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{ "count": 38386, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=34800", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=34600", "results": [ { "pk": 31610, "title": "Creative Conceptual Change", "subtitle": null, "abstract": "Creative conceptual change involves (a) the construction of new concepts and of coherent belief systems, or theories, relating these concepts, and (b) the modification and extrapolation of existing concepts and theories in novel situations. I discuss these and other types of conceptual change, and present computational models of constructive and extrapolative processes in creative conceptual change. The models have been implemented as computer programs in two very different task domains, autonomous robotic navigation and fictional story understanding.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Invited Research Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9g523858", "frozenauthors": [ { "first_name": "Ashwin", "middle_name": "", "last_name": "Ram", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31610/galley/22678/download/" } ] }, { "pk": 31644, "title": "\"Deciding\" as Situated Practice: The Work of Public Safety/9-1-1 Call-Takers", "subtitle": null, "abstract": "A detailed investigation of 9-1-1 operations, using participant observation and video recordings, when taken together with other naturalistic studies of practical human conduct, suggests that the prevailing cognitivist approach to decision making has a number of limitations. This observational and video data provides a framework for an ethnomethodological respecification of the phenomenon.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3jq8p8px", "frozenauthors": [ { "first_name": "Jack", "middle_name": "", "last_name": "Whalen", "name_suffix": "", "institution": "University of Oregon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31644/galley/22712/download/" } ] }, { "pk": 31643, "title": "Decision Making By Anesthesiologists During Trauma Treatment: Effects of Stress On Team Interactions", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6xp548c4", "frozenauthors": [ { "first_name": "Richard", "middle_name": "L.", "last_name": "Horst", "name_suffix": "", "institution": "Man-Made Systems Corporation", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31643/galley/22711/download/" } ] }, { "pk": 31642, "title": "Decision Making Strategies in Emergency Telephone Triage Situations", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5mz9v7zh", "frozenauthors": [ { "first_name": "Vimla", "middle_name": "L.", "last_name": "Patel", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Judith", "middle_name": "", "last_name": "Leprohon", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31642/galley/22710/download/" } ] }, { "pk": 31629, "title": "Dialogue Patterns and Feedback Mechanisms during Naturalistic Tutoring", "subtitle": null, "abstract": "Although it is well documented that one-to-one tutoring is more effective than alternative training methods, there have been few attempts to examine the process of naturalistic tutoring. This project explored dialogue patterns in 44 tutoring sessions in which graduate students tutored undergraduate students on troublesome topics in research methods. W e analyzed pedagogical strategies, feedback mechanisms, question asking, question answering, and pragmatic assumptions during the tutoring process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5bn8r6v3", "frozenauthors": [ { "first_name": "Arthur", "middle_name": "C.", "last_name": "Graesser", "name_suffix": "", "institution": "Memphis State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31629/galley/22697/download/" } ] }, { "pk": 31614, "title": "Discovering Sound Patterns in the Native Language", "subtitle": null, "abstract": "Infants make their first contacts with their native language through its sound patterns. Research over the past twenty years has demonstrated that infants are well-equipped to perceive subtle distinctions in speech sounds and to cope with the variability that is present in the speech signal. At the same time, it is clear that in order to progress in acquiring a language, infants need to learn about the particular characteristics of the sounds and combinations of sounds that are used in their native language. Recent findings suggest that the time between 6 and 9 months of age may be a particularly fertile one for learning about the sound patterns of one's native language. There are indications that infants are developing sensitivity to distributional properties of sounds in the input at this time. The implications of these findings have for our understanding of processes underlying language acquisition will be considered.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Invited Research Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9tx328h0", "frozenauthors": [ { "first_name": "Peter", "middle_name": "W.", "last_name": "Jusczyk", "name_suffix": "", "institution": "State University of New York at Buffalo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31614/galley/22682/download/" } ] }, { "pk": 31616, "title": "Discovering Structure-Function Relationships in a Competitive Modular Connectionist Architecture", "subtitle": null, "abstract": "The architectural properties of a neural network, such as its size, shape, and connectivity pattern, determine the network's functional properties. From an engineering viewpoint, discovering a suitable architecture for a given task is often the only way of achieving good performance on the task. From a cognitive science viewpoint, the study of structure function relationships helps in understanding the \"modular\" aspects of the mind/brain. We present a multi-network, or modular, connectionist architecture in which tasks are not pre-assigned to networks. Instead networks compete for the \"right\" to learn different tasks. Results suggest that the structure of each network biases the competition such that networks tend to leam tasks for which their structure is well-suited. Experimental findings suggest that the neural subsystem that encodes categorical spatial relations (e.g., on/off, above/below) is distinct from the one that encodes metric spatial relations {e.g., object A is 3.5 inches away from object B). Similarly, distinct subsystems seem to be responsible for recognizing a vlsu£il stimulus as a member of a category (e.g., dog) and for recognizing a stimulus as a specific exemplar (e.g., Fido). Furthermore, categorical spatial relations and category representations of shape are encoded more effectively in the left hemisphere, whereas coordinate spatial relations and exemplar representations of shape are encoded more effectively In the right cerebral hemisphere. W e have used computer simulations of artificial neural network models to show that differences in receptive field sizes can promote such organization. When visual input was filtered through relatively small nonoverlapplng receptive fields, networks learned to categorize shapes relatively quickly: In contrast, when Input was filtered through relatively large overlapping receptive fields, networks learned to encode specific shape exemplars or metric spatial relations relatively quickly. In addition. using the modular architecture described above, networks with small inonoverlapping receptive fields tended to win the competition for categorical tasks whereas networks with large overlapping receptive fields tended to win the competition for exemplar/metric tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Invited Research Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7753d2z5", "frozenauthors": [ { "first_name": "Robbie", "middle_name": "", "last_name": "Jacobs", "name_suffix": "", "institution": "University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31616/galley/22684/download/" } ] }, { "pk": 31760, "title": "Distribuational Information and the Acquisition of Linguistic Categories: A Statistical Approach", "subtitle": null, "abstract": "Distributional information, in the form of simple, lo-\ncally computed statistics of an input corpus, provi-\ndes a potential m e a n s of establishing initial syntac-\ntic categories (noun, verb, etc.). Finch and Chater\n(1991, 1992) clustered words hierarchically, accor-\nding to the distribution of locad contexts in which\nthey appeared in large, written English corpora,\nobtaining clusters that corresponded well with the\nstandard syntactic categories. Here, a stronger de-\nmonstration of their method is provided, using 'real'\ndata, that to which children are exposed during ca-\ntegory acquisition, taken from the childes corpus.\nFor 2-5 million words of aulult speech, clustering on\nsyntsu:tic and semantic bases was observed, with a\nhigh degree of cleai differentiation between syntac-\ntic categories. For child data, s o m e noun and verb\nclusters emerged, with s o m e evidence of other ca-\ntegories, but the data set was too small for reliable\ntrends to emerge. S o m e initial results investigating\nthe possibility of classifying novel words using only\nthe immediate context of a single instance are also\npresented. These results demonstrate that statisti-\ncal information m a y play an important role in the\nprocesses of early language 2u:quisition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/40k6382q", "frozenauthors": [ { "first_name": "Martin", "middle_name": "", "last_name": "Redington", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Nick", "middle_name": "", "last_name": "Chater", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Steve", "middle_name": "", "last_name": "Finch", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31760/galley/22828/download/" } ] }, { "pk": 31745, "title": "Distributed Representation and Parallel Processing of Recursive Structures", "subtitle": null, "abstract": "We have developed principles integrating connectionist and symbolic computation by establishing mathematical relationships between two levels of description of a single computational system: at the lower level, the system is formally\ndescribed in terms of highly distributed patterns\nof activity over connectionist units, and the dynamics of these units; at the higher level, the\nsame system is formally described by symbolic\nstructures and symbol manipulation. In this pa-\nper, w e propose a specific treatment of recur-\nsion where complex symbolic operations on re-\ncursive structures are mapped to massively par-\nallel manipulation of distributed representations\nin a connectionist network.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4hs6b3pv", "frozenauthors": [ { "first_name": "Yoshiro", "middle_name": "", "last_name": "Miyata", "name_suffix": "", "institution": "Chukyo University", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Smolensky", "name_suffix": "", "institution": "University of Colorado, Boulder", "department": "" }, { "first_name": "Geraldine", "middle_name": "", "last_name": "Legendre", "name_suffix": "", "institution": "University of Colorado, Boulder", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31745/galley/22813/download/" } ] }, { "pk": 31665, "title": "Double Dissociation in Artifical Neural Networks: Implications for Neuropsychology", "subtitle": null, "abstract": "We review the logic of neuropsychological inference, focusing on double dissociation, and present the results of an investigation into the dissociations observed when small artificial neural networks trained to perform two tasks are damaged. W e then consider how the dissociations discovered might scale up for more biologically and psychologically realistic networks. Finally, w e examine the methodological implications of this work for the cornerstone of cognitive neuropsychology: the inference from double dissociation to modularity of function.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0373g671", "frozenauthors": [ { "first_name": "John", "middle_name": "A.", "last_name": "Bullinaria", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Nick", "middle_name": "", "last_name": "Chater", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31665/galley/22733/download/" } ] }, { "pk": 31717, "title": "Effects of Object Structure on Recognizing Novel Views of Three-Dimensional Objects", "subtitle": null, "abstract": "Can observers recognize novel views of\nthree-dimensional (3-D) objects, created by rotations\nin depth from a single familiar view? Three\nexperiments using 3-D model objects are reported\ndemonstrating that: (a) subjects can indeed recognize\nnovel views under these circumstances, and (b)\nrecognition accuracy depends on the types of objects\nemployed. More precisely, subjects successfully\nrecognized geometricallyregular and irregular objects\nrotated by 180 degrees about the vertical ^ ) axis.\nHowever, only geometricallyregular objects w o e\nrecognized w h e n rotated similarly by 9 0 degrees.\nThesefindingscannot be easily\naccommodated by contemporary object-centered or\nviewer-centered theories of shape-based object\nrecognition, which m a k e no provisions for\nrqnesenting different types of objects uniquely.\nAlternatively, thesefindings support a theory in\nwhich inferences about objects' 3-D shapes are\ngenerated from information implicit in their two-\ndimensional (2-D) bounding contours, or silhouettes\n(Johnson, 1993). Such inferences m a y be premised\non rules that C2q)ture importantregularities between 2-\nD bounding contours and 3-D surface geometry (e.g.,\nBeusmans, Hofiman, & Bennett, 1987; Richards,\nKoenderink, & Hoffinan. 1987).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7b66s5dm", "frozenauthors": [ { "first_name": "Scott", "middle_name": "H.", "last_name": "Johnson", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31717/galley/22785/download/" } ] }, { "pk": 31757, "title": "Eliciting Additional Information during Cooperative Consultations", "subtitle": null, "abstract": "Analysis of naturally occurring information-\nseeking dialogues indicates that information\nproviders often query a user when there is insuffi-\ncient information to formulate a plan that satisfies\nthe user's intentions. In this paper, we present a\nmechanism that determines when queries are re-\nquired to elicit additional information from a user\nand the manner in which these queries should be\nposed. Query generation is done by taking into\naccount the amount of relevant information in the\nuser's intentions eis recognized by a plan recogni-\ntion mechanism. The mechanism for query gen-\neration described in this paper has been imple-\nmented as a component of a computerized infor-\nmation providing system in the travel domain.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6bw834zr", "frozenauthors": [ { "first_name": "Monash", "middle_name": "", "last_name": "University", "name_suffix": "", "institution": "Monash University", "department": "" }, { "first_name": "Bhavani", "middle_name": "", "last_name": "Raskutti", "name_suffix": "", "institution": "Monash University", "department": "" }, { "first_name": "Ingrid", "middle_name": "", "last_name": "Zukerman", "name_suffix": "", "institution": "Monash University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31757/galley/22825/download/" } ] }, { "pk": 31741, "title": "Emergent Control and Planning in an Autonomous Vehicle", "subtitle": null, "abstract": "We use a connectionist network trained with rein-\nforcement to control both an autonomous robot ve-\nhicle and a simulated robot. We show that given\nappropriate sensory data and architectural struc-\nture, a network can learn to control the robot for\na simple navigation problem. We then investigate a\nmore complex goal-based problem and examine the\nplan-like behavior that emerges.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4gb3b8bj", "frozenauthors": [ { "first_name": "Lisa", "middle_name": "", "last_name": "Meeden", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Mcgraw", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Douglas", "middle_name": "", "last_name": "Blank", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31741/galley/22809/download/" } ] }, { "pk": 36585, "title": "ESL Students at Risk: Identification and Intervention", "subtitle": null, "abstract": "The lowest level ESL students in a college or university writing program usually represent a small, seldom-studied population. However, administrators and instructors concerned with retention and counseling need data on this group of high-risk students to improve their chances of succeeding academically. A significant percentage experience academic difficulty in English composition and other classes. A study of entrance exam essays and test scores of 70 low-level ESL university students was done to determine if students’ later success or failure in ESL and mainstream composition courses could be predicted. Twelve of 20 variables analyzed proved statistically significant in predicting success or failure. Language factors, sentence clarity, and identifiability of errors were significant. Factors related to essay organization and development and scores from campusdeveloped reading, grammar, and cloze tests also proved significant. The information from this study gives instructors and program administrators concrete, measurable warning signals for identifying potentially high-risk ESL writers.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5bm5k6ct", "frozenauthors": [ { "first_name": "Janet", "middle_name": "", "last_name": "Lane", "name_suffix": "", "institution": "University of California, Davis", "department": "" }, { "first_name": "Ellen", "middle_name": "", "last_name": "Lange", "name_suffix": "", "institution": "University of California, Davis", "department": "" }, { "first_name": "Mary", "middle_name": "", "last_name": "Lowry", "name_suffix": "", "institution": "University of California, Davis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36585/galley/27436/download/" } ] }, { "pk": 36583, "title": "ESL Techniques for Peace", "subtitle": null, "abstract": "The premise of this paper is that learner-centered classrooms characterized by cooperative learning, affective-humanistic instruction, cross-cultural instruction, and Freire’s problem-posing method promote successful language learning because they create peaceful oases in which people learn easily. They are microcosms of a just world order based on the global values of positive interdependence, social justice, and participation in decisionmaking processes. The paper discusses threats to the peaceful classroom— misunderstanding, prejudice, and destructive conflicts—and how they can be avoided or resolved. It concludes with a list of resources teachers can consult if they wish to create peaceful ESL classrooms.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/41d4b9xm", "frozenauthors": [ { "first_name": "Barbara", "middle_name": "M.", "last_name": "Birch", "name_suffix": "", "institution": "California State University, Fresno", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36583/galley/27434/download/" } ] }, { "pk": 31783, "title": "Establishing Long-Distance Dependencies in a Hypbrid Network Model of Human Parsing", "subtitle": null, "abstract": "This paper presents CAPERS, a hybrid spreading ac-\ntivation/marker pjissing architecture for parsing, whose\nself-processing network directly represents a parse tree.\nC A P E R S establishes syntactic dependencies through the\npurely local communication of simple syntactic features\nwithin the network. The structural constraints on two\nnodes in a long-distance syntactic relation are broken\ndown into locsil components, each of which can be ver-\nified entirely between pairs of adjacent nodes along the\nfeature passing path between the two dependent nodes.\nThis method of establishing long-distance syntactic rela-\ntions, in conjunction with the competitive dynamics of\nthe network, accounts for psycholinguistic experimental\ndata onfiller/gap constructions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3nf4n1rd", "frozenauthors": [ { "first_name": "Suzanne", "middle_name": "", "last_name": "Stevenson", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31783/galley/22851/download/" } ] }, { "pk": 31702, "title": "Evidence for Interrelated and Isolated Concepts from Prototype and Caricature Classifications", "subtitle": null, "abstract": "Previous research (Goldstone. 1991) has\nsuggested that concepts differ In their degree of\ndependency on other concepts. While some concepts'\ncharacterizations depend on other sinxjitaneously\nacquired concepts, other concepts are relatively isolated.\nThe current experiments provide a new measure of a\nconcept's inten-elatedness/isolation. It Is assumed that If\nthe prototype of a concept is classified with greater\naccuracy than a caricature, then the concept is relatively\nindependent of the influences of other concepts. If a\ncaricature is nrwre easily categorized than the prototype,\nthen the concept is relatively dependent on other\nconcepts. If these assumptions are made, then the\ncun-ent experiments provide converging support for a\ninterrelated/isolated distinction. Instnjcting subjects to\nform images of the concepts to be acquired, or\ninfrequently alternating categories during presentation,\nyields relatively isolated concepts. Instructing subjects to\ntry to discriminate between concepts, or frequently\naltemating categories, yields relatively interrelated\nconcepts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4zx1s60t", "frozenauthors": [ { "first_name": "Robert", "middle_name": "L.", "last_name": "Godstone", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31702/galley/22770/download/" } ] }, { "pk": 31662, "title": "Expertise, Text Coherence, and Constraint Satisfaction: Effects on Harmony and Settling Rate", "subtitle": null, "abstract": "This paper reports three experiments showing that 17 experts' mental representations had significantly higher harmony and faster settling rates than 638 novices' when activation was spread through the representations in a simulation of thinliing; that when coherent texts were read by novices, they produced mental representations with significantly higher harmony and faster settling rates than less coherent texts; and that novices whose representations matched the experts' mental representations had significantly higher harmony and faster settling rates. The results were found for declarative experts in history and procedural experts in literary interpretation, for novice groups including U.S. Air Force recruits and undergraduates, and for both history texts and literary texts. These results were consistent with our hypothesis that the quality of a person's prior knowledge determines the harmony and settling rates of their representations and that these can be measured by simulating the spread of activation trough the person's mental representation of a subject matter domain. Harmony may also be used as a metacognitive signal. In these studies, we investigated the quality of mental representations. To do this, first we measured each subject's mental representation for a domain, and then we", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/71g153ms", "frozenauthors": [ { "first_name": "Bruce", "middle_name": "K.", "last_name": "Britton", "name_suffix": "", "institution": "University of Georgia", "department": "" }, { "first_name": "F.", "middle_name": "James", "last_name": "Eisenhart", "name_suffix": "", "institution": "University of Georgia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31662/galley/22730/download/" } ] }, { "pk": 31758, "title": "Explanatory Coherence in the Construction of Mental Models of Others", "subtitle": null, "abstract": "A unified model of social perception, integrating\ncausal reasoning and impression formation (Miller &\nRead, 1991), provides an account of h o w people ar-\nrive at coherent representations of others and explain\ntheir behavicM'. T h e model integrates work on a\nknowledge structure approach (Schank & Abelson,\n1977) with Kintsch's (1988) construction-integration\nmodel and Thagard's (1989) model of explanatory\ncoherence. W e explore two issues in social percep-\ntion. First, w e show h o w the model can be used to\nexplain trait inferences, where traits are treated as\nframes, composed of goals, plans, resources and\nbeliefs. Second, w e examine h o w people might com-\nbine inconsistent traits to arrive at a coherent model\nof another, an example of conceptual combination.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9f4261zr", "frozenauthors": [ { "first_name": "Stephen", "middle_name": "J.", "last_name": "Read", "name_suffix": "", "institution": "University of Southern California Los Angeles", "department": "" }, { "first_name": "Lynn", "middle_name": "Carol", "last_name": "Miller", "name_suffix": "", "institution": "University of Southern California Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31758/galley/22826/download/" } ] }, { "pk": 31728, "title": "Explaning Language Universals In Connectionist Networks: The Acquisition of Morphological Rules", "subtitle": null, "abstract": "Across languages there are certain characteristics\nwhich they share. Linguists, trying to explain lan-\nguage universals, have c o m e up with different theo-\nries: They argue for (1) the innateness of general\nlinguistic principles, (2) the communicative func-\ntions reflected in linguistic structure, (3) the psy-\nchological d e m a n d s placed upon language users, or\n(4) grammar-internal explanations. This paper tries\nto explain s o m e of the morphological universals in\nthe framework of a connectionist network, support-\ning the third approach. Employing simple recurrent\nnetworks, a series of experiments were done on var-\nious types of morphological rules. T h e results show\nthat the model's performance mirrors the extent to\nwhich the different types of rules occur in natural\nlanguages. The paper explains how the model has\ndiscovered these universals.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/574854ft", "frozenauthors": [ { "first_name": "Chan-Do", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "Taejon University , Korea Advanced Institute of Science and Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31728/galley/22796/download/" } ] }, { "pk": 31759, "title": "Explorations in the Parameter Space of a Model Fit to Individual Subjects' Strategies while Learning from Instructions", "subtitle": null, "abstract": "In earlier work, we presented results from an empirical\nstudy that examined subjects' learning and browsing\nstrategies as they explained instructional materials to\nthemselves that were contained in a hypertext-based in-\nstructional environment. W e developed a Soar model\nthat, through parameter manipulation, simulated the\nstrategies of each individual subject in the study. In\nthis paper, w e explore the parameters of these simula-\ntions and contribute several new results. First, we show\nthat a relatively small proportion of strategies captured\na large percentage of subjects' interaction behaviors,\nsuggesting that subjects' approach to the learning task\nshared some underlying strategic commonalities. Sec-\nond, w e show that lower performing subjects employed\na high proportion of working memory intensive strate-\ngies, which m a y have partially accounted for their in-\nferior performance. Third, clusters of subjects identi-\nfied through parameters analyses continued to exhibit\nsimilar behaviors during subsequent problem solving,\nsuggesting that the clusters corresponded to genuine\nstrategy classes. Furthermore, these clusters appeju-ed\nto represent general learning and browsing strategies\nthat were, in some sense, adaptive to the task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/21v5512q", "frozenauthors": [ { "first_name": "Margaret", "middle_name": "M.", "last_name": "Recker", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31759/galley/22827/download/" } ] }, { "pk": 31705, "title": "Exploring the Nature and Development of Phonological Representations", "subtitle": null, "abstract": "Findings in infant speech perception suggest that\nearly phonological perceptions m a y be syllabic in na-\nture, and that there is a loss of sensitivity to nonnative\ncontrasts toward the end of thefirst year of life. W e\npresent a neural network model that simulates these\ntwo phenomena. In addition, the model and simula-\ntions (1) demonstrate h o w information about stress\ncan be utilized in generating syllable-like percep-\ntions; (2) provide a simple means of extracting static\nrepresentations firom a dynamic and co-articulated\nsignal; and (3) indicate that the development of \"at-\ntnictor\" states may be necessary in network models\nof these phenomena.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/83f6f92c", "frozenauthors": [ { "first_name": "Prahlad", "middle_name": "", "last_name": "Gupta", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Mozer", "name_suffix": "", "institution": "University of Colorado", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31705/galley/22773/download/" } ] }, { "pk": 31671, "title": "Factors that Influence ow People Respond to Anomalous Data", "subtitle": null, "abstract": "In order to understand conceptual change, it is crucial to understand how people respond to anomalous information. The purpose of this paper is to present a framework for understanding how people respond to anomalous data and why they respond as they do. First, w e present a taxonomy of seven responses to anomalous data. Second, we present an analysis of eight factors that are hypothesized to influence which of these seven responses an individual will choose. Finally, w e present the results of an experiment that investigates severjj of these eight factors. A key to understanding conceptual change is understanding how people respond to anomalous information. Information that contradicts an individual's current beliefs is important because without it, an individual has no need to alter current conceptions. Without the goad of anomalous information, current conceptions are perfectly adequate for understanding the world. A particularly important form of anomalous information is anomalous data. Anomalous data have played a central role in conceptual change in the history of science (Kuhn, 1962) and in science education (Chinn & Brewer, in press). Moreover, most artificial intelligence systems that model scientific discovery and theory change use jmomalous data to trigger the theory change process (e.g., Kulkarni & Simon, 1988). Chinn and Brewer (1992, in press) have proposed a detailed taxonomy of possible responses to emomalous data. W h e n an individual w h o holds theory A encounters anomalous data, which may be accompjmied by an alternative theory B, the individual can choose one of seven responses to the anomalous data: 1. Igitore the data. 2. Reject the data because of methodological flaws, random error, or alleged fraud. 3. Exclude the data from the domain of theory A b asserting that theory A is not intended to explain th data. 4. Hold the data in abeyance, i.e., concede that theory A cannot explain the data at present but asset that theory A will be elaborated in the future so tha it can explain the data. 5. Accept but reinterpret the data so as to make thi data consistent with theory A. 6. Accept the data and make minor, peripheral changes to theory A. 7. Accept the data and change theories, possibly ti theory B. Of these seven responses, only the last two involv any change m theory A , and only the last produces change that can be called conceptual change. Th first six responses are theory-preserving response because the individual discounts the anomalous data in order to protect theory A. In this paper, we address a crucial issue in conceptual change: What causes people to respond t( anomalous data as they do? For example, why doe an individual reject data in one instance, reinterpret data in another instance, and change theories in ye another instance? W e propose a set of eight factor that influence h ow people respond to anomalous data then we report the results of an experiment designei to investigate several of these factors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4tf7084b", "frozenauthors": [ { "first_name": "Clark", "middle_name": "A.", "last_name": "Chinn", "name_suffix": "", "institution": "University of Illinois at Urbana-Champaign", "department": "" }, { "first_name": "William", "middle_name": "F.", "last_name": "Brewer", "name_suffix": "", "institution": "University of Illinois at Urbana-Champaign", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31671/galley/22739/download/" } ] }, { "pk": 31750, "title": "Fcailitation of Recall Through Organization of Theatrical Material", "subtitle": null, "abstract": "This study explored how professional\nactors and students differ when asked to\nsegment the same text. Previous research\n(Noice, 1992, Noice & Noice, in press)\nhas indicated that actors, when preparing a\nrole, divide the script into units called\nbeats.To investigate the role this\norganizational device plays during\nlearning, actors and students were\npresented with the s a m e scene from a\ntheatrical script. They were given explicit\nprocedural instructions on how to segment\nthe scene and label their divisions. Actors\ncreated far more divisions, resulting in\nsmaller beats and significantly more of\nthose beats described goal-directed\nactivities from the viewpoint of the\nassigned character. Students, on the other\nhand, seemed to stand outside the situation\nand describe the scene as a static state of\naffairs. The actors' approach to segmenting\na script appeared to consist of inferring\nthe causal relations between the events in\nthe play, resulting in better recall of the\ntemporal order. Previous research (Noice,\n1993) showed that students w h o studied a\ntheatrical script as if it were a school\nassignment retained as m u c h material\nverbatim as actors. However, in the\npresent study in which both groups were\ngiven this script division task, actors'\nverbatim retention w a s significantly\nhigher than that of students'.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/16g4x7cz", "frozenauthors": [ { "first_name": "Tony", "middle_name": "", "last_name": "Noice", "name_suffix": "", "institution": "Wayne State University", "department": "" }, { "first_name": "Helga", "middle_name": "", "last_name": "Noice", "name_suffix": "", "institution": "Augustana College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31750/galley/22818/download/" } ] }, { "pk": 31698, "title": "From Models to Cases: Where Do Cases Come From and What Happens When A Case is Not Available", "subtitle": null, "abstract": "The origin of cases is a central issue in cogni-\ntive models of case-based reasoning. Some recent\nwork proposes the use of weak methods for gener-\nating solutions when a relevant case is not avail-\nable, and chunking the solutions into cases for\npotential reuse. Our theory of case-based spsi-\ntial planning and navigation suggests a different\napproach in which mental models of the world\nprovide a way for solving new problems and ac-\nquiring cases. These mental models also pro-\nvide a scheme for organizing the case mmeory,\nadapting old cases, and verifying new plans. The\nuse of multiple methods, such as the case-based\nand model-based methods, raises another impor-\ntant issue in reasoning, namely, how to oppor-\ntunistically select and dynamically integrate the\nmethods. Our theory sujjgests the use of simple\nmeta^reasoning to recursively select an appropri-\nate method as the problem is decomposed into\nsubproblems. This leads to the dynamic integra-tion of different methods where one method is\nused for one subproblem and a different method\nfor another subproblem.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9dw62784", "frozenauthors": [ { "first_name": "Ashok", "middle_name": "K .", "last_name": "Goel", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Michael", "middle_name": "W.", "last_name": "Donnellan", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Juan", "middle_name": "Carlos", "last_name": "Santamaria", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Todd", "middle_name": "J.", "last_name": "Callantine", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Andres", "middle_name": "Gomez", "last_name": "de Silva", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31698/galley/22766/download/" } ] }, { "pk": 31707, "title": "From Weared to Wore: A Connectionist Account of Language Change", "subtitle": null, "abstract": "This paper describes a technique developed for modeling\nhistorical change in connectionist networks, and Wefly\nreviews previous work applying that technique to the\nproblem of the historical development of the regular verb\nsystem from early to late Old English. W e then broaden\nthe scope of the simulations and ask what the effect would\nbe of having such changes occur in a single mechanism\nwhich is processing both the regular and inegular verbs,\nand extended over a longer time period. A s w e shall see,\nthe results are highly consistent with the major historical\ndevelopments. Furthermore, the results are readily under-\nstood in terms of network dynamics, and provide a ratio-\nnale for the shape of the attested historical changes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6m9932r6", "frozenauthors": [ { "first_name": "Mary", "middle_name": "", "last_name": "Hare", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Jeffrey", "middle_name": "L .", "last_name": "Elman", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31707/galley/22775/download/" } ] }, { "pk": 31751, "title": "Generalizations by Rule Models and Exemplar Models of Category Learning", "subtitle": null, "abstract": "A rule-plus-exception model of category\nlearning, RULEX (Nosofsky, Palmeri, &\nMcKinley, 1992), and an exemplar-based\nconnectionist model of category learning,\nA L C O V E (Kxuschke, 1992), were evaluated on\ntheir ability to predict the types of generalization\npatterns exhibited by h u m a n subjects. Although\nboth models were able to predict the average\ntransfer data extremely well, each model had\ndifficulty predicting certain types of\ngeneralizations shown by individual subjects. In\nparticular, RULEX accurately predicted the\nprominence of rule-based generalizations,\nwhereas A L C O V E accurately predicted the\nprominence of similarity-based generalizations.\nA hybrid model, incorporating both rules and\nsimilarity to exemplars, might best account for\ncategory learning. Furthermore, a stochastic\nlearning rule, such as that used in RULEX ,\nmight be crucial for captiiring the different types\nof generalizations patterns exhibited by\nh u m a n s .", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/537696zr", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "J.", "last_name": "Palmeri", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Robert", "middle_name": "M.", "last_name": "Nosofsky", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31751/galley/22819/download/" } ] }, { "pk": 31756, "title": "Generalization with Componential Attractors: Word and Nonword Reading in an Attractor Network", "subtitle": null, "abstract": "Networks that leam to make familiar activity patterns into sta-\nble attractors have proven useful in accounting for many aspects\nof normal and impaired cognition. However, their ability to\ngeneralize is questionable, particularly in quasiregular tasks that\ninvolve both regularities and exceptions, such as word reading.\nW e trained an attractor network to pronounce virtually all of a\nlarge corpus of monosyllabic words, including both regular and\nexception words. W h e n tested on the lists of pronounceable\nnonwords used in several empirical studies, its accuracy was\nclosely comparable to that of human subjects. The network gen-\neralizes because the attractors it developed for regular words are\ncomponential—they have substructure that reflects common sub-\nlexical correspondences between orthography and phonology.\nThis componentiality is faciliated by the use of orthographic and\nphonological representations that make explicit the structured\nrelationship between written and spoken words. Furthermore,\nthe componential attractors for regular words coexist with much\nless componential attractors for exception words. These results\ndemonstrate that attractors can support effective generalization,\nchallenging \"dual-route\" assumptions that multiple, independent\nmechanisms are required for quasiregular tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7vw9983m", "frozenauthors": [ { "first_name": "David", "middle_name": "C.", "last_name": "Plaut", "name_suffix": "", "institution": "Camegie Mellon University", "department": "" }, { "first_name": "James", "middle_name": "L.", "last_name": "McClelland", "name_suffix": "", "institution": "Camegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31756/galley/22824/download/" } ] }, { "pk": 31790, "title": "Generating Effective Instructions", "subtitle": null, "abstract": "This paper discusses a corpus-based approach to the\ngeneration of effective instructions. The approach\nadvocated employs a detjiiled linguistic study of a\ncorpus of a broad range of instructional texts to de-\ntermine both the range of grammatical forms used\nin instructional text and the contexts in which they\nare vised. The forms that are consistently used by\ntechnical writers are taken to be the most effective.\nThe results of this study are implemented in an auto-\nmated text generation system for instructional text.\nThe primary focus of this study has been the use\nof rhetorical relations to effectively code actions and\ntheir procedural relationships in instructional text,\nbut the approach can generally be applied to differ-\nent linguistic issues and text genres.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/66x4f980", "frozenauthors": [ { "first_name": "Keith", "middle_name": "Vander", "last_name": "Linden", "name_suffix": "", "institution": "University of Colorado", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31790/galley/22858/download/" } ] }, { "pk": 31731, "title": "German Inflection: The Exception That Proves The Rule", "subtitle": null, "abstract": "Connectionist models of language equate default\ninflection {e.g., fax-faxed) with high frequency, while\nsymbolic models compute regular inflection through\nthe application of a mental rule which is independent\nof high frequency. The German -S plural is low\nfrequency (7.2% of types) but in an experiment with\nnovel nouns, w e show that -s behaves as a default.\nThis argues against the connectionist model of\ninflection, but in favor of symbolic models.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8mc5w1bx", "frozenauthors": [ { "first_name": "Gary", "middle_name": "", "last_name": "Marcus", "name_suffix": "", "institution": "Universitat DUsseldorf", "department": "" }, { "first_name": "Ursula", "middle_name": "", "last_name": "Brinkmann", "name_suffix": "", "institution": "NL-6500 AH Nijmegen", "department": "" }, { "first_name": "Harald", "middle_name": "", "last_name": "Clahsen", "name_suffix": "", "institution": "Universitat Dusseldorf", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Wiese", "name_suffix": "", "institution": "Universitat Dusseldorf", "department": "" }, { "first_name": "Andreas", "middle_name": "", "last_name": "Woest", "name_suffix": "", "institution": "Universitat Dusseldorf", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Pinker", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31731/galley/22799/download/" } ] }, { "pk": 31613, "title": "Grammatical Complexity and the Time Course of Syntactic Acquisition", "subtitle": null, "abstract": "What is it about a child's linguistic competence that changes during syntactic development? Within the principles and parameters framework of Chomsky (1981), a child's grammar differ from an adult's in having different settings for certain parameters. The process of acquisition, under this view, consists of the sequence of parameter vectors which the child entertains as hypothesis grammars. If at some point in acquisition a parameter which is relevant for a particular construction is incorrectly set, the child will be unable to perform an adult-like analysis. While this view provides an answer to the \"logical problem of language acquisition\" it fails to explain why certain developmental stages exist. Beyond stipulated orderings of parameter settings, there is little that can be said in this framework to truly explain the time course of acquisition. In this paper, I argue that the stages of syntactic acquisition can be understood as deriving from an increase in the child's ability to handle granunatical complexity. I consider a number of wellattested acquisitional difficulties in a range of seemingly disparate aspects of syntax: relative clauses, control and verbal morphology. Using the formal system of Tree Adjoining Grammar (TAG), I show h o w the single hypothesis that children lack the ability to perform the T A G operation of o^/ommg relates these difficulties in a novel way, and provides us with a n ew type of explanation for the time course of syntactic development in terms of the complexity of formal grammatical devices.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Invited Research Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4s9874bw", "frozenauthors": [ { "first_name": "Robert", "middle_name": "", "last_name": "Frank", "name_suffix": "", "institution": "University of Delaware", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31613/galley/22681/download/" } ] }, { "pk": 31637, "title": "Grounded Concepts Without Symbols", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1kf9m8gt", "frozenauthors": [ { "first_name": "George", "middle_name": "", "last_name": "Lakoff", "name_suffix": "", "institution": "University of California at Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31637/galley/22705/download/" } ] }, { "pk": 36582, "title": "Guest Editor’s Note", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Editors’ Note", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2cj8641b", "frozenauthors": [ { "first_name": "Dorothy", "middle_name": "", "last_name": "Messerschmitt", "name_suffix": "", "institution": "University of San Francisco", "department": "" }, { "first_name": "Denise", "middle_name": "", "last_name": "Murray", "name_suffix": "", "institution": "San Jose State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36582/galley/27433/download/" } ] }, { "pk": 31655, "title": "How Diagrams can Improve Reasoning: Mental Models and the Difficult Cases of Disjunction and Negation", "subtitle": null, "abstract": "We report two experiments on the effects of diagrams on reasoning. Both studies used \"double disjunctions\", e.g.: Raphael is in Tacoma or Julia is in Atlanta, or both. Julia is in Atlanta or Paul is in Philadelphia, or both. What follows? Subjects find it difficult to deduce a valid conclusion, such as: Julia is in Atlanta, ", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9k823473", "frozenauthors": [ { "first_name": "Malcolm", "middle_name": "I.", "last_name": "Baur", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "P.", "middle_name": "N.", "last_name": "Johnson-Laird", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31655/galley/22723/download/" } ] }, { "pk": 31686, "title": "Human Benchmarks on AI's Benchmark Problems", "subtitle": null, "abstract": "Default reasoning occurs when the available information does not deductively guarantee the truth of the conclusion; and the conclusion is nonetheless correctly arrived at. The formalisms that have been developed in Artificial Intelligence to capture this mode of reasoning have suffered from a lack of agreement as to which non-monotonic inferences should be considered correct; and so Lifschitz 1989 produced a set of \"Nonmonotonic Benchmark Problems\" which all future formalisms are supposed to honor. The present work investigates the extent to which humans follow the prescriptions set out in\nthese Benchmark Problems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5kv9t8qx", "frozenauthors": [ { "first_name": "Renee", "middle_name": "", "last_name": "Elio", "name_suffix": "", "institution": "The University of Alberta", "department": "" }, { "first_name": "Francis", "middle_name": "Jeffry", "last_name": "Pelletier", "name_suffix": "", "institution": "The University of Alberta", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31686/galley/22754/download/" } ] }, { "pk": 31710, "title": "Increases in Cognitive Flexibility over Development and Evolution: Candidate Mechanisms", "subtitle": null, "abstract": "Chimpanzees, monkeys and rats are\ndisoriented, they reorient themselves using\ngeometrical features of their environment\n(Tinkelpaugh, 1932; Cheng, 1986; Margules &\nGallistel, 1988) In rats this ability appears to be\nmodular, impervious to nongeometric information\n(e.g. distinctive colors and odors) marking\nimportant locations (Cheng, 1986; Margules &\nGallistel, 1988) I tested young children and adults\nin an orientation task similar to that used with rats\n(Hermer & Speike, under revievyr) Whereas adults\nreadily used both geometric and nongeometric\ninformation to orient themselves, young children,\nlike rats, used only geometric information. These\nfindings provided the first evidence that humans,\nlike many other mammals , orient by using\nenvironmental shape; that the young child's\norientation system, like that of rats, is\ninformationaily encapsulated (Fodor, 1983); and\nthat in humans the apparent modularity of this\nsystem is overcome during development", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9wd9t9nn", "frozenauthors": [ { "first_name": "Linda", "middle_name": "", "last_name": "Hermer", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31710/galley/22778/download/" } ] }, { "pk": 31709, "title": "Incremental Syntax Processing and Parsing Strategies", "subtitle": null, "abstract": "Psycholinguistic models of language processing usually\npostulate that parsing the syntactic structure of a sen-\ntence proceeds incrementally in s o m e way, which means\nthat the syntactic analysis is not delayed until the end of\nthe clause or sentence. In this paper w e will discuss dif-\nferent conceptions of incrementality in the light of em-\npirical studies on the influence of grammatical case on\nstructure building in German subject-object asymme-\ntries. It will be shown that neither word-by-word attach-\nment of partial structures into the phrase marker of the\nsentence (Frazier, 1987a), nor head comer parsing (Ab-\nney, 1987; Kay, 1989) can explain the data found in our\nexperiments. A s a strategy which is consistent with our\ndata, left-comer parsing (Johnson-Laird, 1983) will be\ndiscussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/36b1x017", "frozenauthors": [ { "first_name": "Barbara", "middle_name": "", "last_name": "Hemforth", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Lars", "middle_name": "", "last_name": "Konieczny", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Gerhard", "middle_name": "", "last_name": "Strube", "name_suffix": "", "institution": "University of Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31709/galley/22777/download/" } ] }, { "pk": 31676, "title": "Inducing a Shift from Intutitve to Scientific Knowledge with Inquiry Training", "subtitle": null, "abstract": "Recent research in science education has shown that students frequently fail to understand scientific concepts and principles, e.g., photosynthesis. In the present study, elementary-school aged children were trained in how to conduct a collaborative inquiry into photosynthesis. Concept maps and comprehension pretest and posttests were used to assess the effects of the training. Students w h o had received the training had concepts maps which contained significantly more accurate scientific relational links depicting a more functional understanding of photosynthesis, and they retained more subject matter knowledge than the students w h o did not receive the training. The research supports the importance of inquiry training to facilitate conceptual understanding of scientific knowledge and emphasizes the usefulness of conceptual mapping techniques as evaluative measures of students' conceptual change.^", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4vk16487", "frozenauthors": [ { "first_name": "Elaine", "middle_name": "B.", "last_name": "Coleman", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31676/galley/22744/download/" } ] }, { "pk": 31801, "title": "Infants' Expectations about the Motion of Animate versus Inanimate Objects", "subtitle": null, "abstract": "This study explores the ways in which infants reason\nabout h u m a n action. Although recent research\nsupports the view that young infants' reasoning about\nobject physics is guided by a set of core principles.\nthere is little evidence for early principles of this sort\nin infants' reasoning about human action. T o explore\nthis issue, a habituation study was done comparing 7-\nmonth-olds' reasoning about simple causal sequences\ninvolving people to their reasoning about those\ninvolving inanimate objects. Our findingssuggest\nthat although 7-month-olds expect that the motion of\ninanimate objects will be constrained by the principle\nof contact (an object affects the motion of another\nobject if and only if the two objects come into\ncontact), they do not expect human motion to be\nconstrained in this way. These findings provide\npreliminary evidence diat infants have principled\nexpectations to guide their reasoning and learning\nabout human action.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3hx4g75c", "frozenauthors": [ { "first_name": "Amanda", "middle_name": "L.", "last_name": "Woodward", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Ann", "middle_name": "T.", "last_name": "Phillips", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Elizabeth", "middle_name": "S.", "last_name": "Speike", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31801/galley/22869/download/" } ] }, { "pk": 31735, "title": "Inflectional Morphology and Phonological Regularity in the English Mental Lexicon", "subtitle": null, "abstract": "We used a cross-modal repetition priming task to\ninvestigate the mental representation of regular and\nirregular past tense forms in English. Subjects heard\na spoken prime (such as walked) immediately\nfollowed by lexical decision to a visual probe (such as\nwalk). W e contrasted three types of English verbs,\nvarying in the phonological and morphological\nregularity of their past tense inflection. These were\n(i) Regular verbs {jump/jumped), with the regular 1-61\ninflection and no stem change, (ii) Semi-Weak verbs\n{burn/burnt, feel/felt), with irregular alveolar\ninflection and some phonologically regular stem\nvowel change, and (iii) Vowel Change verbs\n{sing/sang, give/gave), which mark past tense\nthrough phonologically irregular changes in the stem\nvowel. T h e stem forms of these verbs were presented\nin three prime conditions ~ preceded either by the\nIdentity Prime, a Past Tense Prime, or a Control\nPrime. T h e Identity Prime significantly facilitated\nlexical decision responses for all three verb classes,\nbut the Past Tense Prime, while significantly\nfacilitating responses in the Regular verb class,\nproduced no overall effect for the Semi-Weak verbs,\nand significant interference for the Vowel Change\nverbs. W e conclude that phonological irregularity in\nthe relation between a stem and an inflected form can\nlead to very different lexical structures than w e find\nfor more regular phonological relationships.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/93r6d39r", "frozenauthors": [ { "first_name": "William", "middle_name": "", "last_name": "Marslen-Wilson", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Mary", "middle_name": "", "last_name": "Hare", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Lianne", "middle_name": "", "last_name": "Older", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31735/galley/22803/download/" } ] }, { "pk": 31609, "title": "Instructional Explanations in History and Mathematics", "subtitle": null, "abstract": "This paper extends a dialogue on the nature of explanations and instructional discourse to include instructional explanations. The paper examines instructional explanations at three levels: (a) the distinctions between specific types of explanations (common, disciplinary, self, and instructional) with respect to specific features (problem type, initiation, evidence, form, and audience); (b) the occasions within history (events, structures, themes, and metasystems) and mathematics (operations, entities, principles, and metasystems) that prompt explanations; and (c) critical goal states present in successful explanation (representations known, verbal discourse complete, nature of problem understood, principles accessed). Using these three levels, three examples of shared instructional explanations are explored, two in history and one in mathematics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Invited Research Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7g2411vh", "frozenauthors": [ { "first_name": "Gaea", "middle_name": "", "last_name": "Leinhardt", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31609/galley/22677/download/" } ] }, { "pk": 31611, "title": "Integrating Cognitive and Conversational Accounts of Conceptual Change in Qualitative Physics Learning", "subtitle": null, "abstract": "Empirical data on students' science learning has demonstrated that learning science is a very complicated and fine-grained process. Simple replacement models — destruct the misconception, and instruct the target concept - have failed to cope with the observation that both states of knowledge are not imitary, monolithic, tightly coupled systems. At the same time, expert-novice research has produced a long list of specific areas in which students and scientists are said to fundamentally differ, spanning all the way from perception to metacognition. The deep irony is that Cognitive Science research, which should make instruction easier, has in fact expanded the \"great divide\" by locating more and more ways in which students and scientists differ. Time has come to articulate the commonalties among students and scientists that enable conceptual change to occur. Students and scientists have commonalties both in cognition and conversation. Research in qualitative physics and epistemology is providing an account of physics learning in terms of re-using cognitive structures available to both students and scientists (i.e. p-prims and qualitative cases). Social studies of science show that turn-taking can allow negotiation of knowledge, both in everyday conversation and in the laboratory. This paper discusses research demonstrating the deep compatibility of cognitive and conversational accounts, and their potential symbiosis as an account of conceptual change in students' physics learning. In particular, I present data from students' use of a computer simulation, \"The Envisioning Machine,\" which shows that students' conversational and cognitive processes can operate over the same basic data ~ qualitative physics knowledge - thereby allowing students to achieve conceptual change by simultaneously exploiting cognitive and sodal constraints.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Invited Research Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5n1142ww", "frozenauthors": [ { "first_name": "Jeremy", "middle_name": "", "last_name": "Roschelle", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31611/galley/22679/download/" } ] }, { "pk": 31684, "title": "Integrating Learning into Models of Human Memory: The Hebbian Recurrent Network", "subtitle": null, "abstract": "We develop an interactive model of human mem-\nory called the Hebbian Recurrent Network ( HRN )\nwhich integrates work in the mathematical modeling\nof memory with that in error correcting connection-\nist networks. It incorporates the Matrix Model (Pike,\n1984) into the Simple Recurrent Network (SRN, El-\nman, 1989). The result is an architecture which has\nthe desirable memory characteristics of the matrix\nmodel such as low interference and massive general-\nization, but which is able to learn appropriate en-\ncodings for items, decision criteria and the control\nfunctions of memory which have traditionally been\nchosen a priori in the mathematical memory litera-\nture. Simulations demonstrate that the HRN is well\nsuited to a recognition task inspired by typical mem-\nory peiradigms. In comparison to the SRN , the HRN\nis able to learn longer lists, and is not degraded sig-\nnificantly by increasing the vocabulary size.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0k24d99r", "frozenauthors": [ { "first_name": "Simon", "middle_name": "", "last_name": "Dennis", "name_suffix": "", "institution": "The University of Queensland", "department": "" }, { "first_name": "Janet", "middle_name": "", "last_name": "Wiles", "name_suffix": "", "institution": "The University of Queensland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31684/galley/22752/download/" } ] }, { "pk": 31701, "title": "Intentions in Time", "subtitle": null, "abstract": "Representing and reasoning about goal-directed\nactions is necessary in order for autonomous\nagents to act in or understand the commonsense\nworld. This paper provides a formal theory of in-\ntentional action based on Bratman's characteriza-\ntion of intention [Bratman, 1987, Bratman, 1990].\nOur formalization profits from the the formaliza-\ntion of Bratman's theory developed by Cohen and\nLevesque [l990a, 1990bJ. W e review their formal-\nization and illustrate its weaknesses. Using Allen's\ntemporal logic [Allen, 1984] , w e construct a for-\nmalization that satisfies Bratman's desiderata for\nan acceptable theory of intentional action. W e in-\ntroduce a characterization of success and failure of\nintentional action and show that our richer theory\nof time allows us to formalize more complex inten-\ntional actions, particularly those with deadlines.\nFinally, we argue that the use of a syntactic theory\nof belief allows us to accommodatea more descrip-\ntive theory of intentional action by fallible agents.\nOur work has relevance to multi-agent planning,\nspeech-act processing and narrative understand-\ning. W e are using this theory to representing the\ncontent of narratives and to constructing and un-\nderstanding description-based communication.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/10t6z96w", "frozenauthors": [ { "first_name": "Robert", "middle_name": "P.", "last_name": "Goldman", "name_suffix": "", "institution": "Tulane University", "department": "" }, { "first_name": "R.", "middle_name": "Raymond", "last_name": "Lang", "name_suffix": "", "institution": "Tulane University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31701/galley/22769/download/" } ] }, { "pk": 36589, "title": "Interdisciplinary Contact Assignments to Enhance Cross-Cultural Understanding", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "CATESOL Exchange", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/59v9v9kn", "frozenauthors": [ { "first_name": "Marsha", "middle_name": "", "last_name": "Chan", "name_suffix": "", "institution": "Mission College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36589/galley/27440/download/" } ] }, { "pk": 31704, "title": "Is the Phonoogical Loop Articulatory or Auditory?", "subtitle": null, "abstract": "The paradigm of immediate serial recall (Baddeley,\n1986) has been used extensively in investigation of\nworking m e m o r y , but its relation to and implica-\ntions for the nature of phonological processing have\nseldom been examined. W e show thatfindings from\nthis domain can be interpreted in two ways, and relate\nthese two interpretations to a simple model of phono-\nlogical processing. One interpretation emphasizes\nthe availability of infonnation from \"output\" phono-\nlogical processing to \"input\" phonological process-\ning, while the alternative account stipulates no such\nconnections. On the basis of an experimental study\ndesigned to choose between the two accounts, w e\ntentatively conclude that the interpretation suggest-\ning output-input connectivity is supported. Estab-\nlishment of this result would be of considerable in-\nterest, since it indicates that processes in language\nproduction can impact directly on processes in lan-\nguage perception.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/45n5088s", "frozenauthors": [ { "first_name": "Prahlad", "middle_name": "", "last_name": "Gupta", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Brian", "middle_name": "", "last_name": "MacWhinney", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31704/galley/22772/download/" } ] }, { "pk": 31763, "title": "Jumpnet: A Multiple-Memory Connectionist Architecture", "subtitle": null, "abstract": "A jumpnet includes two memory storage\nsystems: a processing network that employs\nsuperimpositional storage and a control\nnetwork that recodes input patterns into\nminimally overlapping hidden patterns. By\ncreating temporary, input-specific changes in\nthe weights of the processing network, the\ncontrol network causes the processing network to\n\"jvimp\" to the region of its weight space that is\nmost appropriate for a particular input pattern.\nSimulation results demonstrate that jumpnets\nexhibit only moderate levels of interference\nwhile retaining the computational advantages\nof superimpositional memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2s03636r", "frozenauthors": [ { "first_name": "Jay", "middle_name": "G.", "last_name": "Rueckl", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31763/galley/22831/download/" } ] }, { "pk": 31755, "title": "KA: Integrating Natural language Processing and Problem Solving", "subtitle": null, "abstract": "Traditional Cognitive Science has studied various\ncognitive components in isolation. Our project at-\ntempts to alleviate some of the problems with this\nseparation by focusing on the role of problem solv-\ning in language comprehension. Specifically, the\nKA project integrates six areas of current investi-\ngation in Cognitive Science: knowledge represen-\ntation, m e m o r y organization, language compre-\nhension, knowledge acquisition, problem solving,\nand control architectures. W e are developing a\nmodel-based text interpretation and knowledge ac-\nquisition system which, when completed, will be\nable to read and interpret descriptions of physical\ndevices, construct models of the devices, and use\nthe acquired models to solve novel design prob-\nlems. This paper presents three areas in which we\nuse problem solving to constrain natural language\nunderstanding: (1) the use of mental models as\na foundation for both problem solving and natu-\nral language understanding, (2) the use of design\nexperience to influence the understanding process,\nand (3) the use of the design process to establish\nthe cost of linguistic decisions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9k02d1n7", "frozenauthors": [ { "first_name": "Jeff", "middle_name": "", "last_name": "Pittges", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Kurt", "middle_name": "", "last_name": "Eiselt", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Ashok", "middle_name": "", "last_name": "Goel", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Andres", "middle_name": "Gomez", "last_name": "de Silva Garza", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Kavi", "middle_name": "", "last_name": "Mahesh", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Justin", "middle_name": "", "last_name": "Peterson", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31755/galley/22823/download/" } ] }, { "pk": 36584, "title": "Keys to Effective Peer Response", "subtitle": null, "abstract": "More and more ESL writing teachers are trying peer response to give students a wider audience for their papers and to encourage revision. However, in many cases students to not respond effectively, and little revision takes place. This paper discusses some of the problems with peer response and suggest how a clear role, specific tasks, thorough training, and clear accountability procedures can help foster more effective peer response.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/17k0n134", "frozenauthors": [ { "first_name": "Karen", "middle_name": "", "last_name": "Yoshihara", "name_suffix": "", "institution": "Foothill College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36584/galley/27435/download/" } ] }, { "pk": 31737, "title": "Kin Recognition, Similarity, and Group Behavior", "subtitle": null, "abstract": "This paper presents an approach to describing\ngroup behavior using simple local interactions\namong individuals. We propose that for a given\ndomain a set of basic interactions can be defined\nwhich describes a large variety of group behaviors.\nThe methodology we present allows for simplified\nqualitative analysis of group behavior through the\nuse of shared goals, kin recognition, and minimal\ncommunication. W e also demonstrate h o w these\nbasic interactions can be simply combined into\nmore complex compound group behaviors.\nTo validate our approach we implemented an array of basic group behaviors in the domain of spatial interactions among homogeneous agents. We\ndescribe some of the experimental results from two\ndistinct domains: a software environment, and a\ncollection of 20 mobile robots. We also describe\na compound behavior involving a combination of\nthe basic interactions. Finally, we compare the\nperformance of homogeneous groups to those of\ndominance hierarchies on the same set of basic behaviors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8hw2t8xw", "frozenauthors": [ { "first_name": "Maja", "middle_name": "J", "last_name": "Mataric", "name_suffix": "", "institution": "MIT Artificial Intelligence Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31737/galley/22805/download/" } ] }, { "pk": 31754, "title": "Knowledge and the Simultaneous Conjoint Measurement of Activity, Agents, and Situations", "subtitle": null, "abstract": "We outline a measurement theory developed by\nintegrating ideas about knowledge level analysis,\nproduction system models of transfer, additive\nconjoint measurement, and Rasch models of\nmeasurement. Productions are assumed to rq)resent\nsituation-action elements of knowledge. The model\nviews the performance of such a knowledge element\nas the combination of affordance properties\nassociated with the element and ability properties\nassociated with an individual. Under specified\nconditions, observed behavior can be used to separate\nand quantify variables measuring situation-action\naffordances and subject abilities. A specific version\nof this model is applied to data from four studies\ninvolving the CMU Lisp Tutor.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/16p8w76d", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "PiroIIi", "name_suffix": "", "institution": "Xerox Palo Alto Research Center and University of California, Berkeley", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Wilson", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31754/galley/22822/download/" } ] }, { "pk": 31694, "title": "Learnability and Markedness: Dutch Stress Assignment", "subtitle": null, "abstract": "This paper investigates the computational\ngrounding of learning theories developed\nwithin a metrical phonology approach to\nstress assignment. In current research\nthe Principles and Parameters approach\nto learning stress is pervasive. W e point\nout some inherent problems associated with\nthis approach in leaxning the stress sys-\ntem of Dutch. T h e paper focuses on two\nspecific aspects of the learning task: w e\nempirically investigate the eflFect of input\nencodings on learnability, and w e exam-\nine the possibility of a data-oriented ap-\nproach as an alternative to the Principles\nand Parameters approach. W e show that\na data-oriented similarity-based machine\nlearning technique (Instance-Based Learn-\ning), working on phonemic input encodings\nis able to learn metrical phonology abstrac-\ntions based on concepts like syllable weight,\nand that in addition, it is able to extract\ngeneralizations which cannot be expressed\nwithin a metrical framework.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9ks6z67z", "frozenauthors": [ { "first_name": "Steven", "middle_name": "", "last_name": "Gillis", "name_suffix": "", "institution": "University of Antwerp", "department": "" }, { "first_name": "Walter", "middle_name": "", "last_name": "Daeleman", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Gert", "middle_name": "", "last_name": "Durie", "name_suffix": "", "institution": "University of Antwerp", "department": "" }, { "first_name": "Antal", "middle_name": "", "last_name": "van den Bosch", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31694/galley/22762/download/" } ] }, { "pk": 31626, "title": "Learning from Instruction: A Knowledge-level Capability within a Unified Theory of Cognition", "subtitle": null, "abstract": "How does working within a unified theory of cognition - an architecture - provide useful constraint when modeling large timescale tasks, where performance Is primarily determined by knowledge, rather than the architecture's basic mechanisms? W e present a methodology for extracting the constraint that comes from the architecture, by deriving a set of architectural entailments which as for certain model properties over others. The methodology allows us to fzictor the effect that various architectural properties have on a model. We demonstrate the methodology with a case study: a model of learning procedures from natural language instructions, Instructo-Soar, within the Soar architecture.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6kz4x93r", "frozenauthors": [ { "first_name": "Scott", "middle_name": "B.", "last_name": "Huffman", "name_suffix": "", "institution": "The University of Michigan", "department": "" }, { "first_name": "Craig", "middle_name": "S.", "last_name": "Miller", "name_suffix": "", "institution": "The University of Michigan", "department": "" }, { "first_name": "John", "middle_name": "E.", "last_name": "Laird", "name_suffix": "", "institution": "The University of Michigan", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31626/galley/22694/download/" } ] }, { "pk": 31657, "title": "Learning Generic Mechanisms from Experiences for Analogical Reasoning", "subtitle": null, "abstract": "Humans appear to often solve problems in a new domain by transferring their expertise from a more familiar domain. However, making such cross-domain analogies is hard and often requires abstractions common to the source and target domains. Recent work in case-based design suggests that generic mechanisms are one type of abstractions used by designers. However, one important yet unexplored issue is where these generic mechanisms come from. W e hypothesize that they are acquired incrementally from problem-solving experiences in familiar domains by generalization over patterns of regularity. Three important issues in generalization from experiences are what to generalize from an experience, how far to generalize, and what methods to use. In this paper, we show that mental models in a familiar domain provide the content, and together with the problem-solving context in which learning occurs, also provide the constraints for learning generic mechanisms from design experiences. In particular, we show how the model-based learning method integrated with similarity-based learning addresses the issues in generalization from experiences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6bb3t2q6", "frozenauthors": [ { "first_name": "Sambasiva", "middle_name": "R.", "last_name": "Bhatta", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Ashok", "middle_name": "K.", "last_name": "Goel", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31657/galley/22725/download/" } ] }, { "pk": 31685, "title": "Learning Language via Perceptual/Motor Experiences", "subtitle": null, "abstract": "We postulate that early childhood language semantics\nis \"grounded\" in perceptual/motor experiences. The\nDETE model has been constructed to explore this\nhypothesis. During learning, DETE's input consists\nof simulated verbal, visual and motor sequences.\nAfter learning, DETE demonstrates its language\nunderstanding via two tasks: (a) Verbal-to-\nvisual/moior association -- given a verbal sequence,\nDETE generates the visual/motor sequence being\ndescribed, (b) Visuallmotor-io-verbal association --\ngiven a visual/motor sequence, DETE generates a\nverbal sequence describing the visual/motor input.\nDETE ' s learning abilities result from a novel neural\nnetwork module, called katamic memory. DETE is\nimplemented as a large-scale, parallel, neural/\nprocedural hybrid architecture, with over 1 million\nvirtual processors executing on a 16K processor CM -\n2 Connection Machine.*", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/29f6r9j1", "frozenauthors": [ { "first_name": "Michael", "middle_name": "G.", "last_name": "Dyer", "name_suffix": "", "institution": "University of California Los Angeles", "department": "" }, { "first_name": "Valeriy", "middle_name": "I.", "last_name": "Nenov", "name_suffix": "", "institution": "University of California Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31685/galley/22753/download/" } ] }, { "pk": 31775, "title": "Learning Science with a Child-Focused Resource: A Case Study of Kids as Global Scientists", "subtitle": null, "abstract": "This project investigates student\nlearning within an innovative model of\nclassroom learning: student-generated and\nmaintained nodes of \"expertise\" along the\nInternet superhighway. Using Internet\naccess as the backbone for classroom\nactivities in the environmental and\natmospheric sciences, the Kids as Global\nScientists (KGS) project is contributing\ninsights into: 1) h o w the technology can be\nused to promote middle school students'\nconstruction of knowledge, 2) the nature of\ndistributed expertise across child-\ndeveloped and focused Internet nodes, and 3)\nthe design of K-12 appropriate Internet\ninterfaces. In particular, the K G S project\nrecognizes that current Internet resources are\nnot focused with a K-12 audience in mind.\nTherefore, a shift in focus from adult to\nchild-focused Internet nodes w a s\nestablished. In addition, the development\nof communities of learners which support\nthe exchange of information between\ndiverse and geographically distinct\nlearners is investigated. Results indicate\nthat becoming student experts in particular\nareas of science that other students value,\nand being responsible resources for other students' learning increases the \"use value\"\nof students' knowledge and encourages the\nlearning of real science from first hand\nsources.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/82w4q0m3", "frozenauthors": [ { "first_name": "Nancy", "middle_name": "Butler", "last_name": "Songer", "name_suffix": "", "institution": "University of Colorado at Boulder", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31775/galley/22843/download/" } ] }, { "pk": 31664, "title": "Letter Detection in German Silet Reading: Issues of Unitization and Syllable-Final Devoicing", "subtitle": null, "abstract": "In a German variant of a letter-detection experiment, native speakers of German read passages in German, searching for the letters d or t. Many more instances of the letter d. in definite articles and in the word and were missed than were missed in nouns, verbs, and adjectives. Subjects also missed more syllable final instances of the letter d. than syllable initial d or syllable-final t. The first finding supports earlier similar findings by Healy (e.g., 1976) for English, and Ferstl (1991) for German, with respect to high frequency words in the language being read in units larger than the letter. The second finding is understood in terms of the German phenomenon of neutralizing the difference in pronunciation between d and i in syllable-final position.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1s94j1jp", "frozenauthors": [ { "first_name": "Carolyn", "middle_name": "", "last_name": "Buck-Gengler", "name_suffix": "", "institution": "University of Colorado", "department": "" }, { "first_name": "Alice", "middle_name": "F.", "last_name": "Healy", "name_suffix": "", "institution": "University of Colorado", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31664/galley/22732/download/" } ] }, { "pk": 31753, "title": "LetterGen: Writing from Examples", "subtitle": null, "abstract": "How do people write letters? Examine the contents\nof any letter-writing handbook. People gain\nproficiency in this form of discourse through\nadaptation of examples (or at least there is a wide\nconsensus that examples are an excellent way to teach\ngood writing skills). LetterGen constructs letters in a\nsimilar manner: The programmer initially separates\nexample letters into snippets, and provides a plan\nderivation for each snippet. During an interview with\nthe user, LetterGen infers which snippets are relevant\nto the user's stated goals and beliefs by instantiating\nand adapting the stored derivations. Snippets are then\nordered into a new, complete letter. Additionally,\nrepresenting letters as a set of plan derivations has the\nconsequence that translated versions of a letter do not\nrequire special treatment; the target language is treated\nas just one of many goals.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0w768117", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Pautler", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31753/galley/22821/download/" } ] }, { "pk": 31793, "title": "Levels of Competition in Lexical Access", "subtitle": null, "abstract": "For a visual word to be recognised it must be singled\nout from a m o n g all other possible candidates. T h e\nless distinct a lexical entry is the more candidates\nthere will be competing with it, and so recognition\nwill be inhibited. In opposition to this view the fin-\ndings of Andrews (1989,1992) show a facilitatory ef-\nfect of neighborhood size; low frequency words which\nbore orthographic similarity to m a n y other words\nwere recognised more quickly, than those with fewer\nneighbors. Since neighborhood size as determined by\nColtheaurts \" N \" metric was designed as essentially a\nmeasure of lexical similarity, Andrews result could be\ninterpreted as evidence for lexical level facilitation.\nIn the present experiments w e repeat both the Idt\nand naming studies of Andrews using a more tightly\ncontrolled stimulus set. Only in L D T are her results\nsupported, in naming w e find no facilitatory effect of\nneighborhood size. W e discuss w h y any truly lexical\nlevel facilitation is inherently improbable.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4pv109kf", "frozenauthors": [ { "first_name": "Julie", "middle_name": "K .", "last_name": "Voice", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31793/galley/22861/download/" } ] }, { "pk": 31797, "title": "Linear Separability as a Constraint on Information Integration", "subtitle": null, "abstract": "In this paper we examined the extent to which\nlinear separability constrained learning and\ncategorization in different content domains.\nLinear separability has been a focus of research\nin many different areas such as categorization,\nconnectionist modeling, machine learning, and\nsocial cognition. In relation to categorization,\nlinearly separable (LS) categories are categories\nthat can be perfectly partitioned on the basis of\na weighted, additive combination of component\ninformation. W e examined the importance of\nlinear separability in object and social domains.\nAcross seven exp)eriments that used a wide\nvariety of stimulus materials and classification\ntasks, LS structures were found to be more\ncompatible with social than object materials.\nNonlincarly separable structures, however, were\nmore compatible with object than social\nmaterials. This interaction between linear\nseparability and content domain was attributed\nto differences in the types of knowledge and\nintegration strategies that were activated. It was\nconcluded that the structure of knowledge varies\nwith domain, and consequently it will be\ndifficult to formulate domain general constraints\nin terms of abstract structural properties such as\nlinear separability.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/35f4g60d", "frozenauthors": [ { "first_name": "William", "middle_name": "D.", "last_name": "Wattenmaker", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Stephanie", "middle_name": "J.", "last_name": "Schwertz", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31797/galley/22865/download/" } ] }, { "pk": 31726, "title": "Making Mathematical Connections Through Natural Language: A Computer Model of Text Comprehension in Arithmetic Word Problem Understanding", "subtitle": null, "abstract": "Understiinding arithmetic word problems involves a\ncomplex interaction of text comprehension jmd\nmathematicjd processes. This work presents a com-\nputer model of the hypothesized processes that are\nrequired of a young student solving arithmetic word\nproblems, including the processes of sentence-level\nreading and text integration. Unlike previous com-\nputer simuLitions of word problem solving, which\nneglect the early stages of text processing, this model\nforces a detailed consideration of the linguistic pro-\ncess, which is being increasingly recognized as a pri-\nmary source of difficulty. Experiments were con-\nducted to isolate critical text comprehension processes.\nChildren's probability of solution was jinalyzed in\nregression jinalyses as a function of the model's text\ncomprehension processes. A variable measuring the\ncombined effects of the load on working m e m o r y and\ntext integration inferences accounted for a significant\nrunount of variance across four grade levels (K-3).\nThe results suggest n e w process-oriented measures of\ndetermining w h y a particular word problem m a y be\ndifficult, especially for young students. A n implica-\ntion for education is the potential for a difficulty-\ndifferentiated network of problems that includes a\nmultiple number of rewordings for each \"traditionjU\"\nproblem wording as an iiid for classroom assessment\nand future computer-based learning environments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3j78j8bs", "frozenauthors": [ { "first_name": "Mark", "middle_name": "D.", "last_name": "LeBlanc", "name_suffix": "", "institution": "University of New Hampshire", "department": "" }, { "first_name": "Sylvia", "middle_name": "", "last_name": "Weber-Russell", "name_suffix": "", "institution": "University of New Hampshire", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31726/galley/22794/download/" } ] }, { "pk": 36586, "title": "Making Use of Computer-Assisted Language Learning in Higher Education: A Report From UCLA", "subtitle": null, "abstract": "This paper presents an overview and analysis of a three-year computer assisted instruction (CAI) project conducted at UCLA. The project, funded by UCLA’s Office of Instructional Development, had as its primary goal the development of material for individualized instruction within the ESL service courses. In the paper, we present a brief description of how the project was carried out (including an account of the development of one piece of software), and a discussion of some of the major issues which arose concerning our implementation of computer-assisted language learning (CALL) or computer assisted instruction (CAI) in a university ESL setting. We will be presenting this discussion not as CALL experts, but as ordinary ESL teachers and administrators exploring a new technology. Rather than a state-of-the-art report on CALL, then, we intend this to be a portrayal of one experience that will hopefully be of use to those who are considering the implementation of CALL in their own instructional settings. Our discussion will refer to several sources of qualitative data that were collected over the three-year life of the project. These were written documentation produced by the project teaching assistant (including memos and journal entries), other written documents produced across the life of the project, and interviews and questionnaire data collected from the ESL service course teachers after the official completion of the project.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2167x9rz", "frozenauthors": [ { "first_name": "Brian", "middle_name": "", "last_name": "Lynch", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Coughlan", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36586/galley/27437/download/" } ] }, { "pk": 31693, "title": "Match and Mismatch in Phonological Context", "subtitle": null, "abstract": "Earlier research suggests that the lexical access\nprocess in humans is highly intolerant of mismatch.\nWhen heard in isolation, a sequence such as [wikib]\n(wickib) is unacceptable as a token of wicked even\nthough the mismatch is minimal. This observation is\napparently inconsistent with the vulnerability of\nnatural speech to phonological change. For example,\nthe word wicked m a y be phonetically realised as\n[wikib] in the context of \"wicked prank\". This is an\nexample of place assimilation, where the underlying\n/d/ in wicked acquires a labial character from the\nfoUowing labial consonant.\nThe cross-modal priming experiments reported\nhere test the hypothesis that phonologically regular\nvariation does not in fact create mismatch when it\noccurs in the appropriate context. Subjects heard\ntokens like [wikib] embedded in either\nphonologically viable context (where the following\nword was prank) or in unviable context (where the\nfollowing word was game ) . When heard in unviable\ncontext, the distorted tokens produced a strong\nmismatch effect In contrast, the distorted tokens in\nviable context primed as strongly as the undistorted\nwords. These results suggest that the on-line\nprocesses of speech interpretation and lexical access\nmust perform some kind of phonological inferencing\nwhen interpreting speech at the lexical level.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4pt3d26h", "frozenauthors": [ { "first_name": "Gareth", "middle_name": "", "last_name": "Gaskell", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "William", "middle_name": "", "last_name": "Marslen-Wilson", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31693/galley/22761/download/" } ] }, { "pk": 31708, "title": "Memory Use During Hand-Eye Coordination", "subtitle": null, "abstract": "Recent successful robotic models of complex tasks\nare characterized by use of deictic primitives and\nfrequent access to the sensory input. Such models\nrequire only limited memory representations, a well-\nknown characteristic of human cognition. We show,\nusing a sensori-motor copying task, that human\nperformance is also characterized by deictic strategies\nand limited memory representations. This suggests\nthat the deictic approach is afruitful one for under-\nstanding human brain mechanisms; it also suggests a\ncomputational rationale for the limitations on human\nshort term memory", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4d34h4d8", "frozenauthors": [ { "first_name": "Mary", "middle_name": "M .", "last_name": "Hayhoe", "name_suffix": "", "institution": "The University of Rochester", "department": "" }, { "first_name": "Dana", "middle_name": "H.", "last_name": "Ballard", "name_suffix": "", "institution": "The University of Rochester", "department": "" }, { "first_name": "Steven", "middle_name": "D.", "last_name": "Whitehead", "name_suffix": "", "institution": "The University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31708/galley/22776/download/" } ] }, { "pk": 31612, "title": "Minimal Generative Explanations: A Middle Ground between Neurons and Triggers", "subtitle": null, "abstract": "This paper describes a class of procedures for discovering linguistic structure, along with some specific procedures and measures of their effectiveness. This approach is well-suited to problems like learning the forms of words from connected speech, learning word formation rules, and learning phonotactic constraints and phonological rules. These procedures acquire a symbolic representation, such as a list of word forms, a list of morphemes, or a set of context sensitive rules, each of which serves as the language-particular component of a generative grammar. Each procedure considers only a clearly defined set of possible generative grammars. This hypothesis space can be thought of as the procedure's \"universal grammar\". Procedures are evaluated for effectiveness by computer simulation on input consisting of naturally occurring language. Thus, they must be robust. That is, small changes to the input must lead to little or no change in the conclusions. This research program resembles the connectionist program in its focus on phenomena like wordsegmentation, morphology, and phonology, its emphasis on robustness, and its reliance on computer simulation. However, it is closer to parameter setting and learnability theory in its focus on learning generative grammars selected from a clearly defined hypothesis space, or \"universal grammar\". Further, to the extent that connectionism is about neural implementations while parameter setting and learnability theory are about universal grammars, the study of effective procedures for language acquisition stands at an intermediate level of abstraction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Invited Research Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4r13391c", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Brent", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31612/galley/22680/download/" } ] }, { "pk": 31724, "title": "Modeing Melodic Expectation: Using Three \"Musical Forces\" to Predict Melodic Continuations", "subtitle": null, "abstract": "Part of what we call \"expression\" or \"espressive\nmeaning\" in music m a y be regarded as an emergent\nproperty of the interaction of \"musical forces\" that I call\ngravity, magnetism, and inertia. These forces are\nimplicit in Gestalt psychological principles of perceptual\norganization, current theories of tonal music, and recent\nexperimental work in psychoacoustics. A n explicit\naccount of their operation and interaction allows us to\npredict which patterns of musical motion trained\nlisteners will tend to expect in tonal music.\nA computer program called What Next models the\noperation of these forces. Given a string of melodic\npitches in a specific tonal context. What next lists\npredicted continuations. A comparison of these\npredictions with the results of an experiment (Lake\n1987), in which trained listeners were given a string of\nmelodic pitches in a specific tonal context and asked to\nsing a continuation, suggests that the forces modeled\nhave cognitive significance and explanatory power.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5s89q20s", "frozenauthors": [ { "first_name": "Steve", "middle_name": "", "last_name": "Larson", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31724/galley/22792/download/" } ] }, { "pk": 31674, "title": "Model Construction and Criticism Cycles in Expert Reasoning", "subtitle": null, "abstract": "A case study is described which documents the generation of a new hypothesis in the form of a visualizable model. It is argued that several of the processes used were neither deduction nor induction by enumeration. Rather, a new explanatory model was invented via a successive refinement process of hypothesis generation, evaluation, and modification, starting from an initial rough analogy. New predictions emerged when the subject \"ran\" the model. Thus it appears to be possible to investigate the model construction processes of experts through thinking aloud protocols.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/75g1z2mk", "frozenauthors": [ { "first_name": "John", "middle_name": "", "last_name": "Clement", "name_suffix": "", "institution": "University of Massachusetts", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31674/galley/22742/download/" } ] }, { "pk": 31749, "title": "Modeling Forced-Choice Associative Recognition Through a Hybrid of Global Recognition and Cued-Recall", "subtitle": null, "abstract": "Global recognition models usually assume\nrecognition is based on a single number,\ngenerjilly interpreted as 'familiarity'. Clark,\nHori, and Callan (in press), tested the adequacy\nof such models for associative recognition, a\nparadigm in which subjects study pairs and\nmust distinguish them from the same words\nrearranged into other pairs. Subjects chose a\ntcirget pair from a set of three choices. In one\ncondition all three choices contained a common,\nshared word (OLAP); in the other condition, all\nwords were unique (NOLAP). Subjects\nperformed slightly better in the NOLAP\ncondition, but global recognition models predict\nan P advantage, due to the correlation\namong test pairs. Clark et al. (in press)\nsuggested that the subjects m a y have used\ncued-recall to supplement their familiarity\njudgments: the greater number of imique\nwords in the NOLAP case provides extra\nretrieval chances that can boost performance.\nWe tested this possibility by implementing a\nretrieval structure that leads to a hybrid of\ncued-recall and recognition. W e did this for\nseveral current memory models, including\nconnectionist and neural net models. For all of\nthe models we explored , the observed NOLAP\nadvantage was difficult to impossible to\nproduce. While some researchers propose that\nthere is a cued-recall component to associative\nrecognition, our modeling shows that this\ncomponent cannot be realized easily in the\nextant memory models as they are currently\nformulated.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5gh8b7s7", "frozenauthors": [ { "first_name": "Peter", "middle_name": "A.", "last_name": "Nobel", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "David", "middle_name": "E.", "last_name": "Huber", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31749/galley/22817/download/" } ] }, { "pk": 31795, "title": "Modeling Globabl Synchrony in the Visual Cortex by Locally Coupled Neural Oscillators", "subtitle": null, "abstract": "A fundamental aspect of perception is to bind spatially\nseparate sensory features, essential for object\nidentification, segmentation of different objects, and\nfigure/ground segregation. Theoretical considerations\nand neurophysiological findingspoint to the temporal\ncorrelation of feature detectors as a binding mechanism.\nIn particular, it has been demonstrated that the cat visual\ncortex exhibits 40-60 H z stimulus-dependent\noscillations, and synchronization exists in spatially\nremote columns (up to 7 m m ) which reflects global\nstimulus properties (Gray et al., 1989; Eckhom et al.,\n1988). What neural mechanisms underlie this global\nsynchrony? Many neural models thus proposed end up\nrelying on global connections, leading to the question\nof whether lateral connections alone can jwoduce remote\nsynchronization. With a formulation diffwent from the\nfrequently used phase model, w e find that locally\ncoupled neural oscillators can indeed yield global\nsynchrony. The model employs a previously suggested\nmechanism that the efficacy of the connections is\nallowed to change on a fast time scale. Based on the\nknown connectivity of the visual cortex, the model\noutputs closely resemble the experimental findings.\nThis model lays a computational foundation for Gestalt\nperceptual grouping.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/54x3p3fp", "frozenauthors": [ { "first_name": "DeLiang", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31795/galley/22863/download/" } ] }, { "pk": 31740, "title": "Modeling Property Intercorrelations in Conceptual Memory", "subtitle": null, "abstract": "Behavioral experiments have demonstrated that people\nencode knowledge of correlations among semantic prop-\nerties of entities and that this knowledge influences per-\nformance on semantic tasks (McRae, 1992; McRae, de Sa,\n& Seidenberg, 1993). Independently, in connectionist the-\nory, it has been claimed that relationships among seman-\ntic properties may provide structure that is required for\nthe relatively arbitrary mapping from word form to word\nmeaning (Hinton&Shallice, 1991). W e explored these is-\nsues by implementing a modified Hopfield network (1982,\n1984) to simulate the computation from word form to\nmeaning. The model was used as a vehicle for developing\nexplanations for the role played by correlated properties in\ndetermining short interval semantic priming effects and in\ndetermining the ease with which a property is verified as\npart of a concept. Simulations of the priming and property\nverification experiments of McRae (1992) are reported. It\nis concluded that correlations among properties encoded\nin conceptual memory play a key role in the dynamics of\nthe computation of word meaning. Furthermore, a model\nin which property intercorrelations are central to forming\nbasins of attraction corresponding to concepts may pro-\nvide important insights into lexical memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7qz0j3qj", "frozenauthors": [ { "first_name": "Ken", "middle_name": "", "last_name": "Mcrae", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Virginia", "middle_name": "R .", "last_name": "de Sa", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Mark", "middle_name": "S.", "last_name": "Seidenberg", "name_suffix": "", "institution": "University of Southern California Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31740/galley/22808/download/" } ] }, { "pk": 31651, "title": "Modelling Learning Using Evidence from Speech and Gesture", "subtitle": null, "abstract": "Speech and gesture provide two different access routes to a learner's mental representation of a problem. W e examined the gestures and speech produced by children learning the concept of mathematical equivalence, and found that children on the verge of acquiring the concept tended to express information in gesture which they did not express in speech. We explored what the production of such gesture-speech mismatches implies for models of concept learning. Two models of a mechanism that produces gesture-speech mismatches were tested against data from children learning the concept of mathematical equivalence. The model which best fit the data suggests that gesture and speech draw upon a single set of representations, some of which are accessible to both gesture and speech, and some of which are accessible to gesture but not speech. Thus, gesture and speech form an integrated system in the sense that they do not draw upon two distinct sets of representations. The model implies that when new representations are acquired, they are first accessible only to gesture. Over time, they are then recoded into speech.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1vp9s446", "frozenauthors": [ { "first_name": "Martha", "middle_name": "Wagner", "last_name": "Alibali", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Goldin-Meadow", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31651/galley/22719/download/" } ] }, { "pk": 31699, "title": "Modularity and the Possibility of a Cognitive Neuroscience of Central Systems", "subtitle": null, "abstract": "The methodology of cognitive neuroscience presup-\nposes that cognitive functions are modular. Fodor\n(1983) offered an interesting charactoization of various\nforms of modularity and an argument to the effect that\nwhile language and input systems are probably modu-\nlar, higher cognitive processes such as problem solv-\ning probably are not. If this is the case, there will be\nmethodological obstacles in developing a neuroscience\nof higher cognitive functions. We offer an analysis of\nthe issue of modularity as it affects the cognitive sci-\nences, evaluate Fodor's characterization with respect to\nthis analysis, and suggest that his argument for the\nnonmodularity of central systems has a very narrow\nscope. It is not something that neuroscience needs to\nnecessarily worry about.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3t2265sj", "frozenauthors": [ { "first_name": "Vinod", "middle_name": "", "last_name": "Goel", "name_suffix": "", "institution": "NINDS / NIH", "department": "" }, { "first_name": "Jordan", "middle_name": "", "last_name": "Grafman", "name_suffix": "", "institution": "NINDS / NIH", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31699/galley/22767/download/" } ] }, { "pk": 31721, "title": "Musical Pleasure Through the Unification of Melodic Sequences", "subtitle": null, "abstract": "The purpose of this paper is to extend an earlier\ntheory of pleasure associated with harmonic sequences\nto melodic sequences. The theory stated that the\nsequences that will be pleasurable will be the ones\nthat allow a coherent transition from one mental state\nto the next. This can be measured in a connectionist\nmodel by noting the strength of the activation boost\nin a competitive layer categorizing the elements of\nthe sequence. It is suggested that a similar\nmechanism will work for melodic sequences if two\nconditions are met. First, the melodic sequences\nmust be represented such that two sequences judged to\nbe similar by the ear have an overlapping distributed\nrepresentation. Next, a mechanism must be posited\nto separate melodic sequences into significant groups.\nThe results of a network accomplishing these tasks\nare presented.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9hc3w33g", "frozenauthors": [ { "first_name": "Bruce", "middle_name": "F.", "last_name": "Katz", "name_suffix": "", "institution": "University of Sussex", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31721/galley/22789/download/" } ] }, { "pk": 31618, "title": "Neuropsychological Implications for Attention in Perception and Action", "subtitle": null, "abstract": "Organized behaviour requires the coordination of perception and action, both of which rely on information that Is spatially coded. The question is whether perception and action draw upon a common set of spatial representations or whether they rely on separate representations which must be linked to achieve integrated behaviour. These two alternative views are difficult to distinguish in normal behaviour but neuropsychological evidence obtained from patients with spatial Impairments may prove useful In addressing this Issue. Patients with unilateral neglect, a deficit In visuospatlal attention following right hemisphere damage, fail to report Information appearing on their contraleslonal left-hand side. Many of these same patients are also be Impaired at directing actions to their contraleslonal lefthand side. Experiments designed to examine the relationship between perceptual neglect and action (motor) neglect reveal a close correspondence between these deficits in at least some patients. These findings suggest a tight coupling of perception and action, indicating the use of a common spatial map.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Invited Research Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7sw6r12m", "frozenauthors": [ { "first_name": "Marlene", "middle_name": "", "last_name": "Behrmann", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31618/galley/22686/download/" } ] }, { "pk": 31678, "title": "Non-deterministic Prepositional phrase Attachment", "subtitle": null, "abstract": "Existing models of sentence comprehension typically\nadopt a deterministic approach that decides on the\ncorrect parse of a sentence. In essence, these models\nconsist of algorithms that statically capture a priori\nrules for disambiguation and seldom take into account\nthe context of interpretation. Also, their deterministic\nnature eliminates the possibility of recognizing a\ngenuine ambiguity. We argue that the very essence of\nthe quantitative model of memory we have developed,\nthat is, its time-constrained nature, allows for a non-\ndeterministic contextual approach to structural\ndisambiguation. In this paper, w e focus specifically\non the problem of PP (Prepositional Phrase)\nAttachment. More precisely, w e contend that a\nsolution to this problem depends on the use of both a\nmassively parallel time-constrained architecture and a\nquantitatively-defined context.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2sq8v0qg", "frozenauthors": [ { "first_name": "Jean-Pierre", "middle_name": "", "last_name": "Corriveau", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31678/galley/22746/download/" } ] }, { "pk": 31624, "title": "NOVA, Covert Attention Explored Through Unified Theories of Cognition", "subtitle": null, "abstract": "Covert visual attention is a subtle part of human vision that has been widely researched in the psychology community. Most often visual attention is thought to involve movements of the eyes or head; however, covert visual attention does not involve overt movements of any sort. It has often been described in an homuncular sense as the \"mind's eye.\" This paper introduces both a new model of covert visual attention and a new approach in which to investigate attention. The approach is based on five assertions: (1) Development of models of attentional processes should occur in the context of a fixed, explicit model of nonattentional processes. (2) Evaluation of attentional models should occur in the context of complete tasks. (3) Judgment of the quality of an attentional model should be with respect to its ability to cover many tasks while maintaining constant parameters. (4) Computer implementation and simulation of an attentional model and the tasks it claims to cover should be used for demonstrating its sufficiency. (5) A process model (a model that seeks to correspond at some level of analysis to actual mechanisms of behavior) should be able to account fw both the timing and the functions of behavior. N O V A (Not Overt Visual Attention), the first operator-based model of covert visual attention, is based on the Model Human Processor [Card, Moran, and Newell, 1983], a model of nonattentional processes that has been applied successfully in Human-Computer Interaction (HCI) research. In this paper w e review the results of using N O V A to model seven qualitatively different immediate-response tasks from the psychological literature. As a test of the sufficiency of N O V A , we implemented N O V A and each of the task models in the Soar cognitive architecture, a computer model of human behavior that has been proposed as the basis of Newell's \"Unified Theories of Cognition\" (UTC) [Newell, 1990]. N O V A is both a new theory of attention and a framework in which existing theories of attention have been unified.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8216b7kh", "frozenauthors": [ { "first_name": "Mark", "middle_name": "", "last_name": "Wiesmeyer", "name_suffix": "", "institution": "The University of Michigan", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Laird", "name_suffix": "", "institution": "The University of Michigan", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31624/galley/22692/download/" } ] }, { "pk": 31792, "title": "Object Knowledge Influences Visual Image Segmentation", "subtitle": null, "abstract": "Visual image segmentation is the process by\nwhich the visual system groups locations that\nare part of the same object. Can knowledge of\nobjects influence image segmentation, or is the\nsegmentation process isolated from object\ninformation? The use of object knowledge at this\nstage of vision might seem premature, as the goal\nof segmentation is to provide input to object\nrecognition. However, purely bottom-up image\nsegmentation has proven a computationally\ndifficult task, suggesting that a \"knowledge-\nbased\" approach might be required. W e\naddressed this issue using two segmentation\ntasks: Subjects either determined whether a\nsmall 'x' was located inside or outside the region\nsubtended by a block shape, or they determined\nwhether two small x's were on the same shape or\ndifferent shapes. The familiarity of the shapes\nwas manipulated, and subjects were fastest to\nsegment the visually familiar shapes. These\nresults suggest that image segmentation can be\npartly guided by information about familiar\nobjects, consistent with knowledge-based image\nsegmentation models.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1rg370fc", "frozenauthors": [ { "first_name": "Shaun", "middle_name": "P.", "last_name": "Veccera", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31792/galley/22860/download/" } ] }, { "pk": 31734, "title": "On the Long-Term Retention of Studied and Understudied U.S. Coins", "subtitle": null, "abstract": "The present study addresses the issue of whether visual\ninformation is retained well or not, using the Nickerson and Adams (1979) familiar task of recalling a U.S. penny. Although Nickerson and Adams ' findings suggested poor retention of visual detail, earlier recognition memory studies suggested very good\nretention. A n unfamiliar liberty dime was used to\nassess the durability of a one-minute study period for an\nunfamiliar coin. Recall |}erformance on the unfamiliar\ndime was better than recall performance on the familiar\npenny even when the test on the dime was delayed for\none week. The order in which recall of the penny or\ndime occurred significantly affected performance with\nthe prior unaided recall of the penny enhancing the\nsubsequent recall of the studied dime. These findings\ndocument the importance of intentional study on\nmemory for details of a common object and suggest that with intentional study good retention can be obtained for visual details of such objects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6jk6p81n", "frozenauthors": [ { "first_name": "William", "middle_name": "R.", "last_name": "Marmie", "name_suffix": "", "institution": "University of Colorado", "department": "" }, { "first_name": "Gregory", "middle_name": "R.", "last_name": "Rully", "name_suffix": "", "institution": "University of Colorado", "department": "" }, { "first_name": "Alice", "middle_name": "F.", "last_name": "Healy", "name_suffix": "", "institution": "University of Colorado", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31734/galley/22802/download/" } ] }, { "pk": 31663, "title": "Orientation and Complexity Effects: Implications for Computational Models of Visual Analogical Reasoning", "subtitle": null, "abstract": "Several computational models have recently been proposed to define or describe visual representations. Is it reasonable to accept these models as plausible explanations of human visual processing? One way to address this question is to examine whether the models are affected by variables that have been shown to affect human visual analogical reasoning. Two such variables are stimulus complexity and differences in orientation of stimuli that must be compared. Unfortunately, the experiments that have been used to uncover these effects typically use stimuli that are too complex to be easily defined within the structure of computational models. In the present papa- this problem is resolved by producing the standard set of results for complexity and orientation with a set of easily defined stimuli. We therefore see this work as a preliminary step in the comparison of human and computational models of visual processing. We report results of a human experiment investigating mental rotation and complexity effects as well as an attempt to mimic these data with an implementation of one computational model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5gm7w6mq", "frozenauthors": [ { "first_name": "Lori", "middle_name": "", "last_name": "Buchanan", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Joordens", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Roy", "middle_name": "", "last_name": "Fleck", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Thagard", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31663/galley/22731/download/" } ] }, { "pk": 31623, "title": "Overview of Soar as a Unified Theory of Cognition: Spring 1993", "subtitle": null, "abstract": "This article provides a very brief overview of the current status, as of Spring 1993, of Soar as a unified theory of cognition. Moreover, it serves to set the stage for the detailed discussions of individual Soar systems in the three papers that follow. We begin by summarizing the structure of Soar as a cognitive system, and then outline its status as a unified theory of cognition", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/53p1k7sr", "frozenauthors": [ { "first_name": "Paul", "middle_name": "S.", "last_name": "Rosenbloom", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Jill", "middle_name": "Fain", "last_name": "Lehman", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "John", "middle_name": "E.", "last_name": "Laird", "name_suffix": "", "institution": "University of Michigan", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31623/galley/22691/download/" } ] }, { "pk": 31687, "title": "Post-encoding Verbalization Impairs Transfer on Artifical Grammar Tasks", "subtitle": null, "abstract": "In a series of studies, Schooler and Engstler-Schooler\n(1990) showed that verbalization of previously\nencountered non-verbal stimuli can impair subsequent memory performance. The present study investigates the possibility that the verbal disruption of non-verbal\nprocesses, called verbal overshadowing, m a y be\napplied to implicit learning, i.e., where what is\nlearned is difTicult to verbalize. One frequently\nstudied area of implicit learning is artificial grammars\n(e.g., Reber & Lewis, 1977). In the artificial\ngrammar research, it has been shown that subjects can\nlearn information about regularities in letter strings\ngenerated from a fmite state grammar, as measured by\ntransfer tests, while being unable to usefully state\nwhat those regularities are. The apparent disparity\nbetween subjects' competent performance on artificial\ngrammar tasks and their inabiUty to explain the rules\nof those tasks suggests the possibility that\nverbalization following memorization of artificial\ngrammar strings may impair subjects' performance on\na transfer task. In this study, subjects memorized a\nsubset of grammatical letter strings, then half of them\nverbalized the rules they learned during memorization.\nThe verbal subjects performed significantly worse\nthan the non-verbal subjects on a transfer task,\nproviding preliminary evidence that verbalization may\nimpair transfer when the learned information is\ndifficult to verbalize", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6d40n0m8", "frozenauthors": [ { "first_name": "Marte", "middle_name": "", "last_name": "Fallshore", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Jonathan", "middle_name": "W .", "last_name": "Schooler", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31687/galley/22755/download/" } ] }, { "pk": 31641, "title": "Prediction of Initial Performance in Rapid Decision Making Situations", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6114v9p1", "frozenauthors": [ { "first_name": "Earl", "middle_name": "", "last_name": "Hunt", "name_suffix": "", "institution": "University of Washington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31641/galley/22709/download/" } ] }, { "pk": 31752, "title": "Predictive Encoding: Planning for Opportunities", "subtitle": null, "abstract": "Suspended goals are those that are postponed by an\nagent because they do not fit into the agent's current,\nongoing agenda of plans. Recognizing later\nopportunities to achieve suspended goals is an\nimportant cognitive ability because it means that one\ncan defer work on a goal until one is in a better\nposition to achieve the goal. This paper focuses on\nw h e n and h o w such opportunities are recognized in\neveryday planning situations. According to our\naccount of the phenomenon, suspended goals are\nassociated at the time of encoding with features of the\nenvironment in which goal achievement would likely\nbe possible. This process is referred to as predictive\nencoding. Later, w h e n these features are perceived in\nthe environment through normal inferential\nprocesses, the agent is reminded of suspended goals\nthrough features previously associated with them, and\nrecognizes the opportunity to achieve the goals. This\napproach is compared with other recent theories of\nopportunistic planning, and empirical work is\npresented which supports predictive encoding as an\nexplanation for opportunistic planning behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/78k72018", "frozenauthors": [ { "first_name": "Andrea", "middle_name": "L", "last_name": "Patalano", "name_suffix": "", "institution": "University of Michigan", "department": "" }, { "first_name": "Colleen", "middle_name": "M .", "last_name": "Seifert", "name_suffix": "", "institution": "University of Michigan", "department": "" }, { "first_name": "Kristian", "middle_name": "J.", "last_name": "Hammond", "name_suffix": "", "institution": "The University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31752/galley/22820/download/" } ] }, { "pk": 31743, "title": "Presentations and This and That: Logic in Action", "subtitle": null, "abstract": "The tie between linguistic entities (e.g., words)\nand their meanings (e.g., objects in the world) is\none that a reasoning agent had better know about\nand be able to alter when occasion demands. This\nhas a number of important commonsense uses.\nThe formal point, though, is that a new treatment\nis called for so that rational behavior via a logic\ncan measure up to the constraint that it be able\nto change usage, employ new words, change mean-\nings of old words, and so on. Here w e do not offer\na new logic per se; rather w e borrow an existing\none (step logic) and apply it to the specific issue\nof language change.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4fh0z6xf", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Miller", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Donald", "middle_name": "", "last_name": "Perlis", "name_suffix": "", "institution": "University of Maryland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31743/galley/22811/download/" } ] }, { "pk": 31719, "title": "Principal Hidden Unit Analysis: Generation and Interpretation of Principal Networks by Zminimum Entropy Method", "subtitle": null, "abstract": "In the present paper, a principal hidden\nunit analysis with entropy minimization is\nproposed to obtain a simple or fundamental\nstructure from original complex structures.\nThe principal hidden unit analysis is com-\nposed of four steps. First, entropy, defined\nwith respect to the hidden unit activity, is\nminimized. Second, several principal hidden\nunits are selected, according to il-index, rep-\nresenting the strength of the response of hid-\nden units to input patterns. Third, the per-\nformance of the obtained principal network is\nexamined with respect to the error or generalization. Finally, the internal representa-\ntion of the obtained principal network must\nappropriately be interpreted. Applied to a\nrule-plus-exception, a symmetry problem and\nan autoencoder, it was confirmed in all cases\nthat by using entropy method, a small num-\nber of principal hidden units were selected.\nWith these principal hidden units, principal\nnetworks were constructed, producing targets\nalmost perfectly. The internal representation\ncould easily be interpreted especially for simple problems", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9c0002vr", "frozenauthors": [ { "first_name": "Ryotaro", "middle_name": "", "last_name": "Kamimura", "name_suffix": "", "institution": "Tokai University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31719/galley/22787/download/" } ] }, { "pk": 31649, "title": "Processing Time-warped Sequences Using Recurrent Neural Networks: Modelling Rate-dependent Factors in Speech Perception", "subtitle": null, "abstract": "This paper presents a connectionist approach to the processing of time-warped sequences and attempts to account for some aspects of rate-dependent processing in speech perception. The proposed model makes use of recurrent networks, networks which take input one at a time and which can pick up long-distance dependencies. Three recurrent network architectures are tested and compared in four computational experiments designed to assess how well time-warped sequences can be processed. The experiments involve two sets of stimuli, some of which reflect aspects of rate dependent processing in speech; one where the sequences are distinguished by the way their constituent elements are sequentially ordered, and another where the sequences share similar arrangement of the constituent elements but differ in the duration of some of these elements. The results establish certain conditions on rate-dependent processes in a network of this type vis-a-vis the obligatory use of rate information within the syllable, and throw some light on the basic computer science of recurrent neural networks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8n33c0nn", "frozenauthors": [ { "first_name": "Mukhlis", "middle_name": "", "last_name": "Abu-Bakar", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Nick", "middle_name": "", "last_name": "Chater", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31649/galley/22717/download/" } ] }, { "pk": 31765, "title": "Promoting Conceptual Cahgne in Children Learning Mechanics", "subtitle": null, "abstract": "We will describe an attempt to improve children's\nunderstanding of some basic concepts in mechanics\nstarting firoman examination o[ their ideas of motion.\nChildren's personal experience of the world colours\ntheir beliefs and explanations in science. A computer\naugmented curriculum w a s designed to promote\nconceptual change in the classroom. Twenty-nine\ntwelve- and thirteen-year-olds, and their usual\nclassroom teacher tried it out. T h e computer\nprograms consisted of interactive simulations which\nallowed direct engagement with animations of real\nworld scenarios in which pupils have control over\nforces and objects. W e demonstrated that this\ncurriculum produced evidence of conceptual change.\nO u r findings have implications for the development\nof a more sophisticated view of conceptual change.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4qp0b5vd", "frozenauthors": [ { "first_name": "Eileen", "middle_name": "", "last_name": "Scanlon", "name_suffix": "", "institution": "Open University", "department": "" }, { "first_name": "Tim", "middle_name": "", "last_name": "O'Shea", "name_suffix": "", "institution": "Open University", "department": "" }, { "first_name": "Malcolm", "middle_name": "", "last_name": "Byardt", "name_suffix": "", "institution": "Open University", "department": "" }, { "first_name": "Steve", "middle_name": "", "last_name": "Draper", "name_suffix": "", "institution": "Open University", "department": "" }, { "first_name": "Ros", "middle_name": "", "last_name": "Driver", "name_suffix": "", "institution": "Open University", "department": "" }, { "first_name": "Sara", "middle_name": "", "last_name": "Hennessy", "name_suffix": "", "institution": "Open University", "department": "" }, { "first_name": "Roger", "middle_name": "", "last_name": "Hartley", "name_suffix": "", "institution": "Open University", "department": "" }, { "first_name": "Claire", "middle_name": "", "last_name": "O'Malley", "name_suffix": "", "institution": "Open University", "department": "" }, { "first_name": "Conroy", "middle_name": "", "last_name": "Mallen", "name_suffix": "", "institution": "Open University", "department": "" }, { "first_name": "Geoff", "middle_name": "", "last_name": "Mohamed", "name_suffix": "", "institution": "Open University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31765/galley/22833/download/" } ] }, { "pk": 31680, "title": "Properties of the Principle-Based Sentence Processor", "subtitle": null, "abstract": "This paper defends a principle-based model of sen-\ntence processing, and demonstrates that such a model\nmust have two specific properties: (1) it must use a\npartially top-down parsing mechanism, possibly re-\nstricted to functional structure, and (2) it must use\nan Active Trace Strategy, which freely posits traces\nbefore their linear string position. It is argued that\nboth of the proposed mechanisms follow from an over-\narching Principle of Incremental Comprehension.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7gn03155", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "W .", "last_name": "Crocker", "name_suffix": "", "institution": "Department of Artificial Intelligence , Centre for Cognitive Science", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31680/galley/22748/download/" } ] }, { "pk": 31714, "title": "Rapid Unsupervised Learning of Object Structural Descriptions", "subtitle": null, "abstract": "A single view of an unfamiliar object\ntypically provides enough information about the\nobject's shape to permit recognition from a wide\nrange of n e w viewpoints. A recent model by\nH u m m e l and Biederman (1990, 1992) provides a\npartial account of this ability in terms of the\nactivation of viewpoint invariant structural\ndescriptions of (even unfamiliar) objects. W e\ndescribe the Structural Description Encoder (SDE),\na self-organizing feed-forward neural network that\nlearns such descriptions in one or at most two\nexposures. Rapid, reliable learning results from the\ninteractions among recruited and unrecruited units,\nwhose response characteristics are differentiated\nthrough the use of dynamic thresholds and learning\nrates.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2dk089n0", "frozenauthors": [ { "first_name": "John", "middle_name": "E.", "last_name": "Hummel", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Jun", "middle_name": "", "last_name": "Saiki", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31714/galley/22782/download/" } ] }, { "pk": 31668, "title": "Reading as a Planned Activity", "subtitle": null, "abstract": "This paper discusses how the goals of a reader lead to reading as a planned activity. The external situation provides many of these goals, as well as background, which allow the reader to focus the reading activity. A system is described in which a plan for perusing a given piece of text is chosen with regard to the reading goal(s) and the structure and content of the text. As reading progresses and goals are satisfied or change, the plan is modified using adaptive planning. This model is supported by a protocol study of subjects reading instructions to use a fax machine for the first time. The main sections of this paper will: 1) describe reading in terms of a larger context of activity; 2) introduce the necessary components needed for a reader that plans; and 3) illustrate planned reading in the domain of device instructions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6274k6z9", "frozenauthors": [ { "first_name": "Tamitha", "middle_name": "", "last_name": "Carpenter", "name_suffix": "", "institution": "Brandeis University", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Alterman", "name_suffix": "", "institution": "Brandeis University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31668/galley/22736/download/" } ] }, { "pk": 31730, "title": "Real-time Control of Animated Broad Agents", "subtitle": null, "abstract": "As autonomous agents' interactions with humans become\nricher, w e believe it will become increasingly important\nfor s o m e of the agents to have believable and engag-\ning personalities. In previous papers w e have described\nTok, a broad agent architecture which integrates reactiv-\nity, goal-directed behavior, emotion and s o m e m e m o r y\nand inference for agents in non-real-time worlds. In this\npaper w e discuss the issues raised w h e n w e extend Tok\nto work in real-time, animated domains. Convincing\nanimated motion poses three challenges to the architec-\nture: multipleprimitiveactions and higher level activities\nmust be executed simultaneously; future actions must be\nk n o w n before current actions complete, to enable smooth\nanimation; and the mind must be fast enough to provide\nthe impression of awareness. Here w e describe Hap,\nthe reactive substrate of Tok, and its approaches to these\nchallenges. T h e described architecture was used for the\ncreation of three agents, called woggles, in a world titled\nEdge of Intention, which was firstshown at the A A A I - 9 2\nAl-based Arts Exhibition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/05d0h32c", "frozenauthors": [ { "first_name": "A.", "middle_name": "Bryan", "last_name": "Loyall", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Joseph", "middle_name": "", "last_name": "Bates", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31730/galley/22798/download/" } ] }, { "pk": 31767, "title": "Recency and Context: An Environmental Analysis of Memory", "subtitle": null, "abstract": "Central to the rational analysis of m e m o r y is the\nproposal that memory's sensitivity to statistical\nstructure in the environment enables it to\noptimally estimate the odds that a m e m o r y trace\nwill be needed n o w (Anderson, 1990). These\nodds are based on (1) the pattern of prior use of\nthe m e m o r y (e.g., h o w recently it has been\nneeded) and (2) the similarity of the current\ncontext to the previous contexts in which it has\nbeen needed. W e have analyzed three sources of\ninformational demand in the environment: (1)\nspeech to children; (2) word usage in front page\nheadlines; and (3) the daily distribution of\nauthors of electronic mail. W e found that the\nfactors that govern m e m o r y performance,\nincluding recency, also predict the odds that an\nitem (e.g., a word or author) will be encountered\nnow. Here w e tested a basic prediction the theory\nmakes about the independence between context\nand recency in the environment by extending our\nprevious analysis of recency in the N e w York\nTimes. Though the results of four behavioral\nexperiment were inconsistent with this\nindependence assumption, the combination of\nthe rational and environmental analyses were able\nto account for 9 4 % of the variance in these\nexperiments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4z93w17v", "frozenauthors": [ { "first_name": "Lael", "middle_name": "J.", "last_name": "Schooler", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" }, { "first_name": "John", "middle_name": "R.", "last_name": "Anderson", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31767/galley/22835/download/" } ] }, { "pk": 31711, "title": "Recognition-based Problem Solving", "subtitle": null, "abstract": "This paper describes a space of possible models of\nknowledge-lean human problem solving characterised\nby the use of recognition knowledge to control\nsearch. Recognition-based Problem Solvers (RPS)\nare contrasted to Soar and ACT - R which tend to use\nlarge goal stacks to control search and to situated\ntheories of cognition that tend not to be able to do\nsearch at all (e.g. Pengi). It is shown that with\nappropriate knowledge increments R P S can apply\nalgorithms such as depth-first search with a bounded\ndemand on Working Memory . The discussion then\nfocuses on h o w some weak methods, such as depth-\nfirst search, are more difficult to encode in R P S than\nothers. It is claimed that the difficulty of encoding\ndepth-first reflects human performance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1tv0n8n9", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "", "last_name": "Howes", "name_suffix": "", "institution": "MRC Applied Psychology Unit", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31711/galley/22779/download/" } ] }, { "pk": 31690, "title": "Recognizing Handprinted Digit Strings: a Hybrid Connectionist/Procedural Approach", "subtitle": null, "abstract": "We describe an alternative approach to hand-\nprinted word recognition using a hybrid of proce-\ndural and connectionist techniques. We utilize two\nconnectionist components: one to concurrently make recognition and segmentation hypotheses, and another to perform refined recognition of segmented\ncharacters. Both networks are governed by a pro-\ncedural controller which incorporates systematic do-\nmain knowledge and procedural algorithms to guide\nrecognition.\nW e employ an approach wherein an image is pro-\ncessed over time by a spatiotemporal connectionist\nnetwork. The scheme offers several attractive fea-\ntures including shift-invariance and retention of lo-\ncal spatial relationships along the dimension being\ntemporalized, a reduction in the number of free pa-\nrameters, and the ability to process arbitrarily long\nimages.\nRecognition results on a set of real-world isolated\nZIP code digits are comparable to the best reported\nto date, with a 9 6 . 0 % recognition rate and a rate of\n9 9 . 0 % w h e n 9.5% of the images are rejected.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2zn3s20d", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "", "last_name": "Fontaine", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Lokendra", "middle_name": "", "last_name": "Shastri", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31690/galley/22758/download/" } ] }, { "pk": 31798, "title": "Reductionistic Conceptual Models and the Acquisition of Electrical Expertise", "subtitle": null, "abstract": "Our objective has been to determine whether woii^ing\nwith reductionistic models reduces students' mis-\nconceptions, and increases the coherence and flexibility of\ntheir expertise as they solve problems and generate expla-\nnations. W e conducted experimental trials of an interac-\ntive learning environment that provides models of circuit\nbehavior. In these trials, w e examined students' perfor-\nmance on a variety of circuit problems before and after\nthey worked with either (a) a \"transport\" model alone, or\n(b) the transport model augmented with explanations of its\nprocesses in terms of a \"particle\" model. T h e posttest re-\nsults reveal that, while both groups performed well o n a\nwide range of tasks, students w h o received the particle-\nmodel explanations achieved higher levels of performance\non tasks that require an understanding of voltage and its\ndistribution. W e conjecture that this is due to the particle\nmodel providing students with a mechanistic model for\ncharge distribution that is consistent with the behavior of\nthe transport model and that inhibits the construction and\nuse of certain common misconceptions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8056m8bb", "frozenauthors": [ { "first_name": "Barbara", "middle_name": "Y.", "last_name": "White", "name_suffix": "", "institution": "University of California Berkeley", "department": "" }, { "first_name": "John", "middle_name": "R .", "last_name": "Frederiksen", "name_suffix": "", "institution": "Educational Testing Service", "department": "" }, { "first_name": "Kathryn", "middle_name": "T .", "last_name": "Spoehr", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31798/galley/22866/download/" } ] }, { "pk": 31659, "title": "Reminding and Interpretation During Encoding", "subtitle": null, "abstract": "To understand and aa upon new experiences, people may draw on specific past experiences. Analogical transfer models suggest that past experiences are used following the encoding of the new information. Research on reminding s suggests that specific experiences may be accessed during encoding, and text comprehension research suggests available information may be used to interpret incoming material. Together, these findings suggest a more dynamic organization of interpretation processes, where past experiences may be accessed and used during encoding. This paper repeats on two experiments that explore the relationship between reminding and interpretation. In particular, the question was whether remindings that occur early during encoding might bias later interpretation. The first experiment used a postprocessing measure of interpretation, while the second measured on-line sentence reading times. In contrast to most contemporary models of analogical transfer, we found that remindings m a y influence interpretation during encoding.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/925617b5", "frozenauthors": [ { "first_name": "Gary", "middle_name": "L.", "last_name": "Bradshaw", "name_suffix": "", "institution": "University of Illinois", "department": "" }, { "first_name": "Brian", "middle_name": "H.", "last_name": "Ross", "name_suffix": "", "institution": "University of Illinois", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31659/galley/22727/download/" } ] }, { "pk": 31619, "title": "Representation and Learning in Situated Agents", "subtitle": null, "abstract": "For my purposes, a situated agent is a system that has an ongoing interaction with a dynamic environment. It could be a mobile robot, a factory controller, or a software-based meeting scheduler. Traditional models of program specification and correctness are not directly suited for use in situated agents. What Is Important about such agents is their situatedness how they are connected to and affected by their environment. Situated automata theory, developed by Stanley Rosenschein and myself, provides a formal method for characterizing the Interactions between an agent and its situating environment. The designer of an agent can provide declarative, symbolic specifications of the agent's knowledge and behavior, but these specifications can be compiled into a compact, efficient computation to be performed by the agent. In addition, situated automata theory allows the analysis of different choices of representation of the internal state of an agent. This analysis provides a technical basis for arguing that, in many cases, traditional \"symbolic\" representations are inefficient and difficult to maintain correctly. It also points out cases In which symbolic representations are to be preferred.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Invited Research Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8jf9x639", "frozenauthors": [ { "first_name": "Leslie", "middle_name": "Pack", "last_name": "Kaelbling", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31619/galley/22687/download/" } ] }, { "pk": 31681, "title": "Representation of Temporal Patterns in Recurrent Networks", "subtitle": null, "abstract": "In order to determine the manner in which\ntemporal patterns are represented in recurrent\nneural networks, networks trained on a vari-\nety of sequence recognition tasks are exam-\nined. Analysis of the state space of unit ac-\ntivations allows a direct view of the means em-\nployed by the network to solve a given prob-\nlem, and yields insight both into the class of\nsolutions these networks cfm produce and h o w\nthese will generalise to sequences outside the\ntraining set. This intuitive approach helps in\nassessing the potential of recurrent networks\nfor a variety of modelling problems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0qr0z21m", "frozenauthors": [ { "first_name": "Fred", "middle_name": "", "last_name": "Cummins", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31681/galley/22749/download/" } ] }, { "pk": 31799, "title": "Representation of Variables and Their Values in Neural Networks", "subtitle": null, "abstract": "Neural nets (NNs) such as multi-layer\nfeedforward and recurrent nets have had\nconsiderable success in creating representations in\nthe hidden layers. In a combinatorial domain,\nsuch as a visual scene, a parsimonious represent-\nation might be in terms of component features (or\nvariables) such as colour, shape and size (each of\nwhich can take on multiple values, such as red or\ngreen, or square or circle). Simulations are\ndescribed demonstrating that a multi-variable\nencoder network can learn to represent an input\npattern in terms of its component variables,\nwherein each variable is encoded by a pair of\nhidden units. The interesting aspect of this\nrepresentation is that the number of hidden units\nrequired to represent arbitrary numbers of\nvariables and values is linear in the number of\nvariables, but constant with respect to the number\nof values for each variable. This result provides a\nnew perspective for assessing the representational\ncapacity of hidden units in combinatorial\ndomains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7jg5b5j3", "frozenauthors": [ { "first_name": "Janet", "middle_name": "", "last_name": "Wiles", "name_suffix": "", "institution": "University of Queensland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31799/galley/22867/download/" } ] }, { "pk": 31748, "title": "Resolutino of Syntactic Ambiguity: The Case of New Subjects", "subtitle": null, "abstract": "I review evidence for the claim that syntactic ambiguities\nare resolved on the basis of the meaning of the competing\nanalyses, not their structure. I identify a collection of\nambiguities that d o not yet have a meaning-based account\nand propose one which is based on the interaction of\ndiscourse and grammatical function. I provide evidence\nfor m y proposal by examining statistical properties of the\nPenn Treebank of syntactically annotated text.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9084n7sq", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Niv", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T12:00:00-06:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31748/galley/22816/download/" } ] } ] }