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{ "count": 38386, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=34900", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=34700", "results": [ { "pk": 31746, "title": "Rule Learning and the Power Law: A Computational Model and Empirical Results", "subtitle": null, "abstract": "Using a process model of skill acquisition allo-\nwed us to examine the microstructure of subjects'\nperformance of a scheduling task. The model, im-\nplemented in the Soar-architecture, fits many qua-\nlitative (e.g., learning rate) and quantitative (e.g.,\nsolution time) effects found in previously collec-\nted data. T h e model's predictions were tested\nwith data from a new study where the identical\ntask was given to the model and to 14 subjects.\nAgain a general fitof the model was found with\nthe restrictions that the task is easier for the m o -\ndel than for subjects and its performance impro-\nves more quickly. T h e episodic memory chunks it\nlearns while scheduling tasks show h o w acquisition\nof general rules can be performed without resort\nto explicit declarative rule generation. T h e model\nalso provides an explanation of the noise typically\nfound when fittinga set of data to a power law —\nit is the result of chunking over actual knowledge\nrather than \"average\" knowledge. Only when the\ndata are averaged (over subjects here) does the\nsmooth power law appear.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2r37330b", "frozenauthors": [ { "first_name": "Josef", "middle_name": "", "last_name": "Nerb", "name_suffix": "", "institution": "University of Regensburg", "department": "" }, { "first_name": "Josef", "middle_name": "F.", "last_name": "Krems", "name_suffix": "", "institution": "University of Regensburg", "department": "" }, { "first_name": "Frank", "middle_name": "E .", "last_name": "Ritter", "name_suffix": "", "institution": "University of Nottingham", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31746/galley/22814/download/" } ] }, { "pk": 31736, "title": "Schema-based Categorization", "subtitle": null, "abstract": "Many theories of conceptual organization assume the\nexistence of some form of mental similarity metric\n(Medin and Schaffer, 1978; Hintzman and Ludlum,\n1980; Nosofsky, 1988; Shepard, 1987; Kruschke, 1992, among others.) In the domain of categorization, such\ntheories have been called \"similarity-based\" (Murphy\nand Medin, 1985). Criticism of similarity-based the-\nstories has led to a call for \"theory-based\" models of\ncategorization (Murphy and Medin, 1985; Rips, 1989;\nBarsalou, 1991; Medin, 1989). Theory-based views\nremain somewhat vague, however. In this paper I\noutline a schema-based theory of conceptual organi-\nzation. T h e model depends on the notion of amen -\ntal similarity metric but makes use of connectionist\nlearning principles to develop a conceptual organiza-\ntion that solves a problem faced by purely similarity-\nbased models of categorization. I discuss the rela-\ntionship of this theory to similarity-based and theory- based accounts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/09w6w1j7", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "", "last_name": "Martin", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31736/galley/22804/download/" } ] }, { "pk": 31769, "title": "Self vs. Other-Generated Hypotheses in Scientific Discovery", "subtitle": null, "abstract": "Other-generated hypotheses are often considered easier\nto test than self-generated hyptitheses. T o determine\nthe precise effects of other-generated hypotheses, w e\npropose three kinds of effects and describe a study\ndesigned to test for these effects of hypothesis source.\nT h e three kinds of effects considered are: (i) hypothesis\nplausibility changes, (ii) skepticism changes, and (iii)\nprocess changes. Forty-two undergraduate subjects\nwere given a microworld discovery task called\nMilktruck. Subjects either had to generate their o w n\ninitial hypothesis or were given the most frequently\ngenerated hypothesis. It w a s found that the other-\ngenerated hypothesis lead to m o r e thorough\ninvestigation of hypotheses resulting in a decrease in\nfalse terminations with incorrect solutions. T h e results\nsuggested these effects were caused by an increjise in\nskepticism rather than changes in hypothesis\nplausibility or process changes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7k87488p", "frozenauthors": [ { "first_name": "Christian", "middle_name": "D.", "last_name": "Schunn", "name_suffix": "", "institution": "Camegie Mellon University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Klahr", "name_suffix": "", "institution": "Camegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31769/galley/22837/download/" } ] }, { "pk": 31784, "title": "Sequencing Explanations to Enhance Communicative Functionality", "subtitle": null, "abstract": "The extent to which the segments of an expla-\nnation succeed in carrying out their intended func-\ntion depends in p", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6jm1k0p4", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "D .", "last_name": "Suthers", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31784/galley/22852/download/" } ] }, { "pk": 31778, "title": "Simulating Tilt Illusions with Lateral Inhibition and a Virtual Axis", "subtitle": null, "abstract": "When a vertical test stimulus is presented\nsimultaneously within a surrounding stimulus of\norientation 10-30° clockwise from vertical, the test\nstimulus appears slightly counter-clockwise from\nvertical. In contrast, when the surrounding stimulus\nis 60-80° clockwise from vertical, the test stimulus\nappears slightly clockwise from vertical. Lateral\ninhibition between orientation-selective neurons can\naccount for the former effect (repulsion), but not for\nthe latter effect (attraction). H o w e v e r , if an\northogonal \"virtual axis\" is also present and exerts its\no w n lateral inhibition, both effects can be accounted\nfor. A mathematical m o d e l demonstrates\nquantitatively h o w this m a y occur in the visual\nsystem. O n e simulation with narrowly tuned\norientation-selectivity functions produced tilt\nillusions of similar magnitude to that observed with\nh u m a n s at normal presentation durations. A\nsimulation with m o r e broadly tuned functions\nproduced tilt illusions of m u c h greater magnitude, as\nare found with h u m a n s at very short presentation\ndurations. Based on the model's performance, h u m a n\nperformance and neurophysiological data, it is\nsuggested that: 1) lateral inhibition m a y be the\nimmediate cause of both direct and indirect tilt\nillusions, and 2) the \"virtual axis\" m a y be a real\nneural mechanism and m a y be found in greater\nproportion in extrastriate cortex than in striate cortex.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9v519363", "frozenauthors": [ { "first_name": "Michael", "middle_name": "J.", "last_name": "Spivey-Knowlton", "name_suffix": "", "institution": "University of California. Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31778/galley/22846/download/" } ] }, { "pk": 31786, "title": "Simulation of Cued-recall and Recognition of Expository Texts by using the Construction-Integration Model", "subtitle": null, "abstract": "The purpose of this paper is to compare the\nresults of adults' performances in cued-recall and\nrecognition of expository texts with the results\nof simulations derived from the construction-\nintegration model proposed by Kintsch (1988.\n1990). In the cued recall task, we manipulated\nthree parameters: the weights of the connexions\nin the net, the size of the short-term memory\nbuffer and the representations of the sentence\nused as a cue. The main results show that w e\nneed to simulate the macroprocessing and the\npriw knowlegde of the learners to be able to\nincrease the simulations. In the recognition\ntask, w e simulate the representation of 4 levels\n(surface syntactic variation, close semantic\nvariation, inference and distant semantic\nvariationreferring to the same situation model\nthan the text) using different connexion weights\nfunction the decay of the memory trace. The\nmain results show the necessity to take into\naccount these levels to explain the subjects'\ncognitive processes involved in a\ncomprehension/memcM-ization task. For both\nexperiments, the activation values obtained\ncOTTectly fitthe hierarchy of the experimental\ndata.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1bp6190w", "frozenauthors": [ { "first_name": "Isabelle", "middle_name": "", "last_name": "Tapiero", "name_suffix": "", "institution": "Universitie de Paris 8", "department": "" }, { "first_name": "Guy", "middle_name": "", "last_name": "Denhiere", "name_suffix": "", "institution": "Universitie de Paris 8", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31786/galley/22854/download/" } ] }, { "pk": 31621, "title": "Situated Decision-Making and Recognition-Based Learning: Applying Symbolic Theories to Interactive Tasks", "subtitle": null, "abstract": "This paper describes two research projects that study typical Situated Action tasks using traditional cognitive science methodologies. The two tasks are decision making in a complex production environment and interaction with an Automated Teller Machine (ATM). Both tasks require that the decision maker and the user search for knowledge in the environment in order to execute their tasks. The goal of these projects is to investigate the interaction between internal knowledge and dependence on external cues in these kinds of tasks. W e have used the classical expert-novice paradigm to study information search in the decision making task and cognitive modeling to predict the behavior of A T M users. The results of the first project strongly indicate that decision makers are forced to rely on environmental cues (knowledge in the environment) to make decisions, independently of their level of expertise. W e also found that performance and information search are radically different between experts and novices. Our explanation is that prior experience in dynamic decision tasks improves performance by changing informadon search behavior instead of inducing superior decision heuristics. In the second study w e describe a computer model, based on the Soar cognitive architecture, that learns part of the task of using an A T M machine. The task is performed using only the external cues available from the interface itself, and knowledge assumed of typical human users (e.g., how to read, how to push buttons). These projects suggest that tasks studied by Situated Action research pose interesting challenges for traditional symbolic theories. Extending symbolic theories to such tasks is an important step toward bridging these theoretical frameworks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Invited Research Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1105n1fr", "frozenauthors": [ { "first_name": "Alonso", "middle_name": "H.", "last_name": "Vera", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Richard", "middle_name": "L.", "last_name": "Lewis", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "F.", "middle_name": "Javier", "last_name": "Lerch", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31621/galley/22689/download/" } ] }, { "pk": 31669, "title": "Situated Sense-Making: A Study of Conceptual Change in Activity-Based Learning", "subtitle": null, "abstract": "Sense-making is an essential process in learning for understanding. W e describe a study of sense-making involving two pairs of students learning basic elements of the visual programming language Prograph. The study emphasizes the critical role of activity in mediating concept development and refinement Video protocols of learning behavior were recorded and analyzed. The analysis focuses on the situated nature of the meaning construction process. It reveals how exploration, explanation, and expectation play important roles in the sense-making process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0hf0j60v", "frozenauthors": [ { "first_name": "Yam", "middle_name": "San", "last_name": "Chee", "name_suffix": "", "institution": "National University of Singapore", "department": "" }, { "first_name": "Jee", "middle_name": "Teck", "last_name": "Tan", "name_suffix": "", "institution": "National University of Singapore", "department": "" }, { "first_name": "Taizan", "middle_name": "", "last_name": "Chan", "name_suffix": "", "institution": "National University of Singapore", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31669/galley/22737/download/" } ] }, { "pk": 31672, "title": "Specificity of Practice Effects in the Classic Stroop Color-Word Task", "subtitle": null, "abstract": "Specificity effects of practice on the classic Stroop color-word task were explored using two different practice tasks, practice on the Stroop task itself and practice on simple color naming. Clear evidence for specificity effects was found, and this specificity persisted across a one-month delay. Stroop practice, but not color-naming practice, led to a pattern of improvement pointing to an advantage for practiced stimuli over unpracticed stimuli on both Stroop and color-naming tests but a disadvantage for practiced stimuli on reading and \"reverse-Stroop\" tests. The advantage for practiced stimuli was maintained on versions of the Stroop test that used orthographic manipulations of the stimuli. This pattern of specificity is inconsistent with practice as specific to the word forms. It is consistent with practice as specific to colors, to semantic meanings of the words, or to a combination of these two.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4q09z6v6", "frozenauthors": [ { "first_name": "Deborah", "middle_name": "M.", "last_name": "Clawson", "name_suffix": "", "institution": "University of Colorado", "department": "" }, { "first_name": "Cheri", "middle_name": "L.", "last_name": "King", "name_suffix": "", "institution": "University of Colorado", "department": "" }, { "first_name": "Alice", "middle_name": "F.", "last_name": "Healy", "name_suffix": "", "institution": "University of Colorado", "department": "" }, { "first_name": "K.", "middle_name": "Anders", "last_name": "Ericsson", "name_suffix": "", "institution": "University of Colorado", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31672/galley/22740/download/" } ] }, { "pk": 31742, "title": "Strategic Social Planning - Looking for Willingness in Multi-Agent Domains", "subtitle": null, "abstract": "This paper deals with the use of social knowledge by\nan autonomous agent which is planning its behavior\nand in particular discovering it is in need of help.\nWhat we aim at showing is the possible insertion of\nknowledge about dependence relations in an agent\narchitecture so that it may achieve a cognitively\nplausible behavior. A number of basic criteria are\ndesigned to eendow our agent architecture with the\nability to generate choices about social interactions and requests. Particular attention is paid to the criteria for assessing others' willingness to give help, and to the interaction of these criteria with the agent's general attitudes and skills.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9n1401t2", "frozenauthors": [ { "first_name": "Maria", "middle_name": "", "last_name": "Miceli", "name_suffix": "", "institution": "National Research Council", "department": "" }, { "first_name": "Amedeo", "middle_name": "", "last_name": "Cesta", "name_suffix": "", "institution": "National Research Council", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31742/galley/22810/download/" } ] }, { "pk": 31782, "title": "Strategies in Pronoun Comprehension", "subtitle": null, "abstract": "The aim of this study was to distinguish bet-\nween three heuristic strategies proposed to ac-\ncount for the assignment of ambiguous prono-\nuns: a subject assignment strategy, a paral-\nlel function strategy and a pwallel order-of-\nmention strategy. According to the subject\nassignment strategy a pronoun is assigned to\na preceding subject noun phrase. A parallel\nfunction strategy predicts that a pronoun will\nbe assigned to a noun phrase with a peirallel\ngrzunmatical function whereas a parallel order\nstrategy predicts that a pronoun will be a as-\nsigned to a noun phrase in a parallel position\nin a previous clause. These strategies were te-\nsted by examining the interpretation of ambi-\nguous subject and non-subject pronouns. T h e\nresults showed a bias to assign a pronoun to a\npreceding subject, suggesting the operation of\na subject assignment strategy. However, this\nbias was reversed for non-subject pronouns.\nThese pronouns showed a bias to preceding\nnon-subjects with parallel grammatical roles,\nthus supporting a parallel function hypothe-\nsis. Finally, the subject assignment bias was\nreduced w h e n a non-subject pronoun had a dif-\nferent grammaticaJ role from the non-subject\nantecedent, thus supporting a parallel order-of-\nmention strategy. W e conclude that all three\nstrategies m a y constrain the assignment of am-\nbiguous pronouns.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8893q98p", "frozenauthors": [ { "first_name": "Rosemary", "middle_name": "J.", "last_name": "Stevenson", "name_suffix": "", "institution": "University of Durham", "department": "" }, { "first_name": "Alexander", "middle_name": "W . R .", "last_name": "Nelson", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Keith", "middle_name": "", "last_name": "Stenning", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31782/galley/22850/download/" } ] }, { "pk": 31683, "title": "Students' Beliefs About the Circulatory System: Are Misconceptions Universal?", "subtitle": null, "abstract": "Misconceptions are a special case of false\nbeliefs. They should be both robust and important\nto a person's belief system. Chi (1992) has\nasserted that in some domains, such as the\ncirculatory system, students initial conceptions\nare of the same general ontological class as the\ntextbook conceptions. They should therefore not\nbe as robust as the initial conceptions in domains\nsuch as physics, in which the initial conception\nmay be of the wrong class. The initial beliefs of\n12 eighth grade students about the circulatory\nsystem included a variety of false beliefs.\nStatements of both correct and incorrect beliefs\nwere used to generate maps of students' initial\nmental models. This allowed an assessment of the\nimportance of the false beliefs. Even deeply\nembedded beliefs were removed by instruction.\nImportance was also measured by the impact of\nfalse beliefs on a pre-test, which was not\nsignificant. Resistance to instruction was tested\nby having students read a text. One analysis\nchecked individual false beliefs, to see if\ncontradiction by the text resulted in false belief\nremoval. Beliefs which were contradicted were\ngenerally removed. These results are not\nconsistent with the notion that students bring\nwith them to instruction important and robust\nmisconceptions about the circulatory system.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/87f7t8gj", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": "de", "last_name": "Leeuw", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31683/galley/22751/download/" } ] }, { "pk": 31780, "title": "Supporting Situated Interpretation", "subtitle": null, "abstract": "This paper discusses the role of interpretation in\ninnovative design and proposes an approach to provid-\ning computer support for interpretation in design.\nAccording to situated cognition theory, most of a\ndesigner's knowledge is normally tacit. Situated\ninterpretation is the process of explicating something\nthat is tacitly understood, within its larger context.\nThe centrality of interpretation to non-routine\ndesign is demonstrated by: a review of the design\nmethodology of Alexander, Rittel, and Schon; a\nprotocol analysis of a lunar habitat design session; and\na summary of Heidegger's philosophy of interpretation.\nThese show that the designer's articulation of tacit\nknowledge takes place on the basis of an understanding\nof the design situation, a focus firom a particular\nperspective, and a shared language.\nA s knowledge is m a d e explicit through the\ninterpretive processes of design it can be captured for\nuse in computer-based design support systems. A\nprototype software system is described for representing\ndesign situations, interpretive perspectives, and domain\nterminology to support interpretation by designers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7gq135vb", "frozenauthors": [ { "first_name": "Gerry", "middle_name": "", "last_name": "Stahl", "name_suffix": "", "institution": "University of Colorado", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31780/galley/22848/download/" } ] }, { "pk": 31639, "title": "Symbol Grounding is an Empirical Problem: Neural Nets are Just a Candidate Component", "subtitle": null, "abstract": "\"Symbol Grounding\" is beginning to mean too many things to too many people. My own construal has always been simple: Cognition cannot be just computation, because computation is just the systematically interpretable manipulation of meaningless symbols, whereas the meanings of my thoughts don't depend on their interpretability or interpretation by someone else. On pain of infinite regress, then, symbol meanings must be grounded in something other than just their interpretability if they are to be candidates for what is going on in our heads. Neural nets may be one way to ground the names of concrete objects and events in the capacity to categorize them (by learning the invariants in their sensorimotor projections). These growided elementary symbols could then be combined into symbol strings expressing propositions about more abstract categories. Grounding does not equal meaning, however, and does not solve any philosophical problems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4gw4c9w2", "frozenauthors": [ { "first_name": "Steven", "middle_name": "", "last_name": "Harnad", "name_suffix": "", "institution": "Universite d'Aix Marseille II", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31639/galley/22707/download/" } ] }, { "pk": 31636, "title": "Symbol Grounding - the Emperor's New Theory of Meaning?", "subtitle": null, "abstract": "What is the relationship between cognitive theories of symbol grounding and philosophical theories of meaning? In this paper we argue that, although often considered to be fundamentally distinct, the two are actually very similar. Both set out to explain how non-referring atomic tokens or states of a system can require status as semantic primitives within that system. In view of this close relationship, we consider what attempts to solve these problems can gain from each other. W e argue that, at least presently, work on symbol grounding is not likely to have an impact on philosophical theories of meaning. On the other hand, we suggest that the symbol grounding theorists have a lot to learn from their philosophical counterparts. In particular, the former must address the problems that have been identified in attempting to formulate philosophical theories of reference.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7t1873wf", "frozenauthors": [ { "first_name": "Morten", "middle_name": "H.", "last_name": "Christiansen", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Nick", "middle_name": "", "last_name": "Chater", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31636/galley/22704/download/" } ] }, { "pk": 31646, "title": "Symposium: Cognitive Models in User-System Dialogue", "subtitle": null, "abstract": "What role can cognitive models of dialogue play in supporting conversations between humans and machines? Our purpose in this symposium will be to enhance the community's understanding of user/system dialogue through debate. Three speakers will argue either against the importance of cognitive models for user/system dialogue, for the importance of cognitive modeling, or relating both positions to current applied work In dialogue management system building. The positions of the three speakers are: Wendy Kellogg: Cognitive models aren't directly useful - unless w e allow \"cognitive modeling\" to extend beyond the skin and incorporate the artifacts of user/system interaction. Robustness in dialogue management comes from task analyses. analysis of system usability issues, and a deep understanding of plans and situated actions (e.g., Suchman, 1987). Dr. Kellogg will use examples from user Interface research and design practice to support this position. David Novick: The only way to achieve dialogue management that is robust across tasks is with cognitive modeling. Only with a deep understanding of human memory and performance strategies and limitations can we generalize techniques across domains and tasks in ways that are computationally useful. Dr. Novick will present data and examples from his work to support this position. Hans Brunner: The point of cognitive rrvxleing is to understand fundamentally how humans use language and artifacts to interact. While such information is essential, the point of expressing cognitive models is to obtain methodologtoal assistance, not theoretical tyranny over practice. Dr. Bmnner will provide examples from current system building to support this position. Each panelist will each briefly present their respective position. As session chair. Bannifi Webber will then moderate a discussion, probing and expanding on areas of disagreement and agreement. In the final 15 minutes, members of the panel will address comments, questions and challenges from the audience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3rk5t3cf", "frozenauthors": [ { "first_name": "Hans", "middle_name": "", "last_name": "Brunner", "name_suffix": "", "institution": "U S WEST Advanced Technologies", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Novick", "name_suffix": "", "institution": "Oregon Graduate Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31646/galley/22714/download/" } ] }, { "pk": 31648, "title": "Symposium: Cognitive Models of Problem Solving", "subtitle": null, "abstract": "This symposium highlights what Cognitive Science has gained from recent research in cognitive modelling. The symposium brings together several research teams that share the methodological approach of refining computational models through empirical studies of human problem solvers. The models include the A C M E constraint satisfaction network model, the S M E model of analogy, the CASCADE process model of problem solving, and Case-Based Reasoning models. These projects represent a diverse set of approaches to computational modelling, and embody very different architectures for cognition. While each approach has contributed unique findings, these models also share a unifying set of assumptions about how cognitive constraints structure problem solving processes. By presenting these diverse approaches to cognitive modeling within a single session, we plan to promote discussion of the principles underlying all such models, and highlight the progress that can be made by combining constraints from computation and cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6270s904", "frozenauthors": [ { "first_name": "Colleen", "middle_name": "", "last_name": "Seifert", "name_suffix": "", "institution": "University of Michigan", "department": "" }, { "first_name": "Kristian", "middle_name": "", "last_name": "Hammond", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31648/galley/22716/download/" } ] }, { "pk": 31640, "title": "Symposium: Decision Making in Real World Emergency Situations", "subtitle": null, "abstract": "This symposium is concerned with models of decision-making under time constraints. While decision making has been the subject of considerable investigation in cognitive science for a number of years, the earlier work tended to concentrate on abstracted decontextualized laboratory models. More recently, however, a number of approaches have evolved that attempt to study real-world, real-time cognitive behavior in complex dynamic environments. All four participants in this symposium will focus on decision-making under emergency and/or time constrained real-life circumstances such as 9-1-1 emergency assistance, air traffic control, and trauma management. These studies involve rapid judgments using partial and sometimes unreliable information that affect public health and safety. The presentations bring together multidisciplinary approaches in cognitive science and a large range of theoretical perspectives, from standard models of information processing to models of situated cognition. These different perspectives make a considerable difference in the kinds of phenomena that we need to examine i n empirical research. The study of real-world dynamic environments necessitates the use of complex methods of data collection and analysis, from the use of videotapes to actual participant observations. These various theoretical and methodological approaches are used by the participants (Hunt, Patel, Horst, and Whalen) to study decision-making in \"messy\", realistic activities, requiring immediate intervention. The approaches are relevant to other areas where similar issues of complexity and urgency must be dealt with.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3gk5n8t8", "frozenauthors": [ { "first_name": "Vimla", "middle_name": "L.", "last_name": "Patel", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31640/galley/22708/download/" } ] }, { "pk": 31632, "title": "Symposium: Grounding, Situatedness, and Meaning", "subtitle": null, "abstract": "This symposium is concerned with the notions of grounding and situatedness and their relevance to cognitive theories in general, and to theories of meaning in particular. Grounding is to be understood as the linidng of system-internal objects (such as symbols or concepts) widi the external objects they are about, through the system's sensorimotor interaction with them. Situatedness is to be understood as the immediate coupling of the system's actions with its environment The discussion will be organized around the following questions: 1. How much does the concept of grounding contribute to theories of meaning? 2. Is grounding important for understanding natural cognitive systems and/or for designing artificial ones? 3. Is it possible to accommodate different notions of grounding (e.g., Hamad's and Brooks's senses) in a unified frameworic? 4. What is needed to extend current models of grounding so that they go beyond simple word semantics? S. Should grounding be inextricably tied to situatedness? Is the notion of representation incompatible with the sort of dynamical system that seems to be called for in a situated model of cognition? The participants cover a wide range of views on these issues. Touretzky and Christiansen & Chater challenge the usefulness of the symbol grounding idea. Touretzky argues that the grounding of symbols in perception has little to say about what should be of most interest to cognitive scientists: how conceptual structures are constructed out of symbols. Christiansen and Chater consider the contributions of the notion of symbol grounding and of philosophical theories of meaning to each other. Their position is that the former has more to learn from the latter than vice versa. The other speakers come out on the side of one or another sort of grounding approach but disagree on whether symbols as such are necessary and on the promise of connectionist approaches to grounding. Hamad argues that symbol grounding is indeed a problem and among several candidate approaches he advocates a hybrid analog/connectionist/symbolic one because connectionism alone does not seem to be able to do the job. Brooks proposes an engineering approach to grounding: build a system based on some notion of physical grounding and see how much further it can be taken than existing systems based on the Physical Symbol System hypothesis. Lakoff argues that recent work on the grounding of spatial predicates by Terry Regier provides the foundations for grounded concepts without symbols. Dorf&ier and Prem make the case that a radical form of connectionism can address both grounding and situatedness and that grounded symbols, while not required for intelligent behavior, can enhance the performance of autonomous agents. Gasser argues that alongside the problem of grounding atomic symbols, there is tiie problem of grounding the structure of concepts, which cannot be handled by a symbol system alone.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4tp9k5x7", "frozenauthors": [ { "first_name": "Georg", "middle_name": "", "last_name": "Dirffner", "name_suffix": "", "institution": "University of Vienna", "department": "" }, { "first_name": "Eich", "middle_name": "", "last_name": "Prem", "name_suffix": "", "institution": "University of Vienna", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Gasser", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Stevan", "middle_name": "", "last_name": "Harnad", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31632/galley/22700/download/" } ] }, { "pk": 31622, "title": "Symposium In Memory of Allen Newell", "subtitle": null, "abstract": "This is a symposium organized in memory of Allen Newell. Allen's central focus throughout his long and productive research career was the nature of the mind. The approach he pioneered in this study was the development of Unified Theories of Cognition. A unified theory of cognition (UTC) is a single set of interacting mechanisms that jointly support the full breadth and richness of uman cognition. Though no theories have yet come close to full breadth or richness, significant progress is being made along a number of fronts. Continuing to strive to reduce the remaining difference is one of the most exciting and crucial challenges facing cognitive science today. During the last decade of Allen's career, his efforts focused on the development of a particular candidate unified theory, Soar. At the Twelfth Cognitive Science Conference in 1990, we presented, in symposium form, an update on the status of Soar as a UTC. We could think of no more appropriate way to remember Allen, and his lifelong committment to his science, than to use the present opportinity to provide a second update on this topic. The presentations here were selected to illustrate some of the breadth and depth of the development of Soar as a UTC. The first presentation simply provides a general overview of Soar and its use as a UTC [Rosenblooim]. The subsequent presentations focus on three particular research efforts: visual attention[Wiesmeyer], sentence comprehension [Lewis], and learning from instruction [Huffman],These efforts share a significant recent trend in the development of Soar by focusing on its interaction with the external environment. Among the three, they span behavior in a range of time scales for human cognition (from milliseconds [Wiesmeyer], to seconds [Lewis], to minutes [Huffman]), and more general qualitative properties of human behavior", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7c92j3gd", "frozenauthors": [ { "first_name": "John", "middle_name": "E.", "last_name": "Laird", "name_suffix": "", "institution": "University of Michigan", "department": "" }, { "first_name": "Jill", "middle_name": "Fain", "last_name": "Lehman", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Paul", "middle_name": "S.", "last_name": "Rosenbloom", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Tony", "middle_name": "Simon", "last_name": "Simon", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31622/galley/22690/download/" } ] }, { "pk": 31645, "title": "Symposium: Learning on Demand", "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/9z25824p", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Eisenberg", "name_suffix": "", "institution": "University of Colorado", "department": "" }, { "first_name": "Gerhard", "middle_name": "", "last_name": "Fisher", "name_suffix": "", "institution": "University of Colorado", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31645/galley/22713/download/" } ] }, { "pk": 31647, "title": "Symposium: (Quasi-)Systematicity and (Non-)Compositionality in Language", "subtitle": null, "abstract": "This symposium examines certain fundamental assumptions about structural systematicity and semantic compositionality in language implicit in generative linguistic theory and often adopted uncritically in cognitive science research. Generative analyses have presupposed that most linguistic phenomena can be described in terms of highly general (and hence highly productive) rules of phonological, morphological, syntactic, or semantic combination. Idiosyncractic linguistic phenomena are either relegated to the lexicon or attributed to contextual effects and effectively ignored by the rule-based grammar. However, assumptions about regularity in language (and rule-governed analyses thereof) both originated and are currently maintained only by the examination of a small set of often artificial examples. Moreover, the idealization away from performance data, that is, actual language use, tends to make linguistic rules seem more general and exceptionless than they turn out to be. Studies that involve exhaustive examination of the range of words or constructions to which a particular rule applies demonstrate that there are serious empirical problems with the general-rule approach. Constructions to which general rules are alleged to apply are in fact subtly idiosyncratic. O n the other hand, there are lowlevel regularities often overlooked by generative accounts that merit theoretical attention. The symposium participants will present perspectives on the study of language by cognitive linguists and connectionists, who take an exemplar-based approach to extracting regularity from Unguistic phenomena, revealing in the process that certain \"irregularities\" in language are in fact due to nonprototypicality. The panelists will illustrate the underspecificity, contextsensitivity, partial systematicity and partial compositionality of language, as evidenced in analyses of data at various linguistic levels. The discussion which follows will focus on ways in which computational models of language representation or processing might proceed without embracing assumptions of complete systematicity or perfect compositionality. Network models, in particular, seem to be highly compatib", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/07w7t8b2", "frozenauthors": [ { "first_name": "William", "middle_name": "", "last_name": "Croft", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Sally", "middle_name": "", "last_name": "Rice", "name_suffix": "", "institution": "University of Alberta", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31647/galley/22715/download/" } ] }, { "pk": 31627, "title": "Symposium: Tutorial Discourse", "subtitle": null, "abstract": "The striking effectiveness of one-on-one tutorial instruction by human tutors has sparked great interest in efforts to emulate that effectiveness with artificially intelligent computerized instructional systems. Despite some success in that endeavor, present intelligent tutoring systems circumvent, evade, and finesse the problem of natural language interaction in various ways because the demands of tutorial interaction are really beyond the state of the art in computerized natural language. This symposium presents research relevant to overcoming that limitation. Human tutorial interaction is being studied from the perspectives of linguists (Fox), psychologists (Graesser), and computational linguists (Moore, Evens) who aim to emulate it in artificial systems. Among the issues that arise in these studies are the size or scope of the discourse organization imparted by the tutor, the balance between the tutor's agenda and immediate responsiveness to the student, the extent to which tutors revise their plans dynamically, the nature and breadth of knowledge required to support these interactions, the relationship between tutorial interaction and normal conversational patterns, and the nature of repair and correction processes, including the use of positive, neutral and negative feedback. The ease or feasibility of emulating these features of human tutorial discourse certainly varies, but it is also true that the introduction of a computer as a conversational participant is a significant change: what is the perceived social status or role of a computer? Similarly, it is possible that ideal computerized tutorial discourse might differ from what is observed among humans. The diverse research perspectives required to address these issues typify the interdisciplinary character of cognitive science.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6tb7k5vj", "frozenauthors": [ { "first_name": "Susan", "middle_name": "F.", "last_name": "Chipman", "name_suffix": "", "institution": "Office of Naval Research", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31627/galley/22695/download/" } ] }, { "pk": 31631, "title": "Synthesizing Tutorial Dialogues", "subtitle": null, "abstract": "This paper discusses problems of synthesizing tutorial discourse in an intelligent tutoring system, Circsim-Tutor, designed to help first year medical students solve problems in cardiovascular physiology involving the negative feedback system that controls blood pressure. In order to find out how human tutors handle discourse problems we have captured both face-to-face and keyboard-tokeyboard tutoring sessions in which two of the authors ( J A M and A A R ) tutor their own students. This paper focusses on the ways in which tutors tell students that they have made an error. W e describe a classification scheme for negative acknowledgments and examine the frequency with which different types of acknowledgments occur in face-to-face and keyboard-to-keyboard sessions. Our tutors seem to make more explicit negative acknowledgments than do the tutors studied by Fox, but their acknowledgments often lead into hints that help the student continue forward in the problem-solving process. W e have collected initial data about the ways in which our tutors combine hints and negative acknowledgments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4k16x5j1", "frozenauthors": [ { "first_name": "Martha", "middle_name": "", "last_name": "Evens", "name_suffix": "", "institution": "Illinois Institute of Technology", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Spitkovsky", "name_suffix": "", "institution": "Illinois Institute of Technology", "department": "" }, { "first_name": "Patrcik", "middle_name": "", "last_name": "Boyle", "name_suffix": "", "institution": "Illinois Institute of Technology", "department": "" }, { "first_name": "Joel", "middle_name": "", "last_name": "Michael", "name_suffix": "", "institution": "Rush Medical College", "department": "" }, { "first_name": "Allen", "middle_name": "", "last_name": "Rovick", "name_suffix": "", "institution": "Rush Medical College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31631/galley/22699/download/" } ] }, { "pk": 31679, "title": "Tau Net: The Way to do is to be", "subtitle": null, "abstract": "We describe a technique for automatically adapt-\ning to the rate of an incoming signal. We first\nbuild a model of the signal using a recurrent net-\nwork trained to predict the input at some delay,\nfor a \"typical\" rate of the signal. Then, fixing the\nweights of this network, we adapt the time con-\nstant T of the network using gradient descent,\nadapting the delay appropriately as well. W e\nhave found that on simple signals, the network\nadapts rapidly to new inputs varying in rate from\ntwice as fast as the original signal, d o w n to ten\ntimes as slow. So far our results are based on\nlinear rate changes. We discuss the possibilities\nof application to speech.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/01c4x1gs", "frozenauthors": [ { "first_name": "Garrison", "middle_name": "W.", "last_name": "Cottrel", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Mai", "middle_name": "", "last_name": "Nguyen", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Fu-Sheng", "middle_name": "", "last_name": "Tsung", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31679/galley/22747/download/" } ] }, { "pk": 31787, "title": "Teaching Science with a Child-Focused Internet Resource: What Do Teachers Need to know, Where Do They Learn It, and How Does It Change Their Teaching", "subtitle": null, "abstract": "This research addresses the learning done\nby fifth and sixth grade teachers as they\nfacilitate an innovative three-week unit on\nweather, incorporating c o m p u t e r\ncommunications for information research and\ninter-classroom information exchange between\ndistant student groups. The teachers m a y be\nsituated in a community of practice where they\nlearn about computer use in regular classrooms\nwhile teaching. Little research has been done\non teachers' learning in these types of settings\nand no communities of practice linked by\ncomputer networks have been reported in the\neducation research literature.\nTeaching practices and learning were\nstudied. Both quasi-experimental and\nqualitative methods were employed. To\ndiscern the differences in teaching practices,\ncomparisons were m a d e of videotapes taken in\nclassrooms with computers and others without.\nTeacher journals, questionnaires, and telephone\ninterviews were employed to understand\nproblems faced by the teachers, their contacts with experts, the problem resolution, and\nchanges to their teaching practices due to both\ntheir learning experiences and to the\ninnovations of the curriculum. With a better\nunderstanding of the teachers' learning, the\nresearch team will revise future field tests,\nanticipating teachers' needs w h e n they\nincorporate computer telecommunication\ntechnology in innovative science units.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8zk824tg", "frozenauthors": [ { "first_name": "Karen", "middle_name": "L.", "last_name": "Tonso", "name_suffix": "", "institution": "University of Colorado at Boulder", "department": "" }, { "first_name": "Nancy", "middle_name": "Butler", "last_name": "Songe", "name_suffix": "", "institution": "University of Colorado at Boulder", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31787/galley/22855/download/" } ] }, { "pk": 36588, "title": "TESOL Teacher Education Programs in the California State Universities", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "CATESOL Exchange", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/626677js", "frozenauthors": [ { "first_name": "Roberta", "middle_name": "J.", "last_name": "Ching", "name_suffix": "", "institution": "California State University, Sacramento", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36588/galley/27439/download/" } ] }, { "pk": 31766, "title": "The Acquisition of a Procedure Schema from Text and Experiences", "subtitle": null, "abstract": "Learning from problem solving episodes has\npreviously been modeled in two different ways: Case-\nbased planners ( H a m m o n d , 1989) acquire additional\nknowledge by storing n e w cases (i.e. the specific\nplans for different problems); search-based systems\nlike S O A R or P R O D I G Y learn by chunking the\nresult of a search process (Rosenbloom eL al., 1991;\nMinton et. al., 1989) and by forming macro-\noperators (Korf, 1985). This paper proposes\ncomprehension-based learning as a third possibility:\nFrom specific problem solving experiences (cases)\nand a related problem description (text) some coarse-\ngrained abstract representation is constructed, that\nm a y initially be inconsistent and redundant. B y\nwholistic integration processes a coherent and\nconsistent procedure schema is subsequently formed.\nSuch a procedure schema can be reused for obtaining\nsolutions to jH-oblems which are quite different at the\nconcrete level, but have been comprehended to share\nabstract commonalties. T h e acquisition of such a\nprocedure schema is exemplified for various solutions\nto different Tower of Hanoi problems (3-, 4-, and 5-\ndisks). T h e utilization of these schemata is then\ndiscussed for the 4-disk problem and respective\nexperimental data are reported.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1w33d36t", "frozenauthors": [ { "first_name": "Franz", "middle_name": "", "last_name": "Schmalhofer", "name_suffix": "", "institution": "German Research Center for Artificial Intelligence", "department": "" }, { "first_name": "Bidjan", "middle_name": "", "last_name": "Tschaitschian", "name_suffix": "", "institution": "German Research Center for Artificial Intelligence", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31766/galley/22834/download/" } ] }, { "pk": 36590, "title": "The Challenges of Teaching Grammar in the Advanced Classroom", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "CATESOL Exchange", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1gx3z73b", "frozenauthors": [ { "first_name": "Melinda", "middle_name": "S.", "last_name": "Matice", "name_suffix": "", "institution": "ISE-CA, World Learning Inc.", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36590/galley/27441/download/" } ] }, { "pk": 31695, "title": "The Comprehension of Complex Graphics: Facilitating Effects of Text on Integration and Inference-Making", "subtitle": null, "abstract": "The goal of the present research was to\ninvestigate the effects on comprehension and\ninference-making when prior knowledge about\na building was manipulated by means of a text.\nThe text presented an expert-like \"walk-\nthrough\" description of the building, as well as\nexemplars of the eight types of semantic\ninformation previously fovmd to be employed in\nthe comprehension of architectural plans. This\nwas motivated by previous research which: 1)\nfound that the nature of the encoding process is\nrelated to both specific prior knowledge of the\nbuilding and to expertise, and 2) suggested that\nexperts' representations of the building\nincluded much more 3-dimensional infonnation\nwhereas sub-experts' representations of the\nbuilding were much more similar to the 2-\ndimensional plans used to depict the building.\nResults indicated that the text had\npositive effects on specific types of semantic\ninformation acquired about the building, and\nthat inferences on this information permitted\nthe development of mental models which\nincluded a greater number of 3-dimensional\naspects of the building. There were also\nimportant findings related to expertise which\nsuggest that the search, pattern-recognition,\nand inference-making operators applied by\nnovices were different from those applied by\nexperts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/95c2j0d8", "frozenauthors": [ { "first_name": "Janice", "middle_name": "D.", "last_name": "Gobert", "name_suffix": "", "institution": "University of Massachusetts", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31695/galley/22763/download/" } ] }, { "pk": 31789, "title": "The Contributinos of Studying Examples and Solving Problems to Skill Acquisition", "subtitle": null, "abstract": "There is little doubt that examples play a major\nrole in acquiring a n e w skill. H o w examples improve\nlearning, however, is subject to some debate. Re-\ncently, two different classes of theories have been pro-\nposed to explain w h y examples are such an effective\nmanner of learning. Example Generalization m o d -\nels suggest that problem solving rules are acquired\nwhile studying examples. Knowledge Compilation\nmodels, on the other hand, suggest that examples\nare useful because they guide future problem solv-\ning, where the necessary rules are created. Consis-\ntent with knowledge compilation models, w e found\nthat separating target problems from source exam-\nples hindered learning because the source exeimples\ncould not be remembered to guide problem solving.\nW e also found that if sources are not accessible or re-\nm e m b e r e d during problem solving, learning occurs\nbest w h e n the sources are problems to be solved,\nrather than examples. Taken together, these results\nprovide strong support for the knowledge compilation\nview: in order for an example to be most effective,\nthe knowledge gained from the example must be ap-\nplied to solving a new problem.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/71d733c9", "frozenauthors": [ { "first_name": "J.", "middle_name": "Gregory", "last_name": "Trafton", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Brian", "middle_name": "J.", "last_name": "Reiser", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31789/galley/22857/download/" } ] }, { "pk": 31727, "title": "The Effect of Experience on Across-Domain Transfer of Diagnostic Skill", "subtitle": null, "abstract": "Transfer across domains has been generally difficult to\nfind. Recent studies have indicated that abstract skills\nm a y transfer if adequate task analyses are used to\ndefine the target skill and people receive the proper\ntraining in attaining the skill. This study examined\ntransfer of diagnostic skill across domains for\nexperienced subjects (extensive programming\nexperience but no electronics) aiid inexperienced\nsubjects (no [H-ogramming or electronics experience)\nwhen domain-specific information was provided.\nFour levels of diagnostic skill were identified.\nInexperienced subjects could solve problems but did\nnot display an advanced level of diagnostic skill in\neither domain. However, all experienced subjects\ndisplayed high levels of skill on most problems, both\nin the domain of expertise and in the domain in which\nthey were inexperienced. Results suggest that a\ngeneral diagnostic skill can transfer spontaneously\nacross domains with extensive practice in one domain\nand is not acquired to an advanced level without\ntraining.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/99t1h9dc", "frozenauthors": [ { "first_name": "Adrienne", "middle_name": "Y.", "last_name": "Lee", "name_suffix": "", "institution": "University of Colorado", "department": "" }, { "first_name": "Nancy", "middle_name": "", "last_name": "Pennington", "name_suffix": "", "institution": "University of Colorado", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31727/galley/22795/download/" } ] }, { "pk": 31635, "title": "The Engineering of Physical Grounding", "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/2dn5n5sc", "frozenauthors": [ { "first_name": "Rodney", "middle_name": "A.", "last_name": "Brooks", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31635/galley/22703/download/" } ] }, { "pk": 31638, "title": "The Hearts of Symbols: Why Symbol Grounding is Irrelevant", "subtitle": null, "abstract": "Upon closer examination, and depending on who you read, \"symbol grounding\" turns out to be either the induction of trivial sensory predicates or the relabeling of a large portion of intelligent behavior as \"transduction.\" Neither activity shows much promise for advancing our understanding of intelligence, although symbol grounding does have some utility in philosophical debates. The proper con- COTi for symbol processing researchers, both connectionist and classical, is to construct and manipulate symbols, not to ground them.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1865b56v", "frozenauthors": [ { "first_name": "David", "middle_name": "S.", "last_name": "Touretzky", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31638/galley/22706/download/" } ] }, { "pk": 31615, "title": "The (il)Logical Problem of Language Acquisition", "subtitle": null, "abstract": "The fact that children often appear to learn little from corrective feedback has led theorists to construct the \"logical problem of language acquisition\" (LPLA). The idea is that, without further formal constraints, language can be formally proven to be unlearnable. This paper argues that the LPLA is based on a restricted view of the nature of language, the nature of the learner, and the nature of the learning environment. When we examine the full set of forces channeling language learning, including competition, recasts, conservatism, and indirect negative evidence, w e see that language is in fact highly learnable and the LPLA is not well motivated. In its place, we hope that language theory can focus on the analysis of overgeneralizations as ways of diagnosing the shape of underlying analogic pressures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Invited Research Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5rx5m16g", "frozenauthors": [ { "first_name": "Brian", "middle_name": "", "last_name": "MacWhinney", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31615/galley/22683/download/" } ] }, { "pk": 31715, "title": "The Learning of Weak Noun Declension in German: Children vs. Artificial Network Models", "subtitle": null, "abstract": "Different artificial networks are presented with\nthe task of learning weak noim declension in\nG e r m a n . This morphological rule is difficult for\ncue-based models because it requires the\nresolution of conflicting cue-predictions and a\ndynamic positional coding due to suffixation. In\naddition to that its 'task frequency* is very low in\nnatural language. This property is preserved in\nthe training input to study the models' abilities to\nhandle low frequency niles. The performances of\nthree kinds of networks:\n1) feedforward networks\n2) recurrent networks\n3) recurrent networks with short term memory\n( S T M ) capacity\nare compared to empirical findings of an\nelicitation experiment with 129 subjects of ages\n5-9 and adult age.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3t03s5k3", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Indefrey", "name_suffix": "", "institution": "Max-Planck-Institute for Psycholinguistics", "department": "" }, { "first_name": "Rainer", "middle_name": "", "last_name": "Goebel", "name_suffix": "", "institution": "University of Braunschweig", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31715/galley/22783/download/" } ] }, { "pk": 31772, "title": "The Ontogeny of Transformable Part Representations in Object Concepts", "subtitle": null, "abstract": "Many theories of object categorization assume that objects\nare represented in terms of components-attributes such as\nparts, functions and perceptual properties. The origin of\nthese components has been neglected in concept learning\ntheories. W e provide further evidence for a theory of part\nontogeny in which parts are not simply given by\nperceptual information but develop over the course of\ncategory learning. T w o experiments are reported. T h e\nexperiments showed that subjects could identify a\ncomponent of u n k n o w n stimuli as a part in spite of\nvariation in its shape across exemplars of the category.\nHowever, the experiments also revealed perceptual\nconstraints on what variations could be identified as the\nsame part.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/015649xs", "frozenauthors": [ { "first_name": "Philippe", "middle_name": "G.", "last_name": "Schyns", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Gregory", "middle_name": "L.", "last_name": "Murphy", "name_suffix": "", "institution": "University of Illinois", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31772/galley/22840/download/" } ] }, { "pk": 36594, "title": "The Power of Reading: Insights From the Research by Stephen Krashen", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1z17r384", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Leite", "name_suffix": "", "institution": "Mt. Diablo Unified School District", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36594/galley/27445/download/" } ] }, { "pk": 31723, "title": "The Role of Curvature in Representing Shapes for Recognition", "subtitle": null, "abstract": "Attneave (1954) claimed that approximations\nmade by connecting the points of mximum\ncurvature ( MAX points) in a picture were\nnecessary and sufQcient for representing shapes for\nrecognition. L o w e (1985) in turn argued that an\nequally sufficient representation is created by\nconnecting points of m i n i m u m curvature ( MIN\npoints); hence MAX points are not necessary.\nHowever, both Attneave and L o w e neglected the\nrole of curvature concentration in their arguments.\nIt is hypothesized here that for shapes with\ncurvature concentrated at a small number of\npoints, MAX point pictures are far better\nrepresentations than MIN pictures. More\ngeneral^,ttiemore curvature was concentrated in\nfewer points, the greater the advantage of MAX\nfigures over MIN figures in recognizability. This\nhypothesis was experimentally verified; s o m e\nimplications for shape representation are\ndiscussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3bp827d3", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "A.", "last_name": "Kurbat", "name_suffix": "", "institution": "University of Michigan", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31723/galley/22791/download/" } ] }, { "pk": 31800, "title": "The Role of Structural Alignment in Conceptual Combination", "subtitle": null, "abstract": "Many researchers have suggested that\nunderstanding novel noun phrases involves a process\nof conceptual combination in which people determine\nhow two or more conceptsfittogether to form a new\nconcept. One important way that people combine\nconcepts is by property mapping, which involves\nasserting that a property of one concq)t is true of the\nother concept as in, \"box that is striped\" for \"skunk\nbox.\" A n experiment investigated the hypothesis that\nproperty mapping occurs by structural alignment in\nwhich mental representations are aligned or put into\ncorrespondence. T h e result of this process is primarily\na set of matching elements (called commonalities) and\na set of mismatching elements related to the\ncommonalities (called alignable differences). The\nexperiment compared property mapping definitions to\nthe alignable differences listed by subjects in a\ncomparison task which is known to involved\nstructural alignment. Consistent with the hypothesis,\nthere was a strong correspondence between property\nmapping definitions and alignable differences\ncompared to another strategy in conceptual\ncombination not thought to involve structural\nalignment (slot filling).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2vm8s827", "frozenauthors": [ { "first_name": "Edward", "middle_name": "J.", "last_name": "Wisniewski", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Arthur", "middle_name": "B.", "last_name": "Markman", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31800/galley/22868/download/" } ] }, { "pk": 31634, "title": "The Structure Grounding Problem", "subtitle": null, "abstract": "Work on grounding has made a start towards an understanding of where simple perceptual categories come from. But human concepts are made up of more than the simple categories of these models; concepts have internal structure. Within the visual/ spatial domain, it is necessary to go beyond an account of how \"square\" and \"above\" are grounded to an account of how \"here is a square above a circle which is to the left of a triangle\" is grounded. Conceptual/ linguistic structure is not just arbitrary patterning which falls out once the object and relation categories have been identified. Rather, it reflects fundamental aspects of the perception of objects and relations. Thus there is a need to ground the structure as well as the categories which make up concepts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/31j4066r", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Gasser", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31634/galley/22702/download/" } ] }, { "pk": 31660, "title": "The Theory-Ladenness of Observation: Evidence from Cognitive Psychology", "subtitle": null, "abstract": "In this paper we examine the theoretical and empirical work in psychology that is relevant to Hanson's (1958) and Kuhn's (1962) arguments for the theory ladenness of observation. W e conclude that the data support the Hanson and Kuhn position against the earlier positivist views that sensory data provides an completely objective basis for deciding between rival scientific theories. However, the data also suggest that top-down influences on perception are only strong when the incoming sensory input is weak or ambiguous. Thus, in cases where the bottom-up sensory evidence is strong and unambiguous, there is Uttle evidence that theory can override observation, and so the data do not support the strong form of the theory-laden position that is sometimes attributed to Hanson and Kuhn. In addition we argue that philosophical work on theory-ladenness has focused too narrowly on the issue of perception and ignored attention and memory. Our analysis suggests the need for a much broader view of the mental processes involved in doing science, and our synthesis of the empirical literature shows the influence of top-down schemata on perception, attention, comprehension, and memory. This top-down, bottom-up synthesis seems to us to provide a satisfying resolution of the controversy over the theory-ladenness of perception.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/140110h4", "frozenauthors": [ { "first_name": "William", "middle_name": "F.", "last_name": "Brewer", "name_suffix": "", "institution": "University of Illinois at Urbana-Champaign", "department": "" }, { "first_name": "Bruce", "middle_name": "L.", "last_name": "Lambert", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31660/galley/22728/download/" } ] }, { "pk": 31658, "title": "The Time Course of Grammaticality Judgement", "subtitle": null, "abstract": "Two experiments investigating the time course of grammaticality judgment are presented, using sentences that vary in error type (agreement, movement, omission of function words), part of speech (auxiliaries vs. determiners) and location (early vs. late sentence placement). Experiment 1 is a word-by-word \"gating\" experiment, similar to the word-level gating paradigm of Grosjean (1980). Results show that some error types elicit a broad and variable \"decision region\" instead of a \"decision point,\" analogous to results for word-level gating. Experiment 2 looks at on-line judgments of the same stimuli in an RSVP (Rapid Serial Visual Presentation) paradigm, with reaction times measured from several different points within each sentence based on the results of Experiment 1. Qualitatively different results are obtained depending on how and where the error point is defined. Results are discussed in terms of interaction activation models (which do not assume a single resolution point) and discrete parsing models.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2mx6t41v", "frozenauthors": [ { "first_name": "Arshavir", "middle_name": "", "last_name": "Blackwell", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Bates", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Fisher", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31658/galley/22726/download/" } ] }, { "pk": 31713, "title": "The Use of Hints as a Tutorial Tactic", "subtitle": null, "abstract": "Hints are a useful and common pedagogical tactic,\nparticularly in one-on-one tutoring sessions. Hints\ncan serve: (1) to activate otherwise inert knowledge\nmaking possible its recall, or (2) to stimulate the\ngeneration of inferences required to complete a task\nusing knowledge thought to be available to the\nstudent. W e report on the analysis of one-on-one\ntutoring sessions conducted by two tutors using a\ncomputer system to capture the dialogue. Hints\neither expUcitly convey information to the student or\nthey point to information presumed to be available\nto the student. W e have identified at least 10\ndifferent forms of hints used by our tutors. T h e two\ntutors differ in the total n u m b e r of hints they\ngenerate and in the prevalence of hints of different types. Our results are being applied to the design\nof an intelligent tutoring system (ITS) with a natural\nlanguage interface.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9x92v40r", "frozenauthors": [ { "first_name": "Gregory", "middle_name": "D.", "last_name": "Hume", "name_suffix": "", "institution": "Illinois Institute of Technology", "department": "" }, { "first_name": "Allen", "middle_name": "A.", "last_name": "Rovic", "name_suffix": "", "institution": "Rush Medical College", "department": "" }, { "first_name": "Joel", "middle_name": "A.", "last_name": "Michael", "name_suffix": "", "institution": "Rush Medical College", "department": "" }, { "first_name": "Martha", "middle_name": "W.", "last_name": "Evens", "name_suffix": "", "institution": "Illinois Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31713/galley/22781/download/" } ] }, { "pk": 31770, "title": "Thinking Locally to Act Globally: A Novel Approach to Reinforcement Learning", "subtitle": null, "abstract": "Reinforcement Learning methods address the prob-\nlem faced by an agent w h o must choose actions in\nan u n k n o w n environment so as to maximize the re-\nwards it receives in return. T o date, the available\ntechniques have relied on temporal discounting, a\nproblematic practice of valuing immediate rewards\nmore heavily than future rewards, or else have im-\nposed strong restrictions on the environment. This\npaper sketches a n e w method which utilizes a subjec-\ntive evaluator of performance in order to (1) choose\nactions that maximize undiscounted rewards and (2)\ndo so at a computational advantage with respect to\nprevious discounted techniques. W e present initial\nexperimental results that attest to a substantial im-\nprovement in performance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/91f167cn", "frozenauthors": [ { "first_name": "Anton", "middle_name": "", "last_name": "Schwartz", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31770/galley/22838/download/" } ] }, { "pk": 31729, "title": "Thinking With a Mouse", "subtitle": null, "abstract": "Isomorphic problems are to cognition what optical illusions are to perception. By drawing attention to anomalies such as problems which are\nidentical in form but vary widely in difficulty\nthey highlight cognitive processes normally hid-\nden a m o n g the minutiae of our theories. Results\nare reported from an experiment in which sub-\njects solved a three disk Tower of Hanoi problem\nand its Monster Globe change isomorph using\ndirect manipulation tableaus or paper and pencil.\nSubjects using direct manipulation were found to\nsolve the Monster Globe problem in half the time\ntaken by paper and pencil subjects. A n explana-\ntion revolving around attunement to environmen-\ntal constraints is advanced to account for this\ndifference.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0ft3663b", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Lewis", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Ryk", "middle_name": "", "last_name": "Spoor", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31729/galley/22797/download/" } ] }, { "pk": 31652, "title": "Tip-of-the-Tounge in Dementing Speech", "subtitle": null, "abstract": "We study speech production difficulties in speakers with dementing illnesses by inducing tip-of-the-tongue (TOT) states. W e found that dementing speakers experienced TOTs but were unable to supply any information about the target, unlike an age-matched control group. W e distinguish between items generated by the subjects as relatives of the targets, subjects' own target words, and what we call \"constructive search\" words that subjects use in their search for the target. When related words came to mind, they were almost all semantic relatives of the target, whereas in nondementing adults, phonological relatives are also reported. W e interpret the results in terms of a three level interactive account of lexicalization. W e propose that the retrieval deficit in dementia occurs in the first stage of lexicalization, that of retrieving abstract lexical forms from a semantic specification, rather than in a second stage of retrieving phonological forms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9s36x5j6", "frozenauthors": [ { "first_name": "Arlene", "middle_name": "J.", "last_name": "Astell", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Trevor", "middle_name": "A.", "last_name": "Harley", "name_suffix": "", "institution": "University of Warwick", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31652/galley/22720/download/" } ] }, { "pk": 31677, "title": "Toward a Model of Student Education in Microworlds", "subtitle": null, "abstract": "Microworlds are educational environments intended to support the student in the active exploration of a subject-matter domain. W e present preliminary work whose goal is to attain a better understanding of the educational effectiveness of microworlds through an examination of the learning processes that they exploit. The learning processes are made explicit within a computational model of the interaction between a student and a microworld for simple electrostatics. W e focus, in particular, on the implementation of an episodic memory mechanism that gives insight into the processes involved in learning from incorrect behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4xz084w9", "frozenauthors": [ { "first_name": "Cristina", "middle_name": "", "last_name": "Conati", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Jill", "middle_name": "Fain", "last_name": "Lehman", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31677/galley/22745/download/" } ] }, { "pk": 31692, "title": "Toward Formalizing Dialectical Argumentation", "subtitle": null, "abstract": "We explore the use of argumentation for justifying\nclaims reached by plausible reasoning methods in\ndomains where knowledge is incomplete, uncertain, or\ninconsistent. We present elements of a formal theory\nof argumentation that includes two senses of\nargument, argument as supporting explanation and\nargument as dialectical process. W e describe a partial\nimplementation of the theory, a program that\ngenerates argument structures that organize relevant,\navailable, plausible support for both a claim and its\nnegation. Then we describe a theory of argument as\ndialectical process, where the format of a two-sided\nargument is used to intertwine the strengths and\nweaknesses of support for competing claims, so\narguments can be refuted and directly compared.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/795199cg", "frozenauthors": [ { "first_name": "K.", "middle_name": "", "last_name": "Freeman", "name_suffix": "", "institution": "University of Oregon", "department": "" }, { "first_name": "A.", "middle_name": "", "last_name": "Farley", "name_suffix": "", "institution": "University of Oregon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31692/galley/22760/download/" } ] }, { "pk": 31654, "title": "Trails as Archetypes of Intentionality", "subtitle": null, "abstract": "Animal trails ought to be investigated as an archetypal Intentional phenomenon. A trail is Intentional in that it has significance beyond its immediate physical properties, and because the use of trails involves characteristic Intentional states: an animal must in some sense be seeking a destination, the animal must be able to determine which trail it ought to take, must be able to follow it, and must feel some urgency about staying on the trail. Trails evolved along with the abilities to use them. Thus trails and trail-use are not just good exemplars of Intentionality: trails are an archetypal form of Intentionality. It is likely that in some animals there are special brain mechanisms for interacting with trails, and these mechanisms, devoted as they are to an Intentional phenomenon, can shed light on the brain's implementation of other cispects of Intentionality. To understand the phenomenon of Intentionally we must look at as many exemplars as we can. Trails are especially worthy of study because they are external to individual animals, they are socially constructed and historically contingent, and their Intentionality subserves activity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6nq8p24h", "frozenauthors": [ { "first_name": "John", "middle_name": "", "last_name": "Batali", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31654/galley/22722/download/" } ] }, { "pk": 36593, "title": "Transitions: An Interactive Reading, Writing, and Grammar Text by Linda Bates", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9px4w8fc", "frozenauthors": [ { "first_name": "Laurie", "middle_name": "", "last_name": "Betta", "name_suffix": "", "institution": "American Language Institute/ California State University at Fullerton", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36593/galley/27444/download/" } ] }, { "pk": 31703, "title": "Understanding Symbols: A Situativity-Theory Analysis of Constructinf Mathematical Meaning", "subtitle": null, "abstract": "We report analyses of the construction and\ninterpretation of mathematical symbols that refer to\nquantitative properties and relations of a physical\nsystem. Middle-school students solved problems that\ninvolved contracting tables, equations and graphs to\nrepresent linear functions of a device where blocks are\nmoved varying distances by turning a handle that\nwinds string around spools of different sizes. Previous\nresearch analyzed activities of reasoning about\nquantities of this system as attunement to constraints\nand affordances, a characterization of students' imphcit\nunderstanding of concepts of variable and linear\nfunctions. This report concerns activities of\nrepresenting quantitative properties and relations using\nmathematical notations. W e are developing analyses\nof constructing and interpreting tables, equations, and\ngraphs in terms of attunement to constraints and\naffordances of the represented system, the system of\nnotations, and relations between the constraints of the\nnotations and the represented domain. W e present\nexamples that illustrate concepts of semantic clumps,\ngroups, and morphisms; descriptive and demonstrative\nrepresentations; multiple referent domains; and\nconstructions of meaning in contributions to\nconversational discourse.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3pp891pj", "frozenauthors": [ { "first_name": "James", "middle_name": "G.", "last_name": "Greeno", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Randi", "middle_name": "A.", "last_name": "Engle", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Laura", "middle_name": "K.", "last_name": "Kerr", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Joyce", "middle_name": "L.", "last_name": "Moore", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31703/galley/22771/download/" } ] }, { "pk": 31738, "title": "Using Case-based Reasoning and Situated Activity to Write Geometry Proofs", "subtitle": null, "abstract": "As models of human cognition, previous geometry\ntheorem-proving programs were inappropriately\ninfluenced by the ease with which computers\nmanipulate syntactic formulae. The failure of\nthose programs to pay attention to h u m a n\nperception d o o m e d them as models of h o w\nhumans solve geometry proof problems. Just as\nthe study of theorem-proving once evolved into\nthe study of planning, it is time n o w for theorem-\nproving to incorporate current ideas in the\nplanning community. A close examination of\nwhat h u m a n s do w h e n they try to solve\ngeometry proof problems, and of h o w geometry is\ntaught, reveals an emphasis on chunks of\nproblem-solving knowledge derived from\nexamples, retrieved on the basis of visual cues.\nThese ideas are characteristic of the case-based\nreasoning and situated activity approaches in\nplanning. This paper concludes with a brief\ndescription and trace of a computer program,\nPOLYA , which does reactive, memory-based\ngeometry theorem-proving.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5cb7t3sc", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "F.", "last_name": "McDougal", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31738/galley/22806/download/" } ] }, { "pk": 31768, "title": "Using Context to Interpret Indifrect Requests in a Connectionist Model of NLU", "subtitle": null, "abstract": "The role of context in natural language under-\nstanding ( N L U ) is generally accepted as being im-\nportant to the tcisk of ascertaining \"correct mean-\ning.\" This is particularly true during interpreta-\ntion of otherwise ambiguous language constructs,\nsuch as lexical ambiguity resolution, metaphor un-\nderstanding, and indirect speech act interpreta-\ntion. This paper presents a feedforward connec-\ntionist model called SAIL2 which utilizes the con-\ntext obtained from the processing of previously\nseen text to help resolve the ambiguity inherent\nin indirect speech acts, specifically, in indirect re-\nquests.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8b84w2fj", "frozenauthors": [ { "first_name": "David", "middle_name": "A.", "last_name": "Schulenburg", "name_suffix": "", "institution": "University of California, Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31768/galley/22836/download/" } ] }, { "pk": 36592, "title": "Visions: A Preintermediate Grammar by Emily Lites and Jean Lehman", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3zt898dk", "frozenauthors": [ { "first_name": "Helen", "middle_name": "Sophia", "last_name": "Solorzano", "name_suffix": "", "institution": "American Language Institute/ San Francisco State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36592/galley/27443/download/" } ] }, { "pk": 36591, "title": "Voices in Literature by Mary Lou McCloskey and Lydia Stack", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/85t0h7jt", "frozenauthors": [ { "first_name": "Linda", "middle_name": "", "last_name": "Sasser", "name_suffix": "", "institution": "Alhambra School District", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36591/galley/27442/download/" } ] }, { "pk": 31630, "title": "What Makes Human Explanations Effective?", "subtitle": null, "abstract": "If computer-based instructional systems are to reap the benefits of natural language interaction, they must be endowed with the properties that make human natural language interaction so effective. To identify these properties, we replaced the natural language component of an existing Intelligent Tutoring System (ITS) with a human tutor, and gathered protocols of students interacting with the human tutor. W e then compared the human tutor's responses to those that would have been produced by the ITS. In this paper, I describe two critical features that distinguish human tutorial explanations from those of their computational counterparts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2q81c6xc", "frozenauthors": [ { "first_name": "Johanna", "middle_name": "D.", "last_name": "Moore", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31630/galley/22698/download/" } ] }, { "pk": 31791, "title": "What Mediates the Self-explanation Effect? Knowledge Gaps, Schemas or Analogies?", "subtitle": null, "abstract": "Several studies have found that learning is more\neffective when students explain examples to\nthemselves. Although these studies show that\nlearning and self-explanation co-occur, they do\nnot reveal why. Three explanations have been\nproposed and computational models have been\nbuilt for each. T h e gap-filling explanation is that\nself-explanation causes subjects to detect and hll\ngaps in their domain knowledge. T h e schema\nformation explanation is that self-explanation\ncauses the learner to abstract general solution\nprocedures and associate each with a general\ndescription of the problems it appUes to. T h e\nanalogical enhancement explanation is that self-\nexplanation cause a richer elaboration of the ex-\nample, which facilitates later use of the example\nfor analogical problem solving. W e claim that, in\none study at least, gapfilling accounts for most\nof the self-explanation effect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1f11v2f0", "frozenauthors": [ { "first_name": "Kurt", "middle_name": "", "last_name": "VanLehn", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Randolph", "middle_name": "M.", "last_name": "Jones", "name_suffix": "", "institution": "University of Michigan", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31791/galley/22859/download/" } ] }, { "pk": 36587, "title": "What Practicing Teachers Value in Their MATESOL Education: A Retrospective Needs Analysis", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "CATESOL Exchange", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4328r307", "frozenauthors": [ { "first_name": "Donna", "middle_name": "M.", "last_name": "Brinton", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36587/galley/27438/download/" } ] }, { "pk": 31779, "title": "Where Does Systematicity Come From", "subtitle": null, "abstract": "H u m a n language and m e m o r y are only quasi-system-\natic. They are composed of context free\n(systematic) niappings, context sensitive mappings,\nand idiosyncrasies. Consequently, generalizations to\nnovel stimuli m a y be systematic if ihey result from\nthe context free mappings or m a y Ixxome\n\"regularized\" toward k n o w n stimuli if they result\nfrom the context sensitive mappings. T w o factors\nthat affect the degree of systematicity are the su-uc-\nture of the training corpus and the amount of atten-\ntion or vigilance paid to the task. M o r e systematic\nuaining corpora and more attention produce more\nsystematic responses and fewer specific context sen-\nsitive regularizations. A simple P D P model is used\nto demonstrate these phenomena. A 3-layer feedfor-\nward network learns an auto-associative mapping.\nUntrained stimuli are tested to see if the model\nwill respond with the systematic generalization or\nwith a specific regularization by activating the out-\nput pattern for the nearest trained neighbor.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/285643f5", "frozenauthors": [ { "first_name": "Mark", "middle_name": "F.", "last_name": "St. John", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31779/galley/22847/download/" } ] }, { "pk": 31667, "title": "Whorfian Biases in the Categorization of Events", "subtitle": null, "abstract": "The purpose of this paper can be viewed from two different but related perspectives. First, it investigates the role of language in concept learning. Second it investigates this by asking how event categories are acquired. From the first perspective, our experiment showed that syntactic Whorfian biases in human categorization actually exist. The new methodology employed provides us with a tool to study in more detail the nature of those biases. The Whorfian hypothesis does not necessarily have to be tested cross-culturally. It can successfully be taken into the lab with subjects belonging to the same linguistic community. From the second perspective, our experiment showed that the addition of verbal descriptors to a set of animation scenes in some systematic way facilitates learning of the regularities in the scenes. This result is a new piece of evidence supporting the focused sampling theory of category acquisition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0jh703qr", "frozenauthors": [ { "first_name": "Angel", "middle_name": "", "last_name": "Caberra", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Dorrit", "middle_name": "", "last_name": "Billman", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31667/galley/22735/download/" } ] }, { "pk": 31682, "title": "Why No Mere Mortal Has Ever Flown out to Center Field But People Often Say They Do", "subtitle": null, "abstract": "he past tense has been the source of considerable\ndebate concerning the role of connectionist models in\nexplaining linguistic phenomena. In response to Pinker\nand Prince (1988), several connectionist models have\nbeen developed that compute a mapping between the\npresent tense phonological form of a verb to a past tense\nphonological form. Most of these models cannot\ndistinguish between homophones such as F L Y - F L E W\nand FLY-FLffiD (as in \"flied out\"). Kim. Pinker,\nPrince, & Prasada (1991) have suggested that the\naddition of semantic information to such nets will not\nprovide an adequate solution to this homophony\nproblem. They showed that English speakers use\nderivational status, rather than semantic information in\ngenerating past tenses. W e provide evidence\ncontradicting this account. Subjects' rated preferences\nfor past tense forms are predicted by semantic\nmeasures; moreover, a simulation model shows that\nsemantic distance provides a basis for learning the\nalternative past tenses for words such as F L Y . W e\nsuggest a reconciliation of the two theories in which\nknowledge of \"derivational status\" arises out of\nsemantic facts in the course of learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/78d6s9sf", "frozenauthors": [ { "first_name": "Kim", "middle_name": "G.", "last_name": "Daugherty", "name_suffix": "", "institution": "USC / Hughes Aircraft Co.", "department": "" }, { "first_name": "Maryellen", "middle_name": "C .", "last_name": "MacDonald", "name_suffix": "", "institution": "U. Southern California", "department": "" }, { "first_name": "Alan", "middle_name": "S.", "last_name": "Petersen", "name_suffix": "", "institution": "U. Southern California", "department": "" }, { "first_name": "Mark", "middle_name": "S.", "last_name": "Seidenber", "name_suffix": "", "institution": "U. Southern California", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31682/galley/22750/download/" } ] }, { "pk": 31656, "title": "Word Priming in Attractor Networks", "subtitle": null, "abstract": "We propose a new view of word priming in attractor networks, which involves deepening the basins of attraction for primed words. In a network that maps from orthographic to phonological word representations via semantics, this view of priming leads to novel predictions about the interactions between orthographically and/or semantically similar primes and targets, when compared on an orthographic versus a semantic retrieval task. W e confirm these predictions in computer simulations of long-term priming in a word recognition network. Connectionist models have strongly influenced current thinking about the nature of human memory storage and retrieval processes. One reason for their appeal is that they can account for a wide range of human performance on tasks such as word recognition (McClelland and Rumelhart, 1981), reading (Seidenberg and McClelland, 1989), and repetition priming (McClelland and Rumelhart, 1986). Further, because connectionist models make relatively specific assumptions about the mechanisms of cognitive processes, they can lead to novel predictions about human performance. One of the most exciting developments in the last decade of human memory research is the characterization of implicit memory (Graf &; Schacter, 1985; Schacter, 1985), a form of automatic, unconscious retrieval of previously encountered material. A widely used experimental method for testing implicit m e m ory is repetition priming, in which the accuracy or speed of processing is measured on successive presentations of a target stimulus. Evidence of implicit memory is observed when subjects are more accurate or efficient in responding to previously studied targets than to new targets. The priming literature is highly relevant to connectionist models of learning and memory for two reasons: 1) Priming effects can be extremely long-lasting, ranging from minutes to many hours, or even months, and apparently reflect fundamental automatic (\"unsupervised\") learning processes employed by the brain. 2) W h e n the prime and target are not identical, but have similar input and/or semantic features, the priming effects may range from facilitation to inhibition; these effects can shed light on the nature of h u m a n memory organization, and provide constraints on the representations employed in connectionist models. In this paper, w e first review the previous connectionist accounts of priming. W e then propose a new view of word priming in attractor networks with orthographic and semantic levels of representation, which involves deepening the basins of attraction for primed words. This leads to some novel predictions about the interactions between primes and targets, which we explore in computer simulations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/13k8p12j", "frozenauthors": [ { "first_name": "Suzanna", "middle_name": "", "last_name": "Becker", "name_suffix": "", "institution": "The Rotman Research Institute", "department": "" }, { "first_name": "Marlene", "middle_name": "", "last_name": "Behrmann", "name_suffix": "", "institution": "The Rotman Research Institute", "department": "" }, { "first_name": "Morris", "middle_name": "", "last_name": "Moscovitch", "name_suffix": "", "institution": "The Rotman Research Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31656/galley/22724/download/" } ] }, { "pk": 31653, "title": "Word Segmentation in Written Text: an Argument for a Multiple Subunit System", "subtitle": null, "abstract": "Two types of word stimuli, easily syllabified (eg. balcony) and ambisyllabic English words (eg. balance), were used in a reading task designed to determine if words are processed using strictly syllables as the unit of segmentation or if multiple units of segmentation are used. W e could not replicate work done by Prinzmetal, Treiman, and Rho (1986) who found that, with text, more illusory conjunction occurred within syllables than across syllable boundaries. In contrast, our work supports the hypothesis that English is too complicated of a language to use only one segmenting unit. Thus, the pattern of results was dependent on the structure of the words themselves, with the ambisyllabic words being processed using phonemes and not syllables as the unit of segmentation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6vd9p9c7", "frozenauthors": [ { "first_name": "Ruth", "middle_name": "Ann", "last_name": "Atchley", "name_suffix": "", "institution": "University of California, Riverside", "department": "" }, { "first_name": "Ovid", "middle_name": "", "last_name": "Tzeng", "name_suffix": "", "institution": "University of California, Riverside", "department": "" }, { "first_name": "Melanie", "middle_name": "", "last_name": "Cass", "name_suffix": "", "institution": "University of California, Riverside", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31653/galley/22721/download/" } ] }, { "pk": 31712, "title": "Working Memory Failure in Phone-Based Interaction", "subtitle": null, "abstract": "This paper investigates working memory failure in\nmenu driven Phone-Based Interaction (PBT). W e have\nused a computational model of Phone-Based Interaction\n(PBI USER ) to generate predictions about the impact of\nthree factors on W M failure: PBI features (i.e., m e n u\nstructure), individual differences (i.e., W M capacity) and\ntask characteristics (i.e., task format and number of\ntasks). Our computational model is based on the theory\nof W M proposed by Just and Carpenter (1992). This\ntheory stipulates that the storage and the processing of\ninformation generate demands for W M resources. Our\nempirical results provide strong evidence for the\nimportance of storage demands, and moderate evidence\nfor the importance of processing demands as predictors\nof W M failure in PBI. In addition, our results provide\nevidence for the importance of individual differences in\nW M capacity as a predictor of W M failure in PBI.\nFinally, our results indicate that, contrary to general\nguidelines for the design of PBI, deep menu hierarchies\n(no more than three options per menu ) do not reduce\nWM error ratesin PBI.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Submitted Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3b9234c5", "frozenauthors": [ { "first_name": "Brian", "middle_name": "R.", "last_name": "Huguenard", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "F.", "middle_name": "Javier", "last_name": "Lerch", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1993-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31712/galley/22780/download/" } ] }, { "pk": 34554, "title": "\"Ability to Influence Claims\" under Section 2 of the Voting Rights Act", "subtitle": null, "abstract": "[No abstract]", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Comments", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/83q844qp", "frozenauthors": [ { "first_name": "Cal", "middle_name": "G.", "last_name": "Gonzales", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2014-01-08T14:11:52-08:00", "date_accepted": "2014-01-08T14:11:52-08:00", "date_published": "1992-12-31T16:00:00-08:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uclalaw_cllr/article/34554/galley/25647/download/" } ] }, { "pk": 34548, "title": "Acknowledgments", "subtitle": null, "abstract": "[No abstract]", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Acknowledgments", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5pj694mt", "frozenauthors": [ { "first_name": "[No author]", "middle_name": "", "last_name": "CLLR", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2014-01-08T14:03:14-08:00", "date_accepted": "2014-01-08T14:03:14-08:00", "date_published": "1992-12-31T16:00:00-08:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uclalaw_cllr/article/34548/galley/25641/download/" } ] }, { "pk": 55593, "title": "An Impossible Solipsism: Noise in Le Passé Simple", "subtitle": null, "abstract": "No abstract", "language": "en", "license": null, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/66x5g659", "frozenauthors": [ { "first_name": "Garane", "middle_name": "A.", "last_name": "Garane", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2013-03-18T01:41:59-07:00", "date_accepted": "2013-03-18T01:41:59-07:00", "date_published": "1992-12-31T16:00:00-08:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ufahamu/article/55593/galley/41974/download/" } ] }, { "pk": 55617, "title": "An Interview with Bahadur Tejani", "subtitle": null, "abstract": "No abstract", "language": "en", "license": null, "keywords": [], "section": "Interviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8tk4t1cv", "frozenauthors": [ { "first_name": "Annie", "middle_name": "K.", "last_name": "Koshi", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2013-03-18T02:15:07-07:00", "date_accepted": "2013-03-18T02:15:07-07:00", "date_published": "1992-12-31T16:00:00-08:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ufahamu/article/55617/galley/42005/download/" } ] }, { "pk": 61034, "title": "Asia Watch Update", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9jk6f70m", "frozenauthors": [ { "first_name": "Patricia", "middle_name": "", "last_name": "Gossman", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Mike", "middle_name": "", "last_name": "Jendrezejczk", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Dinah", "middle_name": "", "last_name": "PoKempner", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2014-03-28T21:37:07-07:00", "date_accepted": "2014-03-28T21:37:07-07:00", "date_published": "1992-12-31T16:00:00-08:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uclalaw_pblj/article/61034/galley/46998/download/" } ] }, { "pk": 55601, "title": "Back Matter", "subtitle": null, "abstract": "n/a", "language": "en", "license": null, "keywords": [], "section": "Back Matter", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1fn64975", "frozenauthors": [ { "first_name": "n/a", "middle_name": "", "last_name": "n/a", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2013-03-18T01:53:34-07:00", "date_accepted": "2013-03-18T01:53:34-07:00", "date_published": "1992-12-31T16:00:00-08:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ufahamu/article/55601/galley/41982/download/" } ] }, { "pk": 55616, "title": "Back Matter", "subtitle": null, "abstract": "n/a", "language": "en", "license": null, "keywords": [], "section": "Back Matter", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8gj5m9wb", "frozenauthors": [ { "first_name": "n/a", "middle_name": "", "last_name": "n/a", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2013-03-18T02:13:03-07:00", "date_accepted": "2013-03-18T02:13:03-07:00", "date_published": "1992-12-31T16:00:00-08:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ufahamu/article/55616/galley/42003/download/" }, { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ufahamu/article/55616/galley/42004/download/" } ] }, { "pk": 57641, "title": "Black Lives, White Lives: Three Decades of Race Relations in America\n by Bob Blauner", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Book Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8f32c3tb", "frozenauthors": [ { "first_name": "Cranston", "middle_name": "", "last_name": "Williams", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2015-04-20T23:40:43-07:00", "date_accepted": "2015-04-20T23:40:43-07:00", "date_published": "1992-12-31T16:00:00-08:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uclalaw_nblj/article/57641/galley/43818/download/" } ] }, { "pk": 53380, "title": "Borges and Bertolucci: Two Conceptions of the Traitor and the Hero", "subtitle": null, "abstract": "n/a", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Literary Criticism", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8wq50341", "frozenauthors": [ { "first_name": "Marta", "middle_name": "", "last_name": "Acosta", "name_suffix": "", "institution": "University of Miami-Coral Gables", "department": "" } ], "date_submitted": "2018-07-23T11:39:53-07:00", "date_accepted": "2018-07-23T11:39:53-07:00", "date_published": "1992-12-31T16:00:00-08:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/lucero/article/53380/galley/40290/download/" } ] }, { "pk": 60437, "title": "California Land Use Regulation Post \nLucas\n: The History and Evolution of Nuisance and Public Property Laws Protend Little Impact in California", "subtitle": null, "abstract": "[No abstract]", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1hq4v8vj", "frozenauthors": [ { "first_name": "Jamee", "middle_name": "Jordan", "last_name": "Patterson", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2013-06-28T22:57:57-07:00", "date_accepted": "2013-06-28T22:57:57-07:00", "date_published": "1992-12-31T16:00:00-08:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uclalaw_jelp/article/60437/galley/46402/download/" } ] }, { "pk": 60450, "title": "California Water: An Economic Consideration", "subtitle": null, "abstract": "[No abstract]", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Comments", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3xs1h49s", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "", "last_name": "Levinson", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2013-06-28T23:22:32-07:00", "date_accepted": "2013-06-28T23:22:32-07:00", "date_published": "1992-12-31T16:00:00-08:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uclalaw_jelp/article/60450/galley/46415/download/" } ] }, { "pk": 37372, "title": "Call for Papers", "subtitle": null, "abstract": "[No abstract]", "language": "en", "license": { "name": "Copyright", "short_name": "Copyright", "text": "", "url": "https://escholarship.org/terms" }, "keywords": [], "section": "General", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1fg4v59m", "frozenauthors": [ { "first_name": "[No author]", "middle_name": "", "last_name": "Mester", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2012-10-26T14:40:19-07:00", "date_accepted": "2012-10-26T14:40:19-07:00", "date_published": "1992-12-31T16:00:00-08:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/mester/article/37372/galley/28154/download/" } ] }, { "pk": 61043, "title": "Civil Law and the Transformation of State Property in Post-Socialist Economies: 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