": 33102, "title": "Causal Paradox: When A Cause Simultaneously Produces and Prevents an Effect", "subtitle": null, "abstract": "Many philosophers and psychologists argue that causal inferences are solely based on the observation of contingencies between potential causes and effects. By contrast, causal-model theory postulates that the interpretation of the learning input is governed by prior causal assumptions. Simpson's paradox is an example of this basic claim of causal-model theory. Identical observations may result in dramatically different causal impressions depending on the partitioning of the event space. Tw o experiments are presented that show that participants' assessment of a contingency between a potential cause and an effect is moderated by their background assumptions about the causal relevance of additional variables, and the ordering of the learning items. Despite the fact that all participants received identical learning inputs, participants' assumptions about the causal relevance of an additional grouping variable led either to the impression that the cause facilitated the effect or to an impression that it prevented the effect. Thus, the acquisition of new causal knowledge is crucially dependent on causal knowledge that is already available at the outset of the induction process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4nj6712c", "frozenauthors": [ { "first_name": "Michael", "middle_name": "R.", "last_name": "Waldmann", "name_suffix": "", "institution": "Max Planck Institute for Psychological Research", "department": "" }, { "first_name": "York", "middle_name": "", "last_name": "Hagmayer", "name_suffix": "", "institution": "University of Tubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33102/galley/24163/download/" } ] }, { "pk": 33118, "title": "Causal Structure in Categorization", "subtitle": null, "abstract": "What role does causal knowledge play in \ncategorization? The current study tested the \nhypothesis that weight given to features is \ndetermined by the specific role they play within a \ncausal structure. After learning typical symptoms of \na disease, participants were asked to judge the \nlikelihood that new patients had that disease. Half \nof the patients were missing one of the typical \nsymptoms, and the other half had an extra symptom \n(a symptom typical of an alternative disease). For \npatients with a missing symptom, likelihood ratings \nwere lower if the missing symptom was a cause of \nother symptoms than if it was an effect. However, \nfor patients with an extra symptom, there was no \ndifference between likelihood ratings when the extra \nsymptom was a cause or an effect. These results \nsuggest one mechanism underlying differences \nbetween experts and novices in categorization, and \nsuggest an explanation for why different kinds of \nfeatures (e. g., molecular or functional) are \nimportant for different kinds of categories (e.g., \nnatural kinds or artifacts).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5r94g57d", "frozenauthors": [ { "first_name": "Woo-kyoung", "middle_name": "", "last_name": "Ahn", "name_suffix": "", "institution": "University of Illinois", "department": "" }, { "first_name": "Mary", "middle_name": "E .", "last_name": "Lassaline", "name_suffix": "", "institution": "University of Louisville", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33118/galley/24179/download/" } ] }, { "pk": 33045, "title": "Cognitive Science and Two Images of the Person", "subtitle": null, "abstract": "A certain indecisiveness and lack of common purpose seems to \nbe a feature of cognitive science at the moment. W e are in this \npaper that it can be explained in part by cognitive science's lack of \nsuccess so far in connecting its scientific, computational image \n(better, images) of cognition to what we experience of people in \nordinary life: in society, law, literature, etc. Following Sellars \n(1963), we call these two ways of representing cognizers the \nscientific image and the manifest image. The scientific image \nsees persons, and also artificial cognitive systems, as vast assem?blages of postulated units of some kind. In the manifest image by \ncontrast, persons are seen as unified centre of representation, \ndeliberation and action, able to reach focused, unified decisions \nand take focused, unified actions. Since the manifest image is the \nmurkier of the two, more of the paper is devoted to it than to the \nscientific image. The manifest image is richer and more diverse \nthan might at first be thought.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sj3k7qx", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "", "last_name": "Brook", "name_suffix": "", "institution": "Carleton University , University of Oxford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33045/galley/24107/download/" } ] }, { "pk": 36556, "title": "Collaborations: English in Our Lives, Beginning 1 Student Book by Jann Huizenga and Gail Weinstein-Shr Collaborations: English in Our Lives, Beginning 2 Student Book by Gail Weinstein-Shr and Jann Huizenga Collaborations: English in Our Lives, Beginning 1 and 2 Workbooks by Jann Huizenga Teacher’s Kit, Blackline Masters, Transparencies, Assessment Program (In development)", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8pj3c31x", "frozenauthors": [ { "first_name": "Donna", "middle_name": "", "last_name": "Price-Machado", "name_suffix": "", "institution": "San Diego Community College, Continuing Education", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36556/galley/27407/download/" } ] }, { "pk": 33087, "title": "Collaborative discovery in a scientific domain", "subtitle": null, "abstract": "A better understanding of the nature of consultations \nbetween professionals engaging in the collaborative \nprocess of solving complex problems — expertise in use \n— offers the potential to reshape our ideas about how to \ndesign computer systems that can engage in collaborative \nproblem solving with their human cohorts. The research \nreported here has sought to account for key behaviors \ncontributing to successful consultation, as identified by a \ncognitive task assessment of human-human consultation \ndiscourse in the medical teaching rounds setting. W e have \ncome to view the communication acts of the \npresenter/investigator as evidence of his deliberate \nintention to indirectly construct a particular model of the \npatient's case — his model — in the expert's mind, \nresulting in two separate but related diagnostic tasks for \nthe expert: one at the patient level and one at the \npresenter/investigator level. This dual-diagnostic theory \nof expert understanding of the presenter/investigator's \ncommunication actions is partially implemented in the \nRUMINATE program. The theory provides insights into the \nexpert's capacity to model aspects of the \npresenter/investigator's competence — insights that \ncontribute to our understanding of expertise embedded in \nthe context of collaborative problem solving discourse.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/37z121kg", "frozenauthors": [ { "first_name": "Takeshi", "middle_name": "", "last_name": "Okada", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Herbert", "middle_name": "A.", "last_name": "Simon", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33087/galley/24148/download/" } ] }, { "pk": 33088, "title": "Collaborative Processing of Incompatible Information", "subtitle": null, "abstract": "This study examined the effects of peer collaboration and \ninvestigated discourse activity employed by successful and \nunsuccessful learners in the domain of biological evolution. \nParticipants included 108 students from grades 9 and 12 \nassigned to four conditions; individual-assimilation, peerassimilation, individual-conflict, and peer-conflict. Depending \non the condition, students were asked to think aloud or \ndiscuss with their peers eight scientific statements presented \nin the order which either maximized or minimized conflict. \nSeveral measures of prior knowledge and posttest conceptual \nchange measures were obtained. There were no significant \npeer effects on conceptual change; a number of interaction \neffects indicated that peer collaboration was beneficial for \nolder students and when conflict was maximized. Indepth \nanalyses of discourse activity were conducted for four \nsuccessful and four unsuccessful leamers based on posttest \ngain scores. Unsuccessful leamers tended to assimilate \ninformation from their peers as if it were something ateady \nknown. Conversely, successful leamers were engaged in \nproblem-centred discourse moves treating new information \nfrom their peers as something problematic which requires \nexplanation. Contrasts between groups indicated significant \ndifferences in problem-centred discourse moves.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6735k8k7", "frozenauthors": [ { "first_name": "Carol", "middle_name": "", "last_name": "Chan", "name_suffix": "", "institution": "Saint Mary's University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33088/galley/24149/download/" } ] }, { "pk": 33130, "title": "Combining Analyses of Cognitive Processes, Meanings, and Social \nParticipation: Understanding Symbolic Representations", "subtitle": null, "abstract": "We propose three analytic representations of collaborative problem solving. Activity nests, a generalization of goal-subgoal trees, represent functional decompositions of task activity into components, using nesting to indicate operations that satisfy task functions. Semiotic networks, an extension of semantic networks, represent meanings as refers-to relations between symbolic expressions and other signifiers, and relations in situations and situation types, along with general relations between these meanings. Contribution Vagrants, an adaptation of contribution trees (Clark & Schaefer, 1989), represent how turn sequences collectively achieve task components. W e developed these representations to analyze how pairs of middle-school students constructed tables to represent quantitative properties of a simple physical device that models linear functions. Variations between activity nests of dififerent pairs support an explanation of activity in terms of attimement to constraints and to affordances and abilities, rather than following procedures. The semiotic networks support a hypothesis that task components are completed through accomplishing alignments of refers-to relations.which is a generalization of goal satisfaction. Similarities between the contribution diagrams support a general pattern that we call the turn structure of collaborative operations, in which task information is recognized and task operations are initiated, performed, and accepted. Interaction is organized into this structure in order to support mutually aligned intentions, understandings, actions, and agreements.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4190w27s", "frozenauthors": [ { "first_name": "James", "middle_name": "G", "last_name": "Greeno", "name_suffix": "", "institution": "Standford University", "department": "" }, { "first_name": "Randi", "middle_name": "A.", "last_name": "Engle", "name_suffix": "", "institution": "Standford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33130/galley/24191/download/" } ] }, { "pk": 33043, "title": "Combining Rules and Cases to Learn Case Adaptation", "subtitle": null, "abstract": "mputer models of case-based reasoning (CBR) generally \nguide case adaptation using a fixed set of adaptation rules. A \ndifficult practical problem is how to identify the knowledge required to guide adaptation for particular tasks. Likewise, an \nopen issue for CB R as a cognitive model is how case adaptation knowledge is learned. W e describe a new approach to acquiring case adaptation knowledge. In this approach, adaptation problems are initially solved by reasoning from scratch, \nusing abstract rules about structural transformations and general memory search heuristics. Traces of the processing used \nfor successftil rule-based adaptation are stored as cases to enable future adaptation to be done by case-based reasoning. \nWhe n similar adaptation problems are encountered in the future, these adaptation cases provide task- and domain-specific \nguidance for the case adaptation process. We present the tenets \nof the approach concerning the relationship between memory \nsearch and case adaptation, the memory search process, and \nthe storage and reuse of cases representing adaptation episodes. \nThese points are discussed in the context of ongoing research \non DIAL, a computer model that learns case adaptation knowledge for case-based disaster response planning", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5tj4x9vw", "frozenauthors": [ { "first_name": "David", "middle_name": "B.", "last_name": "Leake", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33043/galley/24105/download/" } ] }, { "pk": 36550, "title": "Competing Motivations: LEP Adolescents’s Attitudes Toward English, Learning, and Literacy", "subtitle": null, "abstract": "This exploratory study examines the attitudes of 125 limited English proficient (LEP) students in an inner city middle school in Los Angeles. Although these students have completed bilingual or ESL programs in elementary school, they enter middle school with poor English literacy skills—all scoring below the 36th percentile on the Total Reading and Total Language parts of the California Test of Basic Skills (CTBS). A teacher-researcher team conducted a survey to see if students’ attitudes would provide insights into their poor literacy skills. The study probes attitudes toward using English in the classroom—feelings about class, peers, and parental involvement—and learning goals. The paper describes findings in which students’ positive attitudes toward English and school contrast with negative attitudes toward parent and teacher involvement and a limited awareness of literacy difficulties. Further, students’ attitudes contribute to their maintaining an environment limited to the fossilized English input of peers. The authors provide suggestions for working with students’ attitudes and for heightening literacy awareness.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8hp499w2", "frozenauthors": [ { "first_name": "Vanessa", "middle_name": "", "last_name": "Wenzell", "name_suffix": "", "institution": "California State University, Dominguez Hills", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Eleftheriou", "name_suffix": "", "institution": "Virgil Middle School, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36550/galley/27401/download/" } ] }, { "pk": 33065, "title": "Complementar y strategies: why we use our hands when we think", "subtitle": null, "abstract": "A complementary strategy can be defined as any organizing \nactivity which recruits external elements to reduce cognitive \nloads. Typical organizing activities include pointing, \narranging the position and orientation of nearby objects, \nwriting things down, manipulating counters, rulers or other \nartifacts that can encode the state of a process or simplify \nperception. To illustrate the idea of a complementary strategy, \na simple experiment was performed in which subjects were \nasked to determine the dollar value of collections of coins. In \nthe no-bands condition, subjects were not allowed to touch the \ncoin images or to move their hands in any way. In the hands \ncondition, they were allowed to use their hands and fingers \nhowever they liked. Significant improvements in time and \nnumber of errors were observed when S's used their hands \nover when they did not. To explain these facts, a brief account \nof some commonly observed complementary strategies is \npresented, and an account of their potential benefits to \nperception, memory and attention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/85z3t1b5", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Kirsh", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33065/galley/24126/download/" } ] }, { "pk": 33078, "title": "Complex Decision Makin g in Providing Surgical Intensive Care", "subtitle": null, "abstract": "Decisions made by physicians in intensive care medicine \nare often complex, requiring the consideration of \ninformation that may be incomplete, ambiguous, or even \ncontradictory. Under conditions of complexity and \nuncertainty, individuals may cope by using simplifying \ndecision strategies. The research described in this paper \nexamines the strategies used by physicians in coping with \ncomplexity in decision making. Six residents \n(intermediates) and three specialists in intensive care were \neach presented with 12 cases of intensive care respiratory \nproblems of varying levels of complexity. The subjects \nwere asked to think-aloud as they worked through the \nproblems and provided a management and treatment plan \nfor each case. The audiotaped protocols were coded for \nkey process variables in decision making and problem \nsolving. Despite the incompleteness and ambiguity of the \ninformation available, the confidence of physicians in \ntheir decision making was consistently high. The \nstrategies used by intermediates and experts in dealing \nwith the more complex cases varied considerably. Expert \nphysicians were found to focus on the assessment of the \ndecision problems to a greater extent than intermediates. \nImplications for research in decision making and medical \ncognition are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5b17g7xg", "frozenauthors": [ { "first_name": "Andre", "middle_name": "W .", "last_name": "Kushniruk", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Vimla", "middle_name": "L.", "last_name": "Patel", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "David", "middle_name": "M .", "last_name": "Fleiszer", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33078/galley/24139/download/" } ] }, { "pk": 33131, "title": "Complexity of Structure Mapping in Human Analogical Reasoning: A PDP Model", "subtitle": null, "abstract": "PDP model of human analogical reasoning is presented which is designed to incorporate psychologically realistic processing capacity limitations. Capacity is defined in terms of the complexity of relations that can be processed in parallel. Relations are represented in the model by computing the tensor product of vectors representing predicates and arguments. Relations in base and target are superimposed. Based on empirical evidence of capacity limitations, the model is limited to processing one quaternary relation in parallel (rank 5 tensor product). More complex relations are processed by conceptual chunking (receding to fewer arguments, but with loss of access to some relations) or segmentation (processing components of the structure serially). The model processes complex analogies, such as heat flow-water flow, and atom-solar system, while remaining within capacity limitations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7kw520cq", "frozenauthors": [ { "first_name": "Graeme", "middle_name": "S.", "last_name": "Halford", "name_suffix": "", "institution": "University of Queensland", "department": "" }, { "first_name": "William", "middle_name": "H.", "last_name": "Wilson", "name_suffix": "", "institution": "University of New South Wales", "department": "" }, { "first_name": "Matthew", "middle_name": "", "last_name": "McDonald", "name_suffix": "", "institution": "Murdoch University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33131/galley/24192/download/" } ] }, { "pk": 33116, "title": "Components of Dynamic Skill Acquisition", "subtitle": null, "abstract": "this paper, we examine the components of dynamic skill acquisition using a data set collected by Ackerman (1988) with the Kanfer-Ackerman Air-Traffic Controller Task©. Our analysis indicates that subjects arc improving in both the strategies they use to solve the task and the speed with which they execute the task. One strategy that subjects develop reduces the number of oven actions required lo land a plane. Another strategy that subjects develop enables them to land more planes simultaneously. A satisfactory model of this task must include both an improved strategic component and an improved speed component. The ACT-R theory (Anderson, 1993) is well suited to model these components as it is able lo separately learn over trials which strategies are better and how to execute each more efficiently.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4b28g2sc", "frozenauthors": [ { "first_name": "Frank", "middle_name": "J.", "last_name": "Lee", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "John", "middle_name": "R.", "last_name": "Anderson", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Michael", "middle_name": "P.", "last_name": "Matessa", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33116/galley/24177/download/" } ] }, { "pk": 33069, "title": "Connectionist Rules of Language", "subtitle": null, "abstract": "modular connectionist network is described that learns \nthe German verb paradigm. The architecture of the network is in accordance with the rule-associative memory \nhypothesis proposed by Pinker (1991): it is composed \nof a connectionist short-term memory enabling it to process symbolic rules and an associative memory acting as \na lexicon. The network successfully learns the German \nverb paradigm and generalizes to novel verbs in ways \nthat correspond to empirical data. Lesioning the model \ngives further evidence for the rule-associative memory \nhypothesis: Whe n the lexicon is cut off, the network \nstrongly overgeneralizes the regular participle, indicating that regular forms are produced with the shortterm memory but irregular forms rely on the lexicon. \nHowever, in contrast to the rule-association theory, the \ntwo paths are not strongly dissociated, but both the \nshort-term memory and the lexicon work together in producing many participles. The success of the network \nmodel is seen as evidence that emergent linguistic rules \nneed not be implemented as rules in the brain.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0k03z3k2", "frozenauthors": [ { "first_name": "Gert", "middle_name": "", "last_name": "Westermann", "name_suffix": "", "institution": "Technical University of Braunschweig", "department": "" }, { "first_name": "Rainer", "middle_name": "", "last_name": "Goebel", "name_suffix": "", "institution": "Max Planck Institute for Brain Research", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33069/galley/24130/download/" } ] }, { "pk": 33084, "title": "Considering Explanation Failure during Content Planning", "subtitle": null, "abstract": "Content planning systems generate explanations to \nachieve a communicative intent, often with respect to a \nparticular audience. However, current research in con?tent planning does not take into consideration the fact \nthat an addressee may stop paying attention to an expla?nation because of boredom or cognitive overload. In this \ncase, the generated explanation fails to achieve the com?municative intent. In this paper, we present a computa?tional representation of boredom and cognitive overload, \nand cast the problem of content planning as a constraint?based optimization problem. The objective function in \nthis problem is a probabilistic function of a user's beliefs, \nand the constraints Jire restrictions pl", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "17", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6j9161kp", "frozenauthors": [ { "first_name": "Ingrid", "middle_name": "", "last_name": "Zukerman", "name_suffix": "", "institution": "Monash University", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "McConachy", "name_suffix": "", "institution": "Monash University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1995-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33084/galley/24145/download/" } ] } ] }