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{ "count": 39503, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=3600", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=3400", "results": [ { "pk": 50222, "title": "The Continuity of Geometric Intuition between Monkeys and Humans", "subtitle": null, "abstract": "Recent research portrays humans as the only species with a unique ability to detect geometric shapes with Euclidean features (e.g., parallel sides), a phenomenon known as the regularity effect. Studies show humans exhibit this effect across ages, cultures, and educational levels, while non-human primates do not. One interpretation credits this human advantage to symbolic representations, whereas non-human primates rely on low-level visual features. Our findings challenge this theory: with sufficient experience, non-human primates also show the regularity effect, and their accuracy is predicted by \"symbolic\" geometry models, as in human children. Notably, performance in both monkeys and children is accounted for by a mixture of symbolic and non-symbolic models of geometry. These findings question the claim that symbolic models are language-based or exclusively human, and strongly imply that humans and monkeys share abstract mechanisms to represent geometry. Ultimately, this overlap underscores the continuity between species.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Animal cognition; Concepts and categories; Spatial cognition; Comparative Analysis; Comparative Studies" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1qp1k7df", "frozenauthors": [ { "first_name": "Jialin", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Logan", "middle_name": "", "last_name": "Brownell", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Emily", "middle_name": "M", "last_name": "Sanford", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Li", "middle_name": "", "last_name": "Wenjie", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Caroline", "middle_name": "", "last_name": "DeLong", "name_suffix": "", "institution": "Rochester Institute of Technology", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Piantadosi", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Cantlon", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50222/galley/38184/download/" } ] }, { "pk": 50414, "title": "The contributions of explanation simplicity and source expertise to evaluations of disagreeing explanations", "subtitle": null, "abstract": "Learning about complex, scientific topics often involves reading competing explanations posited by multiple disagreeing sources. This necessitates comprehending both explanations, understanding the extent of their disagreement, and determining which is more likely. In a series of three experiments, we investigated the role of features of explanations and their sources in readers' evaluations of the explanations. Specifically, we presented participants with pairs of disagreeing explanations that varied in their simplicity, the expertise of their source, and the salience of each feature. We examined the extent to which these features individually and interactively affected readers' evaluation of explanations, the causes they attributed to the disagreement, and curiosity about the topic of disagreement. We also examined the role of individual differences between readers, namely their prior topic knowledge and trust in science, in these outcomes. The findings inform theory about how people evaluate explanations and learn about science.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Reading; Reasoning; Social cognition; Quantitative Behavior" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9c54h9kf", "frozenauthors": [ { "first_name": "Rina Miyata", "middle_name": "", "last_name": "Harsch", "name_suffix": "", "institution": "University of Minnesota", "department": "" }, { "first_name": "Panayiota", "middle_name": "", "last_name": "Kendeou", "name_suffix": "", "institution": "University of Minnesota", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50414/galley/38376/download/" } ] }, { "pk": 50383, "title": "The Decision Environment and Confidence in Experiential Risky Choice", "subtitle": null, "abstract": "We investigated how the decision environment influences choice and confidence in a binary decisions-from-experience (DfE) task. We manipulated four aspects of the decision environment: option composition (safe vs. risky; SR, or risky vs. risky; RR), the riskiness of the EV-maximizing choice, feedback type (partial or full), and problem order (SR before or after RR). We found that participants made more EV-maximizing choices and were more confident in SR environments and when the EV-maximizing choice was the safer option. Participants' behavior was influenced by their understanding of the payoff structure: confidence dropped sharply after discovering a previously unexpected outcome, and experiencing RR first led to over-sampling and reduced rewards in later SR environments. A computational model incorporating choice and reward history provided a unifying explanation for these patterns. Our results shed light on how decision environment features interact to shape sampling biases, subsequently altering learning and decision-making outcomes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Decision making; Learning" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/87r546p2", "frozenauthors": [ { "first_name": "Kuang-Heng", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Prisca S.", "middle_name": "", "last_name": "Han", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Wenjia Joyce", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Emmanouil", "middle_name": "", "last_name": "Konstantinidis", "name_suffix": "", "institution": "University of Warwick", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50383/galley/38345/download/" } ] }, { "pk": 50109, "title": "The detection of configuration and identity changes of object arrays in infancy", "subtitle": null, "abstract": "Depictions are spatio-temporal arrangements of symbols carrying information about the entities the symbols stand for. We hypothesized that symbolic displays should specifically facilitate the encoding of spatial relations. We tested this hypothesis in 10-month-old infants by exposing them to configurations of unfamiliar objects in a communicative context (which should promote the interpretation of the objects as potential symbols) and in a non-communicative context. We assessed infants' memory for the object arrays by measuring looking times to arrays that matched the original display or altered the identity or the configuration of the objects. A Bayesian hierarchical model on log-transformed looking times revealed a main effect of identity change but no significant interaction between configuration change and communicative context. However, within-condition comparisons showed significantly longer looking to identity changes in both contexts, and to configuration changes only in the communicative condition, suggesting that symbolic displays specifically enhanced the encoding of spatial relations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Representation; Social cognition; Quantitative Behavior" } ], "section": "Abstracts with Poster Presentation (accepted as Abstracts)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/56c474fx", "frozenauthors": [ { "first_name": "Mariem", "middle_name": "", "last_name": "DianŽ", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Jonathan", "middle_name": "F.", "last_name": "Kominsky", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Gergely", "middle_name": "", "last_name": "Csibra", "name_suffix": "", "institution": "Central European University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50109/galley/38071/download/" } ] }, { "pk": 50382, "title": "The Developmental Role of Spatial Abilities in Predicting Science Achievement in Elementary and Middle School: A Cross-Sectional Study", "subtitle": null, "abstract": "Spatial abilities are relevant to scientific achievement, yet little is known regarding development of spatial abilities among adolescence. This study thus examines the development of spatial abilities during adolescence, and how different spatial abilities differentially predict science achievement.\nOver 1,006 students from grades 4, 6, and 8 were assessed with four different spatial abilities tasks, a science achievement test (TIMSS), and assessment of control variables.\nSignificant grade differences in spatial abilities were observed. Spatial abilities account for about 14%, 13%, and 13% of variance in science achievement in Grades 4, 6, and 8. Extrinsic-dynamic abilities emerged as the strongest predictor of science achievement.\nThe current findings showcased the development of different spatial abilities across Grades 4 to 8 and confirmed the significance of spatial abilities, particularly extrinsic-dynamic spatial abilities, in science learning. Interventions that target spatial abilities may be a potential way to prepare students for the science curriculum. \nKeywords: Spatial Abilities, Science Achievement, Cognitive Development, Spatial Cognition, STEM", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Education; Psychology; Learning; Spatial cognition; Comparative Analysis; Developmental analysis; Quantitative Behavior" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8gv2b7vr", "frozenauthors": [ { "first_name": "Kato", "middle_name": "", "last_name": "Cheung", "name_suffix": "", "institution": "The University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50382/galley/38344/download/" } ] }, { "pk": 49829, "title": "The Development of Decision Making: The Role of Objective Uncertainty and Perceptual Novelty", "subtitle": null, "abstract": "Human decision-making is influenced by many factors, including uncertainty and novelty. Although widely studied, prior findings on these two secondary effects remain mixed, partly due to the confounding effect of reward value and the natural co-occurrence of uncertainty and novelty, which makes it challenging to disentangle them. To examine the unique contributions of uncertainty and novelty across age groups, we designed a two-armed bandit task that carefully controlled reward value and subjective uncertainty. On each trial, participants chose between two options varying systematically in perceptual novelty and objective uncertainty. Participants included 38 children (ages 4–6) and 37 undergraduates. By holding one factor constant while manipulating the other and applying a computational model to trial-by-trial choices, we found that children's decisions were primarily driven by perceptual novelty, while adults were guided by aversion to objective uncertainty. These findings highlight developmental changes in decision-making and offer directions for future research.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Behavioral Science; Cognitive development; Decision making; Computational Modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9n0811tb", "frozenauthors": [ { "first_name": "Yanxi", "middle_name": "", "last_name": "Liao", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Mengcun", "middle_name": "", "last_name": "Gao", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Vladimir", "middle_name": "", "last_name": "Sloutsky", "name_suffix": "", "institution": "The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49829/galley/37791/download/" } ] }, { "pk": 49712, "title": "The development of polyseme learning under uncertainty", "subtitle": null, "abstract": "Acquiring multiple meanings for a word is often proposed to be difficult for word learners. However, the difficulty may depend on the meanings: prior work has demonstrated that word-learning is easier for both adults and children when words' multiple meanings are related (polysemous, like \"cap\") than unrelated (homophonous, like \"bat\"). However, it remains an open question how learners infer polysemous meanings if learners encounter these words in more referentially ambiguous contexts. In two studies, we examine children's and adults' learning of polysemes under uncertainty, using both artificial stimuli from prior work (Study 1) and attested non-English polysemes (Study 2). Results suggest that while adults can use similarities between referents to infer polysemous meanings across multiple exposures, children generally struggle to do so. This indicates that polyseme learning improves with age and suggests current computational models of cross-situational word-learning may capture children's word learning strategies better than those of adults.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Cognitive development; Language acquisition; Semantics of language" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0zv3578d", "frozenauthors": [ { "first_name": "Alexander", "middle_name": "S", "last_name": "LaTourrette", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Victor", "middle_name": "", "last_name": "Gomes", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Kantinka", "middle_name": "", "last_name": "Tangen", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Trueswell", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49712/galley/37674/download/" } ] }, { "pk": 50111, "title": "The dimensionality of individual differences in perceptual decision making", "subtitle": null, "abstract": "Perceptual decision-making is the process of integrating perceptual evidence and prior experience to a decision. Yet even simple tasks show systematic deviations from optimality. To explore the suboptimalities and their latent structure, we analyzed behavioral data from 155 participants performing a Bernoulli clicks task, each completing 500 trials identifying the side with more clicks. The data were fit with a customized neural-network incorporating temporal kernel weighting individual clicks, side bias, and win–stay/lose–shift effect. Weights on these suboptimalities exhibited substantial variabilities across participants but were captured by a concise structure: two dimensions represented temporal integration kernel, two dimensions reflected win–stay/lose–shift kernel, and one dimension corresponded to side bias. This compact five-dimensional structure and random noise explained the observed suboptimalities. Our results indicate seemingly complex individual differences can be decomposed into a small set of dissociable cognitive processes, providing insight into the structure underlying decision-making variability.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Decision making; Perception; Sensory Processing; Computational Modeling" } ], "section": "Abstracts with Poster Presentation (accepted as Abstracts)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1x87g1mw", "frozenauthors": [ { "first_name": "Jingming", "middle_name": "", "last_name": "Xue", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Wilson", "name_suffix": "", "institution": "Georgia Tech", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50111/galley/38073/download/" } ] }, { "pk": 49579, "title": "The Discovery of the Artificial and the Use of Synthetic Method between Physics and Cognitive Science", "subtitle": null, "abstract": "In this work, we outline a methodological analogy between cognitive sciences and physics regarding the use of models and the synthetic method. Beginning with brief historical remarks on ‘the discovery of the artificial' (as defined by Roberto Cordeschi) in early 20th century behavioral sciences and the methodological turning point in statistical physics at the same time, we demonstrate that the ‘envy' for the use of analytical theories in the exact sciences—often referred to as physics envy—which has significantly influenced the development of psychology and the sciences of human behavior, is ultimately unfounded.\nFinally, we use this ‘overcoming' of the physics envy, along with some brief considerations on notable 20th century theoretical results related to ‘limitation' of computability and complexity, to demonstrate how cognitive sciences —like the natural sciences— must necessarily rely on models and simulations. This necessity arises from the inherent complexity of the systems under study, which precludes their treatment in analytical and exact terms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Computer Science; Humanities; Complex systems" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/16g8w9kr", "frozenauthors": [ { "first_name": "Francesco", "middle_name": "", "last_name": "Gagliardi", "name_suffix": "", "institution": "Independent Scholar, ORCID:0000-0002-4270-1636", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49579/galley/37541/download/" } ] }, { "pk": 49808, "title": "The Dynamics of Collective Creativity in Human-AI Hybrid Societies", "subtitle": null, "abstract": "Generative AI is shaping an increasingly hybrid society, where ideas and cultural artefacs are created both by humans and intelligent machines. Human creativity is influenced in complex, nonlinear ways by the actions of AI-driven agents within their social networks, but these influences are difficult to measure using traditional methods. This study examines how human-AI interactions shape the evolution of collective creation within large-scale social network experiments, where human and AI participants collectively create stories. Participants (either humans or AI) joined 5×5 grid-based networks in which stories were selected, modified, and shared over many iterations. Initially, AI-only networks showed greater creativity (rated by a separate group of human raters) and collective diversity of stories than human-only and human-AI networks. However, over time, hybrid human-AI networks became more diverse in their creations than AI-only networks. In part, this is because AI agents retained little from the original stories, while human-only networks preserved continuity. These findings highlight the value of experimental social networks in understanding human-AI hybrid societies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Evolution; Group Behaviour; Human-computer interaction; Interactive behavior; Comparative Analysis; Quantitative Behavior" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1zd2k858", "frozenauthors": [ { "first_name": "Shota", "middle_name": "", "last_name": "Shiiku", "name_suffix": "", "institution": "Shizuoka University", "department": "" }, { "first_name": "Raja", "middle_name": "", "last_name": "Marjieh", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Manuel", "middle_name": "", "last_name": "Anglada-Tort", "name_suffix": "", "institution": "Goldsmiths, University of London", "department": "" }, { "first_name": "Nori", "middle_name": "", "last_name": "Jacoby", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49808/galley/37770/download/" } ] }, { "pk": 50354, "title": "The Effectiveness of Iconic Cues in Word Learning Using the Human Stimulation Paradigm", "subtitle": null, "abstract": "Iconicity refers to a resemblance between the form of a signal and its meaning. Examples include spoken words that imitate sound based meanings (i.e., onomatopoeia; e.g., \"splash\") or representational gestures (e.g., a holding the hands far apart to indicate \"large\"). Caregivers use iconic cues when talking to their children, however, the potential of these cues for successful word-referent mapping across communicative contexts remains unclear. This study examined the effectiveness of iconic cues when referents were physically present or absent. Using the Human Simulation Paradigm, 320 adult participants watched naturalistic videos of a parent and child discussing objects, with all utterances of a target referent \"beeped\". Participants' task was to guess the referent. We found that iconic cues improved accuracy when the target was absent. This supports their function of bringing referents \"the to the mind's eye\" in displaced contexts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Development; Language Comprehension; Language understanding; Learning; Phonology; Semantics of language" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8w316459", "frozenauthors": [ { "first_name": "David", "middle_name": "M", "last_name": "Sidhu", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Krason", "name_suffix": "", "institution": "Jefferson Moss Rehabilitation Research Institute", "department": "" }, { "first_name": "Gwen", "middle_name": "", "last_name": "Brekelmans", "name_suffix": "", "institution": "Queen Mary University of London", "department": "" }, { "first_name": "Nareg", "middle_name": "", "last_name": "Khatchatoorian", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Gabriella", "middle_name": "", "last_name": "Vigliocco", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50354/galley/38316/download/" } ] }, { "pk": 49161, "title": "The effect of gender on multimodal child-directed language: Evidence from analyses of broadcast programmes", "subtitle": null, "abstract": "We investigated gender differences in multimodal communication directed to children and adults. Eighty-two broadcasters (46 females and 36 males) participated in hosting adult-directed and child-directed broadcasting programmes respectively, and their lexical/syntactic features, prosody, and gestures were compared. Results revealed that broadcasters adapted their communication styles when addressing children. However, notable gender differences emerged: male broadcasters exhibited less diverse vocabulary, longer utterances, lower pitch but higher intensity, faster speaking rate with more pauses, and fewer referential gestures than their female counterparts. Furthermore, male broadcasters demonstrated larger adjustments in word frequency and vocal intensity but smaller adjustments in the use of questions and gestures than females. These findings highlight distinct patterns in how men and women adapt multimodal communication to children, offering valuable insights into gendered strategies in child-directed language production and recipient design. Moreover, it offers implications for developing tailored broadcast training.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/86v6q19b", "frozenauthors": [ { "first_name": "Yanran", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Mengru", "middle_name": "", "last_name": "Han", "name_suffix": "", "institution": "East China Normal University", "department": "" }, { "first_name": "Marc", "middle_name": "", "last_name": "Swerts", "name_suffix": "", "institution": "Tilburg university", "department": "" }, { "first_name": "Yan", "middle_name": "", "last_name": "Gu", "name_suffix": "", "institution": "University of Essex", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49161/galley/37122/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49161/galley/38667/download/" } ] }, { "pk": 49638, "title": "The effect of learning Chinese Sign Language on spatial conceptualisation of time in hearing Mandarin speakers", "subtitle": null, "abstract": "Temporal-spatial metaphors can be differed across languages, and such cross-linguistic influences may affect people's spatial conceptualization of time. Mandarin (including gestures) has different spatial metaphors for time than Chinese Sign Language (CSL). This paper investigated whether native Mandarin speakers' mental space-time mappings change after learning CSL for 14 weeks. Sixty native Mandarin speakers who had no prior knowledge of sign language took a pretest and posttest of space-time mappings before and after taking a CSL course. The results showed that participants changed their temporal-spatial mappings after learning CSL. Specifically, they had more sagittal space-time mappings and fewer lateral ones than before. They also had more \"future-in-front/ past-in-back\" mappings consistent with CSL space-time mappings. Furthermore, these changes were more significant in high-proficiency learners than in low-proficiency learners. Our results not only demonstrate an effect of bodily experience on time conceptions, but also suggest that sign language can impact spatial temporal reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Cognition of Time; Language and thought; Learning; Quantitative Behavior" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5xk6h63n", "frozenauthors": [ { "first_name": "Nan", "middle_name": "", "last_name": "Xiang", "name_suffix": "", "institution": "Shanghai International Studies University", "department": "" }, { "first_name": "Hao", "middle_name": "", "last_name": "Lin", "name_suffix": "", "institution": "Shanghai International Studies University", "department": "" }, { "first_name": "Yan", "middle_name": "", "last_name": "Gu", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49638/galley/37600/download/" } ] }, { "pk": 49168, "title": "The Effect of Moral and Statistical Norm Violations in Children's Counterfactual Reasoning", "subtitle": null, "abstract": "Counterfactual reasoning involves thinking about how reality could have been different. Adults show remarkable consistency in the counterfactual possibilities they imagine. For example, they tend to imagine counterfactuals that undo immoral actions. However, it remains unclear whether this link between morality and the counterfactual imagination is an inherent cognitive feature, present from early childhood. To elucidate this relation, we tested 191 4- to-11-year-olds across two studies. In Study 1, children heard stories in which a moral norm-violating and a moral norm-conforming character together bring about a negative outcome. When asked what could have happened differently, children changed the moral norm-violating part of reality over other parts with increasing age. In Study 2, we examined whether this effect is unique to moral norm violations or extends to statistical norm violations. Children began mutating moral norm violations earlier than statistical norm violations, suggesting morality influences counterfactual thinking earlier than statistical norms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5b2660gw", "frozenauthors": [ { "first_name": "Zeynep", "middle_name": "", "last_name": "Gen�", "name_suffix": "", "institution": "University of Kent", "department": "" }, { "first_name": "Angela", "middle_name": "", "last_name": "Nyhout", "name_suffix": "", "institution": "University of Kent", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49168/galley/37129/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49168/galley/38674/download/" } ] }, { "pk": 49577, "title": "The effect of physical and psychological distances in everyday memory retrieval across older and young adults", "subtitle": null, "abstract": "This study examined how episodic memory performance in young and older adults is influenced by both the physical and psychological representations of locations in everyday life. Over five weeks, participants' GPS location data were collected via a smartphone app and later used in a memory recall test and post-survey. Results showed that both physical and psychological sparsity (i.e., the degree to which a location was spatially or psychologically distinct from others) positively affected memory performance in both age\ngroups. However, only young adults exhibited an interaction effect between physical and psychological sparsity on response accuracy. This difference may stem from older adults'\nnarrower GPS sparsity distribution and fewer location points, suggesting that their narrower range of visited locations was insufficient to reveal this interaction. Our study offers a novel contribution by quantitatively utilizing a psychological measure of memory representation through personalized data and analyzing its relationship with a physical indicator.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Event cognition; Memory; Representation; Experience sampling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5d24m4dz", "frozenauthors": [ { "first_name": "Sunwoo", "middle_name": "", "last_name": "Moon", "name_suffix": "", "institution": "Hanyang University", "department": "" }, { "first_name": "Jaehyuk", "middle_name": "", "last_name": "Cha", "name_suffix": "", "institution": "Hanyang University", "department": "" }, { "first_name": "Hyungwook", "middle_name": "", "last_name": "Yim", "name_suffix": "", "institution": "Hanyang University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49577/galley/37539/download/" } ] }, { "pk": 49338, "title": "The Effect of Representational Compression on Flexibility Across Learning in Humans and Artificial Neural Networks", "subtitle": null, "abstract": "Humans can generalise from past experiences to novel situations as well as revise prior knowledge to flexibly adapt to changing contexts and goals. The representational geometry framework formalises how information is structured in the brain and suggests that abstraction involves a trade-off between generalisation and flexibility. However, how task representations evolve across learning and relate to behaviour remains unclear. Here, we tested the hypothesis that representational compression of task representations across learning underlies this flexibility impairment. Using an extra-dimensional shifting task, we manipulated the pretraining length to control the degree of compression. In both humans and artificial neural networks, longer pretraining was associated with decreased flexibility. Network dynamics indicated that greater compression incurred a higher representational reorganisation cost, limiting flexibility. Introducing an auxiliary reconstruction loss maintained higher dimensionality and mitigated the flexibility impairment. These findings suggest representational compression constrains flexibility, and preserving representational richness enhances flexibility.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Learning; Representation; Knowledge representation; Neural Networks" } ], "section": "Abstracts with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6pb7m938", "frozenauthors": [ { "first_name": "Mia", "middle_name": "", "last_name": "Whitefield", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Summerfield", "name_suffix": "", "institution": "Oxford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49338/galley/37299/download/" } ] }, { "pk": 50031, "title": "The Effect of Task Features on Children's Number Ordering Performance", "subtitle": null, "abstract": "The development of numerical cognition is a critical foundation for children's later mathematics performance, with number ordering as a key predictor of advanced competence. This study examines how children's number ordering performance varies by number adjacency and size. A sample of 104 kindergartners arranged triplets of numbers in ascending order, with trials featuring adjacent or non-adjacent and small (1–10) or large numbers. Logistic regressions showed that adjacency, size, and their interaction significantly predicted performance, ps<.05. Children were more accurate with adjacent versus non-adjacent numbers and small versus large numbers. The interaction revealed the adjacency effect was driven by a higher accuracy on small adjacent versus non-adjacent numbers (p<.001); response accuracy was similar for large adjacent versus non-adjacent numbers (p=.27). These results, significant after controlling for verbal counting, ps<.001, underscore the importance of number adjacency and size in designing tasks to measure numerical skills.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Education; Learning; Statistics" } ], "section": "Abstracts with Poster Presentation (accepted as Abstracts)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0j77b7cd", "frozenauthors": [ { "first_name": "Valerie YIJIE", "middle_name": "", "last_name": "HE", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" }, { "first_name": "Jenny Yun-Chen", "middle_name": "", "last_name": "Chan", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50031/galley/37993/download/" } ] }, { "pk": 49231, "title": "The Effect of Text Simplification on Reading Fluency and Reading Comprehension in L1 English Speakers", "subtitle": null, "abstract": "Text simplification is a common practice for making texts easier to read and easier to understand. To which extent does it achieve these goals, and which participant and text characteristics drive simplification benefits? \n\nIn this work, we use eye tracking to address these questions for the first time for the population of adult native (L1) English speakers. We find that 42% of the readers exhibit reading facilitation effects, while only 2% improve reading comprehension accuracy. We further observe that reading fluency benefits are larger for slower and less experienced readers, while comprehension benefits are more substantial in lower comprehension readers, but not vice versa. Finally, we find that high-complexity original texts are key for enhancing reading fluency, while large complexity reduction is more pertinent to improving comprehension. Our study highlights the potential of cognitive measures in the evaluation of text simplification and distills empirically driven principles for enhancing simplification effectiveness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Language Comprehension; Natural Language Processing; Reading; Eye tracking" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3tb1553f", "frozenauthors": [ { "first_name": "Keren", "middle_name": "", "last_name": "Gruteke Klein", "name_suffix": "", "institution": "Technion", "department": "" }, { "first_name": "Omer", "middle_name": "", "last_name": "Shubi", "name_suffix": "", "institution": "Technion - Israel Institute of Technology", "department": "" }, { "first_name": "Shachar", "middle_name": "", "last_name": "Frenkel", "name_suffix": "", "institution": "Technion", "department": "" }, { "first_name": "Yevgeni", "middle_name": "", "last_name": "Berzak", "name_suffix": "", "institution": "Technion", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49231/galley/37192/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49231/galley/38737/download/" } ] }, { "pk": 49432, "title": "The Effect of Timescale Dependence on Dyadic Interactions", "subtitle": null, "abstract": "Interactions between agents are supported through a continuous process of detecting and responding to behaviors that are contingent upon the other agent's behavior. Here, we explore the temporal dependence of these mechanisms, focusing on the role of timescale compatibility in inter-agent interactions. Using continuous-time recurrent neural networks (CTRNNs) to control embodied agents in a minimal social interaction task, we demonstrate that effective interactions require agents to operate on compatible timescales. Our results indicate that time scale mismatches disrupt agents' ability to distinguish other agents from non-social entities, revealing a timescale threshold beyond which agents begin misclassifying slower agents as static objects and faster agents as non-social animate objects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Robotics; Artificial Life; Embodied Cognition; Social cognition; Agent-based Modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8h10z1w6", "frozenauthors": [ { "first_name": "Gabriel", "middle_name": "Juliano", "last_name": "Severino", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Sasha", "middle_name": "L", "last_name": "Winkler", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Ann-Sophie", "middle_name": "", "last_name": "Barwich", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49432/galley/37394/download/" } ] }, { "pk": 50181, "title": "The Effects of Cognitive Load on Full-Body Gaze Control During 3D Visual Search", "subtitle": null, "abstract": "Increased cognitive load is linked to decreased fixation counts and longer dwell times during visual search. However, past work studied eye movements in 2D tasks, whereas in 3D environments the head and body help the eyes gather information. Thus, we examined how cognitive load affects the eyes, head, and body in 3D visual search. Cognitive load may create difficulty planning the eye, head, and body movements needed to search a 3D space. We used an eye-tracker to record gaze and inertial sensors to measure the motion of the head and body during a dual task paradigm: Participants searched a set of 27 images distributed in a 270º space for stimuli of a specified criteria. Cognitive load was manipulated by having participants count backwards by set intervals (1, 3, 5, 7, and no counting). Results showed a decrease in total fixations and an increase in stimulus dwell times when under load.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Motor control; Perception; Vision; Eye tracking" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0dw4t9v8", "frozenauthors": [ { "first_name": "Zachary", "middle_name": "", "last_name": "Kelly", "name_suffix": "", "institution": "University of California, Riverside", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Franchak", "name_suffix": "", "institution": "University of California, Riverside", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50181/galley/38143/download/" } ] }, { "pk": 49847, "title": "The Effects of Congruent and Systematic Grapheme-Phoneme Correspondences on Novel Word Learning", "subtitle": null, "abstract": "Previous studies observed a robust effect of grapheme-phoneme correspondences (GPCs) when learners are exposed to orthographic input while learning novel words. Specifically, if the novel words share the same GPC mapping with learners' native language, then this Congruency effect helps learning. Likewise, if the GPC is in a one-to-one mapping relation, this effect of Systematicity improves learning too. However, no studies have looked at the interaction of Congruency and Systematicity on word learning or explored both consonant and vowel stimuli. Here, we show no significant orthographic effect when the consonantal GPC mappings were manipulated, particularly because performance was close to the ceiling. And so, while congruent and systematic GPC mappings could facilitate learning, they were not as robust as the literature had suggested. Nevertheless, the effect of Systematicity was significant in the Vowel Sets, likely due to more exposure to the stimuli.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Language acquisition; Language and thought; Learning; Reading" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2vh1j4s0", "frozenauthors": [ { "first_name": "Ka Keung", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "Simon Fraser University", "department": "" }, { "first_name": "Henny", "middle_name": "", "last_name": "Yeung", "name_suffix": "", "institution": "Simon Fraser University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49847/galley/37809/download/" } ] }, { "pk": 50277, "title": "The Effects of Hormone Contraceptives on Spatial Task Performance in Young Women", "subtitle": null, "abstract": "The impact of hormone contraceptives on cognitive function in young women remains a topic of ongoing debate, with inconsistent findings across studies. While some research suggests a beneficial effect on cognitive performance, others report no effect. The variability in these reports may be due to the different types of hormone contraceptives available, each potentially influencing memory differently. The present study examined the effects of progesterone-only contraceptives and combined hormone contraceptives (consisting of estrogen and progesterone) on spatial memory performance using the landmark memory task in young women (18-25 years old). Results indicate no significant differences in landmark memory task scores between naturally cycling women and those using hormone contraceptives. There were also no differences in spatial task scores between women using progesterone-only contraceptives and those using combined hormone contraceptives. These findings suggest that the use of hormone contraceptives does not significantly impact spatial memory performance in young women.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Memory; Spatial cognition" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8wh5b3qx", "frozenauthors": [ { "first_name": "Lauren", "middle_name": "", "last_name": "Harburger", "name_suffix": "", "institution": "Purchase College, State University of New York", "department": "" }, { "first_name": "Joseph", "middle_name": "J.", "last_name": "Palmiotto", "name_suffix": "", "institution": "State University of New York at Purchase", "department": "" }, { "first_name": "Litzy", "middle_name": "", "last_name": "Valdovinos", "name_suffix": "", "institution": "State University of New York at Purchase", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50277/galley/38239/download/" } ] }, { "pk": 49448, "title": "The Effects of Late Sign Language Acquisition on Emotion Recall and Expression in Deaf Children", "subtitle": null, "abstract": "Children's emotional development is linked to language\ndevelopment for typically developing children and deaf\nchildren with native sign language exposure. However,\napproximately 90% of deaf children are born to hearing parents\nwho are not familiar with sign language. These deaf children\nbegin learning a sign language when they attend a school for\nthe deaf. Late sign language exposure has negative\nconsequences on several aspects of language development. We\ninvestigate whether acquiring sign language late affects\nchildren's emotion recall and channel of emotion expression.\nAfter watching a silent video depicting emotions, late- and\nnative-signing deaf children retold the story in Turkish Sign\nLanguage. Results showed that late signers recalled fewer\nemotions and used fewer signs and facial expressions compared\nto native signers. Manual gestures (non-sign hand movements),\nhead and body movements did not differ across groups. The\nfindings suggest that late sign language acquisition negatively\nimpacts deaf children's ability to recall and express emotions,\nhighlighting the importance of early language exposure for the\ndevelopment of emotion recall.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Cognitive development; Development; Emotion; Language acquisition; Language Production; Cross-linguistic analysis; Gesture analysis; Quantitative Behavior; Statistics" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4tw6n60s", "frozenauthors": [ { "first_name": "Mehmet Ali", "middle_name": "", "last_name": "Atik", "name_suffix": "", "institution": "Middle East Technical University", "department": "" }, { "first_name": "Dilay", "middle_name": "Z.", "last_name": "Karadoller", "name_suffix": "", "institution": "Middle East Technical University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49448/galley/37410/download/" } ] }, { "pk": 50366, "title": "The effects of real-world novelty exposure on episodic memory specificity across development", "subtitle": null, "abstract": "Episodic memory specificity improves as we age and allows us to recall experiences in detail. In controlled experiments, novelty modulates memory specificity. Here we examine how real-world novelty exposure affects memory specificity over varying delays in a developmental sample (aged 12-25) using geolocation tracking, experience sampling, and periodic memory assessments. Data collection is ongoing, but preliminary results (N=44 of 120 target) suggest that participants' subjective ratings of experienced daily novelty are correlated with GPS metrics of daily location variability, and that the effect of encoding-to-retrieval delay on general memory is greater in older participants. High location variability interacts with subjective novelty on the encoding day, facilitating general memory on less novel days and specific memory on more novel days. Finally, for both general and specific memory, greater location variability on the retrieval day facilitates memory for more recently encoded items while hindering memory for more remote items.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Cognitive development; Learning; Memory; Experience sampling" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0q43g99b", "frozenauthors": [ { "first_name": "Susan", "middle_name": "", "last_name": "Benear", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Catherine", "middle_name": "", "last_name": "Hartley", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50366/galley/38328/download/" } ] }, { "pk": 50176, "title": "The emergence of flexible perspective reasoning in large language models", "subtitle": null, "abstract": "Work on human reference processing has shown that, in sentences like \"Mary asked her daughter Sally if she understood the assignment\", readers overwhelmingly interpret \"she\" as co-referring with \"Sally\". This reflects perspective inference, or reasoning about who possesses at-issue information, and is inconsistent with a statistically-learned bias toward subject antecedent selections. The flexibility of inferencing is evident from the effect of manipulating the object character description (\"Mary asked her tutor…\"), where readers now prefer Mary as the antecedent. Until recently, these patterns have been largely unaccounted for by large language models (LLMs). Leveraging advancements in LLM interpretability techniques, the present study systematically examines how LLMs fare in relation to human judgments. We determine which layer activations impact these inferences and perturb them to causally link activations to model performance. Finally, we examine performance across training iterations, analyzing the point where subjecthood biases become evident and when more nuanced inferencing emerges.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Linguistics; Psychology; Language Comprehension; Natural Language Processing" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0621m3f6", "frozenauthors": [ { "first_name": "Pablo", "middle_name": "", "last_name": "Leon Villagra", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Tiana", "middle_name": "V.", "last_name": "Simovic", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Craig", "middle_name": "", "last_name": "Chambers", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50176/galley/38138/download/" } ] }, { "pk": 49391, "title": "The Emergence of Latent Force Representation in Human Perception of Social Interactions", "subtitle": null, "abstract": "Humans recognize social interactions effortlessly, even when presented with minimal visual information in unfamiliar displays. While force dynamics has been proposed as latent representations for perceiving social interactions, most research has approached this topic from a linguistic perspective based on conceptual knowledge, leaving open the central question of how latent force representations arise from visual inputs. The present study developed a force model that represents social interactions through two types of compositional forces: interactive forces, driven by interactions between agents; and self-propelled forces, driven by intentions of individual agents. Each force was formulated using a physics function to capture the dynamics of repulsive and attractive forces. We conducted two human experiments to measure human similarity judgments across a range of interaction animations and to evaluate recognition performance using generated animations in which the forces applied to individual agents were systematically manipulated. We found that the force model provides a parsimonious account for human judgments in both experiments. These findings suggest that mid-level representations based on compositional forces driven by different goals play an important role in social perception. We conjecture that the development of social perception may be grounded in perceptual mechanisms that support intuitive physics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Perception; Representation; Vision; Computational Modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2hh240nk", "frozenauthors": [ { "first_name": "Yiling", "middle_name": "", "last_name": "Yun", "name_suffix": "", "institution": "University of California, Los Angeles (UCLA)", "department": "" }, { "first_name": "Yi-Chia", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "UCLA", "department": "" }, { "first_name": "Shuhao", "middle_name": "", "last_name": "Fu", "name_suffix": "", "institution": "UCLA", "department": "" }, { "first_name": "Hongjing", "middle_name": "", "last_name": "Lu", "name_suffix": "", "institution": "UCLA", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49391/galley/37353/download/" } ] }, { "pk": 50476, "title": "The Emergence of Name Sound Symbolism in Children", "subtitle": null, "abstract": "Sound symbolism refers to the finding that certain phonemes are perceived to be better fits for particular properties such as shape (e.g., the Maluma/Takete effect). Sound symbolism extends from nonwords to real first names (i.e., the Bob/Kirk effect). Children begin to show sensitivity to sound symbolism at one year of age, however, the development of name sound symbolism remains unexplored. Additionally, previous work on name sound symbolism has highlighted people's tendency to associate femaleness with round shapes, and maleness with spiky shapes. We investigated the emergence of name sound symbolism and gender-shape association in five- to seven-year-olds, in comparison to adults. We also collected measures of children's language abilities. Results indicate that both associations are stronger in adults than children. Moreover, while gender-shape association is observable in children, name sound symbolism develops later, and language skills did not influence development. These findings provide insights into the development of crossmodal correspondences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Development; Language understanding; Phonology; Semantics of language" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/61k38328", "frozenauthors": [ { "first_name": "Pei-Chu", "middle_name": "", "last_name": "Liaw", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "David", "middle_name": "M", "last_name": "Sidhu", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Lorraine", "middle_name": "D", "last_name": "Reggin", "name_suffix": "", "institution": "University of Calgary", "department": "" }, { "first_name": "Penny", "middle_name": "M", "last_name": "Pexman", "name_suffix": "", "institution": "Western University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50476/galley/38438/download/" } ] }, { "pk": 49133, "title": "The Emergence of Social Adaptation: How Children (and other Primates) Learn and Apply Social Norms to Navigate the World More Efficiently", "subtitle": null, "abstract": "Successfully navigating the social world requires individuals to flexibly adapt their behavior to different situational demands. Yet, the social world is also governed by broad behavioral rules: norms that prescribe or proscribe behaviors in certain situations. This poses a particularly interesting problem for early development: learning the foundational structure of norms may require strict adherence, but effective social functioning involves flexibility. Here, we refer to the ability to flexibly navigate social norms as social adaptation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/66m2t2mw", "frozenauthors": [ { "first_name": "Oded", "middle_name": "", "last_name": "Ritov", "name_suffix": "", "institution": "Psychology, University California Berkeley", "department": "" }, { "first_name": "Jan", "middle_name": "", "last_name": "Engelmann", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Charles", "middle_name": "", "last_name": "Baxley", "name_suffix": "", "institution": "Psychology, University California", "department": "" }, { "first_name": "Mahesh", "middle_name": "", "last_name": "Srinivasan", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Paula", "middle_name": "", "last_name": "Fischer", "name_suffix": "", "institution": "iSearch, Technical University Munich", "department": "" }, { "first_name": "Daniil", "middle_name": "", "last_name": "Serko", "name_suffix": "", "institution": "Technical University Munich", "department": "" }, { "first_name": "Gil", "middle_name": "", "last_name": "Diesendruck", "name_suffix": "", "institution": "Bar-Ilan University", "department": "" }, { "first_name": "Audun", "middle_name": "", "last_name": "Dahl", "name_suffix": "", "institution": "UC Santa Cruz", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49133/galley/37094/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49133/galley/38639/download/" } ] }, { "pk": 49970, "title": "The Folk Ethics of Self-Defense: An Emprical Study on the Moral Permissibility of Killing Apparent Threats", "subtitle": null, "abstract": "Philosophers of self-defense debate whether it can be morally \npermissible to kill an aggressor who only appears to threaten \nyou. In developing moral theories of self-defense, these \nphilosophers sometimes make (untested) conjectures about \nwhat most people believe about self-defense. This paper aims \nto explore lay judgments on this issue. To do so, we conduct \nthree pre-registered experiments manipulating the actuality of \na threat. Across abstract and concrete scenarios as well as \nwithin-subjects and between-subjects designs, results \nconsistently show that laypeople judge certain self-defensive \nkillings morally permissible regardless of whether the \naggressor poses a genuine threat or a merely apparent threat. \nThese findings oppose Objectivist views on self-defense, \nwhich hold that self-defense is only permissible when facing a \ngenuine threat. Instead, they support Subjectivism and what we \ncall the \"It's Complicated View\", both of which hold that \napparent threats can justify lethal self-defense (albeit with \npossible variation in permissibility ratings).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Philosophy; Psychology; Sociology; Other; Statistics; Survey" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1cd4v38q", "frozenauthors": [ { "first_name": "August", "middle_name": "Renbo", "last_name": "Olsen", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "Jan", "middle_name": "", "last_name": "Garc’a Olier", "name_suffix": "", "institution": "University of Zurich", "department": "" }, { "first_name": "Pascale", "middle_name": "", "last_name": "Willemsen", "name_suffix": "", "institution": "University of Zurich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49970/galley/37932/download/" } ] }, { "pk": 49261, "title": "The Forest for the Trees: Global vs. Local Advice in Human-AI Interaction", "subtitle": null, "abstract": "Artificial intelligence (AI) can enhance human decision-making by providing assistance at different levels of abstraction. This study investigates whether AI should offer broad, high-level guidance (global AI) or focused, low-level assistance (local AI) to optimise performance and learning. Using a hierarchical multi-armed bandit task where both AI types provide equally valuable recommendations, we evaluate how participants leverage AI support in making sequential decisions. Findings reveal that while participants benefited from both types of AI suggestions, global AI led to significantly greater performance improvements. These results contribute to our understanding of human-AI interaction in hierarchical problem-solving, highlighting the importance of designing AI systems that effectively support human cognitive processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Decision making; Human-computer interaction; Computer-based experiment" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3g44f555", "frozenauthors": [ { "first_name": "Orsolya", "middle_name": "", "last_name": "Szőcs", "name_suffix": "", "institution": "University of Tübingen", "department": "" }, { "first_name": "Hanqi", "middle_name": "", "last_name": "Zhou", "name_suffix": "", "institution": "University of Tübingen", "department": "" }, { "first_name": "Charley", "middle_name": "M", "last_name": "Wu", "name_suffix": "", "institution": "University of Tübingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49261/galley/37222/download/" } ] }, { "pk": 49931, "title": "The functional view of intuitive etymological explanations", "subtitle": null, "abstract": "People routinely make up stories to explain why things are called what they are called. These \"intuitive etymological explanations\" (IEEs) show up in children and adults, and even become cultural narratives shared across generations. Yet, they're typically wrong. As a result, scholars have historically ignored them or treated them as mere curiosities that are irrelevant to our linguistic competence and even interfere with our theories of language evolution. Contrary to this view, we propose that IEEs may be a functional activity that people engage in to learn and maintain a massive, ever-changing lexicon. In Experiment 1, we find preliminary evidence that IEEs, whether self-generated or culturally-transmitted, can support word learning in comparison to control conditions in which participants engage with contextual word use (both self- generated and culturally-transmitted). In Experiment 2, we find that, despite being incorrect, culturally-transmitted IEEs can support word learning more than true etymologies. Across two preregistered experiments, our results suggest that intuitive etymological explanations, though typically incorrect, may facilitate language use by building structures of form and meaning out of our linguistic experience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Education; Linguistics; Psychology; Causal reasoning; Concepts and categories; Language acquisition; Language understanding; Learning; Memory; Reasoning; Skill acquisition and learning; Quantitative B" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7jh5z785", "frozenauthors": [ { "first_name": "Stella", "middle_name": "", "last_name": "Sommer", "name_suffix": "", "institution": "Sarah Lawrence College", "department": "" }, { "first_name": "Sammy", "middle_name": "", "last_name": "Floyd", "name_suffix": "", "institution": "Sarah Lawrence College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49931/galley/37893/download/" } ] }, { "pk": 50412, "title": "The Generalized Lotka-Volterra Interactive Activation Model of Word Recognition", "subtitle": null, "abstract": "Connectionist models like the Interactive Activation (IA, McClelland & Rumelhart, 1981) model serve an indispensable role in cognitive science by providing a concrete and testable framework for describing how percepts at different levels of abstraction might interact during cognitive processing. However, discontinuities in the governing equation for the IA model limits the set of analytical tools that can be used to understand the model's dynamics. We developed a novel model of word perception, gLoVIA (generalized Lotka-Volterra Interactive Activation model) which borrows the mathematical structure of a generalized Lotka-Volterra model. A robust method for initializing the community matrix yields a gLoVIA model with high word report accuracy, plausible lexical competition, and word superiority effects for vocabulary sizes up to 1000 words. Our results suggest that the gLoVIA model may be sufficient to explain empirically observed effects in word perception, while being more amenable to analytical methods for characterizing its dynamics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Cognitive architectures; Language Comprehension; Computational Modeling; Dynamic Systems Modeling" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sd7j3q0", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "", "last_name": "Mitchell", "name_suffix": "", "institution": "Oregon State University", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Brown", "name_suffix": "", "institution": "Oregon State University", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Magnuson", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Hannagan", "name_suffix": "", "institution": "Coll�ge de France", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50412/galley/38374/download/" } ] }, { "pk": 49917, "title": "The illusion of credibility: How the pseudosciences appear scientific", "subtitle": null, "abstract": "The pseudosciences often bear a striking resemblance to the sciences. Using a mimicry account as a framework, this paper investigates how the appearance of social media posts influences people's perception of the content of such posts as scientific. We present the results of two empirical studies. The first, preparatory study, identifies typical characteristics of \"scientificness\" in social media posts to inform feature manipulation within the main study. The main study then examines what happens if the features are systematically manipulated. The findings support the hypothesis that pseudoscientific digital content benefits from using features of scientificness. We discuss implications for understanding the appeal and persistence of pseudoscience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Biology; Philosophy; Evolution; Social media analysis; Survey" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0c6106pk", "frozenauthors": [ { "first_name": "August", "middle_name": "", "last_name": "HŠmmerli", "name_suffix": "", "institution": "Institute of Philosophy", "department": "" }, { "first_name": "Claus", "middle_name": "", "last_name": "Beisbart", "name_suffix": "", "institution": "Institute of Philosophy", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Gruening", "name_suffix": "", "institution": "Institute of Psychology", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Reuter", "name_suffix": "", "institution": "University of Gothenburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49917/galley/37879/download/" } ] }, { "pk": 49377, "title": "The Impact of Acute Social Stress on Working Memory Updating in Social Anxiety Disorder", "subtitle": null, "abstract": "Social anxiety disorder (SAD) is characterized by cognitive biases that impair emotional information processing. This study examines how acute social stress affects working memory (WM) updating in socially anxious individuals using an emotional 2-back task. A 2×2 factorial design (N = 137) categorized participants into socially anxious (SA) and non-anxious (NSA) groups, further divided into stressed and control conditions. Acute stress was induced via speech anticipation, and subjective stress ratings were recorded. Mixed-\neffects modelling revealed independent negative effects of both social anxiety and acute stress on WM updating, including reduced accuracy, increased false alarms, lower discriminability (d-prime), and increased inverse efficiency score. Notably, disgusted facial expressions enhanced task efficiency under stress. Findings suggest stress-related cognitive deficits in social anxiety are additive rather than interactive, highlighting potential\ntargets for intervention. This study contributes to understanding emotion-cognition interactions and extends research to understudied cultural contexts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Memory; Computer-based experiment; Quantitative Behavior; Statistics" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9tv5214h", "frozenauthors": [ { "first_name": "Arya", "middle_name": "", "last_name": "Adyasha", "name_suffix": "", "institution": "Indian Institute of Science Education and Research Bhopal", "department": "" }, { "first_name": "Anushka", "middle_name": "Sanjay", "last_name": "Shelke", "name_suffix": "", "institution": "Indian Institute of Science Education and Research Bhopal", "department": "" }, { "first_name": "Nilesh", "middle_name": "Kumar", "last_name": "Sahu", "name_suffix": "", "institution": "IISER Bhopal", "department": "" }, { "first_name": "Haroon", "middle_name": "R", "last_name": "Lone", "name_suffix": "", "institution": "IISER Bhopal", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49377/galley/37339/download/" } ] }, { "pk": 50273, "title": "The Impact of Direct and Implied Claims in Advertising", "subtitle": null, "abstract": "This study investigates the way in which participants can distinguish between direct assertions and implied claims with particular emphasis on accuracy and response times. Building on Gardner's (1975) claim-belief interaction theory, which explains advertisements may indirectly influence consumer beliefs through subtle suggestions. The study focuses on examining if participants can accurately identify both types of claims. Using PsychoPy software participants were asked to judge the truthfulness of the claims.\nResults showed that subjects could identify direct claims more accurately than they could implied claims (t (95) = -2.197, p < .050). They took more time to respond to implied claims (t (95) = 6.705, p < .001) than direct claims. Thus, these findings highlight cognitive difficulties associated with processing implied claims and that the direct claims are easier to identify and have a quick response time. The study provides valuable insights into how advertisement claims influence consumer understanding and memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Humanities; Psychology; Behavioral Science; Cognition of Time; Language understanding; Perception; Pragmatics; Computer-based experiment" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/69t2067n", "frozenauthors": [ { "first_name": "SIMRAN", "middle_name": "", "last_name": "GUPTA", "name_suffix": "", "institution": "Indian Institute of Technology Guwahati", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50273/galley/38235/download/" } ] }, { "pk": 49549, "title": "The impact of engagement and partisan influence campaigns in an isolated social media environment", "subtitle": null, "abstract": "Despite growing concerns about the effect of social media en-\ngagement on people's beliefs and behavior, estimating the ac-\ntual impact is difficult. Here we present preliminary results\nfrom our own isolated social media platform named Magpie\nSocial. In it, participants could interact with each other like\ntypical social media, but we had control over the platform and\nmeasured people's beliefs and behavior before and after us-\ning it. This allowed us to more closely approximate the eco-\nlogical validity of naturally occurring social-media data, while\nretaining the ability to measure variables and infer causation.\nOur week-long task had three between-subject conditions (to-\ntal N = 311): a CONTROL in which people engaged on Mag-\npie with no external influence, and two (LEFT and RIGHT) in\nwhich a small number of posts were secretly made by us, shar-\ning typical talking points from one political side. We found\nsmall but statistically reliable effects suggesting that, relative\nto the CONTROL, the presence of right-wing trolls resulted in a\nhigher level of right-wing belief and a greater perception of po-\nlitical division in the US. Conversely, the left-wing troll cam-\npaign did not appear to have any statistically reliable effect on\nthese measures. We also found considerably more overall en-\ngagement in both troll conditions, probably because content\nwith a clear political stance tended to receive more activity.\nHowever, participants (especially those on the left) disliked the\nRIGHT condition more than the others.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Social cognition; Social media analysis" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8c99k40r", "frozenauthors": [ { "first_name": "Manikya", "middle_name": "", "last_name": "Alister", "name_suffix": "", "institution": "The University of Melbourne", "department": "" }, { "first_name": "Keith", "middle_name": "James", "last_name": "Ransom", "name_suffix": "", "institution": "University of Adelaide", "department": "" }, { "first_name": "Anthony", "middle_name": "", "last_name": "Lua", "name_suffix": "", "institution": "The University of Melbourne", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Perfors", "name_suffix": "", "institution": "University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49549/galley/37511/download/" } ] }, { "pk": 49838, "title": "The Impact of Immediate and Elaborative Feedback on Second Grade Students' Equation Solving and Understanding of the Equal Sign", "subtitle": null, "abstract": "Understanding mathematical equivalence is critical for students' success in algebra. Despite its importance, many students misinterpret the equal sign due to early exposure to operational patterns in arithmetic, leading to entrenched misconceptions. This study investigates how feedback can correct these misconceptions through the implementation of an online version of the Improving Children's Understanding of Equivalence materials. The study used A/B testing to evaluate accumulating and diminishing feedback on second graders' understanding of mathematical equivalence. Students made significant improvements in equation solving and conceptual understanding across both feedback types, underscoring the value of immediate, elaborative feedback. However, no significant difference was observed between feedback conditions. The present study informs the development of effective instructional interventions for early mathematics education that can be delivered at scale. By refining automated feedback and addressing student-specific learning needs, educators and researchers can strengthen foundational mathematical understanding and better prepare students for future algebraic success.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Education; Psychology; Problem Solving; Classroom studies; Computer-based experiment" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/59m76741", "frozenauthors": [ { "first_name": "Anna", "middle_name": "", "last_name": "Bartel", "name_suffix": "", "institution": "WestEd", "department": "" }, { "first_name": "Jacklyn", "middle_name": "", "last_name": "Powers", "name_suffix": "", "institution": "WestEd", "department": "" }, { "first_name": "Amy", "middle_name": "L", "last_name": "Miyahara", "name_suffix": "", "institution": "University of Notre Dame", "department": "" }, { "first_name": "Yvonne", "middle_name": "", "last_name": "Kao", "name_suffix": "", "institution": "WestEd", "department": "" }, { "first_name": "Jodi", "middle_name": "", "last_name": "Davenport", "name_suffix": "", "institution": "WestEd", "department": "" }, { "first_name": "Nicole", "middle_name": "M", "last_name": "McNeil", "name_suffix": "", "institution": "University of Notre Dame", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49838/galley/37800/download/" } ] }, { "pk": 50337, "title": "The Impact of Personality Types and Cognitive Learning Styles on ESL Learners in Art and Science Programmes", "subtitle": null, "abstract": "This study aimed to explore the relationship between ESL learners' cognitive styles and personality types, focusing on how personality influences perceptual learning preferences and language learning strategies. Participants included 20 English majors and 58 Nursing majors in a Year 1 ESL course (62 females and 16 males). Data were collected using a structured questionnaire, including the Myers-Briggs Type Indicators (MBTI) test, and 40 items on learning styles and strategies. Results indicated that the most common personality types among English majors were INFP and ISFP, while Nursing majors frequently exhibited ISFJ and ENFP types. The least common types were INTJ and ENTP. Learning style preferences showed 37% favored reading/writing, 33% visual, 26% auditory, and 4% kinesthetic. Significant relationships were found between language learning strategies and introverted/extroverted personality types, though no significant gender differences were observed. The findings suggest that ESL instructors should consider these differences to enhance classroom dynamics and effectiveness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Education; Linguistics; Language acquisition; Language and thought; Learning; Statistics; Survey" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7qg745tb", "frozenauthors": [ { "first_name": "Catherine", "middle_name": "Shee-hei", "last_name": "Wong", "name_suffix": "", "institution": "Hong Kong Metropolitan University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50337/galley/38299/download/" } ] }, { "pk": 49394, "title": "The Impact of Physical Effort and Cybersickness on Environmental Learning and Navigation: A Comparison of Desktop and Treadmill Interfaces", "subtitle": null, "abstract": "In the present study, participants learned the locations of 12 landmarks by following a guided route either in a desktop virtual environment or on an omnidirectional treadmill paired with a virtual reality headset. Spatial learning and wayfinding efficiency were later assessed across both interface conditions. Additionally, the ratio of physical to cognitive costs for navigating to goals was manipulated across trials. Results indicated that although the two groups did not differ in spatial learning, participants navigating on treadmills selected more efficient routes than those in the desktop group in trials involving high physical cost. Higher levels of self-report cybersickness were associated with reduced spatial learning and wayfinding efficiency, independent of interface condition. These findings validate the use of omnidirectional treadmills for investigating the tradeoff between cognitive and physical effort in navigation. At the same time, reducing cybersickness is essential to ensure the effective use of this technology.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Embodied Cognition; Human-computer interaction; Spatial cognition; UX" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/35b2g2rp", "frozenauthors": [ { "first_name": "mantong", "middle_name": "", "last_name": "zhou", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" }, { "first_name": "William", "middle_name": "", "last_name": "Ou", "name_suffix": "", "institution": "University of California, Santa Barbara (SSO)", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Hšllerer", "name_suffix": "", "institution": "University of California, Santa Barbara (SSO)", "department": "" }, { "first_name": "Barry", "middle_name": "", "last_name": "Giesbrecht", "name_suffix": "", "institution": "University of California, Santa Barbara (SSO)", "department": "" }, { "first_name": "Mary", "middle_name": "", "last_name": "Hegarty", "name_suffix": "", "institution": "University of California, Santa Barbara", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49394/galley/37356/download/" } ] }, { "pk": 50058, "title": "The Impact of Short-Term Model Familiarity on Two-Year-Olds' Word Learning", "subtitle": null, "abstract": "Children's word learning occurs in rich social environments. Prior research suggests that young children prefer familiar social partners, facilitating imitation learning. However, the extent to which short-term familiarity influences word learning and generalization remains unclear. This study investigated whether two-year-old children learn and generalize novel object labels differently when taught by a familiar versus an unfamiliar experimenter. Familiarity was established through a brief play session before the word-learning task. Unexpectedly, the results revealed no differences in whether children learned the words from familiar and unfamiliar partners. In contrast, vocabulary size significantly predicted word generalization performance. These findings suggest that while social familiarity influences certain types of learning, word learning may depend more on cognitive and linguistic abilities than on familiarity with the speaker. This study contributes to our understanding of early word learning by highlighting the robustness of children's ability to learn and generalize language in diverse social contexts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Education; Linguistics; Psychology; Language acquisition; Language and thought; Language Comprehension; Language Production; Language understanding; Learning; Social cognition; Developmental analysis;" } ], "section": "Abstracts with Poster Presentation (accepted as Abstracts)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9k7569t7", "frozenauthors": [ { "first_name": "Jina", "middle_name": "", "last_name": "Ahn", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Erica", "middle_name": "", "last_name": "Cartmill", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Catherine", "middle_name": "", "last_name": "Sandhofer", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50058/galley/38020/download/" } ] }, { "pk": 49580, "title": "The Impact of Similar Place Avoidance on Novel Word Learning in Adults", "subtitle": null, "abstract": "Similar Place Avoidance (SPA) is the cross-linguistic tendency whereby languages avoid transvocalic consonants with the same place of articulation within a word. In this study, we examine if SPA is the result of learning biases against words where the consonants share a place of articulation. In two experiments we examine whether adults show a learning difference between place-disagreeing novel words (e.g. [tip]) and place-agreeing novel words (e.g. [tid], where [t] and [d] are coronal). Participants are taught novel words and are then tested in an object-mapping or lexical decision task. We measure participants' learning performance based on accuracy and reaction times. Results indicate that, while accuracy is comparable for place-agreeing and place-disagreeing words in both tasks, participants' lexical decision responses are generally slower for place-agreeing words. These results suggest that participants experience processing difficulties when accessing newly-formed representations of place-agreeing words, which may contribute to the existence of SPA.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Learning; Phonology" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9zp1668q", "frozenauthors": [ { "first_name": "Annie", "middle_name": "", "last_name": "Holtz", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Mitsuhiko", "middle_name": "", "last_name": "Ota", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49580/galley/37542/download/" } ] }, { "pk": 50079, "title": "The Impact of Taxonomic Levels on Classifier Choice in Mandarin Chinese", "subtitle": null, "abstract": "Classifier choice has been widely studied, with previous research highlighting the influence of semantic features such as shape and animacy. This study, however, demonstrates that classifier choice—specifically the selection between general and specific classifiers—is also influenced by taxonomic categorization, where nouns are divided into three levels based on specificity: basic (e.g., \"apple\"), superordinate (e.g., \"fruit\"), and subordinate (e.g., \"golden apple\"). A picture naming task was conducted and our findings reveal a tendency for individuals to favor specific classifiers when nouns are at the basic than at the subordinate level. This challenges the prevalent assumption that general classifiers are predominantly chosen. We attribute this tendency to a cognitive economy principle and propose a novel explanation for classifier choice based on the theory of Uniform Information Density, a perspective previously rejected in previous studies. Overall, this research suggests new directions for investigating the cognitive and linguistic factors influencing classifier choice.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Behavioral Science; Concepts and categories; Language Production; Bayesian modeling; Corpus studies; Quantitative Behavior; Statistics" } ], "section": "Abstracts with Poster Presentation (accepted as Abstracts)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1p37t4qm", "frozenauthors": [ { "first_name": "Jialing", "middle_name": "", "last_name": "Liang", "name_suffix": "", "institution": "Universitat Pompeu Fabra", "department": "" }, { "first_name": "Yunfang", "middle_name": "", "last_name": "Dong", "name_suffix": "", "institution": "Westlake University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50079/galley/38041/download/" } ] }, { "pk": 49388, "title": "The Importance of Metacognitive Sensitivity in Human-AI Decision-Making", "subtitle": null, "abstract": "In human-AI decision-making, understanding the factors that maximize overall accuracy remains a critical challenge. This study highlights the role of metacognitive sensitivity—the agent's ability to assign confidence scores that reliably distinguish between correct and incorrect predictions. We propose a theoretical framework to evaluate the impact of accuracy and metacognitive sensitivity in hybrid decision-making contexts. Our analytical results establish conditions under which an agent with lower accuracy but higher metacognitive sensitivity can enhance overall decision accuracy when paired with another agent. Empirical analyses on a real-world image classification dataset confirm that stronger metacognitive sensitivity—whether in AI or human agents—can improve joint decision outcomes. These findings advocate for a more comprehensive approach to evaluating AI and human collaborators, emphasizing the joint optimization of accuracy and metacognitive sensitivity for enhanced decision-making.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Computer Science; Psychology; Behavioral Science; Decision making; Group Behaviour; Human-computer interaction; Interactive behavior; Computational Modeling; Mathematical mode" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0fg7g94k", "frozenauthors": [ { "first_name": "ZhaoBin", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "University of California, Irvine", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Steyvers", "name_suffix": "", "institution": "University of California, Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49388/galley/37350/download/" } ] }, { "pk": 49705, "title": "The increase in brain network modularity leads to improved memory performance in the volitional eyes-closed state", "subtitle": null, "abstract": "Previous research has shown that participants exhibit better memory performance when consciously closing eyes (EC) compared to keeping eyes open (EO). However, the underlying dynamical mechanism remains unclear. Here, we propose a reservoir computing (RC) algorithm based on EEG-derived functional connectivity of brain networks in resting state to simulate the brain's memory processes and reproduce the EC-related memory advantage. Our findings indicate that, compared to EO-based connectivity, the RC constructed from EC-based resting-state connectivity demonstrates superior memory performance. Further graph-theoretical analysis reveals that the EC networks exhibit stronger modularity and the modularity index are positively correlated with memory ability. Therefore, we conclude that the functional connectivity of whole brain underlies memory function and the broad reorganization of connectivity in the EC state leads to its memory advantage over the EO state.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Memory; Brain Stimulation; Dynamic Systems Modeling; Electroencephalography (EEG)" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6m87r9f5", "frozenauthors": [ { "first_name": "Guiyang", "middle_name": "", "last_name": "Lv", "name_suffix": "", "institution": "Taizhou University", "department": "" }, { "first_name": "Yi", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Affiliated Kangning Hospital of Ningbo University", "department": "" }, { "first_name": "Tianyong", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "Zhejiang University", "department": "" }, { "first_name": "Jinhang", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "Zhejiang University", "department": "" }, { "first_name": "Changxiong", "middle_name": "", "last_name": "Chi", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Ping", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "Zhejiang University", "department": "" }, { "first_name": "Guoguang", "middle_name": "", "last_name": "He", "name_suffix": "", "institution": "Zhejiang University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49705/galley/37667/download/" } ] }, { "pk": 49483, "title": "The Influence of Generics on Inherent Reasoning and the Endorsement of Gender Stereotypes", "subtitle": null, "abstract": "<p>The transition from descriptive regularities to prescriptive expectations is linked to the inherence heuristic (a cognitive shortcut attributing observed associations to inherent properties), reinforcing the perception of internal characteristics as defining features of social categories and contributing to gender stereotype endorsement. We investigated how inherent reasoning and moderating factors (i.e. generics and individual characteristics) influence the endorsement of gendered activities. Using a 3 (framing: generics vs. \"most\" vs. \"some\") × 2 (typicality: typical vs. countertypical gender associations) design, 241 French participants provided descriptive and prescriptive judgments about gendered associations, with justifications coded for inherence. Results showed that generic statements increased prescriptive judgments and reliance on inherent reasoning compared to \"most\" statements. Inherent justifications increased prescriptive judgments for typical and reduced them for countertypical gender associations. Inherent reasoning fully mediated the effect of generics on prescriptive judgments. These findings underscore the role of language and cognition in sustaining normative gender expectations.</p>", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Language and thought; Reasoning" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1gh7b82r", "frozenauthors": [ { "first_name": "Adoración", "middle_name": "", "last_name": "Guzmán-García", "name_suffix": "", "institution": "Ecole Pratique des Hautes Etudes-PSL", "department": "" }, { "first_name": "Lafraire", "middle_name": "", "last_name": "Jérémie", "name_suffix": "", "institution": "Ecole Pratique des Hautes Etudes-PSL", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49483/galley/37445/download/" } ] }, { "pk": 49995, "title": "The Influence of Indirect Social Relationships on Human Social Navigation", "subtitle": null, "abstract": "In social navigation, individuals adjust their behavior based on social environment, often modifying proximity to others according to the strength of their relationships. While people generally maintain greater physical distance from strangers and allow closer proximity to familiar individuals, social relationships often extend beyond direct connections, forming complex networks of indirect ties. This study investigates how these indirect social relationships influence human navigation behavior. We quantified participants' relationships through self-reported ratings and constructed a social network. Our\nfindings revealed that human navigation was shaped not only by direct familiarity but also by the broader structure of social networks. We developed a quantitative model integrating both direct familiarity and indirect social distance to predict human navigation and verified its robustness by showing how human navigation dynamically adjusts to variations in network structure. This study highlights the significance of social relationships and demonstrates their role in shaping how individuals navigate social environments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Action; Behavioral Science; Human-computer interaction; Social cognition" } ], "section": "Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/72s189zz", "frozenauthors": [ { "first_name": "Ming-Cheng", "middle_name": "", "last_name": "Miao", "name_suffix": "", "institution": "East China Normal University", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Zhou", "name_suffix": "", "institution": "University of Glasgow", "department": "" }, { "first_name": "Shuye", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "East China Normal University", "department": "" }, { "first_name": "Qi", "middle_name": "", "last_name": "Chang", "name_suffix": "", "institution": "School of Psychology and Cognitive Science", "department": "" }, { "first_name": "Yihe", "middle_name": "", "last_name": "Gu", "name_suffix": "", "institution": "School of Psychology and Cognitive Science", "department": "" }, { "first_name": "Shuguang", "middle_name": "", "last_name": "Kuai", "name_suffix": "", "institution": "East China Normal University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49995/galley/37957/download/" } ] }, { "pk": 49990, "title": "The influence of scene discontinuity on the relation between mind wandering and event boundaries", "subtitle": null, "abstract": "Mind wandering during film viewing can impede comprehension and learning, and prior studies have reported conflicting results regarding its occurrence at event boundaries in narrative versus educational films. This study examines whether scene discontinuity – changes in time, place, character, and action – affects mind wandering differently across film genres. Replicating previous findings, we found that in the narrative film, less mind wandering occurred at event boundaries compared to other parts of the film. Conversely, in the educational film, more mind wandering was reported at event boundaries. Our analysis revealed that the narrative film exhibited higher scene discontinuity at event boundaries than the educational film. Importantly, across both film types, greater scene discontinuity at event boundaries was associated with decreased mind wandering. The differing levels of scene discontinuity between narrative and educational films may explain the contrasting patterns of mind wandering observed, highlighting the influence of film structure on cognitive engagement.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Education; Psychology; Event cognition" } ], "section": "Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/76n562jn", "frozenauthors": [ { "first_name": "Gerrit", "middle_name": "", "last_name": "Anders", "name_suffix": "", "institution": "Leibniz Institut fŸr Wissensmedien", "department": "" }, { "first_name": "Juergen", "middle_name": "", "last_name": "Buder", "name_suffix": "", "institution": "Institut fŸr Wissensmedien", "department": "" }, { "first_name": "Marie", "middle_name": "", "last_name": "Thiwissen", "name_suffix": "", "institution": "RWTH Aachen", "department": "" }, { "first_name": "Myrthe", "middle_name": "", "last_name": "Faber", "name_suffix": "", "institution": "Donders Centre for Cognitive Neuroimaging", "department": "" }, { "first_name": "Markus", "middle_name": "", "last_name": "Huff", "name_suffix": "", "institution": "Leibniz-Institut fŸr Wissensmedien", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49990/galley/37952/download/" } ] }, { "pk": 49365, "title": "The intrinsic drive for knowing boosts pro-environmental choices", "subtitle": null, "abstract": "The ongoing climate crisis demands massive changes in people's life style. Behavioral economics has highlighted the use of extrinsic incentives (e.g., money) as a powerful tool for changing behavior. However, external incentives come with significant costs, making them feasible primarily for wealthier countries. Here, following recent insights from the field of curiosity and information-seeking, we explore whether internal incentives such as the intrinsic drive for knowing can motivate people to act more pro-environmentally. By developing a novel decision-making task, we showed that the drive for knowing predicts pro-environmental choices. Moreover, participants chose eco-friendly options more when their values were unknown compared to when they were known. Results from this study hold the potential to inform the development of future behavioral interventions, although a replication of its findings is still ongoing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Behavioral Science; Decision making; Quantitative Behavior" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3685p1gf", "frozenauthors": [ { "first_name": "Irene", "middle_name": "", "last_name": "Cogliati Dezza", "name_suffix": "", "institution": "UniversitŽ Libre de Bruxelles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49365/galley/37327/download/" } ] }, { "pk": 50344, "title": "The Language of Doubt Impacts Consensus Judgements", "subtitle": null, "abstract": "Scepticism of science is growing, with notable gaps between public acceptance and scientific consensus. This divide is especially concerning for collective action problems such as climate change. Highlighting consensus on a topic is an effective strategy to spur belief change and increase trust in science, but the deliberate manufacture of doubt has obscured this information. In our experiment, participants read factual or moral claims, each presented with public agreement statistics from sources like Pew Research Center. Participants indicated their prior belief, then judged either a presence or lack of consensus on each claim. We found that consensus judgements were largely based on the existing percentage of agreement and one's prior beliefs about the claim. However, prior belief had minimal impact when judging a lack of consensus, suggesting that framing information to introduce doubt may influence how people interpret scientific agreement.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Decision making; Reasoning; Statistics" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7k28n435", "frozenauthors": [ { "first_name": "Joshua", "middle_name": "", "last_name": "Hew", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "Rottman", "name_suffix": "", "institution": "Franklin and Marshall College", "department": "" }, { "first_name": "Zachary", "middle_name": "", "last_name": "Horne", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50344/galley/38306/download/" } ] }, { "pk": 50316, "title": "The learnability of sign language morphology: an experimental study", "subtitle": null, "abstract": "Linguistic features are adapted to their sociolinguistic ecologies (Lupyan & Dale, 2010). In this way, we posit that the morphological features of sign languages have evolved to be learnable and iconic, as many sign languages have a large proportion of second language learners and delayed first language learners. To test the learnability of sign language morphology, we conceptually replicate Smith (2024), teaching participants (hearing non-signers) British Sign Language (BSL) descriptions (lexical item plus classifier construction depicting the referent and movement) of scenes where animals perform movements. We test how accurately and how quickly participants perform in two conditions: a BSL condition pairing scenes with the BSL descriptions and a counter-iconic condition randomly pairing BSL descriptions to scenes. Following our pre-registered analysis, our pilot study suggests that BSL condition participants perform faster and more accurately than those in the counter-iconic condition. Data collection for our online learning study is underway.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Learning; Computer-based experiment" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0kj3948x", "frozenauthors": [ { "first_name": "Katie", "middle_name": "", "last_name": "Mudd", "name_suffix": "", "institution": "Stony Brook University", "department": "" }, { "first_name": "Neil", "middle_name": "", "last_name": "Fox", "name_suffix": "", "institution": "University of Birmingham", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Adam", "middle_name": "", "last_name": "Schembri", "name_suffix": "", "institution": "University of Birmingham", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50316/galley/38278/download/" } ] }, { "pk": 50446, "title": "The Logic of Bias: Using Cognitive Architecture to Explore Interactions Between Cognitive Abilities and Decision Error", "subtitle": null, "abstract": "The traditional view of biases being cognitive imperfection has been challenged by several strains of research, such as the PSI cognitive architecture. Here, biases are considered to be engineered by evolution, to prevent dissatisfaction and assist subsequent satisfaction of human needs. PSI's general assumption of higher skills and reasoning capacities alleviating biases has been recently called into question, as high numeracy was associated with an exacerbated effect of political bias. We conduct two studies, the results of which indicate that the basis for this effect 1) does not represent a general cognitive fallacy caused by modulations of perceptional and attentional processes, 2) nor is rooted in the long-term forming of habituated action patterns, associated with prior beliefs. This strengthens the evidence for it to be specific to group dynamics with strong affiliative bounds. Further, we propose a set of revisions to PSI, necessary to model this expert bias phenomenon.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Behavioral Science; Decision making; Evolution; Problem Solving; Social cognition" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0ks3r6rk", "frozenauthors": [ { "first_name": "Alexander", "middle_name": "", "last_name": "Lutsevich", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" }, { "first_name": "Stanley", "middle_name": "", "last_name": "Dunn", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Hendler", "name_suffix": "", "institution": "RPI", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50446/galley/38408/download/" } ] }, { "pk": 49805, "title": "The Low Prevalence Effect with Random Motion Stimuli in a Visual Search Task", "subtitle": null, "abstract": "The low prevalence effect (LPE), a decrease in target detection performance as target prevalence decreases, is a concern in real-world visual search tasks, such as baggage screening. Unfortunately, much of the research into the LPE and its potential countermeasures may not represent the challenges of other real-world search tasks, such as sonar and security monitoring, in which objects in the search environment exhibit movement. Additionally, target (e.g., submarine) and non-target (e.g., merchant ship) movement may interact with target prevalence to further decrease target detection performance, but these factors have not been systematically manipulated to determine their effects. In Experiment 1, high and low prevalence targets occurred in search conditions with static or randomly-moving objects. Although there was no significant interaction effect detected between target prevalence and motion, these conditions independently contributed to significantly lower hit rates. In Experiment 2, a higher prevalence target was included as an attempted LPE countermeasure. Observers searched for a relatively high and a low prevalence target in the moving search task. The addition of a higher prevalence target improved target detection overall in a search environment with moving objects, serving as a possible countermeasure to the LPE.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Decision making; Perception; Spatial cognition" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1qw5q90g", "frozenauthors": [ { "first_name": "Chad", "middle_name": "", "last_name": "Peltier", "name_suffix": "", "institution": "Leidos, Inc.", "department": "" }, { "first_name": "Sylvia", "middle_name": "", "last_name": "Guillory", "name_suffix": "", "institution": "Naval Submarine Medical Research Laboratory", "department": "" }, { "first_name": "Krystina", "middle_name": "", "last_name": "Diaz", "name_suffix": "", "institution": "Naval Submarine Medical Research Laboratory", "department": "" }, { "first_name": "Jeffrey", "middle_name": "", "last_name": "Bolkhovsky", "name_suffix": "", "institution": "Naval Submarine Medical Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49805/galley/37767/download/" } ] }, { "pk": 49232, "title": "The Malleability of Children's Mental Rotation Strategies: What do children's mental rotation tests really measure?", "subtitle": null, "abstract": "The most commonly used measure of spatial cognition to assess both adults and children is mental rotation. However, little is known about the cognitive strategies that children use to solve this task. Understanding how and when children may employ different mental rotation strategies can illuminate the development of mental rotation ability and help clarify previous mixed findings on the developmental trajectory of children's mental rotation skills. Thus, in this study, we investigated what strategies children use in a new mental rotation task and whether their strategy use would be influenced by the test instructions. In Experiment 1, we found that the types of strategies children used in our mental rotation test differed from strategies reported in previous research, suggesting that strategy use is dependent on test design. In Experiment 2, we found that children's strategy use can be malleable; changing the test instructions reduced one type of erroneous strategy, flipping. Our findings suggest that different tests labeled \"mental rotation tests\" may actually be measuring different abilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Cognitive development; Spatial cognition" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1297z0nk", "frozenauthors": [ { "first_name": "Kiley", "middle_name": "", "last_name": "McKee", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Danielle", "middle_name": "", "last_name": "Rothschild Doyle", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Uttal", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49232/galley/37193/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49232/galley/38738/download/" } ] }, { "pk": 49419, "title": "The Maze of Creative Thinking Pathways of Traits, States, and Intelligence in Shaping Creativity", "subtitle": null, "abstract": "<p>Creativity is a complex and multifaceted construct that has been linked to various cognitive, emotional, and personality factors. This study explores the interplay between fluid intelligence, creative reasoning, personality traits, and mood states in predicting divergent thinking performance. We hypothesize that extraversion, openness to experience, positive moods, and creative reasoning would predict performance on divergent thinking tasks. A total of 120 young adults participated in the study, completing assessments on fluid intelligence (APM), creative reasoning (CRT-Reasoning), creativity (CRT-Creativity, TCT-DP), personality traits (Big Five Inventory 2), and moods (Current Mood Scale). Results revealed a negative relationship between fluid intelligence and divergent thinking performance, suggesting that higher fluid intelligence may be associated with more convergent thinking strategies. Extraversion emerged as a significant positive predictor of divergent thinking, supporting the idea that sociability and external engagement foster creativity. Openness to experience did not significantly predict divergent thinking, indicating that its impact may vary across domains of creativity. Mood states, especially hopelessness, were negatively associated with creativity, but the frequently found association between positive moods and creativity could not be replicated. These findings underscore the importance of considering cognitive, emotional, and personality factors in the study of creativity and suggest potential pathways for future research into how these elements interact to shape creative thinking.</p>", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Creativity; Emotion; Intelligent agents; Quantitative Behavior" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5wm683b9", "frozenauthors": [ { "first_name": "Zhino", "middle_name": "", "last_name": "Ebrahimi", "name_suffix": "", "institution": "RPTU University of Kaiserslautern-Landau", "department": "" }, { "first_name": "Ann-Kathrin", "middle_name": "", "last_name": "Beck", "name_suffix": "", "institution": "RPTU University of Kaiserslautern-Landau", "department": "" }, { "first_name": "Kirstin", "middle_name": "", "last_name": "Bergström", "name_suffix": "", "institution": "RPTU University of Kaiserslautern-Landau", "department": "" }, { "first_name": "Saskia", "middle_name": "", "last_name": "Jaarsveld", "name_suffix": "", "institution": "RPTU University of Kaiserslautern-Landau", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Lachmann", "name_suffix": "", "institution": "RPTU University of Kaiserslautern-Landau", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49419/galley/37381/download/" } ] }, { "pk": 49547, "title": "The Moral Costs of Growth Mindset: Blaming People for Their Intellectual Struggles", "subtitle": null, "abstract": "Research on growth mindsets, emphasizing the malleability of intelligence through effort, often highlights their benefits of boosting performance and reducing achievement gaps. Across four studies (N = 785), we investigated the unintended consequences of the growth mindset, hypothesizing that its emphasis on intelligence as controllable would lead to greater blame toward others for intellectual failure, compared to the fixed mindset, which views intelligence as largely innate. Study 1 found that participants primed with the growth mindset assigned more blame for low-difficulty intellectual failures than those primed with the fixed mindset. Study 2 showed that this effect diminished when intellectual failures involved highly challenging tasks. Study 3 highlighted the harm caused by an individual's intellectual failures and found that participants in the growth mindset condition still assigned greater blame than those in the fixed mindset condition. Study 4 explored a possible mechanism, finding that a growth mindset, compared to a fixed mindset, increased blame by leading participants to perceive less effort from the protagonist in the vignettes, even when both conditions were faced with identical intellectual failures. These findings underscore the need for nuanced implementations of the growth mindset.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Behavioral Science; Causal reasoning; Decision making; Reasoning; Social cognition" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4kr5v6h4", "frozenauthors": [ { "first_name": "Cheng-Kai", "middle_name": "", "last_name": "Sheu", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Woo-kyoung", "middle_name": "", "last_name": "Ahn", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49547/galley/37509/download/" } ] }, { "pk": 49855, "title": "The Need for Speed? Exploring the Contribution of Motor Speed to Expertise in a Complex, Dynamic Task", "subtitle": null, "abstract": "We explore how time pressure affects accuracy at various stages of learning in a complex, dynamic task: the game of Tetris. We emulate human decision-making processes under time pressure in several reinforcement learning models by training them under time pressures present on humans. Subsequently, we compare the performance and the behavior of human players against the ones demonstrated by AI players of equivalent skill. At the surface level, the AI models are able to achieve human-like performance levels at different stages of expertise. However, when probed at lower levels, we find that their behavior and strategies are considerably different from the ones employed by human experts. Examining why and how the models differ from humans highlights the promise of using AI models to study the nuances of human decision-making in dynamic tasks, along with the need to explain both human and AI performance at multiple performance levels for accurate understanding.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Psychology; Reasoning; Skill acquisition and learning; Agent-based Modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7gv242kf", "frozenauthors": [ { "first_name": "Catherine", "middle_name": "", "last_name": "Sibert", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Roussel", "middle_name": "", "last_name": "Rahman", "name_suffix": "", "institution": "SLAC National Accelerator Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49855/galley/37817/download/" } ] }, { "pk": 50268, "title": "The neural bases of graph perception: a novel instance of cultural recycling", "subtitle": null, "abstract": "Graphs abound in our culture, but the brain mechanisms of graphicacy are unknown. Here, using scatterplots, we tested two hypotheses about the brain areas underlying graphicacy. First, at the perceptual level, we hypothesized that the visual processing of scatterplots recycles cortical regions devoted to the perception of the principal axis of objects. Second, at the semantic level, we speculated that the math-responsive network active during mathematical truth judgments should also be involved in graph perception. Using fMRI, we found that graph trend judgement recruits a right lateral occipital area involved in detecting objects' orientation, as well as a right anterior intraparietal region also recruited during mathematical tasks. Both behavior and brain activity were driven by the t-value, which indexes the graph's statistical correlation. We suggest that, like literacy and numeracy, graphicacy relies on the recycling of brain areas previously attuned to a similar problem, here the perception of object orientation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Psychology; Pattern recognition; fMRI; Psychophysics" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/74r5m36b", "frozenauthors": [ { "first_name": "Lorenzo", "middle_name": "", "last_name": "Ciccione", "name_suffix": "", "institution": "Coll�ge de France - PSL University", "department": "" }, { "first_name": "Stanislas", "middle_name": "", "last_name": "Dehaene", "name_suffix": "", "institution": "NeuroSpin Center, CEA DRF/I2BM, INSERM, UnicersitŽ Paris-Sud, UniversitŽ Paris-Saclay", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50268/galley/38230/download/" } ] }, { "pk": 49886, "title": "The Odyssey of the Fittest: Can Agents Survive and Still Be Good?", "subtitle": null, "abstract": "As AI models grow in power and generality, understanding how agents learn and make decisions in complex environments is critical to promoting ethical behavior. This study introduces the Odyssey, a lightweight, adaptive text-based adventure game, providing a scalable framework for exploring AI ethics and safety. The Odyssey examines the ethical implications of implementing biological drives—specifically, self-preservation—into three different agents: a Bayesian agent optimized with NEAT, a Bayesian agent optimized with stochastic variational inference, and a GPT-4o agent. The agents select actions at each scenario to survive, adapting to increasingly challenging scenarios. Post-simulation analysis evaluates the ethical scores of the agent's decisions, uncovering the trade-offs it navigates to survive. Specifically, analysis finds that when danger increases, agents ethical behavior becomes unpredictable. Surprisingly, the GPT-4o agent outperformed the Bayesian models in both survival and ethical consistency, challenging assumptions about traditional probabilistic methods and raising questions about the source of LLMs' probabilistic reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Biology; Philosophy; Emotion; Evolution; Bayesian modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7s537158", "frozenauthors": [ { "first_name": "Dylan", "middle_name": "T", "last_name": "Waldner", "name_suffix": "", "institution": "The University of Texas at Austin", "department": "" }, { "first_name": "Risto", "middle_name": "", "last_name": "Miikkulainen", "name_suffix": "", "institution": "University of Texas", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49886/galley/37848/download/" } ] }, { "pk": 50006, "title": "Theories of Mind as Languages of Thought for Thought about Thought", "subtitle": null, "abstract": "What kind of thing is a theory of mind? How can we formalize the various theories of mind we study as cognitive scientists? In this paper, we argue that it is valuable to think of a theory of mind as a kind of programming language: one that is specialized for setting up and reasoning about problems involving other minds. Drawing on ideas from the theory and history of programming languages, we show how this perspective can help us formalize concepts in a theory of mind, precisely articulate differences between multiple theories of mind, and reason about how we develop our theories-of-mind over time. (The full version of this paper is available at: https://kach.github.io/memo/tomalot)", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Computer Science; Social cognition; Theory of Mind; Bayesian modeling; Computational Modeling" } ], "section": "Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6xs8g5rj", "frozenauthors": [ { "first_name": "Kartik", "middle_name": "", "last_name": "Chandra", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Ragan-Kelley", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50006/galley/37968/download/" } ] }, { "pk": 49953, "title": "The origin of the possible: 12-month-olds' understanding of certain, likely, and unlikely events", "subtitle": null, "abstract": "To predict and prepare for near-future outcomes, infants must respond to the variability in their probability. Adults achieve that with modal concepts that quantify over multiple possibilities, but whether and how infants can do the same is unclear. In two preregistered habituation experiments, we asked whether infants can distinguish outcomes based on physical probability level (100% vs. 66% in Experiment 1. 66% vs. 33% in Experiment 2). 12-month-olds were habituated to events with 66% probability, and their proportion of looking at 100% (Exp 1., N=35) and 33% (Exp 2., N=24) events were measured before (i.e., baseline) and after habituation (i.e., test). We found that infants' proportion of looking at events with 33% probability (in Exp 2), but not at events with 100% probability (in Exp 1), increased from baseline to test. Thus, 12-month-olds distinguish likely events from unlikely ones but not from necessary events.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Cognitive development; Development; Reasoning; Representation; Developmental analysis" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8sb108vj", "frozenauthors": [ { "first_name": "Åžeref", "middle_name": "", "last_name": "Esmer", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Nicolo", "middle_name": "", "last_name": "Cesana-Arlotti", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49953/galley/37915/download/" } ] }, { "pk": 49323, "title": "The origins of syntactic category biases: Evidence from early vocabularies of bilingual children", "subtitle": null, "abstract": "Why are nouns often over-represented in children's early words? Prior research has suggested a range of possible explanations for the observed bias in the syntactic category composition of early vocabularies, including cognitive, linguistic, and contextual factors. However, these factors are not mutually exclusive and can be difficult to disambiguate empirically. Across three analyses of the vocabularies of children acquiring two languages (N = 1997), we investigated the role of different language combinations, different levels of language exposure, and different environmental contexts, finding some support for cross-linguistic modulation of syntactic category bias, as well as variation across countries. These results suggest that both linguistic and contextual factors contribute to syntactic category biases in young children's vocabularies, and highlight the importance of understanding the broader background of the child when studying language acquisition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Development; Language acquisition; Cross-linguistic analysis" } ], "section": "Abstracts with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/241034d7", "frozenauthors": [ { "first_name": "Alvin", "middle_name": "Wei Ming", "last_name": "Tan", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49323/galley/37284/download/" } ] }, { "pk": 49575, "title": "Theory of Mind and Social Anxiety in Emotional Attachment to AI Chatbots in Individuals with Autistic Traits", "subtitle": null, "abstract": "As conversational AI systems like ChatGPT become increasingly adept at socially engaging interactions, users are more likely to form emotional attachments to these technologies. This study explores the relationship between autistic traits and emotional attachment to ChatGPT, emphasizing the mediating roles of Theory of Mind and social anxiety. A sample of 286 participants completed the study. The structural equation modeling analysis revealed that Theory of Mind partially mediated the relationship between autistic traits and emotional attachment to the chatbot, while social anxiety did not show a significant mediating effect. These findings underscore the critical role of individual differences in shaping attachment to AI, suggesting opportunities for personalized designs and raising questions about the psychological implications of such bonds.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Psychology; Human-computer interaction" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7mp9b7xt", "frozenauthors": [ { "first_name": "Rossella", "middle_name": "", "last_name": "Suriano", "name_suffix": "", "institution": "University of Messina", "department": "" }, { "first_name": "Rosa Angela", "middle_name": "", "last_name": "Fabio", "name_suffix": "", "institution": "University of Messina", "department": "" }, { "first_name": "Alessio", "middle_name": "", "last_name": "Plebe", "name_suffix": "", "institution": "University of Messina", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49575/galley/37537/download/" } ] }, { "pk": 50022, "title": "The Oscillatory Dynamics of Narrative Structure-Building", "subtitle": null, "abstract": "While many theoretical models describe the process of structure building during the construction of a mental model of a story, neurophysiological explorations of this process are limited. Here, we use time-frequency analysis of EEG data to explore the oscillatory dynamics associated with narrative comprehension of comics. Using an existing dataset wherein participants viewed each of six comic panels serially, we performed spectral decomposition from theta to gamma bands over the full extent of narrative processing (10+ seconds). Power incrementally decreased in both alpha (8 -12 Hz) and low beta (12.5-20 Hz) frequency bands as narratives unfolded. These results are contextualized in the attentional literature, where some suggest that alpha and low beta frequency bands act as suppression and enhancement mechanisms to modulate attention. This model also aligns with theoretical models of narrative structure building. Study findings are consistent with changes in alpha and low beta power reflecting domain-general narrative structure building processes during discourse comprehension.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Discourse; Electroencephalography (EEG)" } ], "section": "Abstracts with Poster Presentation (accepted as Abstracts)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4dx520kd", "frozenauthors": [ { "first_name": "Emily", "middle_name": "", "last_name": "Coderre", "name_suffix": "", "institution": "University of Vermont", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50022/galley/37984/download/" } ] }, { "pk": 49859, "title": "The Paradox of Certainty: When Graphed Ensembles Convey Averages Better than Graphed Averages", "subtitle": null, "abstract": "Data visualizations often display averages without raw data to simplify communication and enhance understanding, especially for lay audiences. However, the theory that such simplification improves understanding remains untested. Here, we test this theory's most basic prediction—that at minimum, the average itself is conveyed better by plotted averages than by plotted raw data. Remarkably, we find the opposite: under a wide range of conditions, overall accuracy of average estimation is higher with raw data. This is due to frequent, severe misinterpretations of both bar and line graphs depicting averages. In contrast, raw data yields some variability but few outright errors; notably, the observed variability is comparable to the uncertainty captured by confidence intervals. We conclude that plotted raw data provides valuable context that helps prevent misunderstandings of the average. Our findings challenge the notion that plotted averages alone yield enhanced understanding and emphasize the value of raw data in communicating evidence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Education; Psychology; Perception; Psychophysics; Quantitative Behavior" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2kh4v05s", "frozenauthors": [ { "first_name": "Yang", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Kerns", "name_suffix": "", "institution": "Dartmouth College", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Brady", "name_suffix": "", "institution": "UC San DIego", "department": "" }, { "first_name": "Jeremy", "middle_name": "", "last_name": "Wilmer", "name_suffix": "", "institution": "Wellesley College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49859/galley/37821/download/" } ] }, { "pk": 50332, "title": "The paradox of trait impressions in naturalistic contexts: rich information, sparse predictive cues", "subtitle": null, "abstract": "People spontaneously infer traits that shape critical decisions. Prior research identified important impression cues across channels (face, body, clothing, environment), but often studied them in isolation. These findings may not generalize to naturalistic contexts, where people rapidly form impressions from rich, multi-channel cues. We addressed this by quantifying comprehensive cues (Study 1) and manipulating individual cues (Study 2) in everyday images using computational tools. Across two large-scale, pre-registered studies (N = 3,004, U.S. representative), we found that despite abundant information, only a sparse set of cues predicted impressions. These cues carried either unique information beyond other cues, shared information with other cues, or both. Many cues previously theorized as important did not explain trait impressions directly but shaped how other cues influenced judgments. We confirmed for a subset of predictions manipulating the predictive cues causally changed impressions. Our findings advance understanding of how trait impressions form in complex, naturalistic environments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Social cognition; Big data" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3gv2d25g", "frozenauthors": [ { "first_name": "Ruoying", "middle_name": "", "last_name": "Zheng", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Chujun", "middle_name": "", "last_name": "Lin", "name_suffix": "", "institution": "University of California San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50332/galley/38294/download/" } ] }, { "pk": 49430, "title": "The Patchwork Approach: Toward a Perceptual Theory of Intuitive Physics", "subtitle": null, "abstract": "Human experience is rich with sensory information, from which\nphysical regularities are internalized to guide behavior. This\npaper presents the Patchwork Approach, a method for modeling\nsensorimotor predictions based on these regularities, without explicitly\nencoding physics. This method leverages environmental\nregularities, enabling resource-rational perceptual predictions.\nUsing data from previous studies (Deeb et al., 2021, 2024) on\nhuman perception, the model outperforms Newtonian-based\nmodels in capturing human prediction errors and interpolates\nacross untested conditions. One test demonstrates its superiority\nin a projectile motion task, while another illustrates its ability\nto predict deflection angles in a collision event from untrained\naiming angles. This approach provides valuable insights into\nhow physical laws are internalized and used to guide perception\nand action–arguing that perception provides foundational\ninput to intuitive physics reasoning, a role that can complement\nand be extended to higher-level cognitive processes like those\nexplained by the Intuitive Physics Engine (IPE).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Perception; Predictive Processing; Representation; Sensory Processing; Computational Modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/63s4x0tk", "frozenauthors": [ { "first_name": "Abdul-Rahim", "middle_name": "", "last_name": "Deeb", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49430/galley/37392/download/" } ] }, { "pk": 50437, "title": "The Persistent Concrete Bias in Monkeys", "subtitle": null, "abstract": "Human children and adults in industrialized societies typically exhibit a relational bias—they readily attend to abstract relationships (e.g., comparing heights)—whereas young children, adults from minimally schooled cultures, and non-human primates often display a concrete bias, focusing on absolute features (e.g., total surface area). The underlying cause of this bias—whether innate, working memory limitations, or an artifact of limited learning experience—remains unresolved. We tested this by pitting concrete matches against relational matches in a match-to-sample task. Monkeys initially preferred concrete matches. However, monkeys learned to select relational options when reinforced, indicating that they were capable of overcoming their default bias. Crucially, once explicit feedback was removed, they reverted to concrete matching, indicating a persistent bias rather than a lack of learning opportunities. This suggests an inherent primate predisposition toward concrete processing that may be overridden by the cultural and educational influences of industrialized societies, which favor relational processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Psychology; Animal cognition; Reasoning; Computer-based experiment" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7j51n87g", "frozenauthors": [ { "first_name": "Teoman", "middle_name": "", "last_name": "Ozaydin", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50437/galley/38399/download/" } ] }, { "pk": 49473, "title": "\"There Is No Such Thing as a Dumb Question,\" But There Are Good Ones", "subtitle": null, "abstract": "Questioning has become increasingly crucial for both humans and artificial intelligence, yet there remains limited research comprehensively assessing question quality. In response, this study defines good questions and presents a systematic evaluation framework. We propose two key evaluation dimensions: appropriateness (sociolinguistic competence in context) and effectiveness (strategic competence in goal achievement). Based on these foundational dimensions, a rubric-based scoring system was developed. By incorporating dynamic contextual variables, our evaluation framework achieves structure and flexibility through semi-adaptive criteria. The methodology was validated using the CAUS and SQUARE datasets, demonstrating the ability of the framework to access both well-formed and problematic questions while adapting to varied contexts. As we establish a flexible and comprehensive framework for question evaluation, this study takes a significant step toward integrating questioning behavior with structured analytical methods grounded in the intrinsic nature of questioning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Linguistics; Discourse; Language understanding; Computer-based experiment" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/06z883w5", "frozenauthors": [ { "first_name": "Minjung", "middle_name": "", "last_name": "Shin", "name_suffix": "", "institution": "Seoul National University", "department": "" }, { "first_name": "Donghyun", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Korea Advanced Institute for Science and Technology (KAIST)", "department": "" }, { "first_name": "Jeh-Kwang", "middle_name": "", "last_name": "Ryu", "name_suffix": "", "institution": "Dongguk University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49473/galley/37435/download/" } ] }, { "pk": 50276, "title": "The Relationship between Musical Experience and Cue Reweighting in Speech Perception", "subtitle": null, "abstract": "Musical experience may contribute to individual differences in perceptual cue weighting during speech categorization: musicians are shown to emphasize a single cue more than nonmusicians (Symons & Tierney, 2024). The present study examines whether such difference remains even in background noise where listeners usually downweight the primary cue to minimize the interference from noise. Twenty musicians and seventeen nonmusicians categorized resynthesized speech varying in two acoustic cues. The same stimuli were presented in quiet and noise, which severely compromised the primary cue. Logistic regression modeling of listeners' responses suggested that the difference between cue weights was larger in musicians than nonmusicians, regardless of listening condition. Although both groups downweighted the primary cue in noise, the shift was larger in nonmusicians. These findings suggest that musical training enhances selective attention to specific acoustic dimensions, but it may also limit cue reweighting to cope with diverse listening conditions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Music; Perception; Speech recognition" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/35q5h6cw", "frozenauthors": [ { "first_name": "Chiung-Yu", "middle_name": "", "last_name": "Chang", "name_suffix": "", "institution": "University of Massachusetts Amherst", "department": "" }, { "first_name": "Lisa", "middle_name": "D.", "last_name": "Sanders", "name_suffix": "", "institution": "University of Massachusetts Amherst", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50276/galley/38238/download/" } ] }, { "pk": 50384, "title": "The relationship between statistical learning and different facets of language ability: evidence from auditory and visual modalities", "subtitle": null, "abstract": "The relationship between language and general cognition is a key question in cognitive science. Statistical learning (SL)—the ability to extract environmental regularities without supervision—is considered a key contributor to language ability. Our study comprehensively assessed adults' language abilities (grammatical sensitivity, pragmatic comprehension, semantic prediction, violation processing), auditory and visual SL, and other cognitive functions (short-term memory, working memory, perceptual speed) to control for their effects on both language and SL. We hypothesized that auditory and visual SL would predict language abilities, with a stronger relationship for auditory SL. Surprisingly, visual SL was the best predictor of grammatical sensitivity and pragmatic comprehension, while semantic prediction and violation processing were not explained by general cognitive abilities. These results align with findings supporting a SL-language relationship and demonstrate that language is intertwined with general cognition, but also point out that facets of language ability differ in their reliance on general cognitive processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Language acquisition; Language Comprehension; Statistical learning" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/91z9495z", "frozenauthors": [ { "first_name": "Krisztina S‡ra", "middle_name": "", "last_name": "Lukics", "name_suffix": "", "institution": "Budapest University of Technology and Economics", "department": "" }, { "first_name": "Agnes", "middle_name": "", "last_name": "Lukacs", "name_suffix": "", "institution": "Budapest University of Technology and Economics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50384/galley/38346/download/" } ] }, { "pk": 50187, "title": "The Remote Infant Studies of Early Learning (RISE) Battery - A scalable assessment of cognitive development in infancy", "subtitle": null, "abstract": "Capitalizing on advances in remote developmental testing and automated gaze detection, we established a battery of tasks for comprehensive evaluation of cognitive development in infancy. The Remote Infant Studies of Early Learning (RISE) Battery allows for large-scale assessment of skills hypothesized as building blocks of cognitive development. RISE assesses attention, memory, prediction, multimodal processing, word comprehension, social evaluation, and numeracy, all with established predictive value for developmental outcomes. Using childrenhelpingscience.com, we recruited 111 infants for participation from home, at their convenience. Results were consistent with preregistered predictions for attention, memory, prediction and word comprehension tasks, but not for multimodal processing, numeracy, and social evaluation tasks. Results support the use of this battery to investigate mechanisms of infant cognition in relation to early developmental trajectories, with implications for early identification of developmental delays, evaluation of interventions to enhance early development, and testing of computational models of infant cognition and learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Cognitive development; Language Comprehension; Memory; Predictive Processing" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/20b5f0jq", "frozenauthors": [ { "first_name": "Elena", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Duke University Medical Center", "department": "" }, { "first_name": "Miranda", "middle_name": "", "last_name": "Harris", "name_suffix": "", "institution": "Duke University Medical Center", "department": "" }, { "first_name": "My", "middle_name": "", "last_name": "Vu", "name_suffix": "", "institution": "Children's Hospital of Los Angeles", "department": "" }, { "first_name": "Ashleigh", "middle_name": "", "last_name": "Waterman", "name_suffix": "", "institution": "Duke University", "department": "" }, { "first_name": "Caitlin", "middle_name": "", "last_name": "Stone", "name_suffix": "", "institution": "University of North Carolina at Greensboro", "department": "" }, { "first_name": "Casey", "middle_name": "", "last_name": "Lew-Williams", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Kiley", "middle_name": "", "last_name": "Hamlin", "name_suffix": "", "institution": "University of British Columbia", "department": "" }, { "first_name": "Sudha", "middle_name": "", "last_name": "Arunachalam", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Melissa", "middle_name": "", "last_name": "Kline", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Elika", "middle_name": "", "last_name": "Bergelson", "name_suffix": "", "institution": "Duke University", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Melissa", "middle_name": "", "last_name": "Libertus", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Jordan", "middle_name": "", "last_name": "Grapel", "name_suffix": "", "institution": "Duke University", "department": "" }, { "first_name": "Stephen J", "middle_name": "", "last_name": "Sheinkopf", "name_suffix": "", "institution": "University of Missouri", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Wagner", "name_suffix": "", "institution": "CUNY College of Staten Island", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50187/galley/38149/download/" } ] }, { "pk": 50231, "title": "The representational space of symbolic numbers: from integers to fractions", "subtitle": null, "abstract": "Mathematics is a central tool for understanding the universe, yet how numbers are cognitively and neurally represented remains unclear. This is especially true when focusing on higher-level concepts, such as symbolic integers, including zero, and fractions. Twenty participants were scanned using a high-resolution 7T fMRI while performing a task in which they judged whether the current number was larger or smaller than the previous one. Behaviorally, we found that participants were slower and less accurate when two numbers were closer in distance on the number line. Neurally, our findings suggest that brain areas involved in mathematical processing – such as the intraparietal sulcus, inferior temporal gyrus, and prefrontal cortex - presented a graded neural BOLD response as a function of numerical distance on the number line. However, both behavioral and neural representations clearly distinguish between fractions and integers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Psychology; Concepts and categories; Representation; fMRI; Knowledge representation" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/889242n1", "frozenauthors": [ { "first_name": "Daniela", "middle_name": "", "last_name": "Valerio", "name_suffix": "", "institution": "Univeristy Paris-Saclay, College de France, CEA", "department": "" }, { "first_name": "Samuel", "middle_name": "", "last_name": "Debray", "name_suffix": "", "institution": "UniversitŽ Paris-Saclay", "department": "" }, { "first_name": "Alireza", "middle_name": "", "last_name": "Karami", "name_suffix": "", "institution": "NeuroSpin", "department": "" }, { "first_name": "Maxime", "middle_name": "", "last_name": "CautŽ", "name_suffix": "", "institution": "INSERM / CEA", "department": "" }, { "first_name": "Stanislas", "middle_name": "", "last_name": "Dehaene", "name_suffix": "", "institution": "NeuroSpin Center, CEA DRF/I2BM, INSERM, UnicersitŽ Paris-Sud, UniversitŽ Paris-Saclay", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50231/galley/38193/download/" } ] }, { "pk": 49975, "title": "The Ritualization of Complex Skill Acquisition: Cultural Transmission of Mastery of Indian Miniature Paintings", "subtitle": null, "abstract": "Cumulative cultural transmission preserves traditional knowledge and practices for generations, yet this phenomenon is understudied in the context of Asian artistic traditions. Indian Miniature painting provides an ideal context for studying the cultural transmission of mastery due to its apprenticeship model embedded in history and tradition. The learning and practice of Indian miniature painting provide an opportunity to examine whether these artistic processes resemble ritualized transmission, characterized by procedural rigidity, adherence to established norms, and religious symbolism. We interviewed 262 artists, ranging from novices to experts from Rajasthan, India, to explore the functions of ritualized transmission in acquiring mastery. The results revealed a strong consensus among artists regarding adherence to structural flow in art production with minimal deviation. Most artists agreed that novices should conform to traditional aesthetics more than experts. Mastery of technical skills and knowledge of cultural traditions were deemed essential before innovation, underscoring how ritualization requires strict adherence to established practices. For many artists, the process resembled a religious act, emphasizing customs, purity, and reverence. Our research highlights the functions of ritualization in acquiring mastery to ensure the preservation of distinctive aesthetics, uniformity in learning, and integration of spiritual and religious beliefs in the cultural transmission of traditional arts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Anthropology; Psychology; Creativity; Culture; Skill acquisition and learning" } ], "section": "Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/53j726cq", "frozenauthors": [ { "first_name": "Faiz", "middle_name": "Ahmad", "last_name": "Hashmi", "name_suffix": "", "institution": "The University of Texas at Austin", "department": "" }, { "first_name": "Alejandro", "middle_name": "", "last_name": "Erut", "name_suffix": "", "institution": "UM6P", "department": "" }, { "first_name": "Zachary", "middle_name": "Michael", "last_name": "Taylor", "name_suffix": "", "institution": "University of Texas at Austin", "department": "" }, { "first_name": "Cristine", "middle_name": "", "last_name": "Legare", "name_suffix": "", "institution": "University of Texas at Austin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49975/galley/37937/download/" } ] }, { "pk": 50005, "title": "The Role of Caregiver Linguistic Input in Infant Joint Attention and Early Language Development: A Longitudinal Study", "subtitle": null, "abstract": "This study investigated the relationships among infants' attention-following (AF) abilities, caregiver linguistic input, and early language development. Using longitudinal data from home observations (6–9 months) and structured lab assessments (9–12 months), we found that AF performance at 9–12 months was significantly correlated with receptive and expressive language scores at 12 months, though these associations weakened by 18 and 22 months. Caregiver attention-directing utterances were positively associated with both 6-month AF performance and 12-month language outcomes, although their frequency declined from 6 to 9 months, suggesting caregivers adjust their strategies as infants' AF skills develop. Although moderation analyzes did not reach statistical significance, trends indicate that higher levels of caregiver attention-directing speech might enhance the relationship between AF and language outcomes. These findings highlight the dynamic role of caregiver linguistic input in shaping infants' early attention sharing and language development. The results also inform intervention approaches for infants at risk for language delays.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Language acquisition; Social cognition; Developmental analysis" } ], "section": "Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9g0060nj", "frozenauthors": [ { "first_name": "Yueyan", "middle_name": "", "last_name": "Tang", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Gedeon", "middle_name": "O", "last_name": "Deak", "name_suffix": "", "institution": "UC San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50005/galley/37967/download/" } ] }, { "pk": 50298, "title": "The Role of Compositionality in Children's Creating Representations of Large Exact Numbers: A Case Study of the Number Five", "subtitle": null, "abstract": "Compositional capacity (i.e., chunking four objects as two sets of two) can extend 12- to 14-month-old infants' working memory capacity from three to four1,2,3. Here we ask whether numerical composition supports 3- to 4.5-year-olds' creating representations of large exact numbers such as five. In a non-verbal object-tracking task (See Fig1a), subset-knowers and most young CP-knowers failed to track exactly five objects. In two experimental manipulations, we provided children with spatiotemporal, linguistic, and/or color chunking cues. If tracking sets of five as a composition of two and three is within children's compositional capacities, they should perform better than children from baseline. We found no evidence that 3- to 4.5-year-olds can represent exactly five by composing representations of two and three (Exp.1: F(4, 133) = 5.69, β = -0.03, p = .509; Exp.2: F(4, 143) = 4.94, β = -0.03, p = .587).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Cognitive development; Representation" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3hz8x0s5", "frozenauthors": [ { "first_name": "Yiqiao", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "Harvard Univeristy", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Carey", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Spelke", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50298/galley/38260/download/" } ] }, { "pk": 49888, "title": "The Role of Context Gating in Predictive Sentence Processing", "subtitle": null, "abstract": "Prediction is a core computation in language, as humans use preceding context to implicitly make predictions about the upcoming word in a sentence. In order to do this, humans need some memory for context that is selective and adaptive. We take inspiration from the existing prefrontal cortex literature, in which computational models feature a biologically plausible gating mechanism that can actively maintain and rapidly update task-relevant information to improve performance on cognitive flexibility and working memory tasks. Here, we investigate the potential role of such gating mechanisms in maintaining context for prediction during real-time language processing. Using EEG data from a naturalistic story listening task, we first replicate previous findings that words of low predictability based on preceding context (high in surprisal) elicit larger N400 effects than predictable words. To study how gating may play a role in next-word prediction, we use a performance difference metric between language models with and without gating, which we show is sensitive to word-by-word working memory demand. We find that this gating metric is correlated with EEG amplitude in several later time windows after word onset, providing suggestions concerning the time course of context gating.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Linguistics; Predictive Processing; Computational Modeling; Electroencephalography (EEG)" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/21w8j87z", "frozenauthors": [ { "first_name": "Yasemin", "middle_name": "", "last_name": "Gokcen", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "David", "middle_name": "C.", "last_name": "Noelle", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Rachel", "middle_name": "", "last_name": "Ryskin", "name_suffix": "", "institution": "University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49888/galley/37850/download/" } ] }, { "pk": 49143, "title": "The role of contrast in category learning", "subtitle": null, "abstract": "Word meanings are contrastive. When we are told that something is a square, we are also told that it is not a triangle. However, words may be learned in different contrasts. One person might learn about squares in contrast with circles. Does this mean that the two have different representations of “square?\" To answer this question, participants learned to label novel shapes with novel labels in a category learning task. Critically, we manipulated the contrast participants received during learning: an A-shape is specifically not a B or an A-shape is specifically not a D. Afterwards, we tested participants' knowledge of the learned categories using explicit categorization tasks and similarity judgments. Contrast during learning mattered. Shapes from contrasted categories were categorized more accurately, were less confusable and rated as less similar.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9511v86v", "frozenauthors": [ { "first_name": "Aja", "middle_name": "Marie", "last_name": "Altenhof", "name_suffix": "", "institution": "University of Wisconsin, Madison", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Lupyan", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49143/galley/37104/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49143/galley/38649/download/" } ] }, { "pk": 50472, "title": "The Role of Early Experience in Judging the Temporal Order of Visual Events: Insights from Late-Sighted Children", "subtitle": null, "abstract": "One of the cornerstones of sensory cognition is the ability to infer cause-and-effect relationships between entities in our sensory environment—a skill that depends on accurately perceiving the temporal order of events. Here, we asked whether early sensory input is critical for developing this proficiency in the visual domain by studying children born blind who gained sight late in childhood. Several years post-surgery, these late-sighted children performed on par with typically-sighted controls in determining the sequence in which two visual events occurred. However, this ability was not evident immediately after surgery but emerged over a protracted developmental period, underscoring the importance of subsequent visual experience. Our findings demonstrate that the neural resources necessary for this foundational aspect of sensory cognition remain accessible beyond infancy, offering fundamental insights into the role of early experience in sensory and cognitive development as well as practical guidance for clinical rehabilitation following sensory deprivation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Cognitive development; Sensory Processing; Vision; Psychophysics" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4g25r4gp", "frozenauthors": [ { "first_name": "Lukas", "middle_name": "", "last_name": "Vogelsang", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Priti", "middle_name": "", "last_name": "Gupta", "name_suffix": "", "institution": "Indian Institute of Technology", "department": "" }, { "first_name": "Marin", "middle_name": "", "last_name": "Vogelsang", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Naviya", "middle_name": "", "last_name": "Lall", "name_suffix": "", "institution": "Dr Shroff's Charity Eye Hospital", "department": "" }, { "first_name": "Manvi", "middle_name": "", "last_name": "Jain", "name_suffix": "", "institution": "Dr Shroff's Charity Eye Hospital", "department": "" }, { "first_name": "Chetan", "middle_name": "", "last_name": "Ralekar", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Suma", "middle_name": "", "last_name": "Ganesh", "name_suffix": "", "institution": "Dr Shroff's Charity Eye Hospital", "department": "" }, { "first_name": "Pawan", "middle_name": "", "last_name": "Sinha", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50472/galley/38434/download/" } ] }, { "pk": 49997, "title": "The Role of Eye Movement Consistency in Aging-Related Decline in Face Recognition", "subtitle": null, "abstract": "Face recognition is shown to involve a prolonged developmental process where one gradually develops a more consistent but idiosyncratic visual routine with increasing age. In contrast to this developmental trend, here we found that aging was associated with decreased eye movement consistency during face recognition, which in turn contributed to declined face recognition performance. Although aging was not associated with changes in eye movement pattern, a less eyes-focused eye movement pattern predicted poorer face recognition performance together with lower eye movement consistency and age in older adults, suggesting that the idiosyncratic eye movement patterns acquired during early adulthood continue to account for their face recognition performance. Their decreased eye movement consistency was associated with declines in selective attention and inhibition control, suggesting difficulties in the execution of the learned visual routines. These findings have important implications for ways to facilitate older adults' face recognition to promote healthy aging.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Face Processing; Perception; Eye tracking" } ], "section": "Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/04w6n2mn", "frozenauthors": [ { "first_name": "Yueyuan", "middle_name": "", "last_name": "Zheng", "name_suffix": "", "institution": "Hong Kong University of Science and Technology", "department": "" }, { "first_name": "WS", "middle_name": "", "last_name": "Lo", "name_suffix": "", "institution": "Hong Kong Polytechnic University", "department": "" }, { "first_name": "Esther Yuet Ying", "middle_name": "", "last_name": "Lau", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" }, { "first_name": "Gail", "middle_name": "", "last_name": "Eskes", "name_suffix": "", "institution": "Dalhousie University", "department": "" }, { "first_name": "Lai Ling", "middle_name": "", "last_name": "Hui", "name_suffix": "", "institution": "The Hong Kong Polytechnic University", "department": "" }, { "first_name": "Janet", "middle_name": "", "last_name": "Hsiao", "name_suffix": "", "institution": "Hong Kong University of Science & Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49997/galley/37959/download/" } ] }, { "pk": 49797, "title": "The Role of Feedback in Cognitive Offloading during Human-Computer Collaboration", "subtitle": null, "abstract": "Cognitive offloading refers to the usage of physical actions to reduce the cognitive load of a task. This study investigates cognitive offloading in a multiple object tracking (MOT) task, in which participants could decide whether they wanted a computer partner to track targets on their behalf. Depending on the experimental condition, participants either received team performance feedback or not. In all conditions, participants knew that the computer partner would track targets flawlessly. We hypothesized that feedback would change participants' metacognitive assessments such that they would maximize performance (i.e., changing their strategy by offloading more or all targets to the computer partner). We find that participants do offload targets to the computer partner in all conditions. Yet, performance feedback did not increase the extent of cognitive offloading. While these findings dovetail with previous findings, future studies are needed to definitively rule out whether performance feedback has an effect on cognitive offloading.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Behavioral Science; Distributed cognition; Group Behaviour; Human-computer interaction; Perception" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1t44m2xk", "frozenauthors": [ { "first_name": "Jakob", "middle_name": "", "last_name": "Trierweiler", "name_suffix": "", "institution": "Technical University Berlin", "department": "" }, { "first_name": "Eva", "middle_name": "", "last_name": "Wiese", "name_suffix": "", "institution": "TU Berlin", "department": "" }, { "first_name": "Basil", "middle_name": "", "last_name": "Wahn", "name_suffix": "", "institution": "Technical University Berlin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49797/galley/37759/download/" } ] }, { "pk": 50137, "title": "The Role of Gesture in Emotion Communication: Patterns Across Emotional Categories and Stimulus Types", "subtitle": null, "abstract": "Abstract\nGestures are crucial cues in emotion communication, yet little is known about how specific emotions elicited through different stimuli link to gesture production. The present study investigated how gesture frequency and type (representational vs. nonrepresentational) varied across specific emotion categories (i.e., happiness, anger, sadness, and neutral) elicited by visual stimuli and written narratives. In a within-subject design, participants (n=38) retold emotionally charged movie clips and written narratives for each emotion. The results showed that the participants overall produced fewer representational gestures while describing sadness compared to happiness and neutral, and anger compared to neutral. Interestingly, the participants overall produced more nonrepresentational gestures in narrative descriptions than in movie clip descriptions. However, gesture frequency and type did not significantly differ across movie clips and narratives. These results underscore the importance of accounting for both stimulus type and specific emotion categories when examining the role of gestures in emotion communication.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Embodied Cognition; Emotion; Language Production" } ], "section": "Abstracts with Poster Presentation (accepted as Abstracts)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sv234nn", "frozenauthors": [ { "first_name": "SŸleyman Can", "middle_name": "", "last_name": "Ceylan", "name_suffix": "", "institution": "Ko� University", "department": "" }, { "first_name": "Demet", "middle_name": "", "last_name": "…zer", "name_suffix": "", "institution": "Bilkent University", "department": "" }, { "first_name": "Tilbe", "middle_name": "", "last_name": "Gšksun", "name_suffix": "", "institution": "Ko� University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50137/galley/38099/download/" } ] }, { "pk": 50152, "title": "The Role of Insight and Analytic Learning During Concept Acquisition", "subtitle": null, "abstract": "We report an experiment that examines the relationship between insight and analytic learning and relational concept acquisition. This paper introduces a novel paradigm in which warmth judgments were included throughout a relational category learning task. Specifically, some subjects completed this category learning task through classification, whereas others completed it through inference. Additionally, some subjects made warmth judgments throughout this task, whereas others did not (control). The results revealed no evidence that warmth judgments impacted concept learning. More importantly, we find that subjects who engaged in classification reported greater and more rapid increases in warmth judgments than subjects who engaged in inference. These findings directly paralleled subjects' learning patterns, wherein classification subjects showed evidence of more rapid learning, whereas inference subjects displayed more gradual, stepwise learning. Taken together, the present results suggest that classification involves more insight-based learning, whereas inference seems to involve more analytic learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Concepts and categories; Learning; Representation; Statistics" } ], "section": "Abstracts with Poster Presentation (accepted as Abstracts)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3g2821bp", "frozenauthors": [ { "first_name": "Maci", "middle_name": "", "last_name": "DelFavero", "name_suffix": "", "institution": "Syracuse University", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Corral", "name_suffix": "", "institution": "Syracuse University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50152/galley/38114/download/" } ] }, { "pk": 49135, "title": "The role of language in human and machine intelligence", "subtitle": null, "abstract": "We use language to communicate our thoughts. But is language merely the expression of thoughts, which are themselves produced by other, nonlinguistic parts of our minds? Or does language play a more transformative role in human cognition, allowing us to have thoughts that we otherwise could (or would) not have? Recent developments in artificial intelligence and cognitive science have reinvigorated this old question. Could language hold the key to the emergence of both artificial intelligence and important aspects of human intelligence? The four contributions in this symposium address this question by drawing on behavioral and neural evidence from people, and the remarkable recent developments in AI which appear to show that artificial neural networks trained on language come to have an astonishing range of abilities. Despite the diversity of the speakers' perspectives, the four contributions paint a coherent (if complex) picture: The abilities of large language models (LLMs) serve as an existence proof of just how much can—in principle—be learned from language. LLMs also act as a stress test of cognitive theories. The evidence of neural dissociation between linguistic and conceptual processing points to the multiple realizability of human-like cognition. Finally, there is an acknowledged need for systematic research on how the successes and failures of LLMs inform our understanding of human cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/96z7z7sw", "frozenauthors": [ { "first_name": "Gary", "middle_name": "", "last_name": "Lupyan", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Sean", "middle_name": "", "last_name": "Trott", "name_suffix": "", "institution": "UC San Diego", "department": "" }, { "first_name": "Martin", "middle_name": "", "last_name": "Zettersten", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Hunter", "middle_name": "", "last_name": "Gentry", "name_suffix": "", "institution": "Kansas State University", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Ivanova", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49135/galley/37096/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49135/galley/38641/download/" } ] }, { "pk": 49313, "title": "The role of language-specific and domain-general working memory resources in predictive language processing", "subtitle": null, "abstract": "A core aspect of language comprehension is predictive processing, which supports real-time inferences under uncertainty. Real-time prediction is constrained by the mind's limited working memory (WM) resources, which are required for maintaining the context that supports prediction, and for reallocating degrees of belief across inferred interpretations as new pieces of information (e.g., words) are perceived. What is the nature of this WM resource? Is it language-specific or shared between language and other cognitive domains? Do both domain-general and domain-specific resources support prediction? Here, we study this question using an individual differences approach. We collected self-paced reading times of naturalistic paragraphs in English and measured, for each participant, their domain-general WM (backwards digit span) and linguistic WM (reading span). We quantified predictive processing as the relationship between surprisal and reading time. We found that surprisal influenced reading times more strongly in participants with (1) stronger domain-general WM, but (2) weaker linguistic WM, although the latter relationship was less reliable. Our results indicate that domain-general WM could contribute to predictive processing during language comprehension. We discuss several theoretical interpretations of this finding, we well as potential reasons for the discrepancy between our results and past studies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Language Comprehension; Memory; Predictive Processing" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/18t463mw", "frozenauthors": [ { "first_name": "Tovah", "middle_name": "", "last_name": "Irwin", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Idan", "middle_name": "A", "last_name": "Blank", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49313/galley/37274/download/" } ] }, { "pk": 49709, "title": "The Role of Nonverbal IQ in Diagnosing Developmental Language Disorder in Multilingual Children", "subtitle": null, "abstract": "Abstract\nPrevious research has been inconsistent in approaching the exclusion criterion of nonverbal IQ when investigating developmental language disorder (DLD) in monolingual and multilingual children. The present study investigates the influence of the controversial low nonverbal IQ range (between one and two standard deviations (SD) below the mean) on lexical and morpho-syntactical abilities. 91 multilingual children, aged 4-8;11, were tested on Crosslinguistic Lexical Task and Sentence Repetition Task in Germany. Data were analyzed using generalized linear mixed models, considering the factors nonverbal IQ, DLD status, age, gender, and length of exposure (LoE) to German. Results show that children with typical language development (TLD) outperformed those with DLD on the LITMUS tests, independent of their nonverbal IQ, supporting the validity of these tools. Language status (TLD/DLD) and LoE had the strongest impact on test performance, exceeding the effect of nonverbal IQ. Regardless of language status, nonverbal IQ affected only receptive vocabulary but not productive vocabulary or morpho-syntax. However, when applying the one SD threshold, its influence shifted from receptive vocabulary to morpho-syntactic abilities. No significant differences were found between average and low nonverbal IQ groups across most tests within the TLD and DLD groups.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Cognitive development; Language Comprehension; Language Production; Statistics" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2s85c5gd", "frozenauthors": [ { "first_name": "Jenny", "middle_name": "", "last_name": "Thillmann", "name_suffix": "", "institution": "TU Dortmund University", "department": "" }, { "first_name": "Tina", "middle_name": "", "last_name": "Ghaemi", "name_suffix": "", "institution": "TU Dortmund University", "department": "" }, { "first_name": "Anna-Lena", "middle_name": "", "last_name": "Scherger", "name_suffix": "", "institution": "TU Dortmund University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49709/galley/37671/download/" } ] }, { "pk": 49590, "title": "The Role of Object Attention in Relational Mapping Changes Over Development", "subtitle": null, "abstract": "Relational reasoning develops slowly. Children's difficulty may stem from the difficulty of inhibiting object attention, but the role of object attention in relational reasoning remains unclear.\nExperiment 1 tested the hypothesized trade-off between processing relational and object information using a novel match-then-recognize paradigm. The relational-mapping task required participants to match ordinal positions of objects, followed by an object memory test.\nIn adults, there was a clear trade-off: object recognition was negatively correlated with relational mapping. Children's object recognition was lower than adults' but positively correlated with relational matching. Experiment 2 further tested the role of inhibition by occluding object matches. Surprisingly, older children and adults actively removed occluders, to their own detriment, whereas the youngest children neither removed occluders nor were helped by them. \nFindings suggest that selective attention can be crucial for relational reasoning, but ignoring object information may be less important for success than total allocated attention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Analogy; Cognitive development; Development; Spatial cognition; Developmental analysis" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9366g7rn", "frozenauthors": [ { "first_name": "Yujia", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Opfer", "name_suffix": "", "institution": "The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49590/galley/37552/download/" } ] }, { "pk": 50122, "title": "The Role of Plant Gestalt in Plant Embodied Cognition", "subtitle": null, "abstract": "I propose that plant cognition is better understood by focusing on the overall form and structure of a plant that continuously unfolds via growth—its gestalt—rather than discrete movements of individual parts, such as roots, stems, or leaves. I conceptualize plant gestalt as a self regulating, dynamic, fractal structure that modulates information flow and simultaneously channels resources across scales, thereby coordinating perception-action within the plant and with other organisms. By integrating concepts like pink noise and self organized criticality, I link the statistical signatures of optimal coupling to the physical architecture of living plants. This structural lens reframes plant cognition: rather than being merely distributed beyond a nervous system, form follows function and is materially enacted by the ever changing topology of plant bodies. Recognizing gestalt growth as a cognitive substrate opens new research avenues into how plants sense, decide, and adapt, with the possibility of analyzing it as records of past decisions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Biology; Complex systems; Distributed cognition; Embodied Cognition" } ], "section": "Abstracts with Poster Presentation (accepted as Abstracts)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7m6300jv", "frozenauthors": [ { "first_name": "Anna", "middle_name": "", "last_name": "Finke", "name_suffix": "", "institution": "University of Murcia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50122/galley/38084/download/" } ] }, { "pk": 49922, "title": "The Role of Siblings on Infant Language Exposure in Daylong Audio Recordings", "subtitle": null, "abstract": "The language children hear every day is important for language learning. Different sets of speakers may lead to different kinds of speech: Speech directed at a child or speech directed to another adult or a sibling. We aimed to quantify how the presence of a sibling, specifically, affects dynamics of speech in a home. Using day long audio recordings from homes in the United States, we measured the amount of target child-directed and overheard speech in the home of infants in families with and without older siblings. Infants with an older sibling experienced significantly more overheard speech and significantly less speech directed to them, than infants without an older sibling. However, families with and without older siblings did not differ in the total amount of child-directed input, directed to either sibling. These findings suggest a more complicated relationship between overheard speech and language learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Cognitive development; Development; Language acquisition; Corpus studies" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0kx8m470", "frozenauthors": [ { "first_name": "Maily", "middle_name": "", "last_name": "Galindo", "name_suffix": "", "institution": "University of Illinois at Urbana Champaign", "department": "" }, { "first_name": "Jessica", "middle_name": "L", "last_name": "Montag", "name_suffix": "", "institution": "University of Illinois", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49922/galley/37884/download/" } ] }, { "pk": 49786, "title": "The Role of Spatial Frequency in Cuteness Discrimination of Infant Faces: An EEG Study", "subtitle": null, "abstract": "Infant facial cuteness serves as an evolutionary mechanism to enhance survival prospects by eliciting caregiving behaviors in adults. Spatial frequency (SF) processing is the basic mechanism for visual analysis. However, how different SFs contribute to the neural mechanisms underlying cuteness discrimination of infant faces remains poorly understood. To address this question, this study investigated how low SF (LSF) and high SF (HSF) differently modulate cuteness discrimination by behavioral accuracy measurement, event-related potential (ERP), time-frequency and functional connectivity analysis on recorded electroencephalogram (EEG) signals. Thirty participants performed a paired-comparison task in which they selected the cuter one face from two infant faces filtered with broad SF (BSF), LSF-only, or HSF-only. The behavioral results indicated that participants' cuteness discrimination ability in BSF condition was higher than that in LSF and HSF conditions. Time domain analysis revealed LSF faces elicited larger P1 amplitudes, while HSF faces evoked enhanced N170 and P300 components. Time-frequency and functional connectivity analyses further identified stronger theta-band oscillations and increased theta-band connectivity in posterior area when HSF faces were presented. These findings provide novel insights into the neural mechanisms underlying cuteness discrimination and highlight the importance of SFs integration in social face processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Psychology; Face Processing" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/839735zj", "frozenauthors": [ { "first_name": "Mengni", "middle_name": "", "last_name": "Zhou", "name_suffix": "", "institution": "Taiyuan University of Technology", "department": "" }, { "first_name": "Runan", "middle_name": "", "last_name": "Ding", "name_suffix": "", "institution": "Taiyuan University of Technology", "department": "" }, { "first_name": "Yanqing", "middle_name": "", "last_name": "Dong", "name_suffix": "", "institution": "Taiyuan University of Technology", "department": "" }, { "first_name": "Xin", "middle_name": "", "last_name": "Wen", "name_suffix": "", "institution": "Taiyuan University of Technology", "department": "" }, { "first_name": "Jie", "middle_name": "", "last_name": "Xiang", "name_suffix": "", "institution": "Taiyuan University of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49786/galley/37748/download/" } ] }, { "pk": 49254, "title": "The Role of Structural Input Features in Statistical Learning", "subtitle": null, "abstract": "Two learning mechanisms have been suggested to underlie statistical learning: computation of transitional probabilities and chunking. It remains an open question though what determines which mechanism is used. In this study, we examined whether learning mechanisms are exploited differentially depending on the structure of the input to be learned. More specifically, we investigated whether the strength of the relationships between elements in the input structure and the presence of higher-order relationships influence the employment of the mechanisms. Participants were presented with three different input structures. We measured reaction times in a self-paced statistical learning task and created Bayesian models that formalised different learning mechanisms. The results show that the employment of the learning mechanisms indeed depends on the input structure. Further studies will need to examine a more specific mapping between the input structures and the learning mechanisms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Concepts and categories; Reasoning; Bayesian modeling" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2sc7n1bn", "frozenauthors": [ { "first_name": "Danaja", "middle_name": "", "last_name": "Rutar", "name_suffix": "", "institution": "University of Primorska", "department": "" }, { "first_name": "Erwin", "middle_name": "Johannes", "last_name": "de Wolff", "name_suffix": "", "institution": "TNO", "department": "" }, { "first_name": "Johan", "middle_name": "", "last_name": "Kwisthout", "name_suffix": "", "institution": "Donders Centre for Cognition", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49254/galley/37215/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49254/galley/38760/download/" } ] }, { "pk": 49774, "title": "The Role of Task-Unrelated Thinking Characteristics and Function in Affect Regulation During Online and On-site Classes", "subtitle": null, "abstract": "Task-unrelated thinking (TUT) can impact both performance and well-being, yet its role in affect regulation remains underexplored, especially in an educational context. This study examined TUT level, characteristics, and functions in 173 on-site and 143 online students, assessing their affect and class experiences in an ecological setting. While overall TUT levels did not differ between groups, distinctions emerged in characteristics (e.g., inner speech) and functions (e.g., stimulation or avoidance). Valence was the only characteristic predicting prospective sadness or anxiety. Using TUT for problem-solving or avoidance was linked to increased sadness, whereas using it for stimulation was linked to reduced anxiety. These findings highlight that TUT's effects depend more on its nature and purpose than its frequency. The observed link between avoidance-related TUT and negative affect has significant implications for clinical psychology and educational settings, particularly in understanding emotion regulation in online and on-site learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Emotion; Mood" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8d87t5kg", "frozenauthors": [ { "first_name": "Natalia", "middle_name": "", "last_name": "Cichecka", "name_suffix": "", "institution": "SWPS University", "department": "" }, { "first_name": "Angelika", "middle_name": "", "last_name": "Marszolek", "name_suffix": "", "institution": "SWPS University", "department": "" }, { "first_name": "Hanna", "middle_name": "", "last_name": "Gelner", "name_suffix": "", "institution": "Polish Academy of Science", "department": "" }, { "first_name": "Katarzyna", "middle_name": "", "last_name": "Orpych", "name_suffix": "", "institution": "SWPS University", "department": "" }, { "first_name": "Malgorzata", "middle_name": "", "last_name": "Para", "name_suffix": "", "institution": "SWPS University", "department": "" }, { "first_name": "Michal", "middle_name": "", "last_name": "Skorupski", "name_suffix": "", "institution": "SWPS University", "department": "" }, { "first_name": "Monika", "middle_name": "", "last_name": "Kornacka", "name_suffix": "", "institution": "SWPS University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49774/galley/37736/download/" } ] }, { "pk": 49799, "title": "The Role of Worldview Congruence in Misinformation Correction: A Bayesian Approach to Belief Updating", "subtitle": null, "abstract": "Misinformation poses a growing challenge in society, particularly as people seem reluctant to revise discredited information. However, emerging research suggests that people's persistence in believing discredited information is sometimes rational, with individuals applying their own assumptions in a consistent way. In this experimental study, we employ a political vignette with a false accusation to show that even in politically charged contexts, people can correct misinformation and return their beliefs to baseline. Our results demonstrate that participants' belief updating generally aligns with Bayesian predictions, although with a more conservative approach. With regards to source evaluation, participants were more likely to downgrade the reliability of an accuser's claim when it conflicted with their political views but returned to their initial assessments after the correction. This suggests that while worldview can affect source evaluation at the individual level, this effect does not necessarily translate into a broader erosion of institutional credibility. This study enhances our understanding of how worldview influences belief revision and source evaluation, especially in politically sensitive contexts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Behavioral Science; Reasoning; Social cognition; Bayesian modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8zz254xk", "frozenauthors": [ { "first_name": "Greta", "middle_name": "Arancia", "last_name": "Sanna", "name_suffix": "", "institution": "UCL", "department": "" }, { "first_name": "Toby", "middle_name": "D", "last_name": "Pilditch", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Lagnado", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49799/galley/37761/download/" } ] }, { "pk": 49745, "title": "The Roles of Speech Complexity and Pointing Gesture in Guiding Children's Attention During Shared Book Reading", "subtitle": null, "abstract": "Shared book reading is widely acknowledged for its positive impact on language development, as it exposes children to complex linguistic structures not typically encountered in daily conversation. However, the mechanisms through which shared reading supports language acquisition remain less well understood. This study investigates the effects of speech complexity and gesture use on children's real-time word learning from books. Using a dual head-mounted eye-tracking paradigm, we assessed gaze dynamics in 18- to 24-month-old children during naturalistic book reading with their parents. Our findings indicate that while parental speech is rich in linguistic diversity, children at this age exhibit a preference for simpler sentence structures. Simpler sentences and imperatives, particularly when paired with child gestures, appear to capture children's attention most effectively. This study emphasizes the interplay between speech complexity, gesture, visual attention, and word learning, demonstrating that multimodal input plays a critical role in facilitating language acquisition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Language acquisition; Eye tracking; Gesture analysis; Qualitative Analysis" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/24c943sj", "frozenauthors": [ { "first_name": "Yayun", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Sander", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Thalassia", "middle_name": "", "last_name": "Kontino", "name_suffix": "", "institution": "Utrecht University", "department": "" }, { "first_name": "Caroline", "middle_name": "F", "last_name": "Rowland", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "University of Texas at Austin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49745/galley/37707/download/" } ] }, { "pk": 49149, "title": "The scope of generic generalizations: developmental changes in judgments about contextually-restricted generics.", "subtitle": null, "abstract": "Generalizations are powerful tools that agents rely on to predict and control their environments. However, some generalizations are restricted to \"sociocultural bubbles\" (e.g. \"women have trouble getting tenure in math\"). How are such patterns communicated? We report one interdisciplinary study — bridging philosophy, linguistics, and cognitive developmental psychology — which examined the developing capacity for contextual restriction of generics in 4-7-year-olds and adults (N=200). We provided context cues signaling that the speaker used a generic generalization to convey a broad vs. contextually-restricted regularity, and measured endorsement of generics attributing properties prevalent globally vs. within \"bubbles\". Adults endorsed generics flexibly, tracking context cues, but younger children struggled, over-attributing socially-contingent properties to the group beyond the \"bubble\", on par with context-general regularities. This reveals a troubling discrepancy between children and adults' interpretations of generics, opening the door for miscommunication. We discuss strategies to mitigate this in educational and family communication settings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3c17j9r6", "frozenauthors": [ { "first_name": "Katherine", "middle_name": "", "last_name": "Ritchie", "name_suffix": "", "institution": "University of California, Irvine", "department": "" }, { "first_name": "Alejandro", "middle_name": "", "last_name": "Curiel", "name_suffix": "", "institution": "California State University East Bay", "department": "" }, { "first_name": "Tiffany", "middle_name": "A.", "last_name": "Zhu", "name_suffix": "", "institution": "University of California, Irvine", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Pederneschi", "name_suffix": "", "institution": "University of California Irvine", "department": "" }, { "first_name": "Ny", "middle_name": "", "last_name": "Vasil", "name_suffix": "", "institution": "California State University East Bay", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49149/galley/37110/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49149/galley/38655/download/" } ] }, { "pk": 49571, "title": "The self-regulated learning paradox: Or, one reason why educational interventions might fail", "subtitle": null, "abstract": "Why do large-scale field experiments in education often have muted effects? Drawing on system dynamics and self-regulated learning theory, we sought answer this question by simulating the behavior of self-regulated (discrepancy-reducing) learners over time affected by different types of educational interventions. We analyze three types of interventions: changing students' learning rates (learning strategies), intercepts (prior knowledge or teaching effectiveness), and norms of study (achievement goals). We uncover situations where educational interventions can affect achievement in the short run, but typical cross-sectional analyses do not find a measurable effect in the long run. Results indicate that highly motivated, self-regulated learners may resist external interventions, particularly those targeting learning strategies or prior knowledge. In contrast, interventions show the greatest effect on achievement when students are under time constraints and struggling to achieve their desired performance. Ultimately, self-regulated learners may be the hardest to help, a phenomenon we call the \"self-regulated learning paradox.\"", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Education; Psychology; Complex systems; Instruction and teaching; Dynamic Systems Modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2ms8v453", "frozenauthors": [ { "first_name": "Brendan", "middle_name": "", "last_name": "Schuetze", "name_suffix": "", "institution": "University of Utah", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49571/galley/37533/download/" } ] }, { "pk": 50188, "title": "The (side) effects of medicalization: How viewing mental disorders as brain disorders shapes perceptions of onset, recovery, severity, and treatment efficacy in the general public", "subtitle": null, "abstract": "The question of whether mental disorders are brain disorders has sparked curiosity in cognitive science for years. But does framing mental disorders as brain disorders actually help the public better understand and engage with mental health? What do people understand when we call something a brain disorder, and why does it matter if mental illnesses are described as brain-based? To explore these questions, we conducted three quantitative vignette studies with a UK-based general public sample, focusing on perceptions of seven mental disorders: ADHD, ASD, OCD, major depressive disorder, anorexia nervosa, schizophrenia, and bipolar disorder (as defined in the DSM-5-TR). Our findings show that seeing mental disorders as brain disorders is linked to beliefs about greater severity, earlier onset, longer duration, lower chances of recovery, and higher effectiveness of medication. These results highlight how public perceptions might impact reasoning and decision-making about mental health.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Philosophy; Psychology; Behavioral Science; Perception; Survey" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9s0424c0", "frozenauthors": [ { "first_name": "Olha", "middle_name": "", "last_name": "Guley", "name_suffix": "", "institution": "ENS, CNRS, EHESS", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Nettle", "name_suffix": "", "institution": "ENS, CNRS, EHESS", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50188/galley/38150/download/" } ] }, { "pk": 50267, "title": "The superiority of graphics over text in long-term memory retention", "subtitle": null, "abstract": "Graphical representations of data are pervasive in modern communication and are often used to convey socio-economic, scientific and medical information. Despite their popularity, it is still unknown whether they can enhance the long-term retention of their content. We conducted an incidental delayed recall task with psychology undergraduates (N=92), in which participants read about the evolution of a socio-economic phenomenon, with few datapoints presented either as a graphics, a text, or a table. We found that graphics facilitated the remembering of the general trends of the data after a two-hour interval. No advantage was found on immediate recall of numerical values in another sample of participants (N=80). Thus, even for equal initial encoding of numerical information, and even for very concise materials, graphics facilitate long-term retention. Overall, the study reveals the potential of graphics as effective tools for enhancing memory retention and therefore highlights their valuable role in educational settings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Education; Psychology; Instruction and teaching; Learning; Memory" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2k3906g9", "frozenauthors": [ { "first_name": "Lorenzo", "middle_name": "", "last_name": "Ciccione", "name_suffix": "", "institution": "Coll�ge de France - PSL University", "department": "" }, { "first_name": "Syalie", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Coll�ge de France", "department": "" }, { "first_name": "Stanislas", "middle_name": "", "last_name": "Dehaene", "name_suffix": "", "institution": "NeuroSpin Center, CEA DRF/I2BM, INSERM, UnicersitŽ Paris-Sud, UniversitŽ Paris-Saclay", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50267/galley/38229/download/" } ] }, { "pk": 50248, "title": "The Temporal Evolution of Implicit Bias in Perceptual Decision-Making", "subtitle": null, "abstract": "Priors shape decision-making, but how bias emerges remains unclear. Using a drift-diffusion model, we analyzed data from 40 participants completing a forced-choice task in which they judged the direction of apparent motion of dot stimuli of varying coherence. For one stimulus color, unbeknownst to participants, one direction occurred more frequently (positive prior), whereas for the other color, the frequencies were balanced. Results show drift rate increased throughout learning for both conditions. However, a greater drift rate emerged early for the positive prior condition, indicating a rapid increase in evidence accumulation consistent with the prior. Starting point increased gradually with practice only in the positive prior condition, suggesting that participants acquired a bias toward the prior-consistent outcome. These findings suggest that perceptual decision-making bias emerges through both a rapid allocation of attention to information consistent with the prior and a gradual development of response bias toward the globally more frequent outcome.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Decision making; Perception; Computational Modeling; Psychophysics" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5jq714hc", "frozenauthors": [ { "first_name": "Stephanie", "middle_name": "", "last_name": "Wert", "name_suffix": "", "institution": "UCLA", "department": "" }, { "first_name": "Aidan", "middle_name": "", "last_name": "Seidle", "name_suffix": "", "institution": "Purdue University", "department": "" }, { "first_name": "Jesse", "middle_name": "", "last_name": "Rissman", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Knowlton", "name_suffix": "", "institution": "UCLA", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50248/galley/38210/download/" } ] }, { "pk": 49339, "title": "The trade-off between rule-based thinking and mutual benefit in tacit coordination", "subtitle": null, "abstract": "One way to solve a repeated coordination problem is to generalize from past solutions: acting based on precedent or relying on existing rules. An alternative way is to reason about what would be optimally mutually beneficial in the moment. We investigate the trade-off between backward-looking behavior based on precedent and forward-looking reasoning about mutual benefit in a novel real-time incentivized coordination game (n = 252; 22,680 choices; preregistered). Then, we develop a cognitive model based on virtual bargaining and Bayesian inverse joint-planning which combines two components: one based on precedent, and one based on mutual benefit. Our model captures participants' behavior in the task, performs better than alternatives, and reproduces key differences between conditions in simulations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Decision making; Social cognition; Bayesian modeling; Computational Modeling" } ], "section": "Abstracts with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4rg5b61f", "frozenauthors": [ { "first_name": "Arthur", "middle_name": "", "last_name": "Le Pargneux", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Sydney", "middle_name": "", "last_name": "Levine", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Fiery", "middle_name": "", "last_name": "Cushman", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/49339/galley/37300/download/" } ] }, { "pk": 50422, "title": "The Uncanny Valley meets the Humorous Hill: Things are funny when they match a pattern but fall short on quality", "subtitle": null, "abstract": "We propose the \"Humorous Hill\" hypothesis: things are funny when they match an expected pattern, but fall short of being good. We suggest this form of humor underlies the amusement felt towards many of children's utterances, and much of the recent engagement with AI. We tested the Humorous Hill by using language models (LMs) to create novel examples of open-ended categories in two domains (paint colors and movie titles). The LMs varied in quality and architecture, including n-gram models with increasing windows (2-grams to 9-grams), and increasingly sophisticated transformer-based models (GPT babbage to GPT-4). Participants (N=300) rated items for category membership, goodness of fit, and humor. Across models and categories, we found an inverted U-shaped relationship between humor and accuracy. We propose that much of people's engagement with artificial agents is driven by finding their outputs humorous, rather than good – a form of humor that also applies to children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Philosophy; Psychology; Concepts and categories; Reasoning; Representation; Computational Modeling" } ], "section": "Member Abstracts with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6416t61p", "frozenauthors": [ { "first_name": "Antara", "middle_name": "R", "last_name": "Bhattacharya", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Hu", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Tomer D.", "middle_name": "", "last_name": "Ullman", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2025-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/50422/galley/38384/download/" } ] } ] }