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{ "count": 38386, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=35500", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=35300", "results": [ { "pk": 32832, "title": "A Functional Taxonomy of Abstract Plan Failures", "subtitle": null, "abstract": "To reason about a plan failure requires an appropriate explanation of the failure. Such explanations, as has been argued elsewhere, can be generated by instantiating and adapting abstract knowledge structures. But the two fundamental goals in reasoning about failure, recovering from the failure and repairing the knowledge that led to the failure, require qualitatively different types of explanation. This paper presents an abstract taxonomization of failures, oriented toward the latter problem. Each abstract failure type in the taxonomy is tied to heuristics for recognizing occurrences of failures of that type and for identifying the knowledge that can be repaired to avoid future occurrences of the same failure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Case Representation and Adoptation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5g32b3k9", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "", "last_name": "Owens", "name_suffix": "", "institution": "The University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32832/galley/23892/download/" } ] }, { "pk": 32882, "title": "A Graph Propagation Architecture for Massively-Parallel Constraint Processing of Natural language", "subtitle": null, "abstract": "We describe a model of natural language understanding based on the notion of propagating constraints in a semantic memory. This model contains a massively-parallel memory-network in which constraint graphs that represent syntactic and other constraints that are associated awith the nodes that triggered activations are propagated. The propagated constraint graphs of complement nodes that coUide with the constraint graphs postulated by the head nodes are unified to perform constraint applications. This mechanism handles linguistic phenomena such as case, agreement, binding and control in a principled manner in effect equivalent to the manner that they are handled in modern linguistic theories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Language Understanding", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8cn6w2q2", "frozenauthors": [ { "first_name": "Hideto", "middle_name": "", "last_name": "Tomabechi", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32882/galley/23942/download/" } ] }, { "pk": 32812, "title": "A Knowledge Representation Scheme for Computational Imagery", "subtitle": null, "abstract": "After many years of neglect, the topic of mental imagery has recently emerged as an active area of debate. One aspect of this ongoing debate is whether an image is represented as a description or a depiction of its components. This paper is not so concerned with how mental images are stored, as with what machine representations will provide a basis for imagery as a problem solving paradigm in artificial intelligence. In fact, we argue that a knowledge representation scheme that combines the ability to reason about both descriptions and depictions of images best facilitates the efficient implementation of the processes involved in imagery.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Imagery", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7nk0v666", "frozenauthors": [ { "first_name": "Dimitri", "middle_name": "", "last_name": "Papadias", "name_suffix": "", "institution": "Queen's University", "department": "" }, { "first_name": "Janice", "middle_name": "", "last_name": "Glasgow", "name_suffix": "", "institution": "Queen's University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32812/galley/23872/download/" } ] }, { "pk": 36638, "title": "A Look at Learner Strategy Use and ESL Proficiency", "subtitle": null, "abstract": "This paper discusses part of a study conducted recently in which the patterns of learner strategy use of university-level, Asian ESL students were examined, here specifically in relation to the students’ level of ESL proficiency. Strategy use was assessed through the Strategy Inventory of Language Learning (SILL), and proficiency was determined by TOEFL scores. It was the purpose of this part of the study to investigate both the frequency of use and the choice of strategies by students at intermediate and advanced levels of ESL proficiency. Research in the identification and application of successful learner strategies—research in learning not only what but how to learn—can help lead educators and students toward the goal of learner autonomy.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7nz4793f", "frozenauthors": [ { "first_name": "Victoria", "middle_name": "", "last_name": "Phillips", "name_suffix": "", "institution": "University of California Extension, San Francisco and Golden Gate University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36638/galley/27488/download/" } ] }, { "pk": 32847, "title": "Ambiguity Resolution: Behavioral Evidence for a Delay", "subtitle": null, "abstract": "This paper presents experimental evidence for a model of human language processing in which ambiguity resolution is delayed when there is a conflict between semantic contextual bias and the syntactically preferred interpretation. If there is no conflict, an immediate decision is made. Decision is not delayed indefinitely; the length of the delay is limited by available processing resources.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Word and Concept Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9cs3c20c", "frozenauthors": [ { "first_name": "Laurie", "middle_name": "A.", "last_name": "Stowe", "name_suffix": "", "institution": "The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32847/galley/23907/download/" } ] }, { "pk": 32828, "title": "A Model-Based Approach to Case Adaptation", "subtitle": null, "abstract": "In case-based reasoning, a given problem is solved by adapting the solutions to similar problems encountered in the past. A major task in case-based problem solving is to generate modifications that are useful for adapting a previous solution to solve the present problem. We describe a model-based method that uses qualitative models of cjises for generating useful modifications. The qualitative model of a case expresses a problem solver's comprehension of how the solution satisfies the constraints of the problem. We illustrate the model based method in the context of case-based design of physical devices. A designer's understanding of how the structure of a previously encountered design produces its functions is expressed in the form of a function structure model. The functional differences between a given problem and a specific case are mapped into structural modifications by a family of modification generation plans. Each plan is applicable to a specific type of functional difference, and uses the function structure model to identify the specific components that need to be modified. We discuss the evaluation of this model-based method in", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Case Representation and Adoptation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3hr72201", "frozenauthors": [ { "first_name": "Ashok", "middle_name": "K.", "last_name": "Goel", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32828/galley/23888/download/" } ] }, { "pk": 32953, "title": "A Modular Natural Language Processing Architechture to Aid Novel Interpretation", "subtitle": null, "abstract": "Successful and robust natural language processing must efficiently integrate multiple types of information to produce an interpretation of input. Previous approaches often rely heavily on either syntax or semantics, verbspecific or highly general representations. A careful task analysis identifies principled subsets of information from across these spectra are needed. This presents challenges to efficient and accurate processing. W e present a modular architecture whose components reflect the distinct types of information used in processing. Its control mechanism specifies the principled manner in which components share information. W e believe this architecture provides benefits for processing sentences with novel verbs, ambiguous sentences, and sentences with constituents placed outside their canonical position.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/132260sd", "frozenauthors": [ { "first_name": "Justin", "middle_name": "", "last_name": "Peterson", "name_suffix": "", "institution": "College of Computing", "department": "" }, { "first_name": "Dorrit", "middle_name": "", "last_name": "Billman", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32953/galley/24014/download/" } ] }, { "pk": 32946, "title": "Analogical Transfer by Constraint Satisfaction", "subtitle": null, "abstract": "The robustness of analogical transfer based on the A C M E modeling of mapping by constraint satisfaction (Holyoak & Thagard, 1989) was investigated in a series of computational experiments using Hinton's (1986) \"family tree\" problem. Propositions were deleted randomly from the full representations of either both analogs (descriptions of an English and an Italian family) or just the target, and after mapping a \"copy with substitutions\" procedure was used to generate transfer propositions intended to restore the full representational structures. If as many as 5 0 % of the propositions in the target analog were deleted, the system was able to recreate all of the missing information without error; significant recovery was obtained even if as many as 8 0 % of the target propositions were deleted. Robustness was only slightly reduced when the two analogs lacked any similar predicates, so that mapping depended solely on structural constraints. Transfer was much more impaired when deletions were made from both analogs, rather than just the target. The results indicate that for isomorphic representations, analogical transfer by constraint satisfaction can exceed the regenerative capacity of general learning algorithms, such as back-propagation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8xv5j0x5", "frozenauthors": [ { "first_name": "Eric", "middle_name": "R.", "last_name": "Melz", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Keith", "middle_name": "J.", "last_name": "Holyoak", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32946/galley/24006/download/" } ] }, { "pk": 32949, "title": "An Alternative to Deduction", "subtitle": null, "abstract": "Deductive representaticais are well defmed, easily inspected, and precise. However, they are also brittle, inflexible and difficult to debug. W e propose a plausible representation whose inference mechanism is weaker than its deductive counterpart. This will allow it to reason with knowledge which is less precise, and replaces the notion of global consistency, with the weaker constraint of local consistency in its explanations ^", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/36s4f7p6", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Oblinger", "name_suffix": "", "institution": "University of Illinois", "department": "" }, { "first_name": "Gerald", "middle_name": "", "last_name": "DeJong", "name_suffix": "", "institution": "University of Illinois", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32949/galley/24010/download/" } ] }, { "pk": 32970, "title": "A Neural Model of Temporal Sequence Generation with Interval Maintenance", "subtitle": null, "abstract": "Based on an interference theory of forgetting in short-term memory (STM), we model STM by a network of neural limits with mutual inhibition. Sequences are acquired by combining a Hebbian learning rule and a normalization rule with sequential system activation. As long as sequences are acquired, they can be recognized without being affected by speeds in presentation. The model of sequence reproduction consists of two reciprocally connected networks, one of which behaves as sequence recognizers. Reproduction of complex sequences is shown to be able to maintain interval lengths of sequence components. A mechanism of degree self-tuning based on a global inhibitor is proposed for the model to optimally learn required context lengths in order to disambiguate associations in complex sequence reproduction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6g07p1wg", "frozenauthors": [ { "first_name": "DeLiang", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Michael", "middle_name": "A.", "last_name": "Arbib", "name_suffix": "", "institution": "University of Southern California", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32970/galley/24031/download/" } ] }, { "pk": 36644, "title": "Annotated Bibliography of Research in Writing in a Nonnative Language", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0gd4g5cg", "frozenauthors": [ { "first_name": "Sandra", "middle_name": "R.", "last_name": "Schecter", "name_suffix": "", "institution": "Center for the Study of Writing and Literacy/ University of California, Berkeley", "department": "" }, { "first_name": "Linda", "middle_name": "A.", "last_name": "Harklau", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36644/galley/27494/download/" } ] }, { "pk": 32879, "title": "An On-Line Model of Human Sentence Interpretation", "subtitle": null, "abstract": "This paper presents a model of the human sentence interpretation process, concentrating on modeling psycholinguistic data through the use of rich semantic and grammatical knowledge and expectations. The interpreter is an on-line model, in that it reads words left-to-right, maintaining a partial interpretation of the sentence at all times. It is strongly interactionist in using both bottom-up evidence and topdown suggestions to access a set of constructions to be used in building candidate interpretations. It uses a coherencebased selection mechanism to choose among these candidate interpretations, and allows temporary limited parallelism to handle local ambiguities. The interpreter is a unified one, with respect to both representation and process. A single kind of knowledge structure, the grammatical construction, is used to represent lexical, syntactic and semantic knowledge, and a single processing module is used to access and integrate these structures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Language Understanding", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2gm4h5fc", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Jurafsky", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32879/galley/23939/download/" } ] }, { "pk": 32896, "title": "An Operator-Based Attentional Model of Rapid Visual Counting", "subtitle": null, "abstract": "In this paper we report on the use of our operatorbased model of human covert visual attention [Wiesmeyer and Laird, 1990] to account for reaction times in counting tasks in which a stimulus is presented and left undisturbed until a response is made. Previous explanations have not employed &n attentionally-driven model. Our model, which is based on the Model Human Processor [Card et a/., 1983], is an early selection model in which an attentional \"zoom lens\" [Eriksen and Yeh, 1985] operates under the control of cognition in order to both locate features in visual space and improve the quality of featural information delivered to short-term memory by perception. W e have implemented our model and the control structures to simulate rapid counting tasks in the Soar cognitive architecture [Laird et al., 1987], which has been suggested as the basis for a unified theory of cognition [Newell, 1990]. Reaction times in the counting task are explained using operator traces that correspond to sequences of deliberate acts having durations in the 50 msec range.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Attention and Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8767p4bg", "frozenauthors": [ { "first_name": "Mark", "middle_name": "", "last_name": "Wiesmeyer", "name_suffix": "", "institution": "The University of Michigan", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32896/galley/23956/download/" } ] }, { "pk": 32941, "title": "A Revision-Based Model of Instructional Multi-Paragraph Discourse Production", "subtitle": null, "abstract": "To communicate effectively, intelligent tutoring systems should be able to generate clear explanations of phenomena in their domain. To explain complex phenomena in scientific domains, they must be able to produce extensive multiparagraph discourse. Traditionally, discourse planners have taken a monoiomc approach to generation: once they make a decision, that decision is never revoked. Because these approaches make no provision for evaluating and modifying a plan after it has been constructed, their flexibility is limited. Tiiis inflexibility is particularly acute when attempting to generate multi-paragraph discourse. W e propose a revision-based model of discourse planning that constructs instructional multiparagraph discourse plans, evaluates them, and restructures them. This is accomplished by delaying organizational commitments as long as possible and interleaving the planner's content determination and organization activities. This model accords well with research on writing. It has been implemented in an experimental system, K N I G H T , a discourse generator for intelligent tutoring systems. K N I G H T generates multiparagraph explanations in the domain of biology. A domain expert hais analyzed KNIGHT's explanations and found them to be clear and accurate.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7t71q5nj", "frozenauthors": [ { "first_name": "James", "middle_name": "C.", "last_name": "Lester", "name_suffix": "", "institution": "University of Texas at Austin", "department": "" }, { "first_name": "Bruce", "middle_name": "W.", "last_name": "Porter", "name_suffix": "", "institution": "University of Texas at Austin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32941/galley/24001/download/" } ] }, { "pk": 36642, "title": "Articulation: The Community College Task in Teaching ESL Writing", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "CATESOL Exchange", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5687g2pg", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Rodriguez", "name_suffix": "", "institution": "California State University, Sacramento", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36642/galley/27492/download/" } ] }, { "pk": 32967, "title": "A Schema-based Approach to Cooperative Behavior", "subtitle": null, "abstract": "Agents can rely on the patterns in the world to make their problem solving more efficient. When working with others, agents can also rely on patterns - patterns for communication and group behavior. We discuss how these patterns may be captured in schemas. W e present two types of schemas: procedural schemas which suggest a course of action for a specific situation, and contextual schemas which contain knowledge about specific kinds of problem solving. Both of these types of schemas affect an agent's ability to solve problems and communicate. Both types of schemas also guide the coordination of the groups working together to solve problems. In this paper, we focus particularly on the ways in which a schema-based approach can help agents to work together by integrating their individual problem solving with the constraints of coordinated behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2c56q2q6", "frozenauthors": [ { "first_name": "Elise", "middle_name": "H.", "last_name": "Turner", "name_suffix": "", "institution": "University of New Hampshire", "department": "" }, { "first_name": "Roy", "middle_name": "M.", "last_name": "Turner", "name_suffix": "", "institution": "University of New Hampshire", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32967/galley/24028/download/" } ] }, { "pk": 32899, "title": "ASK TOM: An Experimental Interface for Video Case Libraries", "subtitle": null, "abstract": "ASK TOM represents a new approach to structuring access to a newly emergent kind of knowledge base, the video case library. It is based on two premises: First, that cases and stories in the form of video clips can provide much of the viscerality and memorability that is lacking from textual forms of presentation; and second, that AI theories, specifically the approaches to memory organization derived from work in case-based reasoning, can provide the structure that is essential to achieving the shared context that makes communication possible. The aspect of AI research that is crucial in providing this structure does not concern algorithms. Rather, it is the content of domains and tasks that is paramount.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Computer Interfaces", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/90j674w1", "frozenauthors": [ { "first_name": "Roger", "middle_name": "C.", "last_name": "Schank", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "William", "middle_name": "", "last_name": "Ferguson", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Lawrence", "middle_name": "", "last_name": "Birnbaum", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Jorn", "middle_name": "", "last_name": "Barger", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Mathew", "middle_name": "", "last_name": "Greising", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32899/galley/23959/download/" } ] }, { "pk": 32937, "title": "Assessing Transfer of a Complex Skill", "subtitle": null, "abstract": "While recent studies have demonstrated various ways that transfer might be achieved in a domain, the measures used to assess transfer rarely stray from lime and error data. This paper examines transfer in the complex skill of computer programming in order to explore more flexible and sensitive methods of assessing transfer. In the experiment, subjects wrote both a P A S C A L and a LISP version of two programming problems. Although a simple accuracy measure provides evidence for knowledge transfer between the two programming languages, measures based on analyses of the task domain (i.e., partialcredit accuracy, strategy use) provide much stronger evidence. Curiously, these measures target different subjects as exhibiting transfer, suggesting that more than one type of knowledge may be available for transfer.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2zq3h06f", "frozenauthors": [ { "first_name": "Irvin", "middle_name": "R.", "last_name": "Katz", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32937/galley/23997/download/" } ] }, { "pk": 32893, "title": "Attention, Automaticity, and Priority Learning", "subtitle": null, "abstract": "It is widely held that there is a distinction between attentive and automatic cognitive processing. In research on attention using visual search tasks, the detection performance of human subjects in consistent mapping paradigms is generally regarded as indicating a shift, with practice, from serial, attentional, controlled processing to parallel, automatic processing, while detection performance in varied mapping paradigms is taken to indicate that processing remains under attentional control. This paper proposes a priority learning mechanism to model the effects of practice and the development of automaticity, in visual search tasks. A connectionist simulation model implements this learning algorithm. Five prominent features of visual search practice effects are simulated. These are: 1) in consistent mapping tasks, practice reduces processing time, particularly the slope of reaction times as a ftinction of the number of comparisons; 2) in varied mapping tasks, there is no change in the slope of the reaction time function; 3) both the consistent and varied effects can occur concurrently; 4) reversing the target and distractor sets produces strong interference effects; and 5) the benefits of practice are a function of the degree of consistency.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Attention and Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0qx555xc", "frozenauthors": [ { "first_name": "Prahlad", "middle_name": "", "last_name": "Gupta", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Walter", "middle_name": "", "last_name": "Schneider", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32893/galley/23953/download/" } ] }, { "pk": 32872, "title": "Avoiding Mis-communication in Concept Explanations", "subtitle": null, "abstract": "This paper offers a mechanism for the generation of expressions that convey a concept to a hearer. These expressions often include rhetorical devices, such as Descriptions and Instantiations. Our mechanism is based on the representation of the preconditions for the understanding of a concept in terms of failures in communication. W e distinguish between two types of communication failures based on their cause: failure due to a hearer's inability to evoke an intended concept, and failure due to the hearer's lack of expertise with respect to the aspects of a concept which are necessary for the comprehension of the discourse. This categorization supports the principled selection of rhetorical devices which are tailored to the prevention of undesirable situations that result in the failure of a communicative goal. These ideas are being implemented in a discourse planner in the domain of high-school algebra.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Distributed Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4gt8d4cw", "frozenauthors": [ { "first_name": "Ingrid", "middle_name": "", "last_name": "Zukerman", "name_suffix": "", "institution": "Monash University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32872/galley/23932/download/" } ] }, { "pk": 36639, "title": "Barrier to Open Access in the Community College: The Effect of Unadapted Campus Written Material on Participation of Nonnative Speakers", "subtitle": null, "abstract": "Recognizing the impact of the changing population on the community college campuses of our nation and the requirement for more attention to the special linguistic needs of nonnative speakers, the author proposes that campus-produced publications and written materials be adapted to encourage and facilitate equal access for all. The author further argues that recruitment, participation, and retention of nonnative speakers can be fostered through not only modified campus-produced materials, but also more explicit registration and support-service procedures. The focus is on adaptation of materials by trained staff in lieu of the provision of bilingual or multilingual materials. A list of recommendations is included.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5464j6zq", "frozenauthors": [ { "first_name": "Sally", "middle_name": "", "last_name": "Gearhart", "name_suffix": "", "institution": "Santa Rosa Junior College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36639/galley/27489/download/" } ] }, { "pk": 32959, "title": "Belief Relativity", "subtitle": null, "abstract": "This paper describes a model of belief systems called belief relativity (BR), which addresses the relationships and structure of knowledge held by multiple interacting agents. This paradigm uses belief reference frames (b-frames) as the main unit of belief spaces, within which an agent's beliefs are stored. B R is concerned with how beliefs are created and revised, how they influence each other within or between b-frames, and how one searches for b-frames that are useful (e.g., that remove contradictions). B R also deals with degrees of belief, propagated along the influences that relate beliefs and b-frames to each other. B R attempts to combine the best features of these idejis into a unified, synergistic framework.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3p09t4ft", "frozenauthors": [ { "first_name": "Donald", "middle_name": "", "last_name": "Rosenbloom", "name_suffix": "", "institution": "University of California, Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32959/galley/24020/download/" } ] }, { "pk": 32835, "title": "Blend Errors During Cued Recall", "subtitle": null, "abstract": "Connectionist models of memory account for recall behavior using processes which simultaneously access multiple memory traces and interactively construct the recalled information. This also allows the models to account for prototyping phenomena, but seems to predict retrieval of composite or \"blended\" information during ordinary recall. By contrast, models that simulate recall as a probabilistic selection of a single trace would not predict recall blend errors. To examine memory blending during recall, three experiments were performed; in each, subjects read sentences, some sharing words with one other sentence. They later recalled the sentences given partial-sentence cues. In all experiments subjects made blend errors, recalling one word from each of two similar sentences more often than one word from each of two dissimilar sentences, as predicted by multiple-trace models. The frequency of blend errors was relatively low, but a good account of this and other aspects of the results was provided by a multipletrace model based on an Interactive Activation network", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Memory for Objects", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2c7858g3", "frozenauthors": [ { "first_name": "Leigh", "middle_name": "Erik", "last_name": "Nystrom", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "James", "middle_name": "L.", "last_name": "McClelland", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32835/galley/23895/download/" } ] }, { "pk": 36648, "title": "Book Bytes", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/39n1m3jr", "frozenauthors": [ { "first_name": "Natalie", "middle_name": "A.", "last_name": "Kuhlman", "name_suffix": "", "institution": "San Diego State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36648/galley/27498/download/" } ] }, { "pk": 32935, "title": "Button Theory: A Taxononmy of Student-Teacher Communication for Interface Design in Computer-Based Learning Environment", "subtitle": null, "abstract": "This paper introduces Button Theory whose two principle goals are, first, to provide a taxonomy of the ways that students might usefully interact with and control a computerbased teacher, and second, to provide a natural mechanism by which they may exercise that control. W e have developed a small but comprehensive set of messages that students would find it useful to convey to a teacher during a tutorial interaction, and have associated each message with a button presented iconically on the computer screen W e describe our experience with the use of Button Theory in a prototype computer-based teaching system, and demonstrate how, even with rather simple mechanisms, this framework enables surprisingly rich interactions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8f88w959", "frozenauthors": [ { "first_name": "Menachem", "middle_name": "", "last_name": "Jona", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Bell", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Lawrence", "middle_name": "", "last_name": "Birnbaum", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32935/galley/23995/download/" } ] }, { "pk": 32925, "title": "Can Double Dissociation Uncover the Modularity of Cognitive Processes?", "subtitle": null, "abstract": "Neuropsychological evidence has proved influential both in testing pre-existing cognitive theories and in developing new accounts. It has been argued that dissociations, and, in particular, double dissociation are particularly valuable in developing new theoretical accounts, since they may reveal the gross structure or \"modularity\" of cognitive processes. In this paper, we show that even fully distributed systems -i.e. systems with no modularity can give rise to double dissociations. W e give the example of a recurrent neural network which draws loops and spirals which shows a double dissociation between the two tasks when lesioned. This result suggests that the observation of a double dissociation implies little about the modularity of the underlying system. In the final section we argue that a dual task technique can give additional hints about the structure of the underlying system because the class of distributed systems we describe are not able, in general, to perform two tasks at the same time. Finally, we argue that neurobiology has to be taken into account in order to interpret purely behavioral data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8d90j0tx", "frozenauthors": [ { "first_name": "Giorgio", "middle_name": "", "last_name": "Ganis", "name_suffix": "", "institution": "University of California at San Diego", "department": "" }, { "first_name": "Nick", "middle_name": "", "last_name": "Chater", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32925/galley/23985/download/" } ] }, { "pk": 32813, "title": "Can Images Be Rotated and Inspected? A Test of the Pictoryal Medium Theory", "subtitle": null, "abstract": "Since the \"equivalence\" of imagery and perception has been one of the cenU^al tenets of the pictorial theory, the negative results of Chambers and Reisberg (1985) on an image reinterpretation task may be seen as posing a fundamental challenge for the pictorial account. Finke, Pinker and Farah's (1989) claimed refutation of these negative results may be questioned on a number of methodological grounds. In addition to examining these issues, we report results of an experiment which tests what is seemingly another direct prediction of pictorial theories. Our investigation employs newly devised imagery tasks whose success depends on being able to \"rotate\", \"inspect\" and reinterpret images. Our negative results add further weight to a tacit knowledge account of images as intrinsically interpreted, abstract symbols.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Imagery", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6424c9kt", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Slezak", "name_suffix": "", "institution": "University of New South Wales", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32813/galley/23873/download/" } ] }, { "pk": 36633, "title": "CATESOL Journal Editorial Staff", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2ck957p4", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36633/galley/27483/download/" } ] }, { "pk": 32824, "title": "Characterizing, Rationalizing, and Reifying Mental Models of Recursion", "subtitle": null, "abstract": "Mental models reflect people's knowledge about entities and systems around them. Therefore, knowing and understanding mental models can help in exploring cognitive issues in instruction including why a student takes a certain approach or applies a particular strategy to solve a problem, why a student makes mistakes, and why and how misconceptions are developed. Four different mental models of recursion, used for synthesizing solutions to recursive programming problems, have been identified through students' protocols. Each model has been characterized in a way consistent with the students' protocols. Various problem solving behaviours are rationalized in terms of the models. Suggestions are made as to how the mental models develop and evolve in the course of learning. W e also present a learning environment in which these mental models are reified and we show how mental models can be incorporated into an intelligent tutoring system.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Reasoning and Mental Models", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/09d23182", "frozenauthors": [ { "first_name": "Shawkat", "middle_name": "H.", "last_name": "Bhuiyan", "name_suffix": "", "institution": "University of Saskatchewan", "department": "" }, { "first_name": "Jim", "middle_name": "E.", "last_name": "Greer", "name_suffix": "", "institution": "University of Saskatchewan", "department": "" }, { "first_name": "Gordon", "middle_name": "I.", "last_name": "McCalla", "name_suffix": "", "institution": "University of Saskatchewan", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32824/galley/23884/download/" } ] }, { "pk": 32951, "title": "Classifying Faces by Race and Sex Using an Autoassociative Memory", "subtitle": null, "abstract": "We examine the ability of an autoassociative memory trained with faces to classify faces by race and by sex. The model learns a low-level visual coding of Japanese and Caucasian male and female faces. Since recall of a face from the autoassociative memory is equivalent to computing a weighted sum of the eigenvectors of the memory matrix, faces can be represented by these weights and the set of corresponding eigenvectors. W e show that reasonably accurate classification of the faces by race and sex can be achieved using only these weights. Hence, race and sex information can be extracted in the model without explicitly learning the classification itself.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2hg1z5kc", "frozenauthors": [ { "first_name": "Alice", "middle_name": "J.", "last_name": "O'Toole", "name_suffix": "", "institution": "The University of Texas at Dallas", "department": "" }, { "first_name": "Herve", "middle_name": "", "last_name": "Abdi", "name_suffix": "", "institution": "The University of Texas at Dallas", "department": "" }, { "first_name": "Ken", "middle_name": "A.", "last_name": "Deffenbacher", "name_suffix": "", "institution": "The University of Nebraska at Omaha", "department": "" }, { "first_name": "James", "middle_name": "C.", "last_name": "Bartlett", "name_suffix": "", "institution": "The University of Texas at Dallas", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32951/galley/24012/download/" } ] }, { "pk": 32883, "title": "Cognitive Plausibility of a Conceptual Framework", "subtitle": null, "abstract": "In this paper we investigate the cognitive plausibility of an integrated framework for qualitative prediction of behaviour. The framework is based on the K A D S expertise modeling approach and integrates different approaches to qualitative reasoning. The framework is implemented in a program called GARP. To test the cognitive plausibility a physics problem involving qualitative prediction of behaviour was constructed. The behaviour prediction of this problem generated by G A R P was compared to think-aloud protocols of human subjects performing the same problem solving task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Philosophical Perspectives", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0f2793w4", "frozenauthors": [ { "first_name": "Bert", "middle_name": "", "last_name": "Bredeweg", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Cis", "middle_name": "", "last_name": "Schut", "name_suffix": "", "institution": "University of Amsterdam", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32883/galley/23943/download/" } ] }, { "pk": 32874, "title": "Combining a Connectionsit Type Hierarchy with a Connectionist Rule-Based Reasoner", "subtitle": null, "abstract": "This paper describes an efficient connectionist knowledge representation and reasoning system that combines rule-based reasoning with reasoning about inheritaince and classification within an IS-A hierarchy. In addition to a type hierarchy, the proposed system can encode generic facts such as 'Cats prey on birds' and rules such as 'if x preys on y then y is scared of x' and use them to infer that Tweety (who is a Canary) is scared of Sylvester (who is a cat). The system can also encode qualified rules such as 'if an animate agent walks into a solid object then the agent gets hurt'. The proposed system can answer queries in time that is only proportional to the length of the shortest derivation of the query and is independent of the size of the knowledge base. The system maintains and propagates variable bindings using temporally synchronous - i.e., in-phase - firing of appropriate nodes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Hybrid Representational Systems", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3fx0p121", "frozenauthors": [ { "first_name": "D.", "middle_name": "R.", "last_name": "Mani", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Lokendra", "middle_name": "", "last_name": "Shastri", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32874/galley/23934/download/" } ] }, { "pk": 32852, "title": "Commonalities, Differences and the Alignment of Conceptual Frames During Similarity Judgements", "subtitle": null, "abstract": "Tversky demonstrated that the similarity of two objects increases with their commonalities and decreases with their differences. W e believe that determining commonalities and differences is a complex task. Using analogical mapping as a guide, we propose the process of frame-alignment which can be employed to find the commonalities and differences of structured representations. W e then test the predictions of this approach by asking subjects to list the commonalities and differences of word pairs that vary in their degrees of similarity. The results of this study support the predictions of the frame-alignment view.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Category Formation and Similarity", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/39s9d9jf", "frozenauthors": [ { "first_name": "Arthur", "middle_name": "B.", "last_name": "Markman", "name_suffix": "", "institution": "University of Illinois", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32852/galley/23912/download/" } ] }, { "pk": 32927, "title": "Concept Formation and Attention", "subtitle": null, "abstract": "In this paper, I combine the ideas of attention from cognitive psychology with concept formation in machine learning. M y claim is that the use of attention can lead to a more efficient learning system, without sacrificing accuracy. Attention leads to a savings in efficiency because it focuses only on the relevant attributes, retrieves less information from the environment, and is therefore less costly than a system that uses every piece of information available. I present a working dgorithm for attention, built onto the Classit concept formation system, and describe results from three domains.'", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6fj0c4xn", "frozenauthors": [ { "first_name": "John", "middle_name": "H.", "last_name": "Gennari", "name_suffix": "", "institution": "Keio University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32927/galley/23987/download/" } ] }, { "pk": 32887, "title": "Connectionism and Dynamical Explanation", "subtitle": null, "abstract": "A distinctive feature of connectionism as a research paradigm in psychology is use of a form of scientific explanation here termed dynamical explanation. In dynamical explanation, the behavior of a system is explained by reference to points and trajectories in an abstract state space. This paper contrasts dynamical explanation with some other major forms of scientific explanation, and discusses how dynamical explanation of the behavior of artificial neural networks can constitute genuine psychological explanation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Philosophical Perspectives", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8kp7q0k7", "frozenauthors": [ { "first_name": "Tim", "middle_name": "", "last_name": "van Gelder", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32887/galley/23947/download/" } ] }, { "pk": 32877, "title": "Connectionist Models of Rule-Based Reasoning", "subtitle": null, "abstract": "We investigate connectionist models of rule-based reasoning, and show that while such models usually carry out reasoning in exactly the same way as symbolic systems, they have more to offer in terms of commonsense reasoning. A connectionist architecture for commonsense reasoning, C O N - S Y D E R R , is proposed to account for commonsense reasoning patterns and to remedy the brittleness problem in traditional rule-based systems. A dual representational scheme is devised, utilizing both localist and distributed representations and exploring the synergy resulting from the interaction between the two. C O N S Y D E R R is therefore capable of accounting for many difficult patterns in commonsense reasoning. This work shows that connectionist models of reasoning are not just \"implementations\" of their symbolic counterparts, but better computational models of commonsense reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Hybrid Representational Systems", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7f9005w0", "frozenauthors": [ { "first_name": "Ron", "middle_name": "", "last_name": "Sun", "name_suffix": "", "institution": "Brandeis University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32877/galley/23937/download/" } ] }, { "pk": 32850, "title": "Constraints on Analogical Mapping: The Effects of Similarity and Order", "subtitle": null, "abstract": "One of the central problems in analogical mapping is overcoming the ambiguities which can occur when matching up corresponding concepts in two domains of knowledge; specifically, to ensure that one-to-many and many-to-one matches are resolved to be one-to-one matches. Various analogy theories have attempted to deal with these problems by maintaining that analogical matching is constrained in various ways. For example, that only predicates of the same structural-type are matched, that primacy is given to matches that are similar or identical, and that a match which comes before an alternative match is preferred. Two experiments are reported, involving an attributemapping problem, which isolate the effects of similarity and order. The first shows that the semantic similarity of predicates in the two domains has a facilitating effect on analogical mapping when other constraints are held constant. The second experiment shows that analogical mapping is sensitive to the order in which matches are made. The implications of these results for current computational models of analogy are discussed, with a special emphasis on the consequences that order effects have for connectionist models.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Category Formation and Similarity", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2h89310d", "frozenauthors": [ { "first_name": "Mark", "middle_name": "T.", "last_name": "Keane", "name_suffix": "", "institution": "Trinity College, University of Dublin", "department": "" }, { "first_name": "Tim", "middle_name": "", "last_name": "Ledgeway", "name_suffix": "", "institution": "University of Wales College of Cardiff", "department": "" }, { "first_name": "Stuart", "middle_name": "", "last_name": "Duff", "name_suffix": "", "institution": "University of Wales College of Cardiff", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32850/galley/23910/download/" } ] }, { "pk": 32894, "title": "Constraints on the Interaction Between Context and Stimulus Information", "subtitle": null, "abstract": "A central issue in the development of models of context effects, such as the interactive activation model, concerns the relationship between contextual and stimulus information. Empirical evidence regarding perception of spoken and printed words indicates that context and stimulus information make independent contributions to perceptual identification. Recent research on visual object recognition, however, suggests that context may have a direct influence on the rate or accuracy of visual analysis. These results imply that contextual influences in language comprehension and object recognition may operate in fundamentally different ways. A series of experiments is described that lead to a reinterpretation of the object recognition results. It is concluded that contextual information contributes to the interpretation of stimulus input without altering its form or the rate of its acquisition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Attention and Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2g39b4zn", "frozenauthors": [ { "first_name": "Michael", "middle_name": "E. J.", "last_name": "Masson", "name_suffix": "", "institution": "University of Victoria", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32894/galley/23954/download/" } ] }, { "pk": 32849, "title": "Context-Sensitive, Distributed, Variable-Representation Category Formation", "subtitle": null, "abstract": "This paper describes INC2, an incremental category formation system which implements the concepts of family resemblance, contrast-model-based similarity, and context-sensitive, distributed probabilistic representation. The system is evaluated in terms of both the structure of categories/hierarchies it generates and its categorization (prediction) accuracy in both noise-free and noisy domains. Performance is shown to be comparable to both humans and existing leaming-from-example systems, even though the system is not provided with any category membership information during the category formation stage.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Category Formation and Similarity", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7vd887f5", "frozenauthors": [ { "first_name": "Mirsad", "middle_name": "", "last_name": "Hadzikadic", "name_suffix": "", "institution": "University of North Carolina", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Elia", "name_suffix": "", "institution": "University of North Carolina", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32849/galley/23909/download/" } ] }, { "pk": 32901, "title": "Decision Making Connectionist Networks", "subtitle": null, "abstract": "A connectionist architecture is proposed and provides representations for probabilities and utilities, the basic elements of formal decision making theories. The outputs of standard feed forward feature-extraction networks then become inputs to this decision making network. A formalism shows how the gradient of expected utility can be hack propagated through the decision making network \"down\" to the feature extraction network. The formalism can be adapted to algorithms which optimize total or minimum expected utility. Utilities can be either given or estimated during learning. When utility estimation and decision making behavior adapt simultaneously, learning dynamics show properties contrasted to \"puzzhng\" observations made in experimental situations with human subjects. The results illustrate the interest in computational properties emerging out of the integration of elements of decision making formalisms and connectionist learning modeb.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Decision Making", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2qx7r7tm", "frozenauthors": [ { "first_name": "Yves", "middle_name": "", "last_name": "Chauvin", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32901/galley/23961/download/" } ] }, { "pk": 32821, "title": "Determining What to Learn in a Multi-Component Planning System", "subtitle": null, "abstract": "An intelligent agent which is involved in a variety of cognitive tasks must be able to learn new methods for performing each of them. W e discuss how this can be achieved by a system composed of sets of rules for each task. To learn a new rule, the system first isolates the rule set which should be augmented, and then invokes an explanation-based learning mechanism to construct the new rule. This raises the question of how appropriate target concepts for explanation can be determined for each task. We discuss the solution to this problem employed in the CASTLE system, which retrieves target concepts in the form of performance specifications of its components, and demonstrate the system learning rules for several different teisks using this uniform mechanism.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Planning and Action", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/21r4k9sc", "frozenauthors": [ { "first_name": "Bruce", "middle_name": "", "last_name": "Krulwich", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32821/galley/23881/download/" } ] }, { "pk": 32921, "title": "Diagnostic Reasoning of High- and Low-Domain Knowledge", "subtitle": null, "abstract": "Thinking aloud protocols previously obtained by Joseph and Patcl were re-analyzed to determine the extent to which their conclusions could be replicated by independently developed coding schemes. The data set consisted of protocols from 4 cardiologists (low domain knowledge = LDK) and 4 endocrinologists (high domain knowledge = H D K ) , individually woricing on a diagnostic problem in endocrinology. Both analyses found that H D K physicians related daU to potential diagnoses more than the L D K group, and that there were trends for H D K physicians to be more focused on the correct diagnostic components and to employ more single-cue inference and less multiple-cue inference. However, the re-analysis found no meaningful differences between groups in diagnostic accuracy, speed of diagnosis, or in the breadth of the search space used to seek a solution. The generalizability of results of protocol-analysis studies can be assessed by using several complementary coding schemes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1b58r3r7", "frozenauthors": [ { "first_name": "Arthur", "middle_name": "S.", "last_name": "Elstein", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Kleinmuntz", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" }, { "first_name": "Mitchell", "middle_name": "", "last_name": "Rabinowitz", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "McAuley", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Murakami", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" }, { "first_name": "Paul", "middle_name": "S.", "last_name": "Heckerling", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" }, { "first_name": "James", "middle_name": "M.", "last_name": "Dod", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32921/galley/23981/download/" } ] }, { "pk": 32851, "title": "Dimensional Attention Learning in Model of Human Categorization", "subtitle": null, "abstract": "When humans learn to categorize multidimensional stimuli, they learn which stimulus dimensions are relevant or irrelevant for distinguishing the categories. Results of a category learning experiment are presented, which show that categories defined by a single dimension are much easier to learn than categories defined by the combination of two dimensions. Three models are fit to the data, ALCOVE (Kruschke 1990a,b, in press), standard back propagation (Rumelhart, Hinton & Wilhams 1986), and the configural-cue model (Gluck & Bower 1988). It is found that alcove, with its dimensional attention learning mechanism, can capture the trends in the data, whereas back propagation and the configural-cue model cannot. Implications for other models of human category learning are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Category Formation and Similarity", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9r82r9vj", "frozenauthors": [ { "first_name": "John", "middle_name": "K.", "last_name": "Kruschke", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32851/galley/23911/download/" } ] }, { "pk": 32842, "title": "Does Memory Reflect Statistical Regularity in the Environment?", "subtitle": null, "abstract": "Anderson and Milson (1989) derived optimal performance functions for memory based on assumptions about the goals of memory, the computational costs of achieving those goals, and the statistical structure of the environment. Based on these assumptions, and a good deal of Bayesian analysis, they accounted for a substantial number of empirical findings. Here we started with the same assumptions about the goals of memory, but instead of simulating the statistical structure of the environment, we analyzed it directly. It was found that the factors that govern memory performance also predict the probability with which words are spoken in children's linguistic environments. These factors include frequency, recency, and spacing between exposures. The ability of these factors to predict word use was analyzed in the context of four laboratory memory phenomena: 1) the power law of practice; 2) the power law of forgetting; 3) the interaction between study spacing and retention interval and 4) the combined effects of practice and retention. These factors predict information demand and lend strong support to Anderson and Milson's claim that memory behavior can be understood in terms of the statistical structure of the environment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Regularities and Estimation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/36m7n8m3", "frozenauthors": [ { "first_name": "Lael", "middle_name": "J.", "last_name": "Schooler", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "John", "middle_name": "R.", "last_name": "Anderson", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32842/galley/23902/download/" } ] }, { "pk": 32916, "title": "Double Dissociation and Isolable Cognitive Processes", "subtitle": null, "abstract": "Data from Neuropsychology have been widely used in order both to lest pre-existing cognitive theories and to develop new accounts. Indeed, several theorists have used dissociations, and in particular double dissociations, both in theory testing and in developing new theoretical accounts Double dissociations are indeed believed to be a key tool in revealing the gross structure or \"modularity\" of cognitive processes. In this paper, in the light of a case study in which a simple electrical system is systematically lesioned, we argue that double dissociation in an arbitrary modular system need not, and typically will not, reveal that modularity. These results suggest that the observation of a double dissociation implies little about the structure of the underlying system. W e finish arguing that the weakness of the methods described involves that neurobiological data have to be seriously taken into account in order to uncover the real structure of the cognitive system.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/485617jr", "frozenauthors": [ { "first_name": "Nick", "middle_name": "", "last_name": "Chater", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Giorgio", "middle_name": "", "last_name": "Ganis", "name_suffix": "", "institution": "University of California at San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32916/galley/23976/download/" } ] }, { "pk": 32911, "title": "Dynamic Fact Communication Mechanism: A Connectionist Interface", "subtitle": null, "abstract": "Shastri and Ajjanagadde have proposed a biologically plausible connectionist rule-based reasoning system (hereafter referred to as a knowledge base, or K B ) , that represents a dynamic binding as the simultaneous, or in-phase, activity of the appropriate units [Shastri & Ajjanagadde 199'\" \"Hie work presented in this paper continues this effort at proviang a computational account of rapid, common-sense reasoning. The Dynamic Fact Communication Mechanism (DFCM) is a biologically plausible connectionist interface mechanism that extracts a temporally-encoded fact (i.e. a collection of dynamically-encoded bindings) from a source K B and incorporates the fact into a destination K B in a manner consistent with the knowledge already represented in the latter. By continually interpreting source K B activity in terms of target K B activity, D F C M is able to transfer facts between distinct KBs on the same time scale needed to perform a single rule application within a single KB. Thus, D F C M allows the benefits of decomposing a phase-based reasoning system into multiple KBs, each wi3» its own distinct phase structure, while rendering the inter-module communications costs negligible. A simple modification to D F C M allows the unit of transfer to be groups of facts. Finally, the number of units that compose DFCM is linear in the size of the K B .", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/70g9869f", "frozenauthors": [ { "first_name": "Jeffrey", "middle_name": "S.", "last_name": "Aaronson", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32911/galley/23971/download/" } ] }, { "pk": 32964, "title": "Dynamic Inferencing in Parallel Distributed Semantic Networks", "subtitle": null, "abstract": "The traditional approach to dynamic inferencing is to represent knowledge in a symbolic hierarchy, find the most specific information in the hierarchy that relates to the input, and apply the attached inferences. This approach provides for inheritance and parallel retrieval but at the expense of very complex learning and access mechanisms. Parallel Distributed Processing (PDP) systems have recently emerged as an alternative. PDP systems use a very simple processing mechanism, but can only eiccess high-level knowledge sequentially and require an enormous amount of training time. This paper presents Parallel Distributed Semantic (PDS) Networks, an approeich that integrates the best features of symbolic and PDP systems by storing the content of symbolic hierarchies in ensembles of P D P networks, connecting the networks in the manner of a semantic network, and using Propagation Filters to determine how information is passed between networks. Simulation results are presented which indicate that P D S Networks and Propagation Filters are able to perform pattern completion from partial input, generate dynamic inferences, and propagate role bindings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/38b4m7h3", "frozenauthors": [ { "first_name": "Ronald", "middle_name": "A.", "last_name": "Sumida", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32964/galley/24025/download/" } ] }, { "pk": 32897, "title": "Educational Tools for What You Wanted to do Anyway", "subtitle": null, "abstract": "Approach, Technologies and Goals This paper describes a set of educational tools designed to support central cognitive skills such as argument analysis and construction, cooperative negotation, collaborative writing and scientific inquiry. In building these tools we drew upon multi-media technologies, interactive video and object-oriented programming techniques. Our approach however, was not motivated by the technologies but rather by a desire to embed our educational objectives in situations which were intrinsically interesting to the students. This approach, alluded to in the title of the paper, came out of our intention to have the student feel good about her personal interests, and further to have her feel good about her intellectual competence as a vehicle for furthering her interests.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Computer Interfaces", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4n37h77w", "frozenauthors": [ { "first_name": "Beth", "middle_name": "", "last_name": "Adelson", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32897/galley/23957/download/" } ] }, { "pk": 32952, "title": "Effect of Format on Information and Problem Solving", "subtitle": null, "abstract": "This study reports the effect of differences in format of Prolog tracers on Prolog problem solving tasks. Three different tracers (Spy, T P M , and EPTB) in different formats were tested to check for their relative effectiveness in solving five different Prolog problems. 43 subjects attempted to solve each problem with each trace (15 problems in total). Preliminary analysis of solution times and response data indicate that E P T B performed best across all problems. An account for this finding is presented, as is one for a number of interesting interactions between the effects of problem type and trace format, which supports the general conclusion that while format is a significant determiner of access to information, it can also constrain the sorts of problems that could be solved readily with that information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0b60q54r", "frozenauthors": [ { "first_name": "Mukesh", "middle_name": "J.", "last_name": "Patel", "name_suffix": "", "institution": "The University of Sussex", "department": "" }, { "first_name": "Benedict", "middle_name": "", "last_name": "du Boulay", "name_suffix": "", "institution": "The University of Sussex", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Taylor", "name_suffix": "", "institution": "The University of Sussex", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32952/galley/24013/download/" } ] }, { "pk": 32838, "title": "Effects of Background Knowledge on Family Resemblance Sorting and Missing Features", "subtitle": null, "abstract": "Despite people's strong bias to sort exemplars based on a single dimension, various situations where family resemblance (FR) categories tend to be created have been identified. In a previous study (Ahn 1990b), knowing prototypes or theories underlying categories led subjects to create FR categories. The current study investigates why existence of background knowledge encourages creation of F R categories. Comparison of results from two experiments indicates that there is no intrinsic tie between knowing theories or prototypes and F R structure. The role of background knowledge on FR sorting seems to lie in leading subjects to weight dimensions equally, in helping them to infer unavailable values in favor or F R sorting, and / or in relating surface dimensions in terms of a deeper feature.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Regularities and Estimation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1f90b86x", "frozenauthors": [ { "first_name": "Woo-kyoung", "middle_name": "", "last_name": "Ahn", "name_suffix": "", "institution": "University of Michigan", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32838/galley/23898/download/" } ] }, { "pk": 32816, "title": "Effects of Word Abstractness in a Connectionist Model of Deep Dyslexia", "subtitle": null, "abstract": "Deep dyslexics are patients with neurological damage who exhibit a variety of symptoms in oral reading, including semantic, visual and morphological effects in their errors, a part-of-speech effect, and better performance on concrete than abstract words. Extending work by Hinton & Shallice (1991), we develop a recurrent connectionist network that pronounces both concrete and abstract words via their semantics, defined so that abstract words have fewer semantic features. The behavior of this network under a variety of \"lesions\" reproduces the main effects of abstractness on deep dyslexic reading: better correct performance for concrete words, a tendency for error responses to be more concrete than stimuli, and a higher proportion of visual errors in response to abstract words. Surprisingly, severe damage within the semantic system yields better performance on abstract words, reminiscent of CAV, the single, enigmatic patient with \"concrete word dyslexia.\"", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Neuroscience Models of Language", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/13p32882", "frozenauthors": [ { "first_name": "David", "middle_name": "C.", "last_name": "Plaut", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Tim", "middle_name": "", "last_name": "Shallice", "name_suffix": "", "institution": "University College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32816/galley/23876/download/" } ] }, { "pk": 32969, "title": "Efficient Nonlinear Problem Solving using Casual Commitment and Analogical Replay", "subtitle": null, "abstract": "Complex interactions among conjunctive goals motivate the need for nonlinear planners. Whereas the literature addresses least commitment approaches to the nonlinear planning problem, we advocate a casual-commitment approach that finds viable plans incrementally. In essence, all decision points are open to introspection, reconsideration, and learning. In the presence of background control knowledge - heuristic or definitive - only the most promising parts of the search space are explored to produce a solution plan efficiently. An analogical replay mechanism is presented that uses past problem solving episodes as background control guidance. Search efforts are hence amortized by automatically compiling and reusing past experience by derivational analogy. This paper reports on the full implementation of the casual-commitment nonlinear problem solver of the prodigy architecture. The principles of nonlinear planning are discussed, the algorithms in the implementation are described in some detail, and empirical results are presented that illustrate the search reduction when the nonlinear planner combines casual commitment and analogical replay.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4jh048vr", "frozenauthors": [ { "first_name": "Maniela", "middle_name": "M.", "last_name": "Veloso", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32969/galley/24030/download/" } ] }, { "pk": 32853, "title": "Efficient Visual Search: A Connectionist Solution", "subtitle": null, "abstract": "Searching for objects in scenes is a natural task for people and has been extensively studied by psychologists. In this paper we examine this task from a connectionist perspective. Computational complexity arguments suggest that parallel feed-forward networks cannot perform this task efficiently. One difficulty is that, in order to distinguish the target from distractors, a combination of features must be associated with a single object. Often called the binding problem, this requirement presents a serious hurdle for connectionist models of visual processing when multiple objects are present Psychophysical experiments suggest that people use covert visual attention to get around this problem. In this paper we describe a psychologically plausible system which uses a focus of attention mechanism to locate target objects. A strategy that combines top-down and bottom- up information is used to minimize search time. The behavior of the resulting system matches the reaction time behavior of people in several interesting tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Perception and Visual Search", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9wz2c29j", "frozenauthors": [ { "first_name": "Subutai", "middle_name": "", "last_name": "Ahmad", "name_suffix": "", "institution": "International Computer Science Institute", "department": "" }, { "first_name": "Stephen", "middle_name": "", "last_name": "Omohundro", "name_suffix": "", "institution": "International Computer Science Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32853/galley/23913/download/" } ] }, { "pk": 32902, "title": "Emergency Decision-Making by Nurses in the Context of Telephone Interactions", "subtitle": null, "abstract": "Li Montreal, nurses respond to 9-1-1 emergency calls for medical help, backed up by physicians when needed. In this context, they have to make rapid decisions based on limited and sometimes unreliable information. The purpose of this study was to describe the decision-making processes used by nurses in telephone triage and to examine the relations among these processes in relation to nurses' characteristics and performance. The study was conducted in real emergency conditions. The sample included 34 nurses and 50 calls. Each call was transcribed and subjected to performance evaluation and content analysis. This paper focuses on the cognitive analyses of two protocols associated with different outcomes. The results show that nurses' decision-making in triage situations are often based on surface features (patterns of symptoms) rather than the underlying pathophysiology, particularly in high urgency cases. High performance was related to decisions based on the evaluation of the whole emergency situation. The contribution of training and the effects of experience on triage performance are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Decision Making", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0gv6k3b5", "frozenauthors": [ { "first_name": "Judith", "middle_name": "", "last_name": "Leprohon", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Vimla", "middle_name": "L.", "last_name": "Patel", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32902/galley/23962/download/" } ] }, { "pk": 32804, "title": "Empirical Analysis of a Discourse Model for Natural Language Interfaces", "subtitle": null, "abstract": "A structural model of discourse for natural language interaction developed for the LINLIN-system is evaluated using the Wizard-of-Oz method. 21 dialogues were collected using five different background systems, making it possible to vary the type and number of tasks possible to perform by the users. The results indicate that the structural complexity of the discourse in man-machine dialogues is simpler than most human dialogues, at least for information retrieval and some types of ordering systems, suggesting that computationally simpler discourse models can be used in these domains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Discourse and Text", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/83n4g5vj", "frozenauthors": [ { "first_name": "Nils", "middle_name": "", "last_name": "Dahlback", "name_suffix": "", "institution": "Linkoping University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32804/galley/23864/download/" } ] }, { "pk": 32961, "title": "Empirical and Analytical Performance of Iterative Operators", "subtitle": null, "abstract": "Macro-operators and chunks have long been used to model the acquisition and refinement of procedural knowledge. However, it is clear that human learners use more sophisticated techniques to encode more powerful operators than simple linear macro-operators: specifically, linear macro-operators cannot represent arbitrary repetitions of operators. This paper presents a process-model for the acquisition of iterative macrooperators, which are an efficient representation of repeating operators. W e show that inducing iterative macro-operators from empirical problem-solving traces provides dramatically better efficiency results than simple linear macro-operators. This domain-independent learning mechanism is integrated into the FERMI problemsolver, giving more evidence that humans have a similar learning capability.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9s09792w", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Shell", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Jaime", "middle_name": "", "last_name": "Carbonell", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32961/galley/24022/download/" } ] }, { "pk": 32809, "title": "Encoding Images into Constraint Expressions", "subtitle": null, "abstract": "This paper presents a method, generalization to interval, that can encode images into symbolic expressions. This method generalizes over instances of spatial patterns, and outputs a constraint program that can be used declaratively as a learned concept about spatial patterns, and procedural as a method for reasoning about spatial relations. Thus our method transforms numeric spatial patterns to symbolic declarative/procedural representations. We have implemented generalization to interval with Acorn,^ a system that acquires knowledge about spatial relations by observing 2-D raster images. We have applied this system to some layout problems to demonstrate the ability of the system and the flexibility of constraint programs for knowledge representation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Imagery", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6sf6f0d3", "frozenauthors": [ { "first_name": "Kazuo", "middle_name": "", "last_name": "Hiraki", "name_suffix": "", "institution": "Keio University", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Gennari", "name_suffix": "", "institution": "Keio University", "department": "" }, { "first_name": "Yoshinobu", "middle_name": "", "last_name": "Yamamoto", "name_suffix": "", "institution": "Keio University", "department": "" }, { "first_name": "Yuichiro", "middle_name": "", "last_name": "Anzai", "name_suffix": "", "institution": "Keio University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32809/galley/23869/download/" } ] }, { "pk": 36643, "title": "ESL in the California State University: What Are the Key Issues?", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "CATESOL Exchange", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/57j8w2kq", "frozenauthors": [ { "first_name": "Donna", "middle_name": "M.", "last_name": "Brinton", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Marguerite", "middle_name": "Ann", "last_name": "Snow", "name_suffix": "", "institution": "California State University, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36643/galley/27493/download/" } ] }, { "pk": 32955, "title": "Evaluation of Explanatory Hyptotheses", "subtitle": null, "abstract": "Abduction is often viewed as inference to the \"best\" explanation. However, the evaluation of the goodness of candidate hypotheses remains an open problem. Most artificial intelligence research addressing this problem has concentrated on syntactic criteria, applied uniformly regardless of the explainer's intended use for the explanation. We demonstrate that syntactic approaches are insufficient to capture important differences in explanations, and propose instead that choice of the \"best\" explanation should be based on explanations' utility for the explainer's purpose. We describe two classes of goals motivating explanation: knowledge goals reflecting internal desires for information, and goals to accomplish tasks in the external world. We describe how these goals impose requirements on explanations, and discuss how we apply those requirements to evaluate hypotheses in two computer story understanding systems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5ff4p8xm", "frozenauthors": [ { "first_name": "Ashwin", "middle_name": "", "last_name": "Ram", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Leake", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32955/galley/24016/download/" } ] }, { "pk": 32891, "title": "Explanation-Based Retrieval in a Case-Based Learning Model", "subtitle": null, "abstract": "Retrieving previous similar cases from a memory of cases is central to case-based reasoning systems. In most systems, this retrieval is done by a detailed indexing mechanism. Thagard and Holyoak argue that indexing is the wrong way to retrieve analogues. They propose a retrieval model (ARCS) based on a competing constraint satisfaction approach. In this paper, an explanation-based retrieval method (EBR) for retrieving analogues from a case-base with cases stored with respect to an interpretation of these cases as analyzed by a cognitive diagnostic component is described. The system is designed to the domain of problem solving in LISP. In a simulation study, it can be shown that the EBR-method performs equally well or even better than the ARCS-method.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Reminding and Case Retrieval", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1tb3q6xc", "frozenauthors": [ { "first_name": "Gerhard", "middle_name": "", "last_name": "Weber", "name_suffix": "", "institution": "University of Trier", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32891/galley/23951/download/" } ] }, { "pk": 32825, "title": "Extending a Model of Human Plausible Reasoning", "subtitle": null, "abstract": "When one looks at transcripts of people answering questions or carrying on dialogues about everyday matters, their comments are filled with plausible inferences -- inferences that are not certain, but that make sense. Often, in forming these inferences, generalizations are made that are equally uncertain, but are nevertheless useful as a guide to their reasoning. This paper describes some extensions to our earlier description of a core theory of plausible reasoning (Collins and Michalski, 1989), based in large part on a recent protocol study. The primary focus is on the inductive inference patterns people use to form plausible generalizations, weakly held beliefs based on few examples. W e also show how the model was extended to deal with plausible inferences involving continuous quantities and inequalities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Reasoning and Mental Models", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/43w4t7vg", "frozenauthors": [ { "first_name": "Mark", "middle_name": "H.", "last_name": "Burstein", "name_suffix": "", "institution": "Bolt Beranek and Newman Inc.", "department": "" }, { "first_name": "Allan", "middle_name": "M.", "last_name": "Collins", "name_suffix": "", "institution": "Bolt Beranek and Newman Inc.", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32825/galley/23885/download/" } ] }, { "pk": 32855, "title": "Featural Priming: Data Consistent With the Interactive Activation Model of Visual Word Recognition", "subtitle": null, "abstract": "The effect of featural priming on word identiiication was investigated as a test of the interactive activation model of word perception put forth by McClelland and Rumelhart (1981). Observers were presented with a 250 msec featural prime, which was either consistent with or inconsistent with the letters in the target word that immediately followed. Reading latencies were recorded for 96 trials per subject. A neutral prime condition consisting of a random dot pattern was used as a control in order to obtain baseline identification times. The prediction of the interactive activation model that mean reading latency would be significantly longer for words that were primed with inconsistent features than for those that were primed with consistent features was confirmed, adding to the empirical support for the model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Perception and Visual Search", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7w22n7jk", "frozenauthors": [ { "first_name": "Robert", "middle_name": "", "last_name": "Kachelski", "name_suffix": "", "institution": "University of Wisconsin", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Theios", "name_suffix": "", "institution": "University of Wisconsin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32855/galley/23915/download/" } ] }, { "pk": 32848, "title": "Feature Diagnosticity as a Tool for Invesitgating Positively and Negatively Defined Concepts", "subtitle": null, "abstract": "Two methods of representing concepts are distinguished and empirically investigated. Negatively defined concepts are defined in terms of other concepts at the same level of abstraction. Positively defined concepts do not make recourse to other concepts at the same level of abstraction for their definition. In two experiments, subjects are biased to represent concepts underlying visual patterns in a positive manner by instructing subjects to form an image of the the learned concepts and by initially training subjects on minimally distorted concept instances. Positively defined concepts are characterized by a large use of nondiagnostic features in concept representations, relative to negatively defined concepts. The distinction between positively and negatively defined concepts can account for the dual nature of natural concepts - as directly accessed during the recognition of items, and as intricately interconnected to other concepts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Category Formation and Similarity", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/445694bq", "frozenauthors": [ { "first_name": "Robert", "middle_name": "L.", "last_name": "Goldstone", "name_suffix": "", "institution": "Indiana University at Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32848/galley/23908/download/" } ] }, { "pk": 32818, "title": "Focal and Diffuse Lesions of Cognitive Models", "subtitle": null, "abstract": "With the recent ability to construct fault tolerant computer models using connectionist approaches, researchers are n o w able to investigate the effects of damage to these models. This has great appeal for cognitive science as it provides a further way to verify or falsify a computer model. Existing studies employ a concept of network \"lesioning\" that fails to have explanatory adequacy for neurobiology. While using anatomically plausible architectures for cognitive models, they nonetheless use biologically implausible methods for simulating neurological damage to these networks. This paper examines the different objects of computational networks and their analogical neurobiological counterparts, and suggests a taxonomy of connectionist network lesion methods. Finally, an existing visual system model is used as a testbed to study the differential effects of focal and diffuse lesions. Tlie exj)erimcnts with focal damage versus diffuse damage suggest that while the effects of focal brain injury m a y be due to the particular computations performed in some brain area, the effects of diffuse brain injury or degeneration may cause cognitive defici ts because of the inherent nature of the brain as a distributed computational device, and not through differential local effects", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Neuroscience Models of Language", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1635r3kb", "frozenauthors": [ { "first_name": "Steven", "middle_name": "L.", "last_name": "Small", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32818/galley/23878/download/" } ] }, { "pk": 32871, "title": "Forming Shared Mental Models", "subtitle": null, "abstract": "As problems increase in complexity it becomes impossible for any one person lo know all the things necessary to make good decisions. A group of specialists, even if ihey possess the requisite knowledge, remain a collection of individuals until their expertise can be jointly brought to bear. The problem of fusing expertise where individuals have very detailed knowledge in their own areas and much weaker understanding of others is that no one knows what anyone else needs to know. This impasse cannot be broken until shared mental models are developed to provide the common perception needed to focus the activity of the group. This p^)er presents characteristics of shared menial models and a model of the effect, nature, and process of the formation of shared menial models in cooperative problem solving by a team of specialists.'", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Distributed Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/214726ht", "frozenauthors": [ { "first_name": "Katia", "middle_name": "P.", "last_name": "Sycara", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "C.", "middle_name": "Michael", "last_name": "Lewis", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32871/galley/23931/download/" } ] }, { "pk": 32815, "title": "Generating Expressions Referring to Eventualities", "subtitle": null, "abstract": "We note (a) the well-rehearsed linguistic observation that eventualities can be referred to by using either noun phrases or sentences, and (b) the seductive ontological parallels drawn by Bach [1986] between eventualities and individuals. W e show how the mechanisms for knowledge representation and referring expression generation in an existing natural language generation system [Dale 1988, 1989] can be easily extended to combine these two insights in the generation of a wide variety of forms of reference to eventualities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Neuroscience Models of Language", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/399166g3", "frozenauthors": [ { "first_name": "Jon", "middle_name": "", "last_name": "Oberlander", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Dale", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32815/galley/23875/download/" } ] }, { "pk": 32944, "title": "Generating Natural Language Expectations from a Reactive Execution System", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3g02p1x1", "frozenauthors": [ { "first_name": "Charles", "middle_name": "E.", "last_name": "Martin", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "R.", "middle_name": "James", "last_name": "Firby", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32944/galley/24004/download/" } ] }, { "pk": 32903, "title": "Goal-based Decision Strategies", "subtitle": null, "abstract": "We present a process model of decision making mediated by goals and relationships. The model is implemented in the V O T E computer program which simulates Congressional roll call voting. In this paper, we focus on VOTE's decision strategies, which are based on the need not only to arrive at a vote, but also to produce an explanation for each decision. W e describe severed typical strategies, as well as an indirect strategy, Deeper Analysis, that is invoked when the normal strategies fail to arrive at a decision.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Decision Making", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/01p7v43k", "frozenauthors": [ { "first_name": "Stephen", "middle_name": "", "last_name": "Slade", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32903/galley/23963/download/" } ] }, { "pk": 32956, "title": "Goal Inference in Information-seeking Environments", "subtitle": null, "abstract": "In cooperative information-seeking environments, we have observed that the dialogues have the following characteristics: (1) they contain sufficient relevant information, (2) they are coherent, and (3) they are well-structured. In this paper, we describe a mechanism for plan inference which takes advantage of these observed features to reduce the number of alternate interpretations of a user's statements. This reduction is achieved as follows: initially, we take advantage of the relevant information trait by using guiding principles and meta predicates to constrain the number of possible interpretations of a single statement. Discourse coherence considerations are then applied to integrate subsequent statements and drop incoherent interpretations. The retained interpretations are evaluated using a measure of information content, which is used to prefer the interpretations that have more relevant information. The entire mechanism is based on an approach that takes advantage of the well-structured nature of information-seeking dialogues to arrive at the intended interpretation as efficiently as possible.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9nm4m7sg", "frozenauthors": [ { "first_name": "Bhavani", "middle_name": "", "last_name": "Raskutti", "name_suffix": "", "institution": "Monash University", "department": "" }, { "first_name": "Ingrid", "middle_name": "", "last_name": "Zukerman", "name_suffix": "", "institution": "Monash University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32956/galley/24017/download/" } ] }, { "pk": 36635, "title": "Guest Editor’s Note", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Editors’ Note", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/58j5010j", "frozenauthors": [ { "first_name": "Dorothy", "middle_name": "", "last_name": "Messerschmitt", "name_suffix": "", "institution": "University of San Francisco", "department": "" }, { "first_name": "Denise", "middle_name": "", "last_name": "Murray", "name_suffix": "", "institution": "San Jose State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36635/galley/27485/download/" } ] }, { "pk": 36645, "title": "How English Works: A Grammar Handbook with Readings by Ann Raimes", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5bk6r24q", "frozenauthors": [ { "first_name": "Roberta", "middle_name": "", "last_name": "Ching", "name_suffix": "", "institution": "California State University, Sacramento", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36645/galley/27495/download/" } ] }, { "pk": 32845, "title": "How Students Misunderstand Definitions: Some Evidence for Contextual Representations of Word Meanings", "subtitle": null, "abstract": "This study is concerned with the issue of whether word meanings are mentally represented in a decontextualized form, similar to dictionary definitions. If this assumption is correct then students should understand the meaning of an unfamiliar word when they read its definition. To test this hypothesis, German high school students were given unfamiliar English words and their monolingual English dictionary entries. Students used each target word in an English sentence, and then translated their sentences into German. The translations permitted the assessment of comprehension and the specification of its underlying components. The results indicate that students often did not understand the meaning of an unfamiliar word even though they did \"understand\" its definition. Information that specified in which contexts an entry word and its definition are synonymous promoted comprehension. Meaning representations are therefore best conceived of as contextual representations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Word and Concept Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1sc0p3j3", "frozenauthors": [ { "first_name": "Ute", "middle_name": "", "last_name": "Fischer", "name_suffix": "", "institution": "Vassar College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32845/galley/23905/download/" } ] }, { "pk": 32907, "title": "Human Discovery of Laws and Concepts; An Experiment", "subtitle": null, "abstract": "In order to understand the relationship between human and machine discovery, it is necessary to collect data about human discoveries which can be compared with machine discovery performance. Historical data are difficult to obtain, are very sparse, and arguably do not reflect a typical human performance. W e contend that cognitive experiments can provide meaningful data, because the discovery tasks can be carefully defined and tailored to the comparison task, and the subject selection can be controlled in diff'erent ways. We describe an experimental study of the human processes of concept formation and discovery of regularities. In our experiments human subjects were allowed to interact with three world models on the computer. Our results demonstrate that humans use heuristics similar to those used in computer discovery systems such as B A C ON or FAHRENHEIT on comparable tasks which include finding one dimensional regularities, generalizing them to more dimensions, finding the scope of a regularity, and introduction of intrinsic concepts. Virtually aU our subjects made some relatively simple discoveries, while some of them were able to develop a complete theory of simple world models. The progress made by human subjects on comparably simple tasks was impeded significantly when the domain became richer, as measured by the number of regularities, their dimensionaUty, and the number of intrinsic concepts involved. This can be called a contextual complexity phenomenon. Our subjects demonstrated a definite pattern of chaotic experimentation and lack of theoretical progress when the level of complexity was too high.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Discovery Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4j3127k2", "frozenauthors": [ { "first_name": "Janice", "middle_name": "M.", "last_name": "Zytkow", "name_suffix": "", "institution": "Wichita State University", "department": "" }, { "first_name": "Anna", "middle_name": "N.", "last_name": "Zytkow", "name_suffix": "", "institution": "Institute of Astronomy", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32907/galley/23967/download/" } ] }, { "pk": 32936, "title": "Human Performance in Visually Directed Reaching Results in Systematic, Idiosyncratic Error", "subtitle": null, "abstract": "We study the performance of human subjects in a task which requires multi-jointed reaches to be made to targets spaced over a wide area. In accordance with established research, we find that subjects' reaches are not accurate when they carmot see either their hands or the targets. The errors subjects make are different at different targets, suggesting that they are due to an error in the plaiming of movements. However, contrary to existing models of this error, we find that it is highly idiosyncratic. This leads to the rejection of the most straightforward model of how reaching is learned, and poses problems which a future model must address.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1vw9v6fm", "frozenauthors": [ { "first_name": "Michael", "middle_name": "L.", "last_name": "Kalish", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32936/galley/23996/download/" } ] }, { "pk": 32876, "title": "Hybrid Encoding: The Addressing Problem", "subtitle": null, "abstract": "Locality constraints are generally assumed to have their source at the hardware, or neuronal, level. However, the paper shows that the way symbols address constituent structure represented at the connectionist level limits their access to the encoded information. These limitations are expressed as the constructs of local and address domain and provide an explanatory basis for a wide range of cognitive constraints.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Hybrid Representational Systems", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5v6092b8", "frozenauthors": [ { "first_name": "Jon", "middle_name": "M.", "last_name": "Slack", "name_suffix": "", "institution": "Instituto per la Ricerca Scientifica e Tecnologica", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32876/galley/23936/download/" } ] }, { "pk": 32908, "title": "Hypothesis Generation and the Coordination of Theory and Evidence in Medical Diagnostic Reasoning", "subtitle": null, "abstract": "This paper investigates the process of hypothesis generation and the coordination of hypothesis and evidence in medical diagnostic tasks. Two issues are addressed: the generation of hypothesis and the directionality of reasoning. Two problems whose initial presentation suggested an initial hypothesis were presented to subjects with different degrees of expertise in clinical medicine. When faced with contradictory evidence against the initial hypothesis, 1) early novices either modified the initial hypothesis, or ignored, or reinterpreted the cues in the problem to fit the hypothesis; 2) intermediate novices generated concurrent hypotheses to account for different sets of data; and 3) advanced novices generated several initial hypotheses and subsequently narrowed the hypothesis space by generating a single coherent diagnostic hypothesis. All subjects, used a mixture of forward reasoning and backward reasoning. A more forward-directed reasoning was related to diagnostic accuracy. These results on diagnostic reasoning are discussed in relation to findings on scientific reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Heuristics in Reasoning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0rc9t79c", "frozenauthors": [ { "first_name": "Jose", "middle_name": "F.", "last_name": "Arocha", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Vimla", "middle_name": "L.", "last_name": "Patel", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32908/galley/23968/download/" } ] }, { "pk": 32810, "title": "Imagery and Categories: The Indeterminacy Problem", "subtitle": null, "abstract": "One of the classical problems faced by theories of mental imagery is the Indeterminacy Problem: a certain level of detail seems to be required to construct an image from a generating description, but such detail might not be available from abstract, categorical descriptions. If we commit to unjustified details and incorporate them into an image, subsequent queries of the image might indiscriminately report not only information implied by the description but also information that was arbitrarily fixed. The Indeterminacy Problem is studied in a simplified domain, and a computational model is proposed in which images can be incrementally adjusted to satisfy a set of inter-constraining assertions as well as possible. In this model, queries can discriminate between those details in an image which are necessary (implied by the generating description) and those which are incidental (consistent but arbitrarily fixed). The computational model exploits the graded prototypicality of the categorical relations in the simplified domain, and suggests the importance of a grounded language for reasoning with categories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Imagery", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/90z6r88q", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "R.", "last_name": "Ioerger", "name_suffix": "", "institution": "University of Illinois", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32810/galley/23870/download/" } ] }, { "pk": 32840, "title": "Implicit Detection of Event Interdependencies and a PDP Model of the Process", "subtitle": null, "abstract": "We report on an experiment in which subjects were asked to predict the location of a stimulus based on observation of a series of five events. Unbeknownst to subjects, the location of the sixth event was determined by a double contingency between the second and fourth events in the sequence. This material is therefore highly complex, since the relevant events are embedded in a large number of irrelevant contexts. The results indicated that subjects improved their prediction performance over 10 sessions encompassing over 2400 trials of training, despite the fact that they remained completely unaware of the existence of the rule, and unable to verbalize their knowledge of the contingencies in the material. W e propose a model of performance in this task, in the form of a PDP model of sequence processing. The model successfully accounts for performance and illustrates how knowledge about the temporal context may develop in a way that does not necessarily yield decomposable representations. Interestingly, the model also predicts that performance would be worse if subjects were required to predict successive events rather than simply observe them.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Regularities and Estimation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6tg4h0ft", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Kushner", "name_suffix": "", "institution": "Brooklyn College of CUNY", "department": "" }, { "first_name": "Axel", "middle_name": "", "last_name": "Cleeremans", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Arthur", "middle_name": "", "last_name": "Reber", "name_suffix": "", "institution": "Brooklyn College of CUNY", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32840/galley/23900/download/" } ] }, { "pk": 32841, "title": "Implicit Understanding of Functions in Quantitative Reasoning", "subtitle": null, "abstract": "We present a theoretical analysis of students' implicit understanding of the concept of variables and functions, and present a cognitive model of this understanding based on the idea that reasoning involves a successful interaction between psychological agents and the things and other people in a situation. In the first part of the paper, we provide evidence that middle-and high-school students demonstrate implicit understanding of functional relations among quantities when they reason about a physical model of linear functions. Implicit understanding is knowledge of concepts or principles that enables and constrains performance, but is not articulate. In the second part of the pa^r, we describe several theoretical properties of our computational model: a.) activities are modeled as interactions between a parson and a situation; b.) reasoning is modeled as a form of activity that produces new information; and c.) understanding is modeled as attunement to the constraints of conceptual activities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Regularities and Estimation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0697n5gm", "frozenauthors": [ { "first_name": "Joyce", "middle_name": "L.", "last_name": "Moore", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "James", "middle_name": "G.", "last_name": "Greeno", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32841/galley/23901/download/" } ] }, { "pk": 32890, "title": "Improving Case Retrieval Through Observing Expert Problem Solving", "subtitle": null, "abstract": "As case-based reasoners gain experience in a domain, they need to improve their case retrieval so that more useful cases are retrieved. One problem in doing this is that the reasoner who most needs to learn is least able to explain successes or failures. A second problem is that uncontrolled pursuit of an explanation could be very expensive. There are three keys to the approach presented. First, the student observes expert problem solving and sets up expectations for what the expert will do next. When expectations fail, the reasoner has its failure isolated to a single step, and the correct action for the situation has been provided. Second, if the student can retrieve part of a case that would have suggested a correct prediction, then that case snippet can be used to limit the explanation process, making the process more efficient. Third, when no explanation can be found, the reasoner resorts to empirical adjustment of feature importance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Reminding and Case Retrieval", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4x18k665", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Redmond", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32890/galley/23950/download/" } ] }, { "pk": 32819, "title": "Incorporating Resource Analyses into an Action System", "subtitle": null, "abstract": "OOPS is a reactive planner which integrates sensory perception and action selection. A principal feature of the OOPS architecture is the use and discovery of cheap, diagnostic features to indicate opportunities, which are then verified in more expensive computations. This diagnostic relationship is established analytically and refined using tools from decision theory. The use and refinement of diagnostic features depends upon assumptions of conditional independence. However, in the case of a multiplanning agent (one which simultaneously pursues several goals), while conditional independence holds true for features vis-avis individual opportunities, plans may interact in the world, and conditional independence may not hold. In this paper we discuss how the knowledge needed to avoid detrimental action interactions can be incorporated into OOPS's inexpensive diagnostic computations, with benefits for robustness, performance, and learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Planning and Action", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9rj5j7tx", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "", "last_name": "Brand", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32819/galley/23879/download/" } ] }, { "pk": 32878, "title": "Incremental Learning, or The Importance of Starting Small", "subtitle": null, "abstract": "Most work in learnability theory assumes that both the environment (the data to be learned) and the learning mechanism are static. In the case of children, however, this is an unrealistic assumption. First-language learning occurs, for example, at precisely that point in time when children undergo significant developmental changes. In this paper I describe the results of simulations in which network models are unable to learn a complex grammar when both the network and the input remain unchanging. However, when either the input is presented incrementally, or—more realistically—the network begins with limited memory that gradually increases, the network is able to learn the grammar. Seen in this light, the early limitations in a learner may play both a positive and critical role, and make it possible to master a body of knowledge which could not be learned in the mature system.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Language Understanding", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3qv7m4mw", "frozenauthors": [ { "first_name": "Jeffrey", "middle_name": "L.", "last_name": "Elman", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32878/galley/23938/download/" } ] }, { "pk": 32958, "title": "Indexing Cases for Planning and Acting in Dynamic Environments: Exploiting Hierarchical Goal Structures", "subtitle": null, "abstract": "We examine how acting in dynamic, complex, not entirely predictable environments affects the indexing, storage and reuieval of cases in a memory-based system. W e discuss how a hierarchical goal sUiicture can be exploited to provide indices for searching and storage when planning and acting in everyday environments under time pressure. The tradeoffs between the costs and utility associated with attempting to prevent repeating a failure or missing an opportunity are briefly examined. Considering these tradeoffs leads to distinguishing between when failures can be allowed to recur and when they should be anticipated and avoided. The amount of effort expended when handling failures differs for the two situations, but in both cases a hierarchical goal structure can be used to choose effective indices efficiently. This paper describes the approach taken in our EXPEDITER^ system and briefly compares it to other approaches.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2pf7c0jv", "frozenauthors": [ { "first_name": "Stephen", "middle_name": "", "last_name": "Robinson", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Janet", "middle_name": "", "last_name": "Kolodner", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32958/galley/24019/download/" } ] }, { "pk": 36636, "title": "Individual Variation in Students’ Engagement In Classroom Personal Journal Writing", "subtitle": null, "abstract": "Teachers of students from sociocultural backgrounds different from their own must, on the one hand, recognize sociocultural influences on their students and, on the other, remember that students are also individuals. This article examines the role of individual differences in the journal writing of adult ESL students. The study was conducted in an extended education ESL writing class team-taught for two 10-week semesters at a large urban university. The primary writing activity of the class was personal journal writing requiring description and examination of the writers’ past experiences. Case studies were conducted of nine students from six countries. Data for the study consisted of student questionnaires, fieldnotes, and audiotapes of classroom observations, teacher and student interviews, and teacher and student journal writing. After describing the conventions of the genre and the backgrounds of the nine subjects and summarizing students’ responses to the journal writing, the article focuses on influences on those responses. The findings illuminate the roles of past writing experiences, personality, and cultural background in influencing students’ responses to classroom writing.", "language": "eng", "license": null, "keywords": [], "section": "Theme Section - Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1m15d7mc", "frozenauthors": [ { "first_name": "Tamara", "middle_name": "", "last_name": "Lucas", "name_suffix": "", "institution": "ARC Associates", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36636/galley/27486/download/" } ] }, { "pk": 32954, "title": "Information Gathering as a Planning Task", "subtitle": null, "abstract": "Existing planners fall into two broad categories: reactive planners that can react quickly to changes in the world, but do not project the expected results of a proposed sequence of actions, and classical planners that perform detailed projections, but make assumptions that are unrealistic when operating in a complex and dynamic world. Ideally, a planning agent in such a world should be able to do both. In order to do this, the agent has to be able to differentiate between those situations in which detailed information would aid it in making its decisions, and and those in which such information would not materially improve its performance. W e propose an approach to this problem, using well-characterized heuristics to decide what information would be useful, whether to gather it and if so, how.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0773h775", "frozenauthors": [ { "first_name": "Louise", "middle_name": "", "last_name": "Pryor", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Gregg", "middle_name": "", "last_name": "Collins", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32954/galley/24015/download/" } ] }, { "pk": 32881, "title": "Integrating Knowledge Sources in Language Comprehension", "subtitle": null, "abstract": "Multiple types of knowledge (syntax, semantics, pragmatics, etc.) contribute to establishing the meaning of an utterance. Immediate application of these knowledge sources is necessary to satisfy the real-time constraintof 200 to 300 words per minute for adult comprehension, since delaying the use of a knowledge source introduces computational inefficiencies in the form of overgeneration. O n the other hand, ensuring that all relevant knowledge is brought to bear as each word in the sentence is understood is a difficult design problem. As a solution to this problem, w e present N L - Soar, a language comprehension system that integrates disparate knowledge sources automatically. Through experience, the nature of the understanding process changes from deliberate, sequential problem solving to recognitional comprehension that applies all the relevant knowledge sources simultaneously to each word. The dynamic character of the system results directly from its implementation within the Soar architecture.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Language Understanding", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8j875177", "frozenauthors": [ { "first_name": "Jill", "middle_name": "Fain", "last_name": "Lehman", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Richard", "middle_name": "L.", "last_name": "Lewis", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Allen", "middle_name": "", "last_name": "Newell", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32881/galley/23941/download/" } ] }, { "pk": 32886, "title": "Intentions, Commitments and Rationality", "subtitle": null, "abstract": "Intentions are an important concept in Cognitive Science and Artificial Intelligence (AI). Perhaps the salient property of (futuredirected) intentions is that the agents w h o have them are committed to them. If intentions are to be seriously used in Cognitive Science and AI, a rigorous theory of commitment must be developed that relates it to the rationality of limited agents. Unfortunately, the available theory (i.e., the one of Cohen & Levesque) defines commitment in such a manner that the only way in which it can be justified reduces it to vacuity. I present an alternative model in which commitment can be defined so as to have more of the intuitive properties we expect, and be closely connected to agent rationality. This definition is intuitively obvious, does not reduce to vacuity, and has useful consequences, e.g., that a rational agent ought not to be more committed to his means than to his ends.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Philosophical Perspectives", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/682938xr", "frozenauthors": [ { "first_name": "Munindar", "middle_name": "P.", "last_name": "Singh", "name_suffix": "", "institution": "University of Texas", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32886/galley/23946/download/" } ] }, { "pk": 32938, "title": "Interaction of Deductive and Inductive Reasoning Strategies in Geometry Novices", "subtitle": null, "abstract": "This paper is part of an effort to extend research on mathematical problem solving beyond the traditional focus on formal procedures (both in the classroom and in problem solving research). W e are beginning to investigate students' inductive discovery-oriented strategies and the interaction between these and formal deductive strategies. In contrast to typical classroom problems in math and science which demand the application of a learned formal procedure (e.g., prove X), we gave students more open-ended problems (e.g., is X true?) for which the formal deductive procedure is useful, but other, possibly informal or inductive, strategies are also potentially useful. The normative approach for solving these problems, in fact, requires the use of both a deductive strategy, which is definitive only when X is true, and an inductive search for examples, which is definitive only when X is not universally true. When presented with these problems we found that geometry students have some limited facility to perform the deductive strategy (though, less so in this context than when they are directly asked to vwite a proof) and use a degenerate version of the inductive strategy. Instead of considering multiple examples and looking for a counter-example, students tend to read off the conclusion from the single example (or model) we provided.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/70f0x4qq", "frozenauthors": [ { "first_name": "Kenneth", "middle_name": "R.", "last_name": "Koedinger", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "John", "middle_name": "R.", "last_name": "Anderson", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32938/galley/23998/download/" } ] }, { "pk": 32929, "title": "Interactive Reasoning about Spatial Concepts", "subtitle": null, "abstract": "Spatial relations and spatial language form an important part of everyday reasoning. This paper describes SPATR, a system which addresses the labeUing of components of objects and the interpretation of spatial relations between objects within the framework of adaptive planning. S P A T R implements a model of spatial reasoning, which mediates among language, memory, and perception. Using a case-based approach for reasoning from past experience, S P A T R makes use of spatial relationships corresponding to closed class terms, as well as a 3D, hierarchical representation of objects for retrieving relevant past experience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8262x2hf", "frozenauthors": [ { "first_name": "Marc", "middle_name": "", "last_name": "Goodman", "name_suffix": "", "institution": "Brandeis University", "department": "" }, { "first_name": "Scott", "middle_name": "", "last_name": "Waterman", "name_suffix": "", "institution": "Brandeis University", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Alterman", "name_suffix": "", "institution": "Brandeis University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32929/galley/23989/download/" } ] }, { "pk": 32918, "title": "Interpretation of Definite Reference with a Time-Cosntrained Memory", "subtitle": null, "abstract": "In this paper, I demonstrate how complex cases of definite reference resolution can be processed within the independently motivated framework of time-constrained memory, and, most importantly, without having to resort to the complex mechanisms assumed by Haddock (1987). The key idea of the solution is to initiate a referent search for the complex definite N P formed by the attachment of a prepositional phrase to a definite noun phrase.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5dg4h1r3", "frozenauthors": [ { "first_name": "Jean-Pierre", "middle_name": "", "last_name": "Corriveau", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32918/galley/23978/download/" } ] }, { "pk": 32807, "title": "In the Eye of the Beholder: The Coherence of Nonstandard Discourse", "subtitle": null, "abstract": "Researchers investigating discourse coherence typically examine the various mechanisms that bring about coherence. This body of research has acknowledged that the specific coherence relations which unite the individual discourse units work as a result of an assumption about the coherence of discourse in general. The standard approach to coherence investigation has been to analyze conventional texts and conversations in which both coherence relations and the assumption of coherence are present. By limiting themselves to the analysis of standard discourse, researchers have ignored nonstandard sources, which can provide insight into the necessity and sufficiency of these mechanisms. This paper provides several examples of nonstandard discourse. From these examples, we conclude that an assumption of coherence is the only necessary and sufficient mechanism required for judgments of coherence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Discourse and Text", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2c56d0xm", "frozenauthors": [ { "first_name": "Richard", "middle_name": "M.", "last_name": "Roberts", "name_suffix": "", "institution": "Memphis State University", "department": "" }, { "first_name": "Roger", "middle_name": "J.", "last_name": "Kreuz", "name_suffix": "", "institution": "Memphis State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32807/galley/23867/download/" } ] }, { "pk": 32867, "title": "Knowledge Transfer among Programming languages", "subtitle": null, "abstract": "Two experiments were conducted to investigate knowledge transfer from learned programming languages to learning new ones. The first experiment concerned transfer from knowing LISP to learning PROLOG; the results showed that subjects who knew LISP had significant advantages over subjects who did not. Moreover, among the subjects who knew LISP those who knew LISP better seemed to learn PROLOG faster. The second experiment studied transfer from knowing either PASCAL or PROLOG to learning LISP; attention was specifically focused on transfer of knowledge of writing recursive and iterative programs in these languages. The results indicated that PROLOG programmers, who were usually more knowledgeable on recursion, were more ready to learn the recursive part of the LISP language. Some general theoretical discussion about knowledge transfer among programming languages is also presented in the paper.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Problem Solving and Transfer", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7h11h740", "frozenauthors": [ { "first_name": "Quanfeng", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "John", "middle_name": "R.", "last_name": "Anderson", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32867/galley/23927/download/" } ] }, { "pk": 32817, "title": "Language and the Primate Brain", "subtitle": null, "abstract": "New data on the large number of modality-specific areas in the post-central cortex of several non-human primates, and recent anatomical and functional studies of the human brain suggest that very little of the cortex consists of poly-modal 'association' areas. These observations are used to reinterpret psychological and neuropsychological data on language comprehension in normal and brain-damaged humans. I argue that language comprehension in sighted people might best be thought of as a kind of code-directed scene comprehension that draws heavily upon specifically visual, and probably largely prelinguistic processing constraints. The key processes of word-recognition and the assembly of visual word meaning patterns into interacting chains, however, may be mediated in part by species-specific activity patterns in secondary auditory cortex similar", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Neuroscience Models of Language", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1565v3ng", "frozenauthors": [ { "first_name": "Martin", "middle_name": "I.", "last_name": "Sereno", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32817/galley/23877/download/" } ] }, { "pk": 36647, "title": "Language Aptitude Reconsidered edited by Thomas S. Perry and Charles W. Stansfield.", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3k37b9cd", "frozenauthors": [ { "first_name": "Dorothy", "middle_name": "S.", "last_name": "Messerschmitt", "name_suffix": "", "institution": "University of San Francisco", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36647/galley/27497/download/" } ] }, { "pk": 32900, "title": "Language Differences in Face-to-Face and Keyboard-to-Keyboard Tutoring Sessions", "subtitle": null, "abstract": "Face-to-face and keyboard-to-keyboard tutoring sessions were recorded and analyzed as a first step in building a machine tutor that can understand and generate natural language dialogue. There were striking differences between these modes of interaction. The number of turns in an hour-long session dropped and so did the length of the sentences, although the number of sentences per turn stayed roughly the same. Students contributed 3 7 % of the words in the face-to-face sessions; their share dropped to 2 5 % in the keyboard sessions. Sentence structure is simpler in the keyboard sessions. The tutors ask more questions in the keyboard sessions; they explain this as a deliberate strategy to keep the dialogue going. The tutors also use a much wider range of expressions of acknowledgement in the keyboard sessions in a deliberate attempt to communicate verbally the kind of encouragement that is often expressed nonverbally in a face-to-face situation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Computer Interfaces", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7dh9q229", "frozenauthors": [ { "first_name": "Jai", "middle_name": "", "last_name": "Seu", "name_suffix": "", "institution": "Illinois Institute of Technology", "department": "" }, { "first_name": "Ru-Charn", "middle_name": "", "last_name": "Chang", "name_suffix": "", "institution": "Illinois Institute of Technology", "department": "" }, { "first_name": "Jun", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "Illinois Institute of Technology", "department": "" }, { "first_name": "Martha", "middle_name": "", "last_name": "Evens", "name_suffix": "", "institution": "Illinois Institute of Technology", "department": "" }, { "first_name": "Joel", "middle_name": "", "last_name": "Michael", "name_suffix": "", "institution": "Rush Medical College", "department": "" }, { "first_name": "Allen", "middle_name": "", "last_name": "Rovick", "name_suffix": "", "institution": "Rush Medical College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32900/galley/23960/download/" } ] }, { "pk": 32906, "title": "Language Evolution and Human-Computer Interaction", "subtitle": null, "abstract": "Many of the issues that confront designers of interactive computer systems ako appear in natural language evolution. Natural languages and human-computer interfaces share as their primary mission the support of extended \"dialogues\" between responsive entities. Because in each case one participant is a human being, some of the pressures operating on natural languages, causing them to evolve in order to better support such dialogue, also operate on human-computer \"languages\" or interfaces. This does not necessarily push interfaces in the direction of natural language— since one entity in this dialogue is not a human, this is not to be expected. Nonetheless, by discerning where the pressures that guide natural language evolution also appear in human-computer interaction, we can contribute to the design of computer systems and obtain a new perspective on natural languages.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Discovery Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3tj9q1g2", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "", "last_name": "Grudin", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Donald", "middle_name": "A.", "last_name": "Norman", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32906/galley/23966/download/" } ] }, { "pk": 32865, "title": "Learning, Memory, and Search in Planning", "subtitle": null, "abstract": "This paper describes D^DALUS, a system that uses a variant of means-ends analysis to generate plans and uses an incremental learning algorithm to acquire probabilistic search heuristics from problem solutions. W e summarize DjEDALUS' approach to search, knowledge, organization, and learning, and examine its behavior on multi-column subtraction. W e then evaluate the system in terms of its consistency with known results on human problem solving, comparing it to other psychological models of learntng and planning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Problem Solving and Transfer", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1f49r40x", "frozenauthors": [ { "first_name": "Pat", "middle_name": "", "last_name": "Langley", "name_suffix": "", "institution": "NASA Ames Research Center", "department": "" }, { "first_name": "John", "middle_name": "A.", "last_name": "Allen", "name_suffix": "", "institution": "NASA Ames Research Center", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32865/galley/23925/download/" } ] }, { "pk": 32836, "title": "Learning Object-Relative Spatial Concepts in the L0 Project", "subtitle": null, "abstract": "This paper reports on the learning of spatial concepts in the £o project. The starting point Ls the identification of a visual primitive which appears to play a central role in the visually-based semantics for terms which express spatial relations between two objects. This primitive is simply the orientation of the imaginary ray connecting the two related objects where they are nearest each other. Given this, an important part of the learning consists of determining which other orientations this particular one should align with (e.g. it should align with upward vertical for \"above\"). These other orientations may be supplied by an objectcentered coordinate frame, as in English \"in front of and Mixtec \"cii\", as well as by the upright coordinate frame. A central feature of the system design is the use of orientation-tuned Gaussian nodes which can learn their orientation and ", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Memory for Objects", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7xq3w3qb", "frozenauthors": [ { "first_name": "Terry", "middle_name": "", "last_name": "Reiger", "name_suffix": "", "institution": "University of California at Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32836/galley/23896/download/" } ] }, { "pk": 32826, "title": "Learning Strategic Concepts from Experience: A Seven-Stage Process", "subtitle": null, "abstract": "One way novices improve their skill is by learning not to repeat mistakes. Often this requires learning entirely new concepts which must be operationalized for use in plans. W e model this learning process in seven stages, starting with the generation of expectations which, when proven faulty, invoke mechanisms to modify decision making mechanisms in order to prevent the failure from occurring again. This process is demonstrated in the context of our testbed system which learns new rules for detecting threats, formulating counterplans and other cognitive tasks. It is shown how this process may be used to learn the concept of immobility as it occurs in the domain of chess.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Reasoning and Mental Models", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3qq19885", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Freed", "name_suffix": "", "institution": "The Institute for the Learning Sciences", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32826/galley/23886/download/" } ] }, { "pk": 32859, "title": "Learning the Past Tense in a Recurrent Network: Acquiring the Mapping From Meaning to Sounds", "subtitle": null, "abstract": "The performance of a recurrent neural network in mapping a set of plan vectors, representing verb semantics, to associated sequences of phonemes, representing the phonological structure of verb morphology, is investigated. Several semantic representations are explored in attempt to evaluate the role of verb synonymy and homophony in deteriming the patterns of error observed in the net's output performance. The model's performance offers several unexplored predictions for developn mental profiles of young children acquiring English verb morphology.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Paper Presentations -- Phonology and Word Recognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1kc6m22j", "frozenauthors": [ { "first_name": "Garrison", "middle_name": "W.", "last_name": "Cottrell", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Kim", "middle_name": "", "last_name": "Plunkett", "name_suffix": "", "institution": "University of Aarhus, Denmark", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1991-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32859/galley/23919/download/" } ] } ] }