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{ "count": 39597, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=36500", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=36300", "results": [ { "pk": 31348, "title": "Taking Connectionism Seriously:", "subtitle": null, "abstract": "Connectionism is drawing much attention as a new paradigm for cognitive science. A n important objective of connectionism has become the definition of a subsymbolic bridge between the mind and the brain. By analyzing an important example of this subsymbolic approach, NETtalk, I will show that this type of connectionism does not fulfil its promises and is applying new techniques in a symbolic approach. It is shown that connectionist models can only become part of such a new approach when they are embedded in an alternative conceptual framework where the emphasis is not placed upon what knowledge a system must posses to be able to accomplish a task but on how a system can develop this knowledge through its interaction with the environment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3tn1h2mx", "frozenauthors": [ { "first_name": "Paul", "middle_name": "F.M.J.", "last_name": "Verschure", "name_suffix": "", "institution": "University of Zurich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31348/galley/22417/download/" } ] }, { "pk": 31373, "title": "Taxonomies and Part-Whole Hierarchies in the Acquisition of Word Meaning - A Connectionist Model", "subtitle": null, "abstract": "The aim of this paper is to introduce a simple connectionist model for the acquisition of word meaning, and to demonstrate how this model can be enhanced based on empirical observations about language learning in children. The main sources are observations by Markman (1989, 1990) about constraints children place on word meaning, and Nelson (1988), as well as Benelli (1988), about the role of language in the acquisition of concept taxonomies. The model enhancements based on these observations, and those authors' conclusions, are mainly built on well-known neural mechanisms such as resonance, reset and recruitment, as first introduced in the adaptive resonance theory (ART) models by Grossberg (1976). This way the strength of connectionist models in plausibly modeling detailed aspects of natural language is underlined.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9tq692w4", "frozenauthors": [ { "first_name": "Georg", "middle_name": "", "last_name": "Dorffner", "name_suffix": "", "institution": "University of Vienna", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31373/galley/22442/download/" } ] }, { "pk": 31270, "title": "Team Cognition in the Cockpit: Linguistic Control of Shared Problem Solving", "subtitle": null, "abstract": "Communication of professional air transport crews (2- and 3-member crews) in simulated inflight emergencies was analyzed in order to determine (1) whether certain communication features distinguish high-performing from low-performing crews, and (2) whether crew size affects communication used for problem solving. Analyses focused on metacognitively explicit talk; i.e., language used to build a shared understanding of the problem, goals, plans and solution strategies. Normalized frequencies of utterances were compared during normal (low workload) and abnormal (high workload) phases of flight. Highperforming captains, regardless of crew size, were found to be more metacognitively explicit than low-performing captains, and effective captains in 3-member crews were found to be most explicit. First officers' talk complemented their captains' talk: First officers in lowperforming crews tended to be more explicit than first officers in high-performing crews.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9jq741xx", "frozenauthors": [ { "first_name": "Judih", "middle_name": "", "last_name": "Orasanu", "name_suffix": "", "institution": "NASA-Ames Research Center", "department": "" }, { "first_name": "Ute", "middle_name": "", "last_name": "Fischer", "name_suffix": "", "institution": "NASA-Ames Research Center", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31270/galley/22339/download/" } ] }, { "pk": 31247, "title": "The Effects of Pattern Presentation on Interference in Backpropagation Networks", "subtitle": null, "abstract": "This paper reviews six approaches to solving the problem of 'catastrophic sequential interference\". It is concluded that all of these methods function by reducing (or circumventing) hidden-layer overlap. A new method is presented, called 'random rehearsal training', that further explores an approach introduced by Hetherington and Seidenberg (1989). A constant number of patterns, randomly selected from those learned earlier, is rehearsed with every newly learned pattern. This scheme of rehearsing patterns may, perhaps, be compared to the functioning of the 'aniculatory loop' (Baddeley, 1986). It is shown that this presentation method may virtually eliminate sequential interference.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9gb1c6pk", "frozenauthors": [ { "first_name": "Jacob", "middle_name": "M.J.", "last_name": "Murre", "name_suffix": "", "institution": "Leiden University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31247/galley/22316/download/" } ] }, { "pk": 36623, "title": "The English Connection: A Content-Based Grammar and Discussion Text, 2nd ed. by Gail Fingado, Leslie J. Freeman, Mary Reinbold Jerome, and Catherine Vaden Summers", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1k02j8bf", "frozenauthors": [ { "first_name": "Sharon", "middle_name": "", "last_name": "Hilles", "name_suffix": "", "institution": "California State Polytechnic University, Pomona", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36623/galley/27473/download/" } ] }, { "pk": 31278, "title": "The Evolutionary Induction of Subroutines", "subtitle": null, "abstract": "In this paper' we describe a genetic algorithm capable of evolving large programs by exploiting two new genetic operators which construct and deconstruct parameterized subroutines. These subroutines protect useful partial solutions and help to solve the scaling problem for a class of genetic problem solving methods. W e demonstrate our algorithm acquires useful subroutines by evolving a modular program from \"scratch\" to play and win at Tic-Tac-Toe against a flawed \"expert\". This work also amplifies our previous note (Pollack, 1991) that a phase transition is the principle behind induction in dynamical cognitive models.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/01m2496j", "frozenauthors": [ { "first_name": "Peter", "middle_name": "J.", "last_name": "Angeline", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Jordan", "middle_name": "B.", "last_name": "Pollack", "name_suffix": "", "institution": "The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31278/galley/22347/download/" } ] }, { "pk": 31435, "title": "The Figural Effect and a Graphical Algorithm for Syllogistic Reasoning", "subtitle": null, "abstract": "Theories of syllogistic reasoning based on Euler Circles have foundered on a combinatorial explosion caused by an inappropriate interpretation of the diagrams. A new interpretation is proposed, allowing single diagrams to abstract over multiple logical models of premises, permitting solution by a simple rule, which involves the identification of individuals whose existence is entailed by the premises. This solution method suggests a performance model. which predicts some of the phenomena of the Figural Effect, a tendency for subjects to prefer conclusions in which the terms preserve their grammatical status from the premises (Johnson-Laird k Steedman 1978). 21 students were asked to identify the necessary individuals for each of the 64 pairs of premis.'5e>. The order in which the three terms specifying the individuals were produced was shown to be as predicted by the performance model. but contrary to the presumed predictions of Mentad Models theory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0g107419", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Yule", "name_suffix": "", "institution": "Edinburgh University", "department": "" }, { "first_name": "Keith", "middle_name": "", "last_name": "Stenning", "name_suffix": "", "institution": "Edinburgh University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31435/galley/22504/download/" } ] }, { "pk": 31334, "title": "The Interaction of Memory and Explicit Concepts in Learning", "subtitle": null, "abstract": "The extent to which concepts, memory, and planning are necessary to the simulation of intelligent behavior is a fundamental philosophical issue in AI. A n active and productive segment of the research community has taken the position that multiple low-level agents, properly organized, can account for high-level behavior. The empirical research relevant to this debate with fully operational systems has thus far been primarily on mobile robots that do simple tasks. This paper recounts experiments with Hoyle, a system in a cerebral, rather than a physical, domain. The program learns to perform well and quickly, often outpacing its human creators at two-person, perfect information board games. Hoyle demonstrates that a surprising amount of intelligent behavior can be treated as if it were situation-determined, that often planning is unnecessary, and that the memory required to support this learning is minimal. The contribution of this paper is its demonstration of h ow explicit, rather than implicit, concept representation strengthens a reactive system that learns, and reduces its reliance on memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6kw7z25x", "frozenauthors": [ { "first_name": "Susan", "middle_name": "L.", "last_name": "Epstein", "name_suffix": "", "institution": "The City University of New York", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31334/galley/22403/download/" } ] }, { "pk": 31364, "title": "The Interaction of Principles and Examples in Instructions", "subtitle": null, "abstract": "Learners often have difficulty following instructions written at a general enough level to apply to many different cases. Presence and type of example (example either matched the first task, did not match the first task, or was not present) and presence of a principle (that provided a rationale for part of a procedure) were manipulated in a set of instructions for computer text editing in order to examine whether initial performance and later transfer could be improved. The results suggest that a principle can aid initial learning from general instructions if no example is given or the example does not match the first task. The principle could help users disambiguate the instructions by providing a rationale for potentially misunderstood actions. However, if the example matches the first task, then the presence of a principle seems to slow initial performance, perhaps because the learner tries to compare and integrate the example and the principle. O n later training tasks, however, a principle improves performance. These results suggest that the features of instructions that aid initial performance and those that aid later performance are different and careful research on how to integrate these features is important.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/20j7k4rp", "frozenauthors": [ { "first_name": "Richard", "middle_name": "", "last_name": "Catrambone", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Ronald", "middle_name": "M.", "last_name": "Wachman", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31364/galley/22433/download/" } ] }, { "pk": 31273, "title": "Theme Construction from Belief Conflict and Resolution", "subtitle": null, "abstract": "Story themes are generalized advice that a story contains, and theme recognition provides a way for a system to show that it has understood the story. T H U N D E R is a story understanding system that implements a model of theme construction from belief conflicts and resolutions. A belief conflict is conflicting evaluative beliefs regarding a story character's plan. W h e n execution of the plan results in a realized success or failure for the character, a resolution to the conflict is recognized from the additional reasons that the realization provides for the evaluative beliefs in conflict. The theme of the story is generated by reasoning about how the resolution shows the beliefs in conflict to be correct or incorrect, and produces a statement of generalized advice about reasons for evaluation. T w o types of advice are generated by T H U N D E R : (1) reason advice about the reasons for evaluation that the story shows to be correct, and (2) avoidance advice about how failures that occur as the result of erroneous evaluations could be avoided. The algorithms for constructing both type of advice and examples of T H U N D E R constructing themes are presented.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7rb516c0", "frozenauthors": [ { "first_name": "John", "middle_name": "F.", "last_name": "Reeves", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31273/galley/22342/download/" } ] }, { "pk": 31314, "title": "The Nature of Expertise in Anagram Solution", "subtitle": null, "abstract": "Second-generation theories of expertise have stressed the knowledge differences between experts and novices and have used the serial architecture of the production system as a model for both expert and novice problem solving. Recently, Holyoak (1991) has proposed a third generation of theories based on the idea of expertise-related differences in the processing of solution constraints. According to this view, the problem solving of experts, in contrast to that of novices, often is better characterized as a process of satisfying multiple solution constraints in parallel than as a process of serially testing and rejecting hypotheses. W e provide data from three experiments that are consistent with this hypothesis for the domain of anagram solution.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/43r0t06d", "frozenauthors": [ { "first_name": "Laura", "middle_name": "R.", "last_name": "Novick", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Nathalie", "middle_name": "", "last_name": "Cote", "name_suffix": "", "institution": "Vanderbilt University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31314/galley/22383/download/" } ] }, { "pk": 31350, "title": "The (Non)Necessity of Recursion in Natural Language Processing", "subtitle": null, "abstract": "The prima facie unbounded nature of natural language, contrasted with the finite character of our memory and computational resources, is often taken to warrant a recursive language processing mechanism. The widely held distinction between an idealized infinite grammatical competence and the actual finite natural language performance provides further support for a recursive processor. In this paper, I argue that it is only necessary to postulate a recursive language mechanism insofar as the competence/performance distinction is upheld. However, I provide reasons for eschewing the latter and suggest that only data regarding observable linguistic behaviour ought to be used when modeling the human language mechanism. A connectionist model of language processing—the simple recurrent network proposed by Elman—is discussed as an example of a non-recursive alternative and I conclude that the computational power of such models promises to be sufficient to account for natural language behaviour.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7dw7t45v", "frozenauthors": [ { "first_name": "Morten", "middle_name": "H.", "last_name": "Christiansen", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31350/galley/22419/download/" } ] }, { "pk": 31400, "title": "The Phase Tracker of Attention", "subtitle": null, "abstract": "We introduce a new mechanism of selective attention among perceptual groups as part of a computational model of early vision. In this model, selection of objects is a two-stage process: perceptual grouping is first performed in parallel in connectionist networks which dynamically bind together the neural activities triggered in response to related features in the image; secondly, by locking its output on the quasi-peridic bursts of activity associated with a single perceptual group, a dynamic network called the phase-tracker of attention produces a temporal filter which retains the selected group for further processing, while rejecting the unattended ones. Simulations show that the network's behavior matches known psychological data that fit in the descriptive framework of object-based theories of visual attention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/02c7f4wf", "frozenauthors": [ { "first_name": "Erik", "middle_name": "D.", "last_name": "Lumer", "name_suffix": "", "institution": "Xerox Palo Alto Research Center", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31400/galley/22469/download/" } ] }, { "pk": 31346, "title": "The Proper Treatment of Cognition", "subtitle": null, "abstract": "The apparent contradiction between Smolensky's claim that connectionism is presenting a dynamical conception of the nature of cognition as an alternative to the traditional symbolic conception, and Giunti's recent elaboration of computational systems are special cases of dynamical systems can be resolved by adopting a framework in which (a) cognitive systems are dynamical systems, (b) cognition is statespace evolution in dynamical systems, and (c) diffo*- ences between major research paradigms in cognitive science are differences in the kind of dynamical systems thought most appropriate for modeling some aspect of cognition, and in the kinds of concepts, tools and techniques used to understand systems of that kind.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8fk3w631", "frozenauthors": [ { "first_name": "Timothy", "middle_name": "", "last_name": "van Gelder", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31346/galley/22415/download/" } ] }, { "pk": 31311, "title": "The Role of Correlational Structure in Learning Event Categories", "subtitle": null, "abstract": "How do people learn categories of simple, transitive events? W e claim that people attempt to recover from input the predictive structure that is the basis of 'good', inferentially rich categories. Prior work with object categories found facilitation in teaming a component relation (e.g. feathers covary with beak) when that correlation was embedded in a system of other, mutually relevant correlations. Little research has investigated event categories, but researchers have suggested that verb meanings (hence perhaps event categories) might be organized quite differently from noun meanings (and object categories). Thus it is far from clear whether the learning biases or procedures found for object categories will also appear for event learning. T w o experiments investigated the effects of systematic correlational structure on learning the regularities axnprising a set of event categories. Both found the same pattern of facilitation from correlational coherence as found earlier with object categories. W e briefly discuss relations to 1) other constraints on concept learning that focus on the organization of the whole system of concepts and 2) learning paradigms that produce competition, not facilitation, between corrdated cues.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2q4633wv", "frozenauthors": [ { "first_name": "Alan", "middle_name": "W.", "last_name": "Kersten", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "Dorrit", "middle_name": "O.", "last_name": "Billman", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31311/galley/22380/download/" } ] }, { "pk": 31372, "title": "The Role of Expertise in the Development of Display-Based Problem Solving Strategies", "subtitle": null, "abstract": "This paper reports two experiments which explore the relationship between working memory and the development of expertise. Consideration is given to the role played by external memory sources and displaybased problem solving in computer programming tasks. Evidence is presented which suggests that expertise in programming is dependent upon the development of strategies for effectively utilizing external displays. In this context, it appears that novices rely extensively upon working memory to generate as much of a solution as possible before transferring it to an external source. In contrast, experts make extensive use of an external display as an information repository. These results are discussed in terms of a framework which emphasizes the role of display-based problem solving and its contribution to strategy development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4745c05h", "frozenauthors": [ { "first_name": "Simon", "middle_name": "P.", "last_name": "Davies", "name_suffix": "", "institution": "Nottingham University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31372/galley/22441/download/" } ] }, { "pk": 31287, "title": "The Role of Genericity in the Perception of Illusory Contours", "subtitle": null, "abstract": "Visual images are ambiguous. Any given image, or collection of images, is consistent with an infinite number of possible states of the external world. Yet, the human visual system seems to have little difficulty in reducing this potential uncertainty to one, or perhaps a few perceptual interpretations. Many vision researchers have investigated what sort of constraints— assumptions about the external world and the images formed of it—that the visual system might be using to arrive at its perceptions. One important class of constraints are those based on genericity or general position. W e propose a theory of illusory contours in which general position assumptions are used to infer certain necessary conditions for the occurrence of illusory figures that appear to occlude their inducers. Experiments with human subjects are described. The results of these experiments suggest an important role for general position assumptions in understanding the perception of illusory contours. It is also demonstrated that parallelism of contours of \"blob\" type inducers is an important determinant of illusory contour strength.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3cw1x037", "frozenauthors": [ { "first_name": "Marc", "middle_name": "", "last_name": "Albert", "name_suffix": "", "institution": "University of California, Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31287/galley/22356/download/" } ] }, { "pk": 31249, "title": "The Role of Measurement in the Construction of Conservation Knowledge", "subtitle": null, "abstract": "Conservation knowledge and measurement abilities are two central components in quantitative development. Piaget's position is that conservation is a logical pre-requisite of measurement, while Miller's is the reverse. In this paper we illustrate how measurement is employed as an empirical tool in the construction of conservation knowledge. This account predicts the familiar pattern of conservation development from the limits on young children's measurement abilities. We present Q-Soar, a computational model that acquires number conservation knowledge by simulating children's performance in a published conservation training study. This model shows that measurement enables a verification process to be executed which is the basis of conservation learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8gr212nw", "frozenauthors": [ { "first_name": "Tony", "middle_name": "", "last_name": "Simon", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Klahr", "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": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31249/galley/22318/download/" } ] }, { "pk": 31398, "title": "The Search Image Hypothesis in Animal behavior: Its Relevance to Analyzing Vision at the Complexity Level", "subtitle": null, "abstract": "We show how a concept from animal behavior, the visual search hypothesis, is relevant to complexity considerations in computational vision. In particular we show that this hypothesis is an indication of the validity of the bounded/unbounded visual search distinction proposed by Tsotsos. Specifically we show bounded visual search corresponds to a broad range of naturally occurring, target driven problems in which attention alters the search behavior of animals.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/61t4s6qj", "frozenauthors": [ { "first_name": "Dennis", "middle_name": "R.", "last_name": "Lomas", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "John", "middle_name": "K.", "last_name": "Tsotsos", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31398/galley/22467/download/" } ] }, { "pk": 31337, "title": "The Story with Reminding: Memory Retrieval is Influenced by Analogical Similarity", "subtitle": null, "abstract": "AI models of reminding (ARCS, MAC/FAC) that predict that memory access is influenced by analogical similarity are tested. In Experiment 1, subjects initially studied a set of 12 target stories. Later, subjects read 10 other cue stories and were asked to write down the stories they were reminded of from the first set. Cue stories were associated with either an analogous and disanalogous target (competition condition), an analogous target (singleton condition), or a disanalogous target (singleton condition). An effect of analogical similarity was found only in the competition condition. Experiment 2 used the same design but targets and cues were simple subject-verb-object sentences. Cue sentences shared similar nouns and verbs with target sentences. Materials were constructed such that associated nouns either consistently mapped or cross-mapped between cues and targets. Consistent-mapped sentences were recalled more than cross-mapped sentences in both conditions. Issues for future research are addressed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/54m953s3", "frozenauthors": [ { "first_name": "Charles", "middle_name": "M.", "last_name": "Wharton", "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": "" }, { "first_name": "Paul", "middle_name": "E.", "last_name": "Downing", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Trent", "middle_name": "E.", "last_name": "Lange", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Thomas", "middle_name": "D.", "last_name": "Wickens", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31337/galley/22406/download/" } ] }, { "pk": 31323, "title": "The Time Course of Metaphor Comprehension", "subtitle": null, "abstract": "This research investigates the process by which people understand metaphors. W e apply processing distinctions from computational models of analogy to derive predictions for psychological theories of metaphor. W e distinguish two classes of theories: those that begin with a matching process (e.g Centner & Clement, 1988; Ortony, 1979) and those that begin with a mapping process (e.g. Gluckserg and Keysar, 1990). In matching theories, processing begins with a comparison of the two terms of the metaphor. In mapping theories, processing begins by deriving an abstraction from the base (or vehicle) term, which is then mapped to the target (or topic). In three experiments, w e recorded subjects' time to interpret metaphors. The metaphors were preceded by either the base term, the target term, or nothing. The rationale was as follows. First, interpretations should be faster with advanced terms than without, simply because of advanced encoding. The important prediction is that if the initial process is mapping from the base, then seeing the base in advanced should be more facilitative than seeing the target in advanced. Matching models predict no difference in interpretation time between base and target priming. The results gena:ally supp(Hied matching-fixst models, although support f w mapping-first models was found with highly conventional metaphors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8q13k0wp", "frozenauthors": [ { "first_name": "Phillip", "middle_name": "", "last_name": "Wolff", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31323/galley/22392/download/" } ] }, { "pk": 31366, "title": "The Zoo Keeper's Paradox", "subtitle": null, "abstract": "Default reasoning is a mode of commonsense reas(Miing which lets us jump to plausible conclusions when there is no contrary information. A crucial operation of default reasoning systems is the checking and maintaining of consistency. However, it has been argued that default reasoning is inconsistent: Any rational agent will believe that it has some false beliefs. By doing so. the agent guarantees itself an inconsistent belief set (Israel, 1980). Perlis (1986) develops Israel's argument into an argument for the inconsist^cy of recoUective Socratic default reasoning systems. The Zoo Keeper's Paradox has been offered as a concrete example to demonstrate the inconsistency of commonsense beliefs. In this paper, w e show that Israel and Perils' arguments are not well founded. A rational agent only needs to believe that some of its beliefs are possibly or probably false. This requirement does not imply that the beliefs of rational agents are necessarily inconsistent Decision theory is used to show that concrete examples of seemingly inconsistent beliefs, such as the Zoo Keeper's Paradox, can be rational as well as consistent. These examples show that analyses of commonsense beliefs can be very misleading when utility is ignored. W e also examine the justifications of the exploratory and incredulous approaches in default reasoning, decision theoretic considerations favor the exploratory approach.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9kd1100c", "frozenauthors": [ { "first_name": "Kwok", "middle_name": "Hung", "last_name": "Chan", "name_suffix": "", "institution": "Memphis State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31366/galley/22435/download/" } ] }, { "pk": 31392, "title": "Toward a Knowledge Representation for Simple Narratives", "subtitle": null, "abstract": "In this paper we report progress on the design of a knowledge representation formalism, based on Allen's temporal logic [Allen, 1984], to be used in a generative model of narratives. Our goal is to develop a model that will simultaneously generate text and meaning representations so that claims about recovery of meaning from text can be assessed. W e take as our domain a class of simple stories, based on Grimm's fairy tales. We base our work on story grammars, as they are the only available framework with a declarative representation. W e provide the logical foundations for developing a story grammar [Rumelhart, 1975] into a generative model of simple narratives. W e have provided definitions to specify the \"syntactic\" categories of the story grammar and the constraints between constituents.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4jc726v4", "frozenauthors": [ { "first_name": "R.", "middle_name": "Raymond", "last_name": "Lang", "name_suffix": "", "institution": "Tulane University", "department": "" }, { "first_name": "Robert", "middle_name": "P.", "last_name": "Goldman", "name_suffix": "", "institution": "Tulane University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31392/galley/22461/download/" } ] }, { "pk": 31394, "title": "Towards a Distributed Network Learning Framework: Theory and Technology to Support Educational Electronic Learning Environments", "subtitle": null, "abstract": "Electronic networks are being increasingly used to support a variety of educational activities. Although early research in this area has been promising, there has been less work to date concerning more basic cognitive and theoretical issues associated with the design and use of educational electronic networks. This paper proposes a distributed network learning framework (DNLF) which will be presented through three main aspects: (a) network mediators and the flow of information and knowledge, (b) networks and cognitive theories of learning, and (c) the network-human interface. A s an example of an application of the distributed network learning framework, an ongoing research and development project is discussed that involves a cognitively-based educational electronic communication tool. The Message Assistant. In addition to the standard electronic mail features such as creating, sending, and receiving messages, this program includes a user-defined incremental expert system and hypertextual linking functions to assist a network mediator in her or his evaluation, organization, and distribution of network information and knowledge. The distributed network learning framework can function as a flexible-and extendable—set of conceptual views from which to examine and to work with different aspects of dynamically evolving network learning environments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8h55h69c", "frozenauthors": [ { "first_name": "James", "middle_name": "A.", "last_name": "Levin", "name_suffix": "", "institution": "University of Illinois at Urbana-Champaign", "department": "" }, { "first_name": "Michael", "middle_name": "J.", "last_name": "Jacobson", "name_suffix": "", "institution": "University of Illinois at Urbana-Champaign", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31394/galley/22463/download/" } ] }, { "pk": 31289, "title": "Toward the Origins of Dyslexia", "subtitle": null, "abstract": "A series of experiments will be reported comparing the performance of groups of 11 year old and IS year old children with dyslexia with groups of normal children matched for chronological age (CA) and reading age (RA) respectively. Experiments testing gross motor skill demonstrated that both groups of children with dyslexia showed significant deficits in balance when required to undertake a further task at the same time, whereas the control groups were not affected. It was concluded that the control children balanced automatically whereas the children with dyslexia did not. Further experiments indicated that working memory performance was not diswdered, in that deficits in memory span were paralleled by deficits in speed of articulation. Tests of information processing speed led to an interesting dissociation. Simple reaction performance was indistinguishable from that of the C A controls. By contrast, on the simplest possible choice reaction, both groups of children with dyslexia were slowed to the level of their R A controls. It was concluded that the locus of the speed deficit lay within the decision-making process. Further experiments demonstrating deficits in sensory thresholds and abnormal evoked potentials will also be reported. W e conclude that an auiomatisation deficit is consistent with most of the known problems of children with dyslexia.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1wx84251", "frozenauthors": [ { "first_name": "Roderick", "middle_name": "I.", "last_name": "Nicolson", "name_suffix": "", "institution": "University of Sheffield", "department": "" }, { "first_name": "Angela", "middle_name": "J.", "last_name": "Fawcett", "name_suffix": "", "institution": "University of Sheffield", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31289/galley/22358/download/" } ] }, { "pk": 31382, "title": "Transitions Between Modes of Inquiry in a Rule Discovery Task", "subtitle": null, "abstract": "Studies of rule discovery behavior employ one of two research paradigms: In the reception paradigm the item evaluated on each trial is provided by the researcher; in the selection/generation paradigm the item to be evaluated is selected or generated by the subject. The prevalence of both paradigms and their correspondence to well established modes of scientific inquiry led us to the hypothesis that if given the choice, subjects would employ both modes of inquiry. To test this hypothesis 27 adults and 27 8th graders solved three rule discovery problems in a computer environment which allowed free transitions between item reception and generation. Almost all the adults and roughly half the children employed both modes of inquiry on at least one problem, with adults much likelier to generate items. The use of a method of inquiry came in blocks with generation tending to follow reception. An inverse relationship was found between item generation and the proportion of positive instances supplied by the environment. Within both age groups, consistent individual differences were found regarding inquiry style. These results shed new light on inquiry behavior and demonstrate the desirability of letting subjects freely choose between differing modes of inquiry.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/554560j8", "frozenauthors": [ { "first_name": "Naftali", "middle_name": "", "last_name": "Halberstadt", "name_suffix": "", "institution": "The Hebrew University of Jerusalem", "department": "" }, { "first_name": "Yaakov", "middle_name": "", "last_name": "Kareev", "name_suffix": "", "institution": "The Hebrew University of Jerusalem", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31382/galley/22451/download/" } ] }, { "pk": 31414, "title": "Understanding Detective Stories", "subtitle": null, "abstract": "In this paper, we illustrate a general approach to psychological inference by considering its application to a simple detective story. Detective stories provide a fertile ground for the investigation of psychological inference, because their plots so often hinge on the mental states of the characters involved. Although our analysis contains several, logically independent suggestions for h o w to tackle some of the different problems that arise in understanding the story, one guiding principle underlies our approach: the re-use thesis. According to the re-use thesis, certain inferential mechanisms whose primary function has nothing in particular to do with psychological inference cam be re-used for psychological inference tasks. In the course of the paper, w e present several examples of the re-use thesis in action. Finally, w e sketch how these applications of the re-use thesis can contribute to an understanding of our detective story.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2sz4t5mf", "frozenauthors": [ { "first_name": "Ian", "middle_name": "", "last_name": "Pratt", "name_suffix": "", "institution": "University of Manchester", "department": "" }, { "first_name": "Luopinh", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of Manchester", "department": "" }, { "first_name": "Ivan", "middle_name": "", "last_name": "Leudar", "name_suffix": "", "institution": "University of Manchester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31414/galley/22483/download/" } ] }, { "pk": 31255, "title": "Understanding English Past-Tense Formation: The Shared Meaning Hypothesis", "subtitle": null, "abstract": "It has long been controversial whether language behavior is best described and explained with reference to the constructs of formal linguistic theory, or with reference to information processing concepts and the communicative goals of speakers. Recent work by Kim, Pinker, Prince and Prasada (1991) argues that the vocabulary of formal grammatical theory is essential to psychological explanation. They demonstrate that speakers' evaluation of the well formedness of past-tense forms is sensitive to whether novel verb forms are perceived to be extended from nouns or verbs. 1 show this pattern of preferences to be a consequence of semantic similarity between the novel sense of the verb and the irregular verb to which it is phonologically related. The data is consistent with the tenets of functional grammar: speaker' choice of one linguistic form over another is influenced by perceived communicative gain (Kuno, 1987; Bates & MacWhinney, 1989). The salient task in judging novel verbs phonologically related to irregular verbs is guarding against miscommunication. Dizzy Dean aside, that so few mortals have ever flown out to center field testifies to speakers' success.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5n41t0r9", "frozenauthors": [ { "first_name": "Catherine", "middle_name": "L.", "last_name": "Harris", "name_suffix": "", "institution": "Boston University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31255/galley/22324/download/" } ] }, { "pk": 31406, "title": "Using Analogies in Natural Language Generation", "subtitle": null, "abstract": "Any system with explanatory capabilities must be able to generate descriptions of concepts defined in its knowledge base. The use of analogies to highlight selected features in these descriptions can greatly enhance their effectiveness, as analogies are a powerful and compact means of communicating ideas and descriptions. In this paper, w e describe a system that can make use of analogies in generating descriptions. W e outline the differences between using analogies in problem solving and using them in language generation, and show h o w the discourse structure kept by our generation system provides knowledge that aids finding an acceptable analogy to express.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4x07m4q8", "frozenauthors": [ { "first_name": "Vibhu", "middle_name": "O.", "last_name": "Mittal", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Cecile", "middle_name": "L.", "last_name": "Paris", "name_suffix": "", "institution": "University of Southern California", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31406/galley/22475/download/" } ] }, { "pk": 31363, "title": "Using Cognitive Biases to Guide Feature Set Selection", "subtitle": null, "abstract": "Although learning is a cognitive task, machine learning algorithms, in general, fail to take advantage of existing psychological limitations. In this paper, we use a learning task from the field of natural language processing and examine three well-known cognitive biases for human information processing: 1) the tendency to rely on the most recent information, 2) the heightened accessibility of the subject of a sentence, and 3) short term memory limitations. In a series of experiments, w e modify a baseline instance representation in response to these limitations and show that the overall performance of the learning algorithm improves as increasingly more cognitive biases and limitations are explicitly incorporated into the instance representation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/08j636dk", "frozenauthors": [ { "first_name": "Claire", "middle_name": "", "last_name": "Cardie", "name_suffix": "", "institution": "University of Massachusetts", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31363/galley/22432/download/" } ] }, { "pk": 31375, "title": "Using Stories to Enhance and Simplify Computer Simulations for Teaching", "subtitle": null, "abstract": "Computer-based simulations are a valuable teaching tool because they permit a learner to explore a phenomenon on his o w n and to learn from his mistakes. T w o factors, however, limit the use of computer simulations in teaching: good simulations are hard to build and learners can flounder with just a simulation. W e have built HeRMiT^, a case-based tutor that integrates a simulation with a library of videotaped stories. The stories make up for any lack of depth or fidelity in the simulation by facilitating the generalization and application of underlying principles.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6362847w", "frozenauthors": [ { "first_name": "Richard", "middle_name": "G.", "last_name": "Feifer", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Thomas", "middle_name": "R.", "last_name": "Hinrichs", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31375/galley/22444/download/" } ] }, { "pk": 31342, "title": "Using Theory Revision to Model Students and Acquire Stereotypical Errors", "subtitle": null, "abstract": "Student modeling has been identified as an important component to the long term development of Intelligent Computer-Aided Instruction (ICAI) systems. Two basic approaches have evolved to model student misconceptions. One uses a static, predefined library of user bugs which contains the misconceptions modeled by the system. The other uses induction to learn student misconceptions from scratch. Here, we present a third approach that uses a machine learning technique called theory revision. Using theory revision allows the system to automatically construct a bug library for use in modeling while retaining the flexibility to address novel errors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7pj183nd", "frozenauthors": [ { "first_name": "Paul", "middle_name": "T.", "last_name": "Baffes", "name_suffix": "", "institution": "University of Texas at Austin", "department": "" }, { "first_name": "Raymond", "middle_name": "J.", "last_name": "Mooney", "name_suffix": "", "institution": "University of Texas at Austin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31342/galley/22411/download/" } ] }, { "pk": 31341, "title": "Validating COGNITIO by Simulating a Student Learning to Program in Smalltalk", "subtitle": null, "abstract": "We describe COGNITIO, a computational theory of learning and cognition, and provide evidence of its psychological validity by comparing the protocols of a student learning to program in Smalltalk against a COGNTTIO-based computer simulation of the same. COGNITIO is a production system cognitive architecture that accounts parsimoniously for human learning based on three learning mechanisms: schema formation, episodic memory, and knowledge compilation. The results of simulation support the validity of COGNITIO as a computational theory of learning and cognition. W e also draw some implications of COGNITIO for the teaching of complex problem solving skills.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9032z055", "frozenauthors": [ { "first_name": "Yam", "middle_name": "San", "last_name": "Chee", "name_suffix": "", "institution": "National University of Singapore", "department": "" }, { "first_name": "Taizan", "middle_name": "", "last_name": "Chan", "name_suffix": "", "institution": "National University of Singapore", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31341/galley/22410/download/" } ] }, { "pk": 31326, "title": "Visual Analogical Mapping", "subtitle": null, "abstract": "This paper describes some results of research aimed at understanding the structures and processes required for understanding analogical thinking that involves images and diagrams. W e will describe V A M P . l and V A M P . 2 , two programs for visual analogical mt^ping. VAMP.l uses a knowledge representation scheme proposed by Janice Glasgow that captures spatial information using nested threedimensional arrays. V A M P . 2 overcomes some limitations of V A M P . l by replacing the array representation with a scheme inspired by Minsky's Society of Mind and connectionism.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/72g189nd", "frozenauthors": [ { "first_name": "Paul", "middle_name": "", "last_name": "Thagard", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Gochfeld", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Hardy", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31326/galley/22395/download/" } ] }, { "pk": 31422, "title": "Visual Attention and Manipulator Control", "subtitle": null, "abstract": "One function of visual attention is as a filter that selects one region of the visual field for enhanced detection and recognition processing. A second function of attention is to provide localization information, which can be used in guiding motor activity. A visual system in which the eyes can be moved requires such localization information to guide eye movements. Furthermore, the control of arm and hand movements for object manipulation is simplified by attentional localization of the hand with respect to a fixation frame centered on the object. This paper describes this role of attention in the visual guidance of simple motor behaviors associated with unskilled object manipulation behaviors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7hd1m05r", "frozenauthors": [ { "first_name": "Peter", "middle_name": "A.", "last_name": "Sandon", "name_suffix": "", "institution": "Dartmouth College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31422/galley/22491/download/" } ] }, { "pk": 36606, "title": "What Are Some Considerations for Teacher Training in Content-Based Instruction?.", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "CATESOL Exchange", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3kj1h235", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Master", "name_suffix": "", "institution": "California State University, Fresno", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [] }, { "pk": 36612, "title": "What Are the Benefits of Cooperative Learning in Content-Based Instruction?", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "CATESOL Exchange", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9rx8391t", "frozenauthors": [ { "first_name": "Rocio", "middle_name": "Flores", "last_name": "Moss", "name_suffix": "", "institution": "San Diego State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36612/galley/27462/download/" } ] }, { "pk": 36618, "title": "What Challenges Do Content-Based Program Administrators Face?", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "CATESOL Exchange", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/51r8s5wx", "frozenauthors": [ { "first_name": "Donna", "middle_name": "M.", "last_name": "Brinton", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36618/galley/27468/download/" } ] }, { "pk": 31416, "title": "What does a System Need to Know to Understand a User's Plans", "subtitle": null, "abstract": "During natural language interactions, it is often the case that a set of statements issued by a speaker/writer can be interpreted in a number of ways by a listener/reader. Sometimes the intended interpretation can not be determined by considering only conversation coherence and relevance of the presented information, and specialized domain knowledge m a y be necessary in choosing the intended interpretation. In this paper, we identify the points during the inference process where such specialized knowledge can be successfully applied to aid in assessing the likelihood of an interpretation, and present the results of an inference process that uses domain knowledge, in addition to other factors, such as coherence and relevance, to choose the interpretation intended by the speaker. Our mechanism has been developed for use in task-oriented consultation systems. The particular domain that we have chosen for exploration is that of a travel agency.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9zk9w2kq", "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": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31416/galley/22485/download/" } ] }, { "pk": 36609, "title": "What Do VESL and Content-Based Instruction Have in Common?", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "CATESOL Exchange", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8221397v", "frozenauthors": [ { "first_name": "Kathleen", "middle_name": "", "last_name": "Wong", "name_suffix": "", "institution": "City College of San Francisco", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36609/galley/27459/download/" } ] }, { "pk": 36605, "title": "What Is the Relationship Between Content-Based Instruction and English for Specific Purposes?", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "CATESOL Exchange", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7dg8r82j", "frozenauthors": [ { "first_name": "Ann", "middle_name": "M.", "last_name": "Johns", "name_suffix": "", "institution": "San Diego State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36605/galley/27456/download/" } ] }, { "pk": 36608, "title": "What Is the Relationship Between Workplace Literacy and Content-Based Instruction?", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "CATESOL Exchange", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1m44b3rb", "frozenauthors": [ { "first_name": "Rosemary Henze", "middle_name": "", "last_name": "Henze", "name_suffix": "", "institution": "ARC Associates, Inc., Oakland, CA", "department": "" }, { "first_name": "Anne", "middle_name": "", "last_name": "Katz", "name_suffix": "", "institution": "ARC Associates, Inc., Oakland, CA", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36608/galley/27458/download/" } ] }, { "pk": 36613, "title": "What Is the Role of Teaching Culture in Content-Based Instruction?", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "CATESOL Exchange", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/92f4x3t4", "frozenauthors": [ { "first_name": "Sharon", "middle_name": "", "last_name": "Hilles", "name_suffix": "", "institution": "California State Polytechnic University, Pomona", "department": "" }, { "first_name": "Dennis", "middle_name": "", "last_name": "Lynch", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36613/galley/27463/download/" } ] }, { "pk": 36619, "title": "What Options Exist for Funding Content-Based Programs?", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "CATESOL Exchange", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6k96x9rg", "frozenauthors": [ { "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": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36619/galley/27469/download/" } ] }, { "pk": 31272, "title": "What You Infer Might Hurt You - A Guiding Principle for a Discourse Planner", "subtitle": null, "abstract": "Most Natural Language Generation systems developed to date assume that a user will learn only what is explicitly stated in the discourse. This assumption leads to the generation of discourse that slates explicitly all the information to be conveyed, and that does not address further inferences from the discourse. The content planning mechanism described in this paper addresses these problems by taking into consideration the inferences the user is likely to make from the presented information. These inferences are modeled by means of inference rules, which are applied in a prescriptive manner to generate discourse that conveys the intended information, and in a predictive mode to draw further conclusions from the presented information. In addition, our mechanism minimizes the generated discourse by presenting only information the user does not know or about which s/he has misconceptions. The domain of our implementation is the explanation of concepts in high school algebra.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6235640r", "frozenauthors": [ { "first_name": "Ingrid", "middle_name": "", "last_name": "Zukerman", "name_suffix": "", "institution": "Monash University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31272/galley/22341/download/" } ] }, { "pk": 31259, "title": "When Can Visual images Be Re-Interpreted? Non-Chronometric Tests of Pictorialism", "subtitle": null, "abstract": "The question of re-interpreting images can be seen as a new focus for the imagery debate since the possibility would appear to be a direct prediction of the pictorial account Finke, Pinker and Farah (1989) have claimed that their results \"refute\" the earlier negative evidence of Chambers and Reisberg (1985), while Peterson, Kihlstrom, Rose & Glisky (1992) have used the ambiguous stimuli of Chambers and Reisberg to show that under certain conditions, these images may be reinterpreted after all. By employing newly devised tasks, our o w n experiments have provided further conflicting evidence concerning the conditions under which images can and cannot be reinterpreted. W e consider their bearing on the fundamental 'format* issue which neither Finke et al (1989) nor Peterson et al. (1992) address directly.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5r46x66h", "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": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31259/galley/22328/download/" } ] }, { "pk": 31396, "title": "Why are Situations Hard", "subtitle": null, "abstract": "An ecological model of human information processing is introduced which characterizes intuition as a state oracle providing information for particular types of situations for which attunements to constraints have been developed. The consequences of this model are examined showing among other things that: for a cognitive task with a fixed problem space difficulty can only be reduced by introducing metaphor, difficulty of translation is minimum for a situationally equivalent metaphor, a situationally equivalent metaphor preserves and reflects extrinsic information about the situation, any situation containing a subcategory isomorphic to a problem situation can be made into a metaphor by supplying instructions, these characteristics can be exploited by an algorithm which chooses a metaphor in such a way that attunements are substituted for problem constraints and instructions are used as an \"error term\".", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3j27b6sd", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Lewis", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31396/galley/22465/download/" } ] }, { "pk": 31238, "title": "Why Intelligent Systems Should Get Depressed Occasionally and Appropriately", "subtitle": null, "abstract": "Some researchers suggest that depression may be adaptive. For example, depression may provide an opportunity to assess our capabilities, learn from past failures, u-igger personal change, and allocate activity away from futile goals. There are a variety of signature phenomena associated with depression, such as stable, global, and internal styles of failure explanation, a cognitive loop of failure-related rumination, lowered self-esteem and self-efficacy, and increased negative generalization and depressive realism. DEPlanner is presented, a simulated agent that adapts to failure in a simulated environment and exhibits eight targeted signature phenomena of depression.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1kb802d4", "frozenauthors": [ { "first_name": "Charles", "middle_name": "", "last_name": "Webster", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31238/galley/22307/download/" } ] }, { "pk": 36630, "title": "Writing Up Research: Experimental Research Report Writing for Students of English by Robert Weissberg and Suzanne Buker", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4cw5g9mp", "frozenauthors": [ { "first_name": "Barbara", "middle_name": "", "last_name": "Laube", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "1992-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/36630/galley/27480/download/" } ] }, { "pk": 34533, "title": "Acknowledgments", "subtitle": null, "abstract": "[No abstract]", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Acknowledgments", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/56x4w31v", "frozenauthors": [ { "first_name": "[No author]", "middle_name": "", "last_name": "CLLR", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2014-01-08T08:19:36+01:00", "date_accepted": "2014-01-08T08:19:36+01:00", "date_published": "1992-01-01T01:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uclalaw_cllr/article/34533/galley/25626/download/" } ] }, { "pk": 55622, "title": "Afrabia: Africa and the Arabs in the New World Order", "subtitle": null, "abstract": "No abstract", "language": "en", "license": null, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9896d35t", "frozenauthors": [ { "first_name": "Ali", "middle_name": "", "last_name": "Mazrui", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2013-03-18T10:23:31+01:00", "date_accepted": "2013-03-18T10:23:31+01:00", "date_published": "1992-01-01T01:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ufahamu/article/55622/galley/42010/download/" } ] }, { "pk": 55621, "title": "Africa: A Diplomatic Battleground in the Arab-Israeli Conflict, 1967-1973", "subtitle": null, "abstract": "No abstract", "language": "en", "license": null, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9309h7t3", "frozenauthors": [ { "first_name": "Maudelyn", "middle_name": "", "last_name": "Johnson", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2013-03-18T10:22:32+01:00", "date_accepted": "2013-03-18T10:22:32+01:00", "date_published": "1992-01-01T01:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ufahamu/article/55621/galley/42009/download/" } ] }, { "pk": 55624, "title": "African Echoes in the Arab Universe", "subtitle": null, "abstract": "No abstract", "language": "en", "license": null, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5rz3b226", "frozenauthors": [ { "first_name": "Bahadur", "middle_name": "", "last_name": "Tejani", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2013-03-18T10:25:41+01:00", "date_accepted": "2013-03-18T10:25:41+01:00", "date_published": "1992-01-01T01:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ufahamu/article/55624/galley/42012/download/" } ] }, { "pk": 55642, "title": "African Response to German Colonialism in East Africa: The Case of Usukuma, 1890-1918", "subtitle": null, "abstract": "No abstract", "language": "en", "license": null, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7nh0x2p1", "frozenauthors": [ { "first_name": "Buluda", "middle_name": "", "last_name": "Itandala", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2013-03-18T10:53:41+01:00", "date_accepted": "2013-03-18T10:53:41+01:00", "date_published": "1992-01-01T01:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ufahamu/article/55642/galley/42030/download/" } ] }, { "pk": 55623, "title": "\"Aid\" and Democracy: How the 1991 Gulf War Shaped the African View of the U.S.", "subtitle": null, "abstract": "No abstract", "language": "en", "license": null, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3rk5672g", "frozenauthors": [ { "first_name": "Angaluki", "middle_name": "", "last_name": "Muaka", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2013-03-18T10:24:56+01:00", "date_accepted": "2013-03-18T10:24:56+01:00", "date_published": "1992-01-01T01:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ufahamu/article/55623/galley/42011/download/" } ] }, { "pk": 55626, "title": "Arabic Loan Words in Hausa", "subtitle": null, "abstract": "No abstract", "language": "en", "license": null, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3jm5n6pw", "frozenauthors": [ { "first_name": "Lawan", "middle_name": "Danladi", "last_name": "Yalwa", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2013-03-18T10:29:23+01:00", "date_accepted": "2013-03-18T10:29:23+01:00", "date_published": "1992-01-01T01:00:00+01:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ufahamu/article/55626/galley/42014/download/" } ] }, { "pk": 57632, "title": "A Response to William Bradford Reynolds: Of Stories, Scholarship and Reality", "subtitle": null, "abstract": "", "language": "en", "license": 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