Article List

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        {
            "pk": 21365,
            "title": "Multidimensional spatial memory: One action, two reference frames",
            "subtitle": null,
            "abstract": "Spatial cognition is fundamental to human behavior, but people differ in how they remember spatial relations, variably using body-based (egocentric) and environment-based (allocentric) spatial reference frames. Despite decades of study, the causes of this variation and flexibility in spatial memory remain unclear. Here we show that people spontaneously use different reference frames on different spatial axes at the same time. When remembering the placement of a target object in a 2-dimensional array, Indigenous Tsimane' adults preferentially used allocentric space to determine lateral placement and egocentric space to determine sagittal placement in the same action. This effect of axis was also significant among US university students, whose overall preference for egocentric space was stronger on the sagittal than lateral axis. These findings support a novel account of spatial cognitive diversity and suggest that people across cultures habitually integrate egocentric and allocentric spatial reference frames into the same action.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Action; Memory; Representation; Spatial cognition; Cross-cultural analysis"
                }
            ],
            "section": "Papers with Oral Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/9c24z2tr",
            "frozenauthors": [
                {
                    "first_name": "Benjamin",
                    "middle_name": "",
                    "last_name": "Pitt",
                    "name_suffix": "",
                    "institution": "Institute for Advanced Study in Toulouse",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
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                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21365/galley/21810/download/"
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            ]
        },
        {
            "pk": 23994,
            "title": "Multi-level Team Coordination Dynamics during Simulation-Based Medical Team Training",
            "subtitle": null,
            "abstract": "Team coordination is essential for effective performance during critical, stressful events. To better understand processes and states involved at multiple levels of team coordination, we assessed the correspondence between low- and high-level coordination in teams participating in simulation-based medical team training. We computed a measure of low-level team coordination with Multidimensional Recurrence Quantification Analysis, applied to arm movement, heart rate, and skin conductance data. High-level team coordination was captured by annotating video recordings for explicit and implicit, information and action coordination. Three linear mixed-effects model were run, each predicting a type of low-level coordination, based on high-level coordination annotations, accounting for multiple observations per team. Our findings showed that, compared to periods without annotated coordination, explicit- and implicit- information coordination corresponded to significantly different low-level team coordination across each of the studied modalities. Further research is required to assess additional factors related to the temporal variability observed in low-level coordination.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Cognitive Humanities; Complex systems; Dynamical Systems; Group Behaviour; Human Factors"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/12r7d03f",
            "frozenauthors": [
                {
                    "first_name": "Kyana",
                    "middle_name": "",
                    "last_name": "van Eijndhoven",
                    "name_suffix": "",
                    "institution": "Tilburg University",
                    "department": ""
                },
                {
                    "first_name": "Travis",
                    "middle_name": "J.",
                    "last_name": "Wiltshire",
                    "name_suffix": "",
                    "institution": "Tilburg University",
                    "department": ""
                },
                {
                    "first_name": "Josette",
                    "middle_name": "M.P.",
                    "last_name": "Gevers",
                    "name_suffix": "",
                    "institution": "Eindhoven University of Technology",
                    "department": ""
                },
                {
                    "first_name": "Elwira",
                    "middle_name": "A.",
                    "last_name": "Hałgas",
                    "name_suffix": "",
                    "institution": "Eindhoven University of Technology",
                    "department": ""
                },
                {
                    "first_name": "Annemarie",
                    "middle_name": "",
                    "last_name": "Fransen",
                    "name_suffix": "",
                    "institution": "Màxima Medisch Centrum",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
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                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/23994/galley/21389/download/"
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            ]
        },
        {
            "pk": 24834,
            "title": "Multilingual Course Re-design(ing) Amid Local and Global Crises:\nLessons Going Forward",
            "subtitle": null,
            "abstract": "This reflective essay discusses my experience over one year during the COVID-19 global pandemic. I analyze my experiences teaching and my observations of students, concluding that the affordances of blended learning can be useful for engaging multilingual students, and that such engagement allows for more time for formative feedback for students. Specifically, a\nblended approach was used in a graduate ESL communications class for international students, most of whom took the class from their home countries. However, this approach may not necessarily fit with the teaching style of the instructor. Thus, the teaching and learning context adjusted by the COVID-19 pandemic resulted in a transformative teaching experience, wherein the instructor learned the value of more self-directed learning by the students. In this paper, course context will first be outlined, followed by detailed accounts of each course design approach, including cases in which students took the classes entirely asynchronously due to time zone conflicts. Specific assignments for synchronous and asynchronous teaching and learning contexts will be described, and I include a critical analysis of my teaching style with each. I review the supports that allowed for experimentation with teaching approaches during this remote time and I describe overall pedagogical implications.",
            "language": "eng",
            "license": null,
            "keywords": [
                {
                    "word": "course design"
                },
                {
                    "word": "reflective teaching"
                },
                {
                    "word": "Blended learning"
                },
                {
                    "word": "international graduate students"
                }
            ],
            "section": "Theme Section - Teaching the Whole Student",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/9s49s1nh",
            "frozenauthors": [
                {
                    "first_name": "Leslie",
                    "middle_name": "",
                    "last_name": "Sherwood",
                    "name_suffix": "",
                    "institution": "University of California, Los Angeles",
                    "department": "Writing Programs"
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
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        {
            "pk": 21684,
            "title": "Multimodal communication in newly sighted children: An investigation of the relation between visual experience and pragmatic development",
            "subtitle": null,
            "abstract": "We investigated the relationship between visual experience and pragmatic development by testing the socio-communicative skills of a unique population: the Prakash children of India, who received treatment for congenital cataracts after years of visual deprivation. Using two different referential communication tasks, our study investigated Prakash' children ability to produce sufficiently informative referential expressions (e.g., ‘the green pear' or ‘the small plate') and pay attention to their interlocutor's face during the task (Experiment 1), as well as their ability to recognize a speaker's referential intent through non-verbal cues such as head turning and pointing (Experiment 2). Our results show that Prakash children have strong pragmatic skills, but do not look at their interlocutor's face as often as neurotypical children do. However, longitudinal analyses revealed an increase in face fixations, suggesting that over time, Prakash children come to utilize their improved visual skills for efficient referential communication.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Linguistics; Psychology; Face Processing; Perception; Pragmatics"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/6p44s5dv",
            "frozenauthors": [
                {
                    "first_name": "Paula",
                    "middle_name": "",
                    "last_name": "Rubio-Fernàndez",
                    "name_suffix": "",
                    "institution": "Max Planck Institute for Psycholinguistics",
                    "department": ""
                },
                {
                    "first_name": "Madeleine",
                    "middle_name": "",
                    "last_name": "Long",
                    "name_suffix": "",
                    "institution": "University of Edinburgh",
                    "department": ""
                },
                {
                    "first_name": "Vishakha",
                    "middle_name": "",
                    "last_name": "Shukla",
                    "name_suffix": "",
                    "institution": "New York University",
                    "department": ""
                },
                {
                    "first_name": "Vrinda",
                    "middle_name": "",
                    "last_name": "Bhatia",
                    "name_suffix": "",
                    "institution": "Jawaharlal Nehru University",
                    "department": ""
                },
                {
                    "first_name": "Anwesha",
                    "middle_name": "",
                    "last_name": "Mahapatra",
                    "name_suffix": "",
                    "institution": "Jawaharlal Nehru University",
                    "department": ""
                },
                {
                    "first_name": "Dr. Chetan",
                    "middle_name": "",
                    "last_name": "Ralekar",
                    "name_suffix": "",
                    "institution": "Massachusetts Institute of Technology",
                    "department": ""
                },
                {
                    "first_name": "Shlomit",
                    "middle_name": "",
                    "last_name": "Ben-Ami",
                    "name_suffix": "",
                    "institution": "Massachusetts Institute of Technology",
                    "department": ""
                },
                {
                    "first_name": "Pawan",
                    "middle_name": "",
                    "last_name": "Sinha",
                    "name_suffix": "",
                    "institution": "Massachusetts Institute of Technology",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
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                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21684/galley/22077/download/"
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            ]
        },
        {
            "pk": 21374,
            "title": "Multimodal Description of Instrument Events in Turkish and English",
            "subtitle": null,
            "abstract": "Daily experiences are conceptualized as events involving multiple participants and their relations (i.e., thematic roles). When describing events, speakers often do not include all event participants involved. Here, we explore how underlying conceptual requirements and language-specific encoding options influence the content of event descriptions in speech and gesture in two typologically different languages (English, Turkish). Focusing on conceptually peripheral instruments whose status is highly debated, we manipulated the conceptual status of event participants by including events that ‘require' or ‘allow' otherwise syntactically optional instruments. Results showed that the require-allow distinction did not manifest uniformly in Turkish and English in speech, gesture, or when both modalities were considered. However, mention of highly optional event participants (e.g., allowed instruments) was affected by language-specific syntactic encoding options. We conclude that, under more naturalistic elicitation conditions, planning descriptions of instrument events is more heavily affected by language-specific encoding than conceptual prominence of the roles.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Linguistics; Event cognition; Language and thought; Language Production; Semantics; Syntax; Cross-linguistic analysis; Gesture analysis"
                }
            ],
            "section": "Papers with Oral Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/31h4s3qp",
            "frozenauthors": [
                {
                    "first_name": "Christiana",
                    "middle_name": "",
                    "last_name": "Moser",
                    "name_suffix": "",
                    "institution": "University of Toronto",
                    "department": ""
                },
                {
                    "first_name": "Bahar",
                    "middle_name": "",
                    "last_name": "Tarakçı",
                    "name_suffix": "",
                    "institution": "Özyeğin University",
                    "department": ""
                },
                {
                    "first_name": "Ercenur",
                    "middle_name": "",
                    "last_name": "Ünal",
                    "name_suffix": "",
                    "institution": "Özyeğin University",
                    "department": ""
                },
                {
                    "first_name": "Myrto",
                    "middle_name": "",
                    "last_name": "Grigoroglou",
                    "name_suffix": "",
                    "institution": "University of Toronto",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
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                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21374/galley/10973/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21374/galley/21819/download/"
                }
            ]
        },
        {
            "pk": 24474,
            "title": "Multimodal Input Aids a Bayesian Model of Phonetic Learning",
            "subtitle": null,
            "abstract": "One of the many tasks facing the typically-developing child language learner is learning to discriminate between distinctive sounds that make up words in their native language. We investigate whether multimodal information---specifically adult speech coupled with video frames of speakers' faces---benefits a computational model of phonetic learning. We introduce a method for creating high-quality synthetic videos of speakers' faces for an existing audio corpus. Our learning model, when trained and tested on audiovisual inputs, achieves 8.1% relative improvement on a phoneme discrimination battery compared to a model trained and tested on audio-only input. It outperforms the audio model by 3.9% when tested on audio-only data, suggesting that visual information facilitates the acquisition of acoustic distinctions. In noisy audio environments, our audiovisual model recovers 67% of the loss in performance of the audio model relative to non-noisy environments. These results demonstrate that visual information benefits an ideal learner and illustrate multiple ways that children might leverage visual cues when learning to discriminate speech sounds.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Computer Science; Linguistics; Psychology; Face Processing; Language learning; Phonology; Computational Modeling"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/4n21p3k2",
            "frozenauthors": [
                {
                    "first_name": "Sophia",
                    "middle_name": "",
                    "last_name": "Zhi",
                    "name_suffix": "",
                    "institution": "Massachusetts Institute of Technology",
                    "department": ""
                },
                {
                    "first_name": "Roger",
                    "middle_name": "",
                    "last_name": "Levy",
                    "name_suffix": "",
                    "institution": "Massachusetts Institute of Technology",
                    "department": ""
                },
                {
                    "first_name": "Stephan",
                    "middle_name": "C.",
                    "last_name": "Meylan",
                    "name_suffix": "",
                    "institution": "MIT",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
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                "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24474/galley/21390/download/"
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                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24474/galley/14071/download/"
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                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24474/galley/21390/download/"
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            ]
        },
        {
            "pk": 24596,
            "title": "Multimodality on screen: Multimodal spatial directions enhance children's spatial performance on virtual visual-spatial maps",
            "subtitle": null,
            "abstract": "In the context of online education, the impact of a speaker's gestures on children's spatial performance during learning still needs more exploration. Previous work found that spatial directions presented with gestures enhance children's performance on physical visuospatial arrays (Austin & Sweller, 2014). Here, we investigate whether spatial directions with or without gestures relate differently to 5-year-old monolingual Turkish children's spatial performance on a computerized map task. Children engaged in a task on a tablet that required them to recall the route directions presented in the videos either multimodally (speech-gestures combined) or in speech alone. Responses were coded for the target information in the route descriptions for actions (running), locations (school), and spatial directions (behind). Results only revealed better performance for encoding spatial directions presented multimodally (p=.013). Summarizing, the results emphasize the importance of multimodal input in enhancing children's spatial performance and highlight gestures' role in virtual visual-spatial learning environments.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Instruction and teaching; Language understanding; Spatial cognition"
                }
            ],
            "section": "Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/5nf0w1bb",
            "frozenauthors": [
                {
                    "first_name": "Elif",
                    "middle_name": "",
                    "last_name": "Orak烱",
                    "name_suffix": "",
                    "institution": "Istanbul University",
                    "department": ""
                },
                {
                    "first_name": "Dilay",
                    "middle_name": "Z.",
                    "last_name": "Karadoller",
                    "name_suffix": "",
                    "institution": "Middle East Technical University (METU)",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
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                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24596/galley/17756/download/"
                }
            ]
        },
        {
            "pk": 24433,
            "title": "Multiple Realizability and the Rise of Deep Learning",
            "subtitle": null,
            "abstract": "The multiple realizability thesis holds that psychological states may be implemented in a diversity of physical systems. The deep learning revolution seems to be bringing this possibility to life, offering the most plausible examples of man-made realizations of sophisticated cognitive functions to date. This paper explores the implications of deep learning models for the multiple realizability thesis. Among other things, it challenges the widely held view that multiple realizability entails that the study of the mind can and must be pursued independently of the study of its implementation in the brain or in artificial analogues. Although its central contribution is philosophical, the paper has substantial methodological upshots for contemporary cognitive science, suggesting that deep neural networks may play a crucial role in formulating and evaluating hypotheses about cognition, even if they are interpreted as implementation-level models. In the age of deep learning, multiple realizability possesses a renewed significance.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Philosophy; Cognitive architectures; Machine learning; Natural Language Processing"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/6nc0889w",
            "frozenauthors": [
                {
                    "first_name": "Sam",
                    "middle_name": "Whitman",
                    "last_name": "McGrath",
                    "name_suffix": "",
                    "institution": "Brown University",
                    "department": ""
                },
                {
                    "first_name": "Jacob",
                    "middle_name": "",
                    "last_name": "Russin",
                    "name_suffix": "",
                    "institution": "Brown",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
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                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24433/galley/14030/download/"
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                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24433/galley/21392/download/"
                }
            ]
        },
        {
            "pk": 21341,
            "title": "Multi-view Time-frequency Contrastive Learning for Emotion Recognition",
            "subtitle": null,
            "abstract": "Electroencephalogram (EEG) signals are physiological indicators of brain activity, offering the advantage of high temporal resolution for capturing subtle emotional changes and providing rich information for emotion recognition. However, extracting effective features from EEG data with a low signal-to-noise ratio poses a significant challenge that hinders progress in this research field. To address this issue, we propose a multi-view time-frequency contrastive learning framework called MV-TFCL to enhance the information representation capability of EEG signals from multiple perspectives. Firstly, we introduce a recursive neural network based on multi-scale time-frequency consistency, which integrates global semantic information across different scales through gated units. To our knowledge, this is the first proposal of the theory of multi-scale time-frequency consistency applied in emotion recognition research. Subsequently, we design a tree-structured time-frequency encoder to capture local semantic information within the time-frequency domain. Finally, we incorporate semantic consistency constraints from both global and local perspectives to learn more generalizable and robust features. Extensive experimental results on two publicly available datasets demonstrate the effectiveness and superiority of our proposed method.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Cognitive Neuroscience; Computer Science; Emotion Perception; Electroencephalography (EEG); Neural Networks"
                }
            ],
            "section": "Papers with Oral Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/6q4450j9",
            "frozenauthors": [
                {
                    "first_name": "Lei",
                    "middle_name": "",
                    "last_name": "Wang",
                    "name_suffix": "",
                    "institution": "Dalian University of Technology",
                    "department": ""
                },
                {
                    "first_name": "Jianping",
                    "middle_name": "",
                    "last_name": "Zhu",
                    "name_suffix": "",
                    "institution": "Dalian University of Technology",
                    "department": ""
                },
                {
                    "first_name": "Bo",
                    "middle_name": "",
                    "last_name": "Jin",
                    "name_suffix": "",
                    "institution": "DaLian University of Technology",
                    "department": ""
                },
                {
                    "first_name": "XiaoPeng",
                    "middle_name": "",
                    "last_name": "Wei",
                    "name_suffix": "",
                    "institution": "Dalian University of Technology",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
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                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21341/galley/21786/download/"
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            ]
        },
        {
            "pk": 21378,
            "title": "\"Must\" people reason logically with \"permission\" in daily situations? An explorative experimental investigation in human reasoning of normative concepts.",
            "subtitle": null,
            "abstract": "Philosophers have long been arguing the precise semantics of different deontic terms within normative statements. However, little research has been done on the human reasoning side of understanding such terms. In this paper, we propose a normative scheme with bitstring semantics that is expressive enough to cover the basic normative concepts in most mainstream schemes proposed in deontic logic research. Even though further confirmation is needed, our explorative experiments on human deontic reasoning have shown results that are consistent with our proposed scheme.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Artificial Intelligence; Linguistics; Other; Philosophy; Psychology; Language understanding; Pragmatics; Reasoning; Knowledge representation; Logic"
                }
            ],
            "section": "Papers with Oral Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/52q9q1mj",
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                {
                    "first_name": "Wai",
                    "middle_name": "",
                    "last_name": "Wong",
                    "name_suffix": "",
                    "institution": "KU Leuven",
                    "department": ""
                },
                {
                    "first_name": "Meimei",
                    "middle_name": "",
                    "last_name": "Yang",
                    "name_suffix": "",
                    "institution": "KU Leuven",
                    "department": ""
                },
                {
                    "first_name": "Walter",
                    "middle_name": "",
                    "last_name": "Schaeken",
                    "name_suffix": "",
                    "institution": "KU Leuven",
                    "department": ""
                },
                {
                    "first_name": "Lorenz",
                    "middle_name": "",
                    "last_name": "Demey",
                    "name_suffix": "",
                    "institution": "KU Leuven",
                    "department": ""
                },
                {
                    "first_name": "Joost",
                    "middle_name": "",
                    "last_name": "Vennekens",
                    "name_suffix": "",
                    "institution": "KU Leuven",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
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                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21378/galley/21823/download/"
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        },
        {
            "pk": 24303,
            "title": "Native and Non-Native Speakers' Cue Integration in the Processing of the English As-Predicate Construction",
            "subtitle": null,
            "abstract": "Drawing on the principles of associative learning theory and positing a statistical foundation for language acquisition, this paper investigates the independent contributions of the predictive validities of verbal and constructional cues in English native and non-native speakers' mental representations of the English as-predicative construction. This is examined through two experiments: a sentence completion task targeting constructional outcome retrieval (Experiment 1), and a gap-fill schema task with a focus on verb retrieval (Experiment 2). The results demonstrate that both cues are integrated in parallel when eliciting a constructional outcome (Experiment 1), but only construction cue validity plays a role in eliciting verbal outcomes (Experiment 2). Verb frequency and voice additionally contribute to the retrieval of verbal and constructional information in distinct manners. The present study raises discussions about distributional cue integration in forward versus backward retrieval of linguistic information, in addition to emphasizing the importance of considering cross-linguistic factors in future research.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Linguistics; Language learning; Language Production; Predictive Processing; Statistical learning"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/36s8692r",
            "frozenauthors": [
                {
                    "first_name": "Ivana",
                    "middle_name": "",
                    "last_name": "Domazetoska",
                    "name_suffix": "",
                    "institution": "University of Melbourne",
                    "department": ""
                },
                {
                    "first_name": "Helen",
                    "middle_name": "",
                    "last_name": "Zhao",
                    "name_suffix": "",
                    "institution": "University of Melbourne",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
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                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24303/galley/21393/download/"
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        },
        {
            "pk": 21513,
            "title": "Naturalistic Reading Time Data Support Information Locality",
            "subtitle": null,
            "abstract": "Both prediction and working memory constraints have been established as key factors in characterizing incremental sentence processing difficulty. Here we investigate the less explored question: Whether and how predictive expectation and working memory interact with each other using data from naturalistic reading time corpora. We provide broad-coverage evaluations of two hypotheses that make divergent predictions regarding the interaction of expectation and memory constraints: the Information Locality and Prediction Maintenance hypotheses. We first confirmed the predictions of both expectation- and working memory-based theories. Regarding their interactions, we find support the Information Locality hypothesis: Strong mutual predictability can enhance locality effects. We argue that future theory building in sentence processing should therefore take into consideration both prediction and memory constraints, as well as their potential interaction.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Linguistics; Psychology; Language understanding; Predictive Processing; Syntax; Big data; Corpus studies; Eye tracking; Qualitative Analysis"
                }
            ],
            "section": "Papers with Oral Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/61x1q1kj",
            "frozenauthors": [
                {
                    "first_name": "Hailin",
                    "middle_name": "",
                    "last_name": "Hao",
                    "name_suffix": "",
                    "institution": "University of Southern California",
                    "department": ""
                },
                {
                    "first_name": "Himanshu",
                    "middle_name": "",
                    "last_name": "Yadav",
                    "name_suffix": "",
                    "institution": "Indian Institute of Technology Kanpur",
                    "department": ""
                },
                {
                    "first_name": "Elsi",
                    "middle_name": "",
                    "last_name": "Kaiser",
                    "name_suffix": "",
                    "institution": "University of Southern California",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
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                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21513/galley/11112/download/"
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                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21513/galley/21958/download/"
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            ]
        },
        {
            "pk": 24553,
            "title": "Naturalistic Transmission of Causal Knowledge between Machines and Humans",
            "subtitle": null,
            "abstract": "Human ecological success stems from our ability to absorb and build upon cultural knowledge, a process we aim to model computationally by integrating individual and cultural learning from language — one of the main vehicles of cultural transmission (e.g. instructions, explanations, stories). In simple video games, our model infers game rules from both interaction data (individual learning) and partial causal models extracted from game descriptions (cultural learning). Given exhaustive descriptions (either hand-written or generated by a model given access to oracle data), models leveraging the two learning sources induce more accurate game rules from limited data than both the individual- and cultural-only controls. Interestingly, descriptions from human game players do not consistently yield better rule induction. We hypothesize that players may preferentially communicate information that will be essential to the others' future decision-making and we aim to investigate cultural transmission by integrating individual and cultural learning with both causal understanding and decision-making.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Artificial Intelligence; Culture; Language and thought; Social cognition; Bayesian modeling"
                }
            ],
            "section": "Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/45p5s8b3",
            "frozenauthors": [
                {
                    "first_name": "Cédric",
                    "middle_name": "",
                    "last_name": "Colas",
                    "name_suffix": "",
                    "institution": "MIT",
                    "department": ""
                },
                {
                    "first_name": "Tracey",
                    "middle_name": "",
                    "last_name": "Mills",
                    "name_suffix": "",
                    "institution": "MIT",
                    "department": ""
                },
                {
                    "first_name": "Ben",
                    "middle_name": "",
                    "last_name": "Prystawski",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                },
                {
                    "first_name": "Michael",
                    "middle_name": "Henry",
                    "last_name": "Tessler",
                    "name_suffix": "",
                    "institution": "Google DeepMind",
                    "department": ""
                },
                {
                    "first_name": "Noah",
                    "middle_name": "",
                    "last_name": "Goodman",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                },
                {
                    "first_name": "Jacob",
                    "middle_name": "",
                    "last_name": "Andreas",
                    "name_suffix": "",
                    "institution": "MIT",
                    "department": ""
                },
                {
                    "first_name": "Josh",
                    "middle_name": "",
                    "last_name": "Tenenbaum",
                    "name_suffix": "",
                    "institution": "MIT",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
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        },
        {
            "pk": 24466,
            "title": "Natural Language Semantics Encode Key Dimensions of Psychopathology",
            "subtitle": null,
            "abstract": "Psychopathology, how we measure it and our conceptualization of its structure, is thought to be well reflected in natural language. Recent advances in machine learning and artificial intelligence provide opportunities to explore this connection quantitatively. Using a Large Language Model, we extracted sentence embeddings for the items of three well validated measures of psychopathology measuring Externalizing (ESI), Internalizing (IDAS), and Personality Disorders (PID-5). We analyzed the semantic relationships between the items in these inventories in an attempt to predict patterns of association between self-report responses in a previously collected sample of participants responding to these measures. Our analysis revealed moderate correlations between the semantic relationships and item-pair response distributions for all three measures (PID-5 r = .28, IDAS r = .26, ESI r = .57). However, follow up analyses showed that these correlations were generally higher at the subscale level for each measure rather than at the full measure level (mean trait r's: PID-5 r = .56, IDAS r =.47, ESI r = .55).",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Artificial Intelligence; Linguistics; Psychology; Language and thought; Language understanding; Natural Language Processing; Semantics; Large Language Models; Statistics"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/4q71v933",
            "frozenauthors": [
                {
                    "first_name": "Maria",
                    "middle_name": "",
                    "last_name": "Martin Lopez",
                    "name_suffix": "",
                    "institution": "University of California, Berkeley",
                    "department": ""
                },
                {
                    "first_name": "Keanan",
                    "middle_name": "",
                    "last_name": "Joyner",
                    "name_suffix": "",
                    "institution": "University of California, Berkeley",
                    "department": ""
                },
                {
                    "first_name": "Bill",
                    "middle_name": "",
                    "last_name": "Thompson",
                    "name_suffix": "",
                    "institution": "University of California, Berkeley",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
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                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24466/galley/14063/download/"
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                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24466/galley/21394/download/"
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            ]
        },
        {
            "pk": 24654,
            "title": "Navigability: a common orientation for the cognitive in cognitive science",
            "subtitle": null,
            "abstract": "What are we saying when we say a body is cognitive? In various turns, we might be saying (or taken to be saying) that it is conscious, that it has mind, or that it is intelligent. But consciousness does not imply mind, and cognition may not imply consciousness. Still, this ambiguity is an unnecessary confusion that pervades scientific, philosophical, and everyday language. This paper proposes that we clarify this as follows: An embodied act can be assessed as cognitive if its activity can be modelled as a trajectory towards a goal, if this trajectory takes place in some state space (i.e., geographical, linguistic) that can also be modelled, and if, within this modelling, an affordance vector can be established from the agent to goal that does not depend upon another body for its relevance (i.e. a hammer would not have this vector because it acquires its directedness from another body).",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Cognitive Neuroscience; Philosophy; Cognitive development; Embodied Cognition; Pattern recognition"
                }
            ],
            "section": "Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/15v860x6",
            "frozenauthors": [
                {
                    "first_name": "Andrea",
                    "middle_name": "",
                    "last_name": "Hiott",
                    "name_suffix": "",
                    "institution": "Universität Heidelberg",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
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                "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24654/galley/21396/download/"
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                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24654/galley/14252/download/"
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                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24654/galley/18045/download/"
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                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24654/galley/21396/download/"
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        },
        {
            "pk": 21670,
            "title": "Navigating Brain Language Representations: A Comparative Analysis of Neural Language Models and Psychologically Plausible Models",
            "subtitle": null,
            "abstract": "Neural language models, particularly large-scale ones, have been consistently proven to be most effective in predicting brain neural activity across a range of studies. However, previous research overlooked the comparison of these models with psychologically plausible ones. Moreover, evaluations were reliant on limited, single-modality, and English cognitive datasets. To address these questions, we conducted an analysis comparing encoding performance of various neural language models and psychologically plausible models. Our study utilized extensive multi-modal cognitive datasets, examining bilingual word and discourse levels. Surprisingly, our findings revealed that psychologically plausible models outperformed neural language models across diverse contexts, encompassing different modalities such as fMRI and eye-tracking, and spanning languages from English to Chinese. Among psychologically plausible models, the one incorporating embodied information emerged as particularly exceptional. This model demonstrated superior performance at both word and discourse levels, exhibiting robust prediction of brain activation across numerous regions in both English and Chinese.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/10j853kv",
            "frozenauthors": [
                {
                    "first_name": "Yunhao",
                    "middle_name": "",
                    "last_name": "Zhang",
                    "name_suffix": "",
                    "institution": "State Key Laboratory of Multimodal Artificial Intelligence Systems, Institute of Automation, CAS, Beijing, China.",
                    "department": ""
                },
                {
                    "first_name": "Shaonan",
                    "middle_name": "",
                    "last_name": "Wang",
                    "name_suffix": "",
                    "institution": "State Key Laboratory of Multimodal Artificial Intelligence Systems, Institute of Automation, CAS, Beijing, China.",
                    "department": ""
                },
                {
                    "first_name": "Xinyi",
                    "middle_name": "",
                    "last_name": "Dong",
                    "name_suffix": "",
                    "institution": "Beijing Normal University",
                    "department": ""
                },
                {
                    "first_name": "Jiajun",
                    "middle_name": "",
                    "last_name": "Yu",
                    "name_suffix": "",
                    "institution": "China Agricultural University",
                    "department": ""
                },
                {
                    "first_name": "Chengqing",
                    "middle_name": "",
                    "last_name": "Zong",
                    "name_suffix": "",
                    "institution": "State Key Laboratory of Multimodal Artificial Intelligence Systems, Institute of Automation, CAS, Beijing, China",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
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                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21670/galley/11269/download/"
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                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21670/galley/22063/download/"
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        },
        {
            "pk": 24256,
            "title": "Navigating Health Claims on Social Media: Reasoning from Consensus Quantity and Expertise",
            "subtitle": null,
            "abstract": "When assessing the quality of health information encountered online, reasoners may rely on the wisdom of others and the degree of consensus apparent. However, it is unclear whether reasoners weigh the opinions of others evenly or make assumptions about the amount of evidence that each has seen. We investigated this question in an online experiment where people were asked to rate their belief in a series of health claims both before and after reading responses from other users. The degree of consensus among these users and their level of expertise (non-experts vs. expert organisations) was manipulated within-subjects. While we found belief change increased monotonically with the degree of consensus for both experts and non-experts, our results indicate qualitatively different patterns of increase between the two groups. Our study suggests that people reason from consensus using nuanced assumptions about the evidence underlying other people's opinions.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Reasoning; Social cognition; Computational Modeling; Statistics"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/76j8m25k",
            "frozenauthors": [
                {
                    "first_name": "Benjamin",
                    "middle_name": "P",
                    "last_name": "Simmonds",
                    "name_suffix": "",
                    "institution": "The University of Adelaide",
                    "department": ""
                },
                {
                    "first_name": "Keith",
                    "middle_name": "James",
                    "last_name": "Ransom",
                    "name_suffix": "",
                    "institution": "University of Adelaide",
                    "department": ""
                },
                {
                    "first_name": "Rachel",
                    "middle_name": "",
                    "last_name": "Stephens",
                    "name_suffix": "",
                    "institution": "University of Adelaide",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
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                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24256/galley/13852/download/"
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                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24256/galley/21397/download/"
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            ]
        },
        {
            "pk": 23980,
            "title": "Necessity, Possibility and Likelihood in Syllogistic Reasoning",
            "subtitle": null,
            "abstract": "In syllogistic reasoning research, humans are predominantly evaluated on their capabilities to judge whether a conclusion necessarily follows from a set of premises. To tackle this limitation, we build on work by Evans, Handley, Harper, and Johnson-Laird (1999), and present two studies where we asked participants for possible and likely conclusions. Combined with previous data (containing necessary), we present a comprehensive dataset with responses for all syllogisms, offering individual patterns for all three argument types - a first of its kind. We discovered that likely serves as a middle ground between possible and necessary, paving the way to further investigate biases and preferences. Generally, individuals were able to handle the different notions, yet tended to interpret quantifiers in a pragmatic way, overlooking logical implicatures. Finally, we tested mReasoner, an implementation of the Mental Model Theory, and concluded that it was not able to capture the patterns observed in our data.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Reasoning; Computational Modeling"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/7hg4k4dx",
            "frozenauthors": [
                {
                    "first_name": "Daniel",
                    "middle_name": "",
                    "last_name": "Brand",
                    "name_suffix": "",
                    "institution": "Chemnitz University of Technology",
                    "department": ""
                },
                {
                    "first_name": "Sara",
                    "middle_name": "",
                    "last_name": "Todorovikj",
                    "name_suffix": "",
                    "institution": "University of Technology Chemnitz",
                    "department": ""
                },
                {
                    "first_name": "Marco",
                    "middle_name": "",
                    "last_name": "Ragni",
                    "name_suffix": "",
                    "institution": "TU Chemnitz",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
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                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/23980/galley/13574/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/23980/galley/21398/download/"
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            ]
        },
        {
            "pk": 21611,
            "title": "Needs-guided Robotic Decision-Making based on Independent Reinforcement Learning",
            "subtitle": null,
            "abstract": "In human social interactions, decisions are naturally influenced by both individual needs and the needs of others. However, it remains unclear whether cognitive robots exhibit similar needs-guided decision-making characteristics. In this study, we design a collaborative tracking task to evaluate this phenomenon. Specifically, we develop a needs-guided reinforcement learning framework that enables robots to autonomously learn and shape behavior by considering both their intrinsic needs and those of others. Our experiments highlight that the robots' inherent needs play a more crucial role in decision-making than the needs of others. In essence, our model establishes an interpretable foundation for applications in cognitive robotics.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Artificial Intelligence; Psychology; Robotics; Decision making; Intelligent agents; Theory of Mind; Agent-based Modeling; Computer-based experiment; Neural Networks"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/8r05h6pc",
            "frozenauthors": [
                {
                    "first_name": "Zhaotie",
                    "middle_name": "",
                    "last_name": "Hao",
                    "name_suffix": "",
                    "institution": "Northwestern Polytechnical University",
                    "department": ""
                },
                {
                    "first_name": "Bin",
                    "middle_name": "",
                    "last_name": "Guo",
                    "name_suffix": "",
                    "institution": "northwestern polytechnical univ.",
                    "department": ""
                },
                {
                    "first_name": "Zhuo",
                    "middle_name": "",
                    "last_name": "Sun",
                    "name_suffix": "",
                    "institution": "Northwestern Polytechnical University",
                    "department": ""
                },
                {
                    "first_name": "Lei",
                    "middle_name": "",
                    "last_name": "Wu",
                    "name_suffix": "",
                    "institution": "School of Computer Science Northwestern Polytechnical University",
                    "department": ""
                },
                {
                    "first_name": "Kaixing",
                    "middle_name": "",
                    "last_name": "Zhao",
                    "name_suffix": "",
                    "institution": "Northwestern Polytechnical University",
                    "department": ""
                },
                {
                    "first_name": "Zhiwen",
                    "middle_name": "",
                    "last_name": "Yu",
                    "name_suffix": "",
                    "institution": "Northwestern Polytechnical University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21611/galley/11210/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21611/galley/22004/download/"
                }
            ]
        },
        {
            "pk": 24494,
            "title": "Network-wise transcranial alternating current stimulation with phase lags",
            "subtitle": null,
            "abstract": "Transcranial alternating current stimulation (tACS) is an efficient neuromodulation technique to enhance cognitive function in a non-invasive manner. Using electroencephalography and functional magnetic resonance imaging, it was investigated whether a tACS with different phase lags between central executive and default mode networks modulated cognitive performance in perception, working memory, and inhibitory control. It was found that phase-lag-dependent tACS mediated improvement in task performance, neurodynamically reflected in task-relevant cortical and subcortical activation as well as prefrontal-based top-down functional connectivity. Our observations provide neurophysiological correlates of network-wise tACS-phase-dependent neuromodulation and a feasible non-invasive approach to effectively modulate fundamental cognitive functions.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Cognitive Neuroscience; cognitive neuropsychology; Brain Stimulation; Electroencephalography (EEG); fMRI"
                }
            ],
            "section": "Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/99q2s62n",
            "frozenauthors": [
                {
                    "first_name": "Byoung-Kyong",
                    "middle_name": "",
                    "last_name": "Min",
                    "name_suffix": "",
                    "institution": "Korea University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24494/galley/14091/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24494/galley/21399/download/"
                }
            ]
        },
        {
            "pk": 24939,
            "title": "Neural Activities in Intentional Motor Switching after Coordinating Bodily Motions in Pairs",
            "subtitle": null,
            "abstract": "Human communication, known to occur between two individuals using various modalities, has attracted significant interest, particularly in the context of neural dynamics' studies. Embodied communication, especially in cooperative or competitive situations, has been a focal point of these studies. However, the neural activity during this process is not well understood from the viewpoint of motor intention in communication. It is crucial to note that intentional motor switching occurs following motor coordination within a pair. In this study, we conducted a simultaneous recording of EEG, motion, and gaze of two players engaged in our newly devised coordination game involving bodily motions. We observed significant differences in time-frequency power during cooperative and competitive situations in intentional motor switching. This finding suggests that the EEG power differences in local brain regions and in the alpha and high-frequency bands are effectively related to the process of intentional motor switching.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/9wb88936",
            "frozenauthors": [
                {
                    "first_name": "Masayuki",
                    "middle_name": "",
                    "last_name": "Fujiwara",
                    "name_suffix": "",
                    "institution": "Komatsu University",
                    "department": ""
                },
                {
                    "first_name": "Kosei",
                    "middle_name": "",
                    "last_name": "Shibata",
                    "name_suffix": "",
                    "institution": "Kyushu Institute of Technology",
                    "department": ""
                },
                {
                    "first_name": "Takashi",
                    "middle_name": "",
                    "last_name": "Hashimoto",
                    "name_suffix": "",
                    "institution": "Japan Advanced Institute of Science and Technology",
                    "department": ""
                },
                {
                    "first_name": "Hiroaki",
                    "middle_name": "",
                    "last_name": "Wagatsuma",
                    "name_suffix": "",
                    "institution": "Kyushu Institute of Technology",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": {
                "label": "PDF",
                "type": "pdf",
                "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24939/galley/21400/download/"
            },
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24939/galley/14506/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24939/galley/18100/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24939/galley/21400/download/"
                }
            ]
        },
        {
            "pk": 24449,
            "title": "Neural-agent Language Learning and Communication: Emergence of Dependency Length Minimization",
            "subtitle": null,
            "abstract": "Natural languages tend to minimize the linear distance between heads and their dependents in a sentence, known as dependency length minimization (DLM). Such a preference, however, has not been consistently replicated with neural agent simulations. Comparing the behavior of models with that of human learners can reveal which aspects affect the emergence of this phenomenon. This work investigates the minimal conditions that may lead neural learners to develop a DLM preference. We add three factors to the standard neural-agent language learning and communication framework to make the simulation more realistic, namely: (i) the presence of noise during listening, (ii) context-sensitivity of word use, and (iii) incremental sentence processing. While no preference appears in production, we show that the proposed factors contribute to a small but significant learning advantage of DLM for listeners of verb-initial languages. Our findings offer insights into essential elements contributing to DLM preferences in purely statistical learners.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Linguistics; Evolution; Natural Language Processing; Agent-based Modeling; Computational Modeling"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/7fr1b90k",
            "frozenauthors": [
                {
                    "first_name": "Yuqing",
                    "middle_name": "",
                    "last_name": "Zhang",
                    "name_suffix": "",
                    "institution": "University of Groningen",
                    "department": ""
                },
                {
                    "first_name": "Tessa",
                    "middle_name": "",
                    "last_name": "Verhoef",
                    "name_suffix": "",
                    "institution": "Leiden University",
                    "department": ""
                },
                {
                    "first_name": "Gertjan",
                    "middle_name": "",
                    "last_name": "van Noord",
                    "name_suffix": "",
                    "institution": "University of Groningen",
                    "department": ""
                },
                {
                    "first_name": "Arianna",
                    "middle_name": "",
                    "last_name": "Bisazza",
                    "name_suffix": "",
                    "institution": "University of Groningen",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24449/galley/14046/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24449/galley/21406/download/"
                }
            ]
        },
        {
            "pk": 21514,
            "title": "Neural decoding of words and morphosyntactic features within and across languages",
            "subtitle": null,
            "abstract": "This paper tests the similarity in neural responses across repeated words and morphosyntactic features both within and between two languages. Prior work using priming has revealed robust cross-linguistic lexical effects and effects for shared grammatical form, such as argument structure; these methods have been less successful when applied to morphosyntactic features. Combining machine-learning based neural decoding with EEG data collected from Korean-English bilinguals we, first, replicate prior work showing successful classification of lexical items from EEG signals. We then extend this to demonstrate successful classification of morphosyntactic features of number and tense. Finally, we find that EEG decoding in one language does not successfully generalize to another, even when temporal differences are considered. Taken together, these results point to stable EEG representations for lexical items and morphosyntactic features, but suggest that these representations are different between the two languages investigated here.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Cognitive Neuroscience; Linguistics; Neuroscience; Morphology; Multilingualism; Computational neuroscience"
                }
            ],
            "section": "Papers with Oral Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/7kb0m2zf",
            "frozenauthors": [
                {
                    "first_name": "Jeonghwa",
                    "middle_name": "",
                    "last_name": "Cho",
                    "name_suffix": "",
                    "institution": "University of Michigan",
                    "department": ""
                },
                {
                    "first_name": "Jonathan",
                    "middle_name": "R.",
                    "last_name": "Brennan",
                    "name_suffix": "",
                    "institution": "University of Michigan",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21514/galley/11113/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21514/galley/21959/download/"
                }
            ]
        },
        {
            "pk": 24022,
            "title": "Neural evidence of visual-spatial influence on aural-verbal processes",
            "subtitle": null,
            "abstract": "Everyday tasks demand attentional resources to perceive, process, and respond to important information. Attempting to complete multiple tasks simultaneously, that is, multitasking, necessarily requires more resources than completing either task alone. Allocating common resources among two or more difficult tasks will lead to competition and result in performance deficits to one or more of the to-be-completed tasks. Multiple resource theory suggests separate pools for perceiving (aural, visual, tactile), processing (verbal, spatial), and responding (vocal, manual), but a common overarching resource pool still exists and is heavily taxed for the management of multiple ongoing tasks. We use the combination of neural activity and performance to estimate the degree to which the demands of a visual-spatial-manual (VSM) task impedes the performance of an auditory-verbal-vocal (AVV) task, where each taxes independent pools of attentional resources. We found AVV performance decreased when paired with a more difficult VSM task. Using components from group-level event related potentials (ERPs), we draw conclusions to estimate how and why cross-modal task performance changes, and diagnose resource bottlenecks and limitations. Specifically, we find auditory evoked potentials, P300, and Reorienting Negativity serve as fruitful indicators of not only high or low cross-modal load, but are predictive of (in)correct trial performance. Further, we discuss how these indicators provide insight to the underlying mechanisms driving misses, and whether crossmodal bottlenecks may occur at the perceptual, cognitive, or response stage.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Cognitive Neuroscience; Psychology; Attention; cognitive neuropsychology; Electroencephalography (EEG)"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/6jw4d1t7",
            "frozenauthors": [
                {
                    "first_name": "Elizabeth",
                    "middle_name": "",
                    "last_name": "Fox",
                    "name_suffix": "",
                    "institution": "Air Force Research Laboratory",
                    "department": ""
                },
                {
                    "first_name": "Margaret",
                    "middle_name": "",
                    "last_name": "Ugolini",
                    "name_suffix": "",
                    "institution": "BAE Systems, Inc., Space & Mission Systems",
                    "department": ""
                },
                {
                    "first_name": "Ashley",
                    "middle_name": "D",
                    "last_name": "Cook",
                    "name_suffix": "",
                    "institution": "Air Force Research Laboratory",
                    "department": ""
                },
                {
                    "first_name": "Gregory",
                    "middle_name": "",
                    "last_name": "Bowers",
                    "name_suffix": "",
                    "institution": "BAE Systems, Inc., Space & Mission Systems",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24022/galley/13616/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24022/galley/21401/download/"
                }
            ]
        },
        {
            "pk": 24326,
            "title": "Neural Indices of Online Statistical Learning in Visual Speech",
            "subtitle": null,
            "abstract": "The present study investigated online neural indices of statistical learning of silent speech. Adult participants were exposed to naturally mouthed, silent syllable streams in an artificial language in two conditions. In one condition, 12 syllables occurred randomly; in the other the syllables were structured into four syllable triplets, i.e. statistical words. In the recorded EEG signal, phase synchronisation in neural oscillations was assessed at the rate of syllables and words occurring in the exposure streams. Largest phase synchronisation was detected for the word rate during exposure to the structured stream. Moreover, the neural synchronisation to word rate increased throughout the exposure within the structured stream. In a behavioural post-test, however, no learning effects were detected. The EEG results demonstrate sensitivity to statistical regularities in viewed silent speech. These findings indicate that statistical learning in speech and language can be effectively measured online even in the absence of auditory cues.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Linguistics; Neuroscience; Sensory Processing; Statistical learning; Electroencephalography (EEG)"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/3mr3r2dv",
            "frozenauthors": [
                {
                    "first_name": "Katerina",
                    "middle_name": "",
                    "last_name": "Kynclova",
                    "name_suffix": "",
                    "institution": "Institute of Psychology, The Czech Academy of Sciences",
                    "department": ""
                },
                {
                    "first_name": "Katerina",
                    "middle_name": "",
                    "last_name": "Chladkova",
                    "name_suffix": "",
                    "institution": "Institute of Psychology, Czech Academy of Sciences",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24326/galley/13923/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24326/galley/21402/download/"
                }
            ]
        },
        {
            "pk": 24789,
            "title": "Neural lateralization during number line estimation differentially predicts numerical and spatial capacity",
            "subtitle": null,
            "abstract": "Numerical and spatial skills are highly interrelated, and both contribute to mathematical cognition. Spatial-numerical associations are frequently examined using number line estimation (NLE); however, there is considerable debate about the relative contributions of number-specific and domain-general (i.e., working memory) processing involved in this task. Here, we used functional neuroimaging to examine the processes supporting NLE in adults (n = 47). Participants completed an in-scanner NLE task and number localizer. We found that within left and right parietal number regions, neural activity during the in-scanner NLE task differentially predicted out-of-scanner behavioral measures. Specifically, activity in the left (but not right) posterior intraparietal sulcus (IPS) predicted visuo-spatial working memory, and activity in the left (but not right) anterior IPS predicted performance on an out-of-scanner NLE task. These findings suggest that NLE relies on both spatial-numerical and domain-general capacities supported by left-hemisphere parietal regions, challenging hypotheses about right-lateralized visuo-spatial contributions to number processing.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Cognitive Neuroscience; Spatial cognition; fMRI"
                }
            ],
            "section": "Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/19z9b9pk",
            "frozenauthors": [
                {
                    "first_name": "Caroline",
                    "middle_name": "",
                    "last_name": "Kaicher",
                    "name_suffix": "",
                    "institution": "Carnegie Mellon University",
                    "department": ""
                },
                {
                    "first_name": "Lauren",
                    "middle_name": "",
                    "last_name": "Aulet",
                    "name_suffix": "",
                    "institution": "Carnegie Mellon University",
                    "department": ""
                },
                {
                    "first_name": "Jessica",
                    "middle_name": "",
                    "last_name": "Cantlon",
                    "name_suffix": "",
                    "institution": "Carnegie Mellon University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": {
                "label": "PDF",
                "type": "pdf",
                "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24789/galley/21403/download/"
            },
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24789/galley/14387/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24789/galley/18244/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24789/galley/21403/download/"
                }
            ]
        },
        {
            "pk": 24942,
            "title": "Neurally Enhanced Control over Social Avoidance during Public Speaking Exposure in Social Anxiety",
            "subtitle": null,
            "abstract": "Socially anxious individuals often engage in subtle avoidance behaviors (SABs) to mitigate their distress during feared social situations, such as avoiding eye-contact during a public speech. However, by preventing direct confrontation with their fears, SABs greatly hinder the efficacy of exposure therapy, the first-line treatment for social anxiety. Here, we test whether neural stimulation of the brain circuits controlling avoidance behavior can augment the efficacy of exposure therapy. This intervention relies on evidence that dual-site transcranial alternating-current simulation (tACS) of theta-gamma phase-amplitude couplings between frontal regions can improve control over social avoidance tendencies. Here, we use the same tACS protocol (active, or sham) on socially anxious individuals undergoing a standardized exposure to public speaking. Additionally, we implement quantitative, multimodal estimates of SABs using motion-tracking, eye-tracking, and prosodic analyses of participants' public speeches. We expect quantifiable reductions in multimodal measures of SABs during active-vs-sham tACS, ultimately enhancing exposure therapy's efficacy.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [],
            "section": "Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/35d843d7",
            "frozenauthors": [
                {
                    "first_name": "Mariana Carneiro",
                    "middle_name": "",
                    "last_name": "de Andrade",
                    "name_suffix": "",
                    "institution": "Donders Institute",
                    "department": ""
                },
                {
                    "first_name": "Davide",
                    "middle_name": "",
                    "last_name": "Ahmar",
                    "name_suffix": "",
                    "institution": "Donders Institute",
                    "department": ""
                },
                {
                    "first_name": "Nina",
                    "middle_name": "",
                    "last_name": "Dijkstra",
                    "name_suffix": "",
                    "institution": "Radboud University",
                    "department": ""
                },
                {
                    "first_name": "Sjoerd",
                    "middle_name": "",
                    "last_name": "Meijer",
                    "name_suffix": "",
                    "institution": "Donders Institute",
                    "department": ""
                },
                {
                    "first_name": "Bob",
                    "middle_name": "",
                    "last_name": "Bramson",
                    "name_suffix": "",
                    "institution": "Donders Institute",
                    "department": ""
                },
                {
                    "first_name": "Moniek",
                    "middle_name": "",
                    "last_name": "Hutschemaekers",
                    "name_suffix": "",
                    "institution": "Pro Persona",
                    "department": ""
                },
                {
                    "first_name": "Mirjam",
                    "middle_name": "",
                    "last_name": "Kampman",
                    "name_suffix": "",
                    "institution": "Pro Persona",
                    "department": ""
                },
                {
                    "first_name": "Ivan",
                    "middle_name": "",
                    "last_name": "Toni",
                    "name_suffix": "",
                    "institution": "Radboud University",
                    "department": ""
                },
                {
                    "first_name": "Karin",
                    "middle_name": "",
                    "last_name": "Roelofs",
                    "name_suffix": "",
                    "institution": "Donders Institute",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24942/galley/21407/download/"
                }
            ]
        },
        {
            "pk": 24306,
            "title": "Neural network modelling on Korean monolingual children's comprehension of suffixal passive construction in Korean",
            "subtitle": null,
            "abstract": "This study explores a GPT-2 architecture's capacity to capture monolingual children's comprehension behaviour in Korean, a language underexplored in this context. We examine its performance in processing a suffixal passive construction involving verbal morphology and the interpretive procedures driven by that morphology. Through model fine-tuning via patching and hyperparameter variations, we assess their classification accuracy on test items used in Shin (2022a). Results show discrepancies in simulating children's response patterns, highlighting the limitations of neural networks in capturing child language features. This prompts further investigation into computational models' capacity to elucidate developmental trajectories of child language that have been unveiled through corpus-based or experimental research.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Linguistics; Language development; Computational Modeling; Large Language Models; Neural Networks"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/7qx0183j",
            "frozenauthors": [
                {
                    "first_name": "Seongmin",
                    "middle_name": "",
                    "last_name": "Mun",
                    "name_suffix": "",
                    "institution": "Ajou university",
                    "department": ""
                },
                {
                    "first_name": "Gyu-Ho",
                    "middle_name": "",
                    "last_name": "Shin",
                    "name_suffix": "",
                    "institution": "Unversity of Illinois at Chicago",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24306/galley/13902/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24306/galley/21404/download/"
                }
            ]
        },
        {
            "pk": 24331,
            "title": "Neural oscillatory and ERP indices of prediction in emotional speech",
            "subtitle": null,
            "abstract": "The experiment reported here investigated the neural correlates of predictive processing of angry and neutral speech. Twenty-six participants listened to recordings of angry and neutral conversation segments, as well as to speech-shaped noise, while their EEG was recorded. Oscillatory power in the gamma band (30–80 Hz) and the N400 component of event-related potentials (ERP) to sentence-final words were analyzed. In comparison to neutral words, negative emotional valence significantly reduced the amplitude of the N400 elicited by sentence-final words. Furthermore, there was larger gamma power during exposure to angry speech in comparison to neutral speech. The results generally suggest increased prediction and facilitated semantic integration in negative as compared to neutral speech. To date, the predictability effects on gamma power have been reported with relation to the semantic-lexical content of words. The present findings demonstrate that gamma power is also modulated by the emotional content of speech.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Cognitive Neuroscience; Linguistics; Emotion; Electroencephalography (EEG)"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/65n2t2hz",
            "frozenauthors": [
                {
                    "first_name": "Natàlie",
                    "middle_name": "",
                    "last_name": "Kikoťová",
                    "name_suffix": "",
                    "institution": "Charles University",
                    "department": ""
                },
                {
                    "first_name": "Katerina",
                    "middle_name": "",
                    "last_name": "Chladkova",
                    "name_suffix": "",
                    "institution": "Institute of Psychology, Czech Academy of Sciences",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
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                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24331/galley/13928/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24331/galley/21405/download/"
                }
            ]
        },
        {
            "pk": 24782,
            "title": "Neurodegenerative constraints in stimulus-driven eye movements",
            "subtitle": null,
            "abstract": "Eye tracking is a promising and non-invasive method for assessing cognitive processes in neurodegeneration. Our study focuses on the use of stimulus-driven eye tracking as a tool for discovering  neurodegenerative conditions. In this study, we examine  perceptual organisation (grouping, segmentation), and accentuation (Pinna & Sirigu, 2011) in neurologically impaired and healthy individuals. Based on a preliminary analysis, there are differences in the average number of fixations between clinical and control groups. Additionally, there are variations in the scanned area within specific sets of stimuli between the control and clinical groups. By identifying these differences, our study contributes to a deeper understanding of the mid-level perceptual processes in neurodegeneration.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Cognitive Neuroscience; Computer Science"
                }
            ],
            "section": "Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/7mn2c64b",
            "frozenauthors": [
                {
                    "first_name": "Santa",
                    "middle_name": "",
                    "last_name": "Bartušēvica",
                    "name_suffix": "",
                    "institution": "University of Latvia",
                    "department": ""
                },
                {
                    "first_name": "Jurgis",
                    "middle_name": "",
                    "last_name": "Skilters",
                    "name_suffix": "",
                    "institution": "University of Latvia",
                    "department": ""
                },
                {
                    "first_name": "Liga",
                    "middle_name": "",
                    "last_name": "Zarina",
                    "name_suffix": "",
                    "institution": "University Of Latvia",
                    "department": ""
                },
                {
                    "first_name": "Solvita",
                    "middle_name": "",
                    "last_name": "Umbrasko",
                    "name_suffix": "",
                    "institution": "University of Latvia",
                    "department": ""
                },
                {
                    "first_name": "Laura",
                    "middle_name": "",
                    "last_name": "Zeļģe",
                    "name_suffix": "",
                    "institution": "University of Latvia",
                    "department": ""
                },
                {
                    "first_name": "Ardis",
                    "middle_name": "",
                    "last_name": "Platkājis",
                    "name_suffix": "",
                    "institution": "Riga Stradins University",
                    "department": ""
                },
                {
                    "first_name": "Agnese Anna",
                    "middle_name": "",
                    "last_name": "Pastare",
                    "name_suffix": "",
                    "institution": "Riga Stradins University",
                    "department": ""
                },
                {
                    "first_name": "Jānis",
                    "middle_name": "",
                    "last_name": "Mednieks",
                    "name_suffix": "",
                    "institution": "Riga Stradins University",
                    "department": ""
                },
                {
                    "first_name": "Aleksejs",
                    "middle_name": "",
                    "last_name": "Ševčenko",
                    "name_suffix": "",
                    "institution": "Riga Stradins University",
                    "department": ""
                },
                {
                    "first_name": "Edgars",
                    "middle_name": "",
                    "last_name": "Naudiņš",
                    "name_suffix": "",
                    "institution": "Riga Stradins University",
                    "department": ""
                },
                {
                    "first_name": "Nauris",
                    "middle_name": "",
                    "last_name": "Zdanovskis",
                    "name_suffix": "",
                    "institution": "Riga Stradins University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
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                "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24782/galley/21408/download/"
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            "galleys": [
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                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24782/galley/14380/download/"
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                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24782/galley/18237/download/"
                },
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                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24782/galley/21408/download/"
                }
            ]
        },
        {
            "pk": 21423,
            "title": "Neuro-Symbolic Models of Human Moral Judgment",
            "subtitle": null,
            "abstract": "There has been exciting recent progress in computational modeling of moral cognition. Work in this area tends to describe the cognitive mechanisms of human moral judgment using symbolic models, which are interpretable and written in terms of representations that carry meaning. However, these models fall short of capturing the full human capacity to make moral judgments in that they fail to process natural language inputs but instead rely on formal problem specifications.  The inability to interface with natural language also limits the usefulness of symbolic models. Meanwhile, there have been steady advances in conversational AI systems built using large language models (LLMs) that interface with natural language.  However, these systems fall short as models of human reasoning, particularly in the domain of morality.  In this paper we explore the possibility of building neuro-symbolic models of human moral cognition that use the strengths of LLMs to interface with natural language (specifically, to extract morally relevant features from it) and the strengths of symbolic approaches to reason over representations.  Our goal is to construct a model of human moral cognition that interfaces with natural language, predicts human moral judgment with high accuracy, and does so in a way that is transparent and interpretable.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Artificial Intelligence; Psychology; Reasoning; Social cognition; Large Language Models"
                }
            ],
            "section": "Papers with Oral Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/1t2568mw",
            "frozenauthors": [
                {
                    "first_name": "Joseph",
                    "middle_name": "",
                    "last_name": "Kwon",
                    "name_suffix": "",
                    "institution": "MIT",
                    "department": ""
                },
                {
                    "first_name": "Josh",
                    "middle_name": "",
                    "last_name": "Tenenbaum",
                    "name_suffix": "",
                    "institution": "MIT",
                    "department": ""
                },
                {
                    "first_name": "Sydney",
                    "middle_name": "",
                    "last_name": "Levine",
                    "name_suffix": "",
                    "institution": "Allen Institute for AI",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
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                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21423/galley/11022/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21423/galley/21868/download/"
                }
            ]
        },
        {
            "pk": 24421,
            "title": "Neurotypical Adults employ Distinct Cognitive Mechanisms compared to Adults with ADHD during a Sustained Attention Task with Gestalt Stimuli",
            "subtitle": null,
            "abstract": "Sustained attention is a fundamental cognitive ability that influences various aspects of human functioning. Studies of the neural correlates of attention commonly treat sustained attention as an isolated construct, however in any ecological context, sustained attention interacts with other executive functions such as inhibition of interference and processing of complex hierarchical stimuli. We have thus constructed a protocol to probe the interplay between these cognitive processes during visual attention task. We contrast putative typical vs atypical attention by comparing 18 healthy participants with 53 adults with Attention-Deficit/Hyperactivity Disorder, for whom difficulties with sustained attention are a core symptom and thus constitute a natural experiment condition. Our behavioural and brain-imaging analyses demonstrate distinct neural patterns in bottom-up visual processing and attention allocation mechanisms in ADHD and Control groups, highlighting different cognitive strategies utilised by adults with ADHD and healthy participants in tasks requiring sustained attention.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Cognitive Neuroscience; Attention; Perception; Skill acquisition and learning; Clinical methods; Electroencephalography (EEG)"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/6vj6117x",
            "frozenauthors": [
                {
                    "first_name": "Elizaveta",
                    "middle_name": "",
                    "last_name": "Kuznetsova",
                    "name_suffix": "",
                    "institution": "University of Helsinki",
                    "department": ""
                },
                {
                    "first_name": "Tuisku",
                    "middle_name": "",
                    "last_name": "Tammi",
                    "name_suffix": "",
                    "institution": "University of Helsinki",
                    "department": ""
                },
                {
                    "first_name": "Natalia",
                    "middle_name": "",
                    "last_name": "Postnova",
                    "name_suffix": "",
                    "institution": "University of Helsinki",
                    "department": ""
                },
                {
                    "first_name": "Jussi",
                    "middle_name": "",
                    "last_name": "Palomäki",
                    "name_suffix": "",
                    "institution": "Finnish Institute for Health and Welfare",
                    "department": ""
                },
                {
                    "first_name": "Benjamin",
                    "middle_name": "",
                    "last_name": "Cowley",
                    "name_suffix": "",
                    "institution": "University of Helsinki",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
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                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24421/galley/14018/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24421/galley/21409/download/"
                }
            ]
        },
        {
            "pk": 24531,
            "title": "Newborns' neural tracking of infant-directed and adult-directed speech in native and foreign language",
            "subtitle": null,
            "abstract": "At birth, the human brain is tuned to spoken language in general and to some extent also to native language in particular. In behavioral studies, infants also prefer to listen to infant-directed speech (IDS) to adults-directed speech (ADS), apparently most robustly in their native language. Recent studies demonstrated that this preference has correlates at the neural level as well. We test whether newborns show differential neural tracking of native over foreign, rhythmically different, language.\n\nWe assess neural tracking of native and non-native speech in Czech-exposed newborns. Newborns' were played a children's story in two rhythmically different languages, Czech (lacking acoustic cues to word-level stress) and Russian (acoustically salient word-level stress), in IDS or ADS, while their EEG was recorded.\n\nWe predicted stronger neural tracking of the native Czech, evident in larger inter-trial phase coherence (ITC), and total power. Preliminary data (n = 27 out of planned 60) suggest this language-specific effect is most prominent in the theta band corresponding to the syllable rate. We will further test whether this native-language effect would be more prominent in ADS or IDS. Data collection is underway and the results will be presented & discussed at the conference.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Linguistics; cognitive neuropsychology; Language development; Natural Language Processing; Electroencephalography (EEG)"
                }
            ],
            "section": "Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/5gx7390z",
            "frozenauthors": [
                {
                    "first_name": "Martina",
                    "middle_name": "",
                    "last_name": "Dvořáková",
                    "name_suffix": "",
                    "institution": "Charles University",
                    "department": ""
                },
                {
                    "first_name": "Katerina",
                    "middle_name": "",
                    "last_name": "Chladkova",
                    "name_suffix": "",
                    "institution": "Institute of Psychology, Czech Academy of Sciences",
                    "department": ""
                },
                {
                    "first_name": "Josef",
                    "middle_name": "",
                    "last_name": "Urbanec",
                    "name_suffix": "",
                    "institution": "Faculty od Medicine in Hradec Kralove, Charles University",
                    "department": ""
                },
                {
                    "first_name": "Jan",
                    "middle_name": "",
                    "last_name": "Kremláček",
                    "name_suffix": "",
                    "institution": "Faculty od Medicine in Hradec Kralove, Charles University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": {
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                "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24531/galley/21411/download/"
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                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24531/galley/14128/download/"
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                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24531/galley/21411/download/"
                }
            ]
        },
        {
            "pk": 24768,
            "title": "New-meaning learning of L2 words facilitates the access to original meanings",
            "subtitle": null,
            "abstract": "Although most words have more than one meaning, the mechanisms underlying new-meaning learning have been understudied. This one-to-many mapping poses even greater challenges for second language learners. The present study examined the behavioral mechanisms underlying new-meaning learning among non-native speakers by focusing on the effects of word familiarity, an approximate measure of lexical quality. We found that learning new meanings for more familiar L2 words was easier, as indicated by better recognition and cued-recall performance throughout the learning phase and in delayed tests. Furthermore, new-meaning learning facilitated, rather than impeded, the processing of original meanings, especially after a delay. Comparing these findings with those from previous studies involving native speakers, it appears that lexical quality influences how new and prior knowledge interact during new-meaning learning.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Language learning; Memory; Statistics"
                }
            ],
            "section": "Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/1x7876cb",
            "frozenauthors": [
                {
                    "first_name": "Yufan",
                    "middle_name": "",
                    "last_name": "Zhang",
                    "name_suffix": "",
                    "institution": "Beijing Language and Culture University",
                    "department": ""
                },
                {
                    "first_name": "Charles",
                    "middle_name": "",
                    "last_name": "Perfetti",
                    "name_suffix": "",
                    "institution": "University of Pittsburgh",
                    "department": ""
                },
                {
                    "first_name": "Xiaoping",
                    "middle_name": "",
                    "last_name": "Fang",
                    "name_suffix": "",
                    "institution": "Beijing Language and Culture University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": {
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                "type": "pdf",
                "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24768/galley/21410/download/"
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                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24768/galley/14366/download/"
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                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24768/galley/18223/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24768/galley/21410/download/"
                }
            ]
        },
        {
            "pk": 24073,
            "title": "Noisy-Channel Processing in Standard Arabic Relative Clauses",
            "subtitle": null,
            "abstract": "This study investigates sentence processing in Standard Arabic (SA) by examining subject- and object-extracted relative clauses (SRCs and ORCs) through eye tracking. We test memory- and expectation-based theories of processing difficulty, and whether good-enough or noisy-channel processing leads to misinterpretations in ORCs. Our results find increased processing difficulty in ORCs, supporting expectation-based theories; however, this processing difficulty is not localized to the disambiguating region (relative clause verb) as predicted, but rather at the integration of the second noun phrase (relative clause NP). The findings support good-enough/noisy-channel processing theories, suggesting that readers may accept a noisy SRC interpretation of an ORC, and thus bypass integration costs at the RC NP.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Linguistics; Language understanding; Memory; Predictive Processing; Eye tracking"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/6vj2f252",
            "frozenauthors": [
                {
                    "first_name": "Nicole",
                    "middle_name": "",
                    "last_name": "Dodd",
                    "name_suffix": "",
                    "institution": "University of California, Davis",
                    "department": ""
                },
                {
                    "first_name": "Fatima",
                    "middle_name": "",
                    "last_name": "Boush",
                    "name_suffix": "",
                    "institution": "United Arab Emirates University",
                    "department": ""
                },
                {
                    "first_name": "Tommi",
                    "middle_name": "",
                    "last_name": "Leung",
                    "name_suffix": "",
                    "institution": "United Arab Emirates University",
                    "department": ""
                },
                {
                    "first_name": "Fernanda",
                    "middle_name": "",
                    "last_name": "Ferreira",
                    "name_suffix": "",
                    "institution": "Department of Psychology",
                    "department": ""
                },
                {
                    "first_name": "Emily",
                    "middle_name": "",
                    "last_name": "Morgan",
                    "name_suffix": "",
                    "institution": "UC Davis",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24073/galley/13667/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24073/galley/21413/download/"
                }
            ]
        },
        {
            "pk": 24738,
            "title": "Nonuniversal foraging behavior in semantic networks",
            "subtitle": null,
            "abstract": "To what degree does semantic foraging probe semantic network structure? We use a combination of foraging experiments (animals, concrete nouns) and simulations on networks based on nine approaches to semantic similarity to address this question.  In data and simulations, we find a significant bias towards naming semantically similar items, and significant correlations between inter-naming time and semantic distance. In previous foraging experiments, a roughly power law distribution with a Lévy range exponent was found in the distribution of inter-naming intervals. We find the value of this exponent is not universal but is sensitive to the search space size in that the exponent decreases (moving further into the Lévy range) as the number of nameable items is exhausted.  Moreover, these exponents are not unique to semantic networks but appear in censored random walks on other graphs. Our combined experimental results and simulations provide insights into the topology of semantic memory.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Cognitive Neuroscience; Complex systems; Semantic memory; Semantics; Computational Modeling"
                }
            ],
            "section": "Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/3850h71c",
            "frozenauthors": [
                {
                    "first_name": "Kevin",
                    "middle_name": "",
                    "last_name": "Brown",
                    "name_suffix": "",
                    "institution": "Oregon State University",
                    "department": ""
                },
                {
                    "first_name": "Jay",
                    "middle_name": "",
                    "last_name": "Rueckl",
                    "name_suffix": "",
                    "institution": "University of Connecticut",
                    "department": ""
                },
                {
                    "first_name": "Elliot",
                    "middle_name": "",
                    "last_name": "Saltzman",
                    "name_suffix": "",
                    "institution": "Boston University",
                    "department": ""
                },
                {
                    "first_name": "James",
                    "middle_name": "",
                    "last_name": "Magnuson",
                    "name_suffix": "",
                    "institution": "University of Connecticut",
                    "department": ""
                },
                {
                    "first_name": "Ken",
                    "middle_name": "",
                    "last_name": "McRae",
                    "name_suffix": "",
                    "institution": "University of Western Ontario",
                    "department": ""
                },
                {
                    "first_name": "EILING",
                    "middle_name": "",
                    "last_name": "YEE",
                    "name_suffix": "",
                    "institution": "University of Connecticut",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": {
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                "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24738/galley/21414/download/"
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                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24738/galley/14336/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24738/galley/18194/download/"
                },
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                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24738/galley/21414/download/"
                }
            ]
        },
        {
            "pk": 21559,
            "title": "No signatures of first-person simulation in Theory of Mind judgments about thinking",
            "subtitle": null,
            "abstract": "We readily get intuitions about a problem's complexity, how much thinking it will require to solve, and how long it should take, both for ourselves and for others. These intuitions allow us to make inferences about other people's mental processing---like whether they are thinking hard, remembering, or merely mind-wandering. But where do these intuitions come from? Prior work suggests that people try solving problems themselves so as to draw inferences about another person's thinking. If we use our own thinking to build up expectations about other people, does this introduce biases into our judgments? We present a behavioral experiment testing for effects of first-person thinking speed on judgments about another person's thinking in the puzzle game Rush Hour. Although participants overwhelmingly reported solving the puzzles themselves, we found no evidence for participants' thinking speeds influencing their judgments about another person's thinking, suggesting that people can correct for first-person biases.",
            "language": null,
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Social cognition; Theory of Mind; Bayesian modeling; Computational Modeling"
                }
            ],
            "section": "Papers with Oral Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/7076v8jz",
            "frozenauthors": [
                {
                    "first_name": "Marlene",
                    "middle_name": "",
                    "last_name": "Berke",
                    "name_suffix": "",
                    "institution": "Yale University",
                    "department": ""
                },
                {
                    "first_name": "Ben",
                    "middle_name": "",
                    "last_name": "Sterling",
                    "name_suffix": "",
                    "institution": "Yale University",
                    "department": ""
                },
                {
                    "first_name": "Abi",
                    "middle_name": "",
                    "last_name": "Tenenbaum",
                    "name_suffix": "",
                    "institution": "Yale University",
                    "department": ""
                },
                {
                    "first_name": "Julian",
                    "middle_name": "",
                    "last_name": "Jara-Ettinger",
                    "name_suffix": "",
                    "institution": "Yale University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21559/galley/11158/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21559/galley/14635/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21559/galley/21412/download/"
                }
            ]
        },
        {
            "pk": 21435,
            "title": "Not all generics are created equal: Differentiating between 'do' and 'can' generic statements",
            "subtitle": null,
            "abstract": "Generic statements (e.g., “girls wear makeup”) tie properties to groups and are a common way of transmitting stereotypes. One natural but untested way that people might try to undermine these statements is by making a similar statement about salient but not mentioned contrastive groups (e.g., “boys can wear makeup too”). Do can generics license the same judgments as do generics? Four studies examined how adults judge two novel groups when one group does a property (e.g., Zarpies make pizzas) while the other group can do the property (e.g., Gorps can make pizzas too). Compared to do generics, adults consistently judged groups described with can generics to be less likely to have, less interested in, less competent at, and for it to be less permissible for them to do the property. Overall, these results suggest that can generics are unlikely to be an effective means at equating beliefs about two groups.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Pragmatics; Social cognition; Computer-based experiment"
                }
            ],
            "section": "Papers with Oral Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/4nv387m5",
            "frozenauthors": [
                {
                    "first_name": "Sophie",
                    "middle_name": "",
                    "last_name": "Arnold",
                    "name_suffix": "",
                    "institution": "New York University",
                    "department": ""
                },
                {
                    "first_name": "Mohit",
                    "middle_name": "",
                    "last_name": "Mukherji",
                    "name_suffix": "",
                    "institution": "New York University",
                    "department": ""
                },
                {
                    "first_name": "Marjorie",
                    "middle_name": "",
                    "last_name": "Rhodes",
                    "name_suffix": "",
                    "institution": "New York University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21435/galley/11034/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21435/galley/21880/download/"
                }
            ]
        },
        {
            "pk": 24498,
            "title": "Not stages, but variability ranges?  Cognitive variability bridging complexity science and 'Piaget's new theory'",
            "subtitle": null,
            "abstract": "Cognitive development has been hypothesised to be stagelike between the ages of 5-8 years (e.g., Piaget). Yet, cognition varies from moment to moment, in every task, for every child. Studies have demonstrated that cognitive variability is non-trivial, non-random, and meaningful, but attempts for systematic and large-scale longitudinal measurements of cognitive variability have scarcely been undertaken.\nThis project's goal is to create a more detailed empirical record and dynamical account of intra-individual variability in cognitive development of children. We aim to do this with a 3-year longitudinal and multimodal data collection starting at 5 years of age. Half-yearly measurements will be complemented with periods of daily measurements. Our ultimate aim is to build a variability corpus in which we can study variability patterns and developmental transitions, and to connect our findings to “Piaget's new theory”. Our poster will present our methodology and findings from a pilot study.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Cognitive development; Dynamical Systems; Embodied Cognition; Problem Solving"
                }
            ],
            "section": "Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/1g27m2ps",
            "frozenauthors": [
                {
                    "first_name": "Marije",
                    "middle_name": "B.",
                    "last_name": "ten Den",
                    "name_suffix": "",
                    "institution": "University of Groningen",
                    "department": ""
                },
                {
                    "first_name": "Lisette",
                    "middle_name": "",
                    "last_name": "De Jonge-Hoekstra",
                    "name_suffix": "",
                    "institution": "University of Groningen",
                    "department": ""
                },
                {
                    "first_name": "Marijn",
                    "middle_name": "",
                    "last_name": "van Dijk",
                    "name_suffix": "",
                    "institution": "University of Groningen",
                    "department": ""
                },
                {
                    "first_name": "Jeremy",
                    "middle_name": "Trevelyan",
                    "last_name": "Burman",
                    "name_suffix": "",
                    "institution": "University of Groningen",
                    "department": ""
                },
                {
                    "first_name": "Ralf F.A.",
                    "middle_name": "",
                    "last_name": "Cox",
                    "name_suffix": "",
                    "institution": "University of Groningen",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24498/galley/14095/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24498/galley/21415/download/"
                }
            ]
        },
        {
            "pk": 24125,
            "title": "Novel Predictions for Boundedly Rational Agents: A Bayesian Analysis",
            "subtitle": null,
            "abstract": "There is no guarantee that the set of possible theories that boundedly rational agents consider contains the true theory. And yet, these agents update their beliefs as new evidence comes in, leading to a conclusion about a particular domain. In this paper, we investigate under which conditions such agents arrive at sufficiently accurate beliefs compared to ideal agents. In doing so, we work within the framework of objective Bayesianism and draw on the literature on novel predictions in philosophy of science.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Philosophy; Cognitive Humanities; Reasoning; Bayesian modeling; Mathematical modeling"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/8q62x0n0",
            "frozenauthors": [
                {
                    "first_name": "Rafael",
                    "middle_name": "",
                    "last_name": "Fuchs",
                    "name_suffix": "",
                    "institution": "Munich Center for Mathematical Philosophy, LMU Munich",
                    "department": ""
                },
                {
                    "first_name": "Stephan",
                    "middle_name": "",
                    "last_name": "Hartmann",
                    "name_suffix": "",
                    "institution": "LMU Munich",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24125/galley/13719/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24125/galley/21416/download/"
                }
            ]
        },
        {
            "pk": 24468,
            "title": "Novelty Drives Exploration in Early Development in a Bottom-up Manner",
            "subtitle": null,
            "abstract": "One hypothesis for the exploration-to-exploitation developmental shift posits that children's heightened exploration can be driven by stimulus perceptual novelty through a bottom-up mechanism. A challenge to test this hypothesis has been the conflation of perceptual novelty and epistemic uncertainty, making it difficult to examine its independent effect. The current study decoupled perceptual novelty and uncertainty to provide new evidence that perceptual novelty alone can drive early exploration. We conducted two experiments in which children and adults were instructed to collect rewards from different options. Computational modeling was employed to compare children' and adults' exploration strategies. The results revealed that unlike adults, children were more likely to choose the option with perceptual novelty even when it had low reward values and no epistemic uncertainty. However, their novelty-preference attenuated when stimulus perceptual novelty was hidden rather visible, indicating that perceptual novelty drives heightened exploration in early development in a bottom-up manner.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Attention; Cognitive development; Decision making; Developmental analysis"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/0w38g2b9",
            "frozenauthors": [
                {
                    "first_name": "Mengcun",
                    "middle_name": "",
                    "last_name": "Gao",
                    "name_suffix": "",
                    "institution": "The Ohio State University",
                    "department": ""
                },
                {
                    "first_name": "Vladimir",
                    "middle_name": "",
                    "last_name": "Sloutsky",
                    "name_suffix": "",
                    "institution": "The Ohio State University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24468/galley/14065/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24468/galley/21418/download/"
                }
            ]
        },
        {
            "pk": 24123,
            "title": "Novel Word Learning in Multilingual Children with and without Autism Spectrum Disorder: Roles of Social Cognition, Multilingualism and Vocabulary Proficiency",
            "subtitle": null,
            "abstract": "While the impact of social cognition on novel word learning has been extensively studied in monolingual populations, limited research has investigated its role in multilingual children with and without autism spectrum disorder. This study examined the role of multilingualism on the acquisition of novel English words under directly addressed and overhearing conditions. Participants included four groups of children with different language status (multilingual and monolingual and diagnostic status (typically developing and autistic). The results revealed that the learning preferences vary across participant groups depending on their language and diagnostic statuses. Additionally, dynamic patterns of novel word learning were unveiled, demonstrating the influence of English vocabulary proficiency on multilingual children's learning process. The findings highlighted the complex role of multilingualism on driving the formation of learning preference for typical developing and autistic children.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Linguistics; Language development; Language learning; Social cognition"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/0v37b1xf",
            "frozenauthors": [
                {
                    "first_name": "Jinghong",
                    "middle_name": "",
                    "last_name": "NING",
                    "name_suffix": "",
                    "institution": "PolyU",
                    "department": ""
                },
                {
                    "first_name": "Anqi",
                    "middle_name": "",
                    "last_name": "Hu",
                    "name_suffix": "",
                    "institution": "University of Delaware",
                    "department": ""
                },
                {
                    "first_name": "Zhenghan",
                    "middle_name": "",
                    "last_name": "Qi",
                    "name_suffix": "",
                    "institution": "Northeastern University",
                    "department": ""
                },
                {
                    "first_name": "Li",
                    "middle_name": "",
                    "last_name": "Sheng",
                    "name_suffix": "",
                    "institution": "PolyU",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24123/galley/13717/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24123/galley/21417/download/"
                }
            ]
        },
        {
            "pk": 24176,
            "title": "Number In Perspective: Why is it Hard for Preschoolers to Attribute False Belief About Numerosity?",
            "subtitle": null,
            "abstract": "In this paper we report an investigation of how concepts of integer number combine with those of mindreading. We used tasks that require explicit thought and verbal responses, and examined children between 6-10 years of age. We designed four experiments to look at the intersection of quantification and mindreading in development using two combination tasks: (i) visual perspective taking and number; (ii) false belief and number. In both, children needed to coordinate between simple mathematical operations (counting and addition), and reconstructing an agent's visual or mental perspective. Although all preschoolers were proficient in counting, and the majority of them passed the false-belief task, the false belief and number task proved surprisingly difficult, and was not mastered before age 8. After briefly discussing theories of concept combination, we offer a performance-based explanation of this difficulty.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Cognitive development; Concepts and categories; Developmental analysis; Statistics"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/13p0d1gv",
            "frozenauthors": [
                {
                    "first_name": "Zoltan",
                    "middle_name": "",
                    "last_name": "Jakab",
                    "name_suffix": "",
                    "institution": "Eötvös Lorànd University",
                    "department": ""
                },
                {
                    "first_name": "Szabolcs",
                    "middle_name": "",
                    "last_name": "Kiss",
                    "name_suffix": "",
                    "institution": "University of Pécs",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24176/galley/13772/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24176/galley/21419/download/"
                }
            ]
        },
        {
            "pk": 24566,
            "title": "Numbers in context: Cardinals, ordinals, and nominals",
            "subtitle": null,
            "abstract": "Numbers are not only used for quantification (cardinals), but also for sequencing (ordinals), and identifying entities (nominals). For example, the sentence ‚ÄúPlayer number 23 took 2nd place by scoring 3 goals‚Äù features nominal, ordinal, and cardinal uses of numbers, in that order. Claims about the relative prevalence of these uses (Wiese, 2004, Niederer 2005) have never been tested. We present the first large-scale analysis of 3,600 numbers in context, showing that cardinal uses are dominant (83.4%), followed by ordinals (11.8%), and then nominals (4.8%). Round numbers, which are associated with approximation, dominate for cardinals (76.4%) but not ordinals (31.1%) or nominals (23.3%). The prevalence of round numbers increases with magnitude only for the cardinals. We discuss implications for the logarithmic scaling of the mental number line (Dehaene & Mehler, 1992), the approximate number system (e.g., Rinaldi & Marelli, 2020), and children's acquisition of number concepts (e.g., Colomé & Noël, 2012).",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Linguistics; Psychology; Language and thought; Corpus studies"
                }
            ],
            "section": "Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/3vd7v8bf",
            "frozenauthors": [
                {
                    "first_name": "Greg",
                    "middle_name": "",
                    "last_name": "Woodin",
                    "name_suffix": "",
                    "institution": "University of Birmingham",
                    "department": ""
                },
                {
                    "first_name": "Bodo",
                    "middle_name": "",
                    "last_name": "Winter",
                    "name_suffix": "",
                    "institution": "University of Birmingham",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": {
                "label": "PDF",
                "type": "pdf",
                "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24566/galley/21420/download/"
            },
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24566/galley/14163/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24566/galley/21420/download/"
                }
            ]
        },
        {
            "pk": 24166,
            "title": "Numeral Modification and Framing Effects: exactly and at most vs up to",
            "subtitle": null,
            "abstract": "This study investigated modulation of risky-choice framing (RCF) and attribute framing (AF) effects by numeral modi-fication. In Experiment 1, in which the numerals were mod-ified with (the German equivalent of) exactly to enforce a precise reading, there were significant RCF and AF effects. Experiment 2 and 3 addressed the effects of (the German equivalents of) at most and up to. Both modifiers set an upper bound. Yet, they exhibit a sharp contrast in evalua-tive contexts. In Experiment 2, there was a significant inter-action of modifier and frame for RCF, with a reversed framing effect for at most and a standard framing effect for up to. The modifier-by-frame interaction effect was repli-cated in Experiment 3 for AF. To explain framing effects with bare and modified numerals, we propose a semantic-pragmatic account in terms of salience and valence.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Linguistics; Psychology; Decision making; Pragmatics; Semantics"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/0bs750zn",
            "frozenauthors": [
                {
                    "first_name": "Berry",
                    "middle_name": "",
                    "last_name": "Claus",
                    "name_suffix": "",
                    "institution": "Leibniz University Hannover",
                    "department": ""
                },
                {
                    "first_name": "Marie Christin",
                    "middle_name": "",
                    "last_name": "Walch",
                    "name_suffix": "",
                    "institution": "Leibniz Universität Hannover",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24166/galley/13762/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24166/galley/21421/download/"
                }
            ]
        },
        {
            "pk": 24516,
            "title": "Object concepts in the brain: A representational similarity analysis of features and categories",
            "subtitle": null,
            "abstract": "How are features and categories of objects represented in the brain? While numerous studies have identified category-specific regions for different categories of objects, the nature of the representation for individual objects remains elusive. We investigated this question by employing representational similarity analysis (Kriegskorte et al., 2006) to identify different types of object information reflected in fMRI activation patterns. Relying on Clarke et al's (2014) object naming data, we conducted a searchlight mapping analysis to assess whether the object dissimilarity predicted by various theoretical models of object categories and features corresponded to the dissimilarity defined by fMRI activity patterns. The object feature models we contrasted were based on three different sets of feature norms: (a) norming data we obtained from a dataset of 78,000 features produced by 100 participants for a set of 264 pictures (Antal et al., 2024), (b) the CLSB word feature norms (Devereux et al., 2014), and (c) McRae et al's (2005) word feature norms. Results will address the contribution of feature information to the representation of different object categories.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Cognitive Neuroscience; Psychology; Concepts and categories; Computational neuroscience; fMRI"
                }
            ],
            "section": "Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/5sr773gh",
            "frozenauthors": [
                {
                    "first_name": "Caitlyn",
                    "middle_name": "",
                    "last_name": "Antal",
                    "name_suffix": "",
                    "institution": "McGill University",
                    "department": ""
                },
                {
                    "first_name": "Roberto",
                    "middle_name": "G.",
                    "last_name": "de Almeida",
                    "name_suffix": "",
                    "institution": "Concordia University",
                    "department": ""
                },
                {
                    "first_name": "Christopher",
                    "middle_name": "",
                    "last_name": "Steele",
                    "name_suffix": "",
                    "institution": "Concordia University",
                    "department": ""
                },
                {
                    "first_name": "Brendan",
                    "middle_name": "",
                    "last_name": "Johns",
                    "name_suffix": "",
                    "institution": "McGill University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": {
                "label": "PDF",
                "type": "pdf",
                "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24516/galley/21422/download/"
            },
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24516/galley/14113/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24516/galley/21422/download/"
                }
            ]
        },
        {
            "pk": 21454,
            "title": "Object-Event Correspondences Across Languages",
            "subtitle": null,
            "abstract": "Entities in the spatial domain (objects) and the temporal domain (events) are characterized by parallel distinctions that are supported by a shared notion of individuation that runs across domains. This work investigates whether conceptual considerations of individuation are language-independent. We test speakers of English, which uses count-mass syntax and telicity to mark linguistic individuals in the nominal and verbal domain respectively, and Mandarin, which lacks these linguistic features. Our results throw light onto the nature of entity categories in the human mind: both English-speaking and Mandarin-speaking viewers process individuated and non-individuated entities differently, with only the former having a well-defined (temporal/spatial) structure with integrally-ordered, distinct parts. Crucially, these features of non-linguistic individuation are conceptualized in similar ways cross-linguistically and are potentially universal.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Linguistics; Psychology; Concepts and categories; Event cognition; Language and thought; Semantics; Cross-linguistic analysis"
                }
            ],
            "section": "Papers with Oral Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/3q16n9dp",
            "frozenauthors": [
                {
                    "first_name": "Sarah Hye-yeon",
                    "middle_name": "",
                    "last_name": "Lee",
                    "name_suffix": "",
                    "institution": "University of Pennsylvania",
                    "department": ""
                },
                {
                    "first_name": "Anna",
                    "middle_name": "",
                    "last_name": "Papafragou",
                    "name_suffix": "",
                    "institution": "Unversity of Pennsylvania",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21454/galley/11053/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21454/galley/21899/download/"
                }
            ]
        },
        {
            "pk": 21530,
            "title": "Object files encode possible object identities, but not possible locations",
            "subtitle": null,
            "abstract": "It is uncontroversial that humans can represent possibilities, but it is debated what this claim amounts to. Under broad views of modal cognition, many representational and reasoning systems represent possibilities at multiple levels of cognitive architecture. Under narrow views of modal cognition, there exists a special kind of higher-level modal thought, that can be measured with purpose built non-verbal modal cognition tasks. Here we ask whether object tracking mechanisms that are assumed to lack the higher-level narrow modal capacity, show behavioral signatures that are assumed to require it. We find signature of modal representation in one task, but not another. The finding suggests that there is no clear difference between tasks that tap broad and narrow modal cognition, and invites a reassessment of the evidence for the latter.",
            "language": null,
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Philosophy; Psychology; Animal cognition; Cognitive development; Language and thought; Perception; Reasoning"
                }
            ],
            "section": "Papers with Oral Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/2vt9570d",
            "frozenauthors": [
                {
                    "first_name": "Gabor",
                    "middle_name": "",
                    "last_name": "Brody",
                    "name_suffix": "",
                    "institution": "Brown University",
                    "department": ""
                },
                {
                    "first_name": "Peter",
                    "middle_name": "",
                    "last_name": "Mazalik",
                    "name_suffix": "",
                    "institution": "Johns Hopkins University",
                    "department": ""
                },
                {
                    "first_name": "Roman",
                    "middle_name": "",
                    "last_name": "Feiman",
                    "name_suffix": "",
                    "institution": "Brown",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21530/galley/11129/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21530/galley/14606/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21530/galley/21423/download/"
                }
            ]
        },
        {
            "pk": 21577,
            "title": "Objectifying Gaze: an empirical study with non-sexualized images",
            "subtitle": null,
            "abstract": "Empirical investigations demonstrate similar cognitive processing patterns for objects and sexualized women. However, sexual objectification (SO) extends beyond sexualized women. To explore SO, we apply eye-tracking technique in conjunction with local/global and body-inversion paradigms. Ninety-four college students participated in the study. The visual gaze on non-sexualized South-Asian wo(men) images and the response time in Navon task post-priming with upright and inverted images is analyzed. Results indicate that participants of both genders gaze objectify females. Interestingly, male images are also gaze objectified. A comparison of attention allocation to face versus sexual body parts in upright versus inverted female images shows a reduced face-to-body ratio for the latter orientation, indicating a gender-specific attention shift. Combining the two SO theories, the study objectively substantiates the claim that women undergo objectification in even in non-sexual attire.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Cognitive Neuroscience; Attention; Attractiveness; Face Processing; Social cognition; Comparative Analysis; Eye tracking; Statistics"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/3xw0n5jb",
            "frozenauthors": [
                {
                    "first_name": "ayushi",
                    "middle_name": "kumari",
                    "last_name": "agrawal",
                    "name_suffix": "",
                    "institution": "International Institute of Information Technology, Hyderabad",
                    "department": ""
                },
                {
                    "first_name": "SRIJA",
                    "middle_name": "KRISHNA",
                    "last_name": "BHUPATHIRAJU",
                    "name_suffix": "",
                    "institution": "International Institute Of Information Technology",
                    "department": ""
                },
                {
                    "first_name": "Kavita",
                    "middle_name": "",
                    "last_name": "Vemuri",
                    "name_suffix": "",
                    "institution": "International Institute of Information Technology - Hyderabad",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21577/galley/11176/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21577/galley/21970/download/"
                }
            ]
        },
        {
            "pk": 24066,
            "title": "Off-Peak Price Reductions for Water Demand Management",
            "subtitle": null,
            "abstract": "Peak shifting is a key method to enhance the resilience of water supply infrastructure. Due to limitations related to the costs of smart meters, experimentally investigating the impact of a time-of-use tariff on inducing peak shifting in water usage has been challenging. Having introduced smart meters across 1,890 households, this study investigated behavioral responses to reduced water prices during off-peak hours (i.e., by increasing the relative cost of peak times). This was achieved by implementing a pricing scheme offering a 60% discount from 23:00 to 05:59 hours and a 20% discount from 10:00 to 16:59 hours. The results revealed significant changes in water usage behavior near the boundary between off-peak and peak times, suggesting a shift in water usage behavior towards the off-peak period. Moreover, a time-series analysis demonstrated the peak shifting induced by off-peak price reductions. Furthermore, this study examines cognitive processing and its impact on altering water usage behaviors on an hourly basis. These findings suggest that reducing prices during off-peak periods can effectively induce peak shifting across a broad range of times.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Sociology; Behavioral Science; Decision making; Field studies; Survey"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/22h445ts",
            "frozenauthors": [
                {
                    "first_name": "Yutaro",
                    "middle_name": "",
                    "last_name": "Onuki",
                    "name_suffix": "",
                    "institution": "Hitotsubashi University",
                    "department": ""
                },
                {
                    "first_name": "Yurina",
                    "middle_name": "",
                    "last_name": "Otaki",
                    "name_suffix": "",
                    "institution": "Hitotsubashi University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24066/galley/13660/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24066/galley/21424/download/"
                }
            ]
        },
        {
            "pk": 21529,
            "title": "\"Oh! Um. . . Sure\": Children and adults use other's linguistic surprisal to reason about expectations and learn stereotypes",
            "subtitle": null,
            "abstract": "While people may be reluctant to explicitly state social stereotypes, their underlying beliefs may nonetheless leak out in subtler conversational cues, such as surprisal reactions that convey information about expectations. Across 3 experiments with adults and children (ages 4-9), we compare permissive responses (\"Sure, you can have that one\") that vary the presence of surprisal cues (interjections \"oh!\" and disfluencies \"um\"). In Experiment 1 (n = 120), children by 6-to-7 use surprisal reactions to infer that a boy more likely made a counter-stereotypical choice. In Experiment 2, we demonstrate that these cues are sufficient for children (n = 120) and adults (n = 80) to learn a novel expectation about a group of aliens. In Experiment 3, adults (n = 150) use the distribution of surprisal information to infer whether a novel behavior is gender-stereotyped. Across these experiments, we see emerging evidence that conversational feedback may provide a crucial and unappreciated avenue for the transmission of social beliefs.",
            "language": null,
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Development; Emotion; Pragmatics; Social cognition; Theory of Mind"
                }
            ],
            "section": "Papers with Oral Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/9zf0v51g",
            "frozenauthors": [
                {
                    "first_name": "Ben",
                    "middle_name": "",
                    "last_name": "Morris",
                    "name_suffix": "",
                    "institution": "University of Chicago",
                    "department": ""
                },
                {
                    "first_name": "Alex",
                    "middle_name": "",
                    "last_name": "Shaw",
                    "name_suffix": "",
                    "institution": "University of Chicago",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21529/galley/11128/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21529/galley/14605/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21529/galley/21760/download/"
                }
            ]
        },
        {
            "pk": 21457,
            "title": "On idle idols and ugly icons: Do homophones create interference in typing?",
            "subtitle": null,
            "abstract": "This study investigates whether homophone competitors are activated during typewriting and to which extent such activation is modulated by syntactic category. In two experiments, we compared the typewriting of homophone pairs in high vs. low conflict sentences (i.e., both homophones vs. only one homophone in the sentence, respectively) in a sentence dictation task (Experiment 1) and in a question-answering task (Experiment 2). The homophone pairs either belonged to the same or different syntactic categories. In Experiment 1, we found a homophone interference effect in accuracy, independent of conflict and syntactic category. In Experiment 2, this effect was replicated, but in addition, participants were slower to type homophones in a high vs. a low conflict context. Our results show a robust, lexically-situated homophone interference effect, regardless of conflict and syntactic category, but when deeper processing of the sentence is involved, conflict starts to play a role.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Language Production; Phonology; Representation; Syntax; Computer-based experiment"
                }
            ],
            "section": "Papers with Oral Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/54b6d8kk",
            "frozenauthors": [
                {
                    "first_name": "Merel",
                    "middle_name": "",
                    "last_name": "Muylle",
                    "name_suffix": "",
                    "institution": "Ghent University",
                    "department": ""
                },
                {
                    "first_name": "Nazbanou",
                    "middle_name": "",
                    "last_name": "Nozari",
                    "name_suffix": "",
                    "institution": "Indiana University",
                    "department": ""
                },
                {
                    "first_name": "Robert",
                    "middle_name": "",
                    "last_name": "Hartsuiker",
                    "name_suffix": "",
                    "institution": "Ghent University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21457/galley/11056/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21457/galley/21902/download/"
                }
            ]
        },
        {
            "pk": 24276,
            "title": "Online Decision Making with Icon Arrays",
            "subtitle": null,
            "abstract": "Leveraging people's proficiency in extracting summary statistics from ensembles, we conducted two studies in which we presented rating information from consumer feedback systems through color-coded icon arrays.  The investigation aims to explore how different icon array arrangements (ascending, descending, random) influence decision making and average estimation across varying levels of ensemble means (average ratings) and ensemble sizes (review volume). Our results revealed four key insights: 1) Preferences for rating variance differed, particularly at the extremes of the average rating spectrum when ensembled were dominated by one or two rating categories. 2) Structured information yielded greater certainty in responses, with confidence increasing when the task setup aligned with task goals. 3) Ensemble size prompted individuals to adapt strategies based on contextual needs. 4) Unstructured presentations led to higher estimation accuracy, suggesting that a lack of structure may encourage heightened processing effort.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Behavioral Science; Decision making"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/9sd0p0z6",
            "frozenauthors": [
                {
                    "first_name": "Jingqi",
                    "middle_name": "",
                    "last_name": "Yu",
                    "name_suffix": "",
                    "institution": "University of Toronto",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24276/galley/13872/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24276/galley/21431/download/"
                }
            ]
        },
        {
            "pk": 24424,
            "title": "Online network topology shapes personal narratives and hashtag generation",
            "subtitle": null,
            "abstract": "While narratives have shaped cognition and cultures for centuries, digital media and online social networks have introduced new narrative phenomena. With increased narrative agency, networked groups of individuals can directly contribute and steer narratives that center our collective discussions of politics, science, and morality. We report the results of an online network experiment on narrative and hashtag generation, in which networked groups of participants interpreted a text-based narrative of a disaster event, and were incentivized to produce matching hashtags with their network neighbors. We found that network structure not only influences the emergence of dominant beliefs through coordination with network neighbors, but also impacts participants' use of causal language in their personal narratives.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Causal reasoning; Group Behaviour; Language Production; Natural Language Processing; Social cognition"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/6pv4z0j5",
            "frozenauthors": [
                {
                    "first_name": "Hunter",
                    "middle_name": "",
                    "last_name": "Priniski",
                    "name_suffix": "",
                    "institution": "UCLA",
                    "department": ""
                },
                {
                    "first_name": "Bryce",
                    "middle_name": "",
                    "last_name": "Linford",
                    "name_suffix": "",
                    "institution": "UCLA",
                    "department": ""
                },
                {
                    "first_name": "Sai",
                    "middle_name": "",
                    "last_name": "Krishna",
                    "name_suffix": "",
                    "institution": "University of Southern California",
                    "department": ""
                },
                {
                    "first_name": "Fred",
                    "middle_name": "",
                    "last_name": "Morstatter",
                    "name_suffix": "",
                    "institution": "USC Information Sciences Institute",
                    "department": ""
                },
                {
                    "first_name": "Jeff",
                    "middle_name": "",
                    "last_name": "Brantingham",
                    "name_suffix": "",
                    "institution": "UCLA",
                    "department": ""
                },
                {
                    "first_name": "Hongjing",
                    "middle_name": "",
                    "last_name": "Lu",
                    "name_suffix": "",
                    "institution": "UCLA",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24424/galley/14021/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24424/galley/21432/download/"
                }
            ]
        },
        {
            "pk": 24314,
            "title": "On quantifying schematicity of future narratives",
            "subtitle": null,
            "abstract": "Schemas are mental representations of common structures of our experience, and they are centrally important to human thinking and memory. Recently, it has been proposed that schemas also play an important role in structuring our imagination of the future. However, tools for automatically measuring the schematic content of written and spoken event narratives are underdeveloped. Here, we report a preliminary investigation into a set of metrics that may differentiate between more and less schematic narratives. Across two experiments, we find that written and spoken narratives that are schema-congruent are more associative, in that they contain words that are more strongly psychologically associated with one another. We discuss how this finding might contribute to the development of tools to automatically measure schematicity in future narratives.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Memory; Semantic memory; Computational Modeling"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/1vw854gr",
            "frozenauthors": [
                {
                    "first_name": "Isaac",
                    "middle_name": "",
                    "last_name": "Kinley",
                    "name_suffix": "",
                    "institution": "University of Toronto",
                    "department": ""
                },
                {
                    "first_name": "Donna Rose",
                    "middle_name": "",
                    "last_name": "Addis",
                    "name_suffix": "",
                    "institution": "Rotman Research Institute",
                    "department": ""
                },
                {
                    "first_name": "Samuel",
                    "middle_name": "",
                    "last_name": "Fynes-Clinton",
                    "name_suffix": "",
                    "institution": "Rotman Research Institute",
                    "department": ""
                },
                {
                    "first_name": "Reece",
                    "middle_name": "",
                    "last_name": "Roberts",
                    "name_suffix": "",
                    "institution": "University of Auckland",
                    "department": ""
                },
                {
                    "first_name": "Yang",
                    "middle_name": "",
                    "last_name": "Xu",
                    "name_suffix": "",
                    "institution": "University of Toronto",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24314/galley/13910/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24314/galley/21425/download/"
                }
            ]
        },
        {
            "pk": 24928,
            "title": "On Structure, Dynamics, and Adaptivity for Biological and Mental Processes: a Higher-Order Adaptive Dynamical System Modeling Perspective",
            "subtitle": null,
            "abstract": "<p>To conceptualise biological and mental processes, often a dynamical systems perspective is suggested. In addition to dynamics, the structure of the contextual makeup or world configuration (of an organism or brain) plays a crucial role too, as well as adaptivity of the processes. This paper provides a conceptual perspective where the structure, dynamics, and adaptivity of these processes are distinguished and related to each other via adaptive dynamical systems. Moreover, it is shown how networks can be used to represent this conceptual perspective. Here an adaptive dynamical system of any order of adaptivity can be covered where any level can exert control over the level below. The approach is illustrated by case studies for higher-order adaptive evolutionary processes. One of these case studies shows a fifth-order adaptive dynamical system that models how due to bad environmental influences at a young age, epigenetic effects can lead to a lifelong mental disorder.</p>",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Artificial Intelligence"
                },
                {
                    "word": "Biology"
                },
                {
                    "word": "neuroscience"
                },
                {
                    "word": "philosophy"
                },
                {
                    "word": "psychology"
                },
                {
                    "word": "Behavioral Science"
                },
                {
                    "word": "Cognitive architectures"
                },
                {
                    "word": "Complex Systems"
                },
                {
                    "word": "Dynamical Systems"
                },
                {
                    "word": "Computational Modeling"
                },
                {
                    "word": "Dynamic Systems Modeling"
                },
                {
                    "word": "mathematical modeling"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/9911192q",
            "frozenauthors": [
                {
                    "first_name": "Jan",
                    "middle_name": "",
                    "last_name": "Treur",
                    "name_suffix": "",
                    "institution": "Vrije Universiteit Amsterdam",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24928/galley/14495/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24928/galley/21426/download/"
                }
            ]
        },
        {
            "pk": 24402,
            "title": "On the Benefits of Heterogeneity in Cognitive Stability and Flexibility for Collaborative Task Switching",
            "subtitle": null,
            "abstract": "Environments pose antagonistic demands on individual and collective cognition, such as trading off cognitive stability against cognitive flexibility. Manifestations of this tradeoff have been shown to vary across individuals, leading to differences in individual task switching performance. In this simulation study, we examine how individual differences in cognitive stability and flexibility contribute to collective task switching performance. Specifically, we study whether diversity in cognitive stability and flexibility among members of a group can facilitate collaborative task switching. We test this hypothesis by probing task switching performance of a multi-agent dynamical system, and by varying the heterogeneity of cognitive stability and flexibility among agents. We find that heterogeneous (compared to homogeneous) groups perform better in environments with high switch rates, especially if the most flexible agents receive task switch instructions. We discuss the implications of these findings for normative accounts of cognitive heterogeneity, as well as clinical and educational settings.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Cognitive Neuroscience; Psychology; Group Behaviour; Dynamic Systems Modeling"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/6b47b61g",
            "frozenauthors": [
                {
                    "first_name": "Alessandra",
                    "middle_name": "",
                    "last_name": "Brondetta",
                    "name_suffix": "",
                    "institution": "University of Turin",
                    "department": ""
                },
                {
                    "first_name": "Anastasia",
                    "middle_name": "",
                    "last_name": "Bizyaeva",
                    "name_suffix": "",
                    "institution": "University of Washington",
                    "department": ""
                },
                {
                    "first_name": "Maxime",
                    "middle_name": "",
                    "last_name": "Lucas",
                    "name_suffix": "",
                    "institution": "CENTAI Institute",
                    "department": ""
                },
                {
                    "first_name": "Giovanni",
                    "middle_name": "",
                    "last_name": "Petri",
                    "name_suffix": "",
                    "institution": "Northeastern University London",
                    "department": ""
                },
                {
                    "first_name": "Sebastian",
                    "middle_name": "",
                    "last_name": "Musslick",
                    "name_suffix": "",
                    "institution": "Brown University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24402/galley/13999/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24402/galley/21427/download/"
                }
            ]
        },
        {
            "pk": 24454,
            "title": "On the ecologically rational inference and memory-based judgment errors",
            "subtitle": null,
            "abstract": "Human memory has various deficits such as forgetting. Such deficits are generally regarded as human irrationality. However, superficial deficits in human cognition can be understood differently as rational aspects in terms of the interaction between human cognition and the environmental feature. Based on this idea, the present study analyzed the nature of memory-based judgment errors. We hypothesized that systematic errors are produced when ecologically rational inferences based on statistical regularity in the environment are performed in uncertain situations. To verify this hypothesis, we proposed a benchmark for a rational inference model of memory-based judgments under uncertainty, and tested it by analyzing real-world data, computer simulations, and a behavioral experiment. We found that the error patterns participants showed in the memory-based judgment were consistent with those predicted by the rational inference benchmark. These findings provide new insights into the errors produced by memory-based judgments from the rational side of cognition.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Decision making; Reasoning; Computational Modeling"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/3fj4h4qx",
            "frozenauthors": [
                {
                    "first_name": "Hidehito",
                    "middle_name": "",
                    "last_name": "Honda",
                    "name_suffix": "",
                    "institution": "Otemon Gakuin University",
                    "department": ""
                },
                {
                    "first_name": "Masaru",
                    "middle_name": "",
                    "last_name": "Shirasuna",
                    "name_suffix": "",
                    "institution": "Otemon Gakuin University",
                    "department": ""
                },
                {
                    "first_name": "Jun",
                    "middle_name": "",
                    "last_name": "Kawaguchi",
                    "name_suffix": "",
                    "institution": "Nagoya University",
                    "department": ""
                },
                {
                    "first_name": "Toshihiko",
                    "middle_name": "",
                    "last_name": "Matsuka",
                    "name_suffix": "",
                    "institution": "Chiba University",
                    "department": ""
                },
                {
                    "first_name": "Kazuhiro",
                    "middle_name": "",
                    "last_name": "Ueda",
                    "name_suffix": "",
                    "institution": "The University of Tokyo",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24454/galley/14051/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24454/galley/21428/download/"
                }
            ]
        },
        {
            "pk": 21394,
            "title": "On the limits of LLM surprisal as functional Explanation of ERPs",
            "subtitle": null,
            "abstract": "Surprisal values from large language models (LLMs) have been used to model the amplitude of the N400.\nThis ERP component is sensitive not only to contextual word expectancy but also to semantic association, such that unexpected but associated words do not always induce an N400 increase.\nWhile LLMs are also sensitive to association, it remains unclear how they behave in these cases.\nMoreover, another ERP component, the P600, has shown graded sensitivity to plausibility-driven expectancy, while remaining insensitive to association; however, its relationship to LLM surprisal is not well researched yet.\nIn an rERP analysis, we evaluate surprisal values of two unidirectional transformers on their ability to model N400 and P600 effects observed in three German ERP studies isolating the effects of association, plausibility, and expectancy.\nWe find that surprisal predicts an N400 increase for associated but implausible words, even when no such increase was observed in humans.\nFurthermore, LLM surprisal accounts for P600 effects elicited by violations of selectional restrictions, but captures neither P600 effects from more subtle script knowledge violations nor graded P600 modulations.\nThe results of our investigation call into question the extent to which LLM surprisal offers an accurate characterisation of the functional generators of either the N400 or P600.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Language understanding; Predictive Processing; Computational Modeling; Electroencephalography (EEG); Large Language Models"
                }
            ],
            "section": "Papers with Oral Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/2m53k85t",
            "frozenauthors": [
                {
                    "first_name": "Benedict",
                    "middle_name": "",
                    "last_name": "Krieger",
                    "name_suffix": "",
                    "institution": "Saarland University",
                    "department": ""
                },
                {
                    "first_name": "Harm",
                    "middle_name": "",
                    "last_name": "Brouwer",
                    "name_suffix": "",
                    "institution": "Tilburg University",
                    "department": ""
                },
                {
                    "first_name": "Christoph",
                    "middle_name": "",
                    "last_name": "Aurnhammer",
                    "name_suffix": "",
                    "institution": "Saarland University",
                    "department": ""
                },
                {
                    "first_name": "Matthew",
                    "middle_name": "W",
                    "last_name": "Crocker",
                    "name_suffix": "",
                    "institution": "Saarland University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21394/galley/10993/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21394/galley/21839/download/"
                }
            ]
        },
        {
            "pk": 24547,
            "title": "On the nature of recency after rare event in decisions from experience",
            "subtitle": null,
            "abstract": "How does experiencing a rare event, like a car accident or a lottery win, influence decision-makers consecutive decisions? Studying these so-called recency effects holds a long tradition in research on experience-based decision-making. Previous work suggests opposite behavioral patterns after experiencing a positive rare event: People have been found to be more likely to either repeat their choice (positive recency) or to avoid it (negative recency). The effect is thought to persevere for multiple choices and decrease over time. In this study, we provide new insights into recency effects by analyzing people's repeated choices from an extensive database—consisting of 3 million choices by 8,000 participants across 12 different decision-from-experience paradigms collected from 139 studies. We provide a conceptual framework clarifying patterns of positive and negative recency, including how the direction and magnitude of impact change over time.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Behavioral Science; Decision making; Big data; Mathematical modeling"
                }
            ],
            "section": "Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/0np8n2fm",
            "frozenauthors": [
                {
                    "first_name": "Yujia",
                    "middle_name": "",
                    "last_name": "Yang",
                    "name_suffix": "",
                    "institution": "Max Planck Institute for Human Develpoment",
                    "department": ""
                },
                {
                    "first_name": "Anna",
                    "middle_name": "Isabel",
                    "last_name": "Thoma",
                    "name_suffix": "",
                    "institution": "Max-Planck-Institute for Human Development",
                    "department": ""
                },
                {
                    "first_name": "Ralph",
                    "middle_name": "",
                    "last_name": "Hertwig",
                    "name_suffix": "",
                    "institution": "Max Planck Institute for Human Development",
                    "department": ""
                },
                {
                    "first_name": "Dirk",
                    "middle_name": "U",
                    "last_name": "Wulff",
                    "name_suffix": "",
                    "institution": "Max Planck Institute for Human Development",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": {
                "label": "PDF",
                "type": "pdf",
                "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24547/galley/21429/download/"
            },
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24547/galley/14144/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24547/galley/21429/download/"
                }
            ]
        },
        {
            "pk": 24423,
            "title": "On the Use of Language and Vision Models for Cognitive Science: The Case of Naming Norms",
            "subtitle": null,
            "abstract": "Computational models have long been used in Cognitive Science, but to date most research has used language models trained on text. With recent advances in Computer Vision, new research is expanding to visually informed models. In this paper, we explore the potential of such models to account for human naming behavior as recorded in naming norms (where subjects are asked to name visually presented objects). We compare the performance of three representative models on a set of norms that include stimuli in the form of line drawings, colored drawings, and realistic photos. The state-of-the-art Language and Vision model CLIP, trained on both text and images, performs best. It generalizes well across different types of stimuli and achieves good overall accuracy. CLIP affords both linguistic (text-based) and visual (image-based) representations for names, and we find that textual representations outperform visual representations. This is good news, as textual representations are easier to obtain than visual representations. All in all, our results show promise for the use of Computer Vision and Language and Vision models in Cognitive Science.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Artificial Intelligence; Language Production; Semantics; Vision; Computational Modeling"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/7kk464jm",
            "frozenauthors": [
                {
                    "first_name": "Zhirui",
                    "middle_name": "",
                    "last_name": "Chen",
                    "name_suffix": "",
                    "institution": "University of Amsterdam",
                    "department": ""
                },
                {
                    "first_name": "Andreas",
                    "middle_name": "",
                    "last_name": "Mädebach",
                    "name_suffix": "",
                    "institution": "Universidad Pompeu Fabra",
                    "department": ""
                },
                {
                    "first_name": "Eleonora",
                    "middle_name": "",
                    "last_name": "Gualdoni",
                    "name_suffix": "",
                    "institution": "Universitat Pompeu Fabra",
                    "department": ""
                },
                {
                    "first_name": "Gemma",
                    "middle_name": "",
                    "last_name": "Boleda",
                    "name_suffix": "",
                    "institution": "Universitat Pompeu Fabra",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24423/galley/14020/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24423/galley/21430/download/"
                }
            ]
        },
        {
            "pk": 24222,
            "title": "Opinion Averaging versus Argument Exchange",
            "subtitle": null,
            "abstract": "Opinion averaging is a common means of judgment aggregation that is employed in the service of crowd wisdom effects. In this paper, we use simulations with agent-based models to highlight contexts in which opinion averaging leads to poor outcomes. Specifically, we illustrate the conditions under which the optimal posterior prescribed by a normative model of Bayesian argument exchange diverges from the mean belief that would be arrived at via simple averaging. The theoretical and practical implications of this are discussed.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Philosophy; Psychology; Agent-based Modeling; Bayesian modeling"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/9d14q4tv",
            "frozenauthors": [
                {
                    "first_name": "Ulrike",
                    "middle_name": "",
                    "last_name": "Hahn",
                    "name_suffix": "",
                    "institution": "Birkbeck, University of London",
                    "department": ""
                },
                {
                    "first_name": "Leon",
                    "middle_name": "",
                    "last_name": "Assaad",
                    "name_suffix": "",
                    "institution": "Ludwig-Maximilians-Universität München",
                    "department": ""
                },
                {
                    "first_name": "Jason",
                    "middle_name": "W.",
                    "last_name": "Burton",
                    "name_suffix": "",
                    "institution": "Copenhagen Business School",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24222/galley/13818/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24222/galley/21433/download/"
                }
            ]
        },
        {
            "pk": 24024,
            "title": "Optimal and sub-optimal temporal decisions can explain procrastination in a real-world task",
            "subtitle": null,
            "abstract": "Procrastination is a universal phenomenon, with a significant\nproportion of the population reporting interference and even\nharm from such delays. Why do people put off tasks despite\nwhat are apparently their best intentions, and why do they de-\nliberately defer in the face of prospective failure? Past research\nshows that procrastination is a heterogeneous construct with\npossibly diverse causes. To grapple with the complexity of the\ntopic, we construct a taxonomy of different types of procrasti-\nnation and potential sources for each type. We simulate com-\npletion patterns from three broad model types: exponential or\ninconsistent temporal discounting, and waiting for interesting\ntasks; and provide some preliminary evidence, through com-\nparisons with real-world data, of the plausibility of multiple\ntypes of, and pathways for, procrastination.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Cognitive Neuroscience; Education; Psychology; Decision making; Computational Modeling"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/2mg517js",
            "frozenauthors": [
                {
                    "first_name": "Sahiti",
                    "middle_name": "",
                    "last_name": "Chebolu",
                    "name_suffix": "",
                    "institution": "Max Planck Institute for Biological Cybernetics",
                    "department": ""
                },
                {
                    "first_name": "Peter",
                    "middle_name": "",
                    "last_name": "Dayan",
                    "name_suffix": "",
                    "institution": "Max Planck Institute for Biological Cybernetics",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24024/galley/13618/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24024/galley/21434/download/"
                }
            ]
        },
        {
            "pk": 21515,
            "title": "Optimal compression in human concept learning",
            "subtitle": null,
            "abstract": "The computational principles that underlie human concept learning have been debated in the literature for decades. Here, we formalize and test a new perspective that is grounded in rate-distortion theory (RDT), the mathematical theory of optimal (lossy) data compression, which has recently been gaining increasing popularity in cognitive science. More specifically, we characterize optimal conceptual systems as solutions to a special type of RDT problem, show how these optimal systems can generalize to unseen examples, and test their predictions for human behavior in three foundational concept-learning experiments. We find converging evidence that optimal compression may account for human concept learning. Our work also lends new insight into the relation between learnability and compressibility; integrates prototype, exemplar, and Bayesian approaches to human concepts within the RDT framework; and offers a potential theoretical link between concept learning and other cognitive functions that have been successfully characterized by efficient compression.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Computer Science; Psychology; Concepts and categories; Learning; Machine learning; Computational Modeling"
                }
            ],
            "section": "Papers with Oral Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/7pc1g61d",
            "frozenauthors": [
                {
                    "first_name": "Nathaniel",
                    "middle_name": "",
                    "last_name": "Imel",
                    "name_suffix": "",
                    "institution": "University of California Irvine",
                    "department": ""
                },
                {
                    "first_name": "Noga",
                    "middle_name": "",
                    "last_name": "Zaslavsky",
                    "name_suffix": "",
                    "institution": "UCI",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21515/galley/11114/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21515/galley/21960/download/"
                }
            ]
        },
        {
            "pk": 21446,
            "title": "Optimal decision-making under task uncertainty: a computational basis for cognitive stability versus flexibility",
            "subtitle": null,
            "abstract": "Cognitive control is thought to regulate the conflict between stability---maintaining the current task in the face of distraction---and flexibility---switching to a new task of greater priority. However, evidence conflicts regarding when and to what extent stability and flexibility trade-off. A normative theory of flexibility and stability may help clarify when and why we should expect such trade-offs to occur. Towards such a theory, we model task-switching as a problem of decision-making under uncertainty, in which the decision-maker must simultaneously infer both the identity of a stimulus and the task governing the correct response to that stimulus. We find that optimal behavior is either extremely stable or extremely flexible, but not both, indicating a normative basis for a trade-off between the two. However, we also show that a sub-optimal but more realistic decision-maker exhibits behavior between these two extremes, and more closely resembles experimental data.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Cognitive Neuroscience; Attention; Decision making; Computational Modeling"
                }
            ],
            "section": "Papers with Oral Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/2d40418r",
            "frozenauthors": [
                {
                    "first_name": "Seth",
                    "middle_name": "",
                    "last_name": "Madlon-Kay",
                    "name_suffix": "",
                    "institution": "Duke University",
                    "department": ""
                },
                {
                    "first_name": "John",
                    "middle_name": "",
                    "last_name": "Pearson",
                    "name_suffix": "",
                    "institution": "Duke University",
                    "department": ""
                },
                {
                    "first_name": "Tobias",
                    "middle_name": "",
                    "last_name": "Egner",
                    "name_suffix": "",
                    "institution": "Duke University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21446/galley/11045/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21446/galley/21891/download/"
                }
            ]
        },
        {
            "pk": 24617,
            "title": "Optimal mental representation of social networks explains biases in social learning and perception",
            "subtitle": null,
            "abstract": "Humans are often involved in complex social relationships, where they exhibit biased behavior when they process information from neighbors (e.g., irrational DeGroot learning) and cognitive biases on perceiving social network structures (e.g., egocentric biases, network centrality, etc.). But little is known about the cognitive reason behind. Here we purpose a unified computational framework (reduced representation model, RRM) to deal with the problems, which assumes people represent an optimal reduced network based on the trade-off of utility and cognitive cost for the representation, and make rational inference on it, where DeGroot-like behavior emerges. We did simulations to show RRM can provide an underlying explanation for DeGroot model and human perceptual biases, and tested model predictions in previous dataset (n=209), lab experiment (n=248) and field data. Our work provides an optimal way to depict social network representation when considering human cognitive limitations, and may help understand widespread human biases in social environments.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Cognitive Neuroscience; Decision making; Representation; Social cognition; Computational Modeling"
                }
            ],
            "section": "Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/8v41v7zd",
            "frozenauthors": [
                {
                    "first_name": "Yulin",
                    "middle_name": "",
                    "last_name": "Dong",
                    "name_suffix": "",
                    "institution": "Peking University",
                    "department": ""
                },
                {
                    "first_name": "Xiyuan",
                    "middle_name": "",
                    "last_name": "Wang",
                    "name_suffix": "",
                    "institution": "Peking University",
                    "department": ""
                },
                {
                    "first_name": "Yaomin",
                    "middle_name": "",
                    "last_name": "Jiang",
                    "name_suffix": "",
                    "institution": "Max Planck Institute for Human Development",
                    "department": ""
                },
                {
                    "first_name": "Muhan",
                    "middle_name": "",
                    "last_name": "Zhang",
                    "name_suffix": "",
                    "institution": "Peking University",
                    "department": ""
                },
                {
                    "first_name": "Lusha",
                    "middle_name": "",
                    "last_name": "Zhu",
                    "name_suffix": "",
                    "institution": "Peking University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24617/galley/17978/download/"
                }
            ]
        },
        {
            "pk": 24050,
            "title": "Our sweetest hours fly fastest...on smartphone",
            "subtitle": null,
            "abstract": "<p>The steady increase in time spent on smartphone applications and particularly on social networks, raises questions about the environmental and societal sustainability of such a phenomenon. Utility and enjoyment have a key role in such practices, but other factors such as passing time may also contribute. From May to November 2023, 5,028 people took part in a web survey aiming at producing durations prospectively using mobile applications like Facebook, Instagram, TikTok, Reading. The protocol introduces variables known to have an effect on time perception. On average, the produced durations were underestimated. This result is in line with the notion that tracking information and tracking time compete for the brain's limited attentional resources and, hence, that attention plays a critical role in time estimation. Significant differences emerged between the applications tested. TikTok and Reading tasks appear the most underestimate but with opposite dynamics as the level of satisfaction and familiarity are lower for the first compared to the former. Among the variables studied to explain the difficulties in evaluating time spent, the importance of familiarity with the activity is undoubtedly something worth exploring in the context of the race between new algorithms and cognitive adaptability.</p>",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Cognitive Neuroscience; Attention; Behavioral Science; Cognition of Time; Human-computer interaction; Computer-based experiment; Statistics; Survey"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/3b92z1b9",
            "frozenauthors": [
                {
                    "first_name": "Jean-Marc",
                    "middle_name": "",
                    "last_name": "Josset",
                    "name_suffix": "",
                    "institution": "Orange Labs",
                    "department": ""
                },
                {
                    "first_name": "Erwan",
                    "middle_name": "",
                    "last_name": "Le Quentrec",
                    "name_suffix": "",
                    "institution": "Orange Innovation",
                    "department": ""
                },
                {
                    "first_name": "Virginie",
                    "middle_name": "",
                    "last_name": "van Wassenhove",
                    "name_suffix": "",
                    "institution": "CEA, INSERM",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24050/galley/21436/download/"
                }
            ]
        },
        {
            "pk": 24833,
            "title": "Pandemic Perspectives: International English Learners’ Issues with Online Instruction",
            "subtitle": null,
            "abstract": "The COVID-19 pandemic abruptly shifted the delivery of teaching and learning, particularly for adult English learners (ELs) and international students enrolled in US institutions. This study investigates EL perspectives of their English instructors during the COVID-19 pandemic and the shift to remote learning in the spring of 2020 through a quantitative approach. Participants (N = 158) completed a perception questionnaire, and the results were analyzed through IBM SPSS Statistics 27.0.1. Results identify lower attendance and engagement tied to perceptions of limited instructor knowledge in online environments. In addition, they show perceptions of lower instructor effort, limited opportunities to connect with peers, and limited resources for students. These findings suggest the need for instructors with digital literacy skills and social and emotional skills in order to connect and strengthen class communities.",
            "language": "eng",
            "license": null,
            "keywords": [
                {
                    "word": "English learners"
                },
                {
                    "word": "COVID-19 pandemic"
                },
                {
                    "word": "international students"
                },
                {
                    "word": "remote instruction"
                },
                {
                    "word": "social and emotional learning (SEL)"
                }
            ],
            "section": "Theme Section - Teaching the Whole Student",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/90p0h01m",
            "frozenauthors": [
                {
                    "first_name": "Iyad",
                    "middle_name": "",
                    "last_name": "Alomari",
                    "name_suffix": "",
                    "institution": "",
                    "department": ""
                },
                {
                    "first_name": "L. Erika",
                    "middle_name": "",
                    "last_name": "Saito",
                    "name_suffix": "",
                    "institution": "Teach Us",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/catesoljournal/article/24833/galley/14427/download/"
                }
            ]
        },
        {
            "pk": 24068,
            "title": "Paradoxical parsimony: How latent complexity favors theory simplicity",
            "subtitle": null,
            "abstract": "Investigating how people evaluate more or less complex causal theories has been a focal point of research. However, previous studies have either focused on token-level causation or restricted themselves to very small sets of explanatory variables. We provide a new approach for modeling theory selection that foregrounds the balance between observed and latent structure in the mechanism being explained. We combine a Bayesian framework with program induction, allowing an unbounded and partially observable model space through sampling, and reflecting how a preference for simplicity emerges naturally in this setting. Through simulation, we identify two rational principles: (1) Simpler explanations should be favored as latent uncertainty (the number of hidden variables) increases; (2) latent structure is attributed a larger role when the observable patterns become less compressible. We conducted a behavioral experiment and found that human judgments tended to reflect these principles, indicating that people are sensitive to latent uncertainty when selecting between explanations.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Philosophy; Psychology; Causal reasoning; Learning; Bayesian modeling"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/33r065cs",
            "frozenauthors": [
                {
                    "first_name": "Tianwei",
                    "middle_name": "",
                    "last_name": "Gong",
                    "name_suffix": "",
                    "institution": "University of Edinburgh",
                    "department": ""
                },
                {
                    "first_name": "Simon",
                    "middle_name": "",
                    "last_name": "Valentin",
                    "name_suffix": "",
                    "institution": "University of Edinburgh",
                    "department": ""
                },
                {
                    "first_name": "Chris",
                    "middle_name": "",
                    "last_name": "Lucas",
                    "name_suffix": "",
                    "institution": "University of Edinburgh",
                    "department": ""
                },
                {
                    "first_name": "Neil",
                    "middle_name": "R.",
                    "last_name": "Bramley",
                    "name_suffix": "",
                    "institution": "University of Edinburgh",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24068/galley/13662/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24068/galley/21437/download/"
                }
            ]
        },
        {
            "pk": 21657,
            "title": "Parallels between Neural Machine Translation and Human Memory Search: A Cognitive Modeling Approach",
            "subtitle": null,
            "abstract": "In this work, we propose a neural network model for free recall that draws direct parallels between neural machine translation (NMT) and cognitive models of memory search, specifically the Context Maintenance and Retrieval (CMR) model. We hypothesize that NMT advancements such as attention mechanisms (Luong et al., 2015) closely resemble how humans reactivate prior contexts (“mental time travel”; Tulving, 1985). To demonstrate these parallels, we train a seq2seq model with attention as a cognitive model of memory search and evaluate behavior against human free recall data. We find that the model can capture typical free recall patterns previously observed (Kahana et al., 2022); and after optimization, the model demonstrates the same optimal behavior as previously derived by the CMR model (Zhang, Griffiths, &amp; Norman, 2023). Performing an ablation study, we demonstrate that behavioral differences between models with and without attention align with impaired behavior observed in hippocampal amnesia patients.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Artificial Intelligence; Memory; Computational Modeling; Neural Networks"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/43h3w8cv",
            "frozenauthors": [
                {
                    "first_name": "Nikolaus",
                    "middle_name": "",
                    "last_name": "Salvatore",
                    "name_suffix": "",
                    "institution": "Rutgers University",
                    "department": ""
                },
                {
                    "first_name": "Qiong",
                    "middle_name": "",
                    "last_name": "Zhang",
                    "name_suffix": "",
                    "institution": "Rutgers University - New Brunswick",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21657/galley/11256/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21657/galley/14565/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21657/galley/22036/download/"
                }
            ]
        },
        {
            "pk": 24835,
            "title": "Parent-Centered Intervention in the Time of the Pandemic: Meeting\nthe Complex Communication Needs of a Bilingual Preschooler",
            "subtitle": null,
            "abstract": "The COVID-19 pandemic forced educational practitioners, students (PreK–12), and families to adjust to synchronous and asynchronous online instruction. This study followed an online intervention involving a Spanish-English preschool special education teacher, a Spanish-speaking parent, and her bilingual preschool child with complex communication needs (CCN). Students with CCN frequently require an augmentative and alternative communication (AAC) system to compensate for severe developmental language disorders. Over a six-week period, the parent and teacher collectively introduced the preschooler to a low-technology AAC option: a picture exchange communication system in English and Spanish. Overall, the parent developed an increased understanding of her child’s communicative intent and reported high levels of satisfaction with utilizing AAC to meet her child’s bilingual language needs. Even though the pandemic caused many learning challenges, this single-subject study highlights the effectiveness of a parent-centered and culturally relevant instructional approach for a bilingual preschooler with CCN.",
            "language": "eng",
            "license": null,
            "keywords": [
                {
                    "word": "online learning"
                },
                {
                    "word": "parent-centered practices"
                },
                {
                    "word": "complex communication needs"
                },
                {
                    "word": "Spanish-English bilingual"
                },
                {
                    "word": "augmentative and alternative communication"
                }
            ],
            "section": "Theme Section - Teaching the Whole Student",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/8rp742j8",
            "frozenauthors": [
                {
                    "first_name": "Jesica",
                    "middle_name": "",
                    "last_name": "Hercules",
                    "name_suffix": "",
                    "institution": "Los Angeles Unified School District.",
                    "department": ""
                },
                {
                    "first_name": "Kai",
                    "middle_name": "",
                    "last_name": "Greene",
                    "name_suffix": "",
                    "institution": "California State University, Dominguez Hills",
                    "department": "Special Education"
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/catesoljournal/article/24835/galley/14429/download/"
                }
            ]
        },
        {
            "pk": 24458,
            "title": "Parent-Child Interaction and Children's Engagement with and Learning of a Causal System: A Conversation Card Manipulation",
            "subtitle": null,
            "abstract": "Numerous investigations of parent-child interaction suggest that higher levels of collaboration between parents and children during free play results in children's greater engagement with the activity. A concern with these findings is that parents who are less collaborative in setting goals tend to have children who are younger than parents who are more collaborative or hands off. These children might be less naturally engaged with the activity. The present study assigned parents and 3-4-year-olds (N=82; 44 boys and 38 girls) to one of three conditions, in which parents were instructed to be directive, collaborative, or more hands-off as the dyad learned a novel causal system. Regardless of the assigned condition, children whose parents were actually more collaborative during the interaction played longer with the causal system, suggesting they were more engaged by the activity. These data suggest that the actual nature of the parent-child interaction during a free play activity relates to children's engagement, but also that parents' natural interactive with children is not easy to manipulate.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Education; Psychology; Causal reasoning; Instruction and teaching; Interactive behavior"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/5g9959wz",
            "frozenauthors": [
                {
                    "first_name": "David",
                    "middle_name": "M.",
                    "last_name": "Sobel",
                    "name_suffix": "",
                    "institution": "Brown University",
                    "department": ""
                },
                {
                    "first_name": "Angela",
                    "middle_name": "",
                    "last_name": "Li",
                    "name_suffix": "",
                    "institution": "Brown University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24458/galley/14055/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24458/galley/21438/download/"
                }
            ]
        },
        {
            "pk": 24323,
            "title": "Parents modify their prosody when asking questions with pedagogical intent",
            "subtitle": null,
            "abstract": "Although children are on the receiving end of pedagogical questions (asked with an intent to teach) and information-seeking questions (asked with an intent to seek information), little is known about how children differentiate between the two types of questions. Here, we tested if parents spontaneously modulate their prosody when asking pedagogical as opposed to information- seeking questions. To test this, we asked 35 parent- child pairs to engage in a learning game where parents were asking questions while being in the role of a teacher (pedagogical) or in the role of a student (information- seeking). Next, 128 naïve listeners judged the questions produced by parents. We found that naïve listeners could reliably differentiate the two types of questions on the basis of prosody alone. This finding highlights the importance of prosody as a mechanism for communicating pedagogical intent in parent-child interactions.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Cognitive development; Pragmatics; Speech recognition"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/5kt415pn",
            "frozenauthors": [
                {
                    "first_name": "Igor",
                    "middle_name": "",
                    "last_name": "Bascandziev",
                    "name_suffix": "",
                    "institution": "Harvard University",
                    "department": ""
                },
                {
                    "first_name": "Patrick",
                    "middle_name": "",
                    "last_name": "Shafto",
                    "name_suffix": "",
                    "institution": "Rutgers University - Newark",
                    "department": ""
                },
                {
                    "first_name": "Elizabeth",
                    "middle_name": "",
                    "last_name": "Bonawitz",
                    "name_suffix": "",
                    "institution": "Harvard University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24323/galley/13919/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24323/galley/21439/download/"
                }
            ]
        },
        {
            "pk": 24493,
            "title": "Partial Verb Learning via Observational Contexts",
            "subtitle": null,
            "abstract": "Children learn nouns more readily than verbs in early development. Research on candidate explanations for this noun advantage has suggested that, while noun meanings can be easily gleaned from their observational contexts, verb meanings require access to their syntactic constructions, which remain inaccessible until later in development (Gentner, 2006; McDonough et al., 2011; Piccin &amp; Waxman, 2007). This study asks whether previous demonstrations of tenuous verb learning from their observational contexts are partly due to the assessment method. In an adapted version of the Human Simulation Paradigm (HSP; Gillette et al., 1999), we assessed verb learning using multiple tasks. When verb learning was assessed via a free-response task, learning was minimal, replicating the challenge of learning precise verb meanings via observational contexts. The findings from both a categorization and semantic similarity task, however, suggest that learners do acquire partial knowledge of both action and mental verbs via their observational contexts.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Development; Language learning; Representation; Semantics; Statistical learning"
                }
            ],
            "section": "Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/5js360xh",
            "frozenauthors": [
                {
                    "first_name": "Nina",
                    "middle_name": "",
                    "last_name": "Schoener",
                    "name_suffix": "",
                    "institution": "University of California, Berkeley",
                    "department": ""
                },
                {
                    "first_name": "Sumarga",
                    "middle_name": "H.",
                    "last_name": "Suanda",
                    "name_suffix": "",
                    "institution": "University of Connecticut",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24493/galley/14090/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24493/galley/21440/download/"
                }
            ]
        },
        {
            "pk": 24832,
            "title": "Participatory Writing in the Remote ESOL Classroom Space: Critical Learnings from a Pandemic",
            "subtitle": null,
            "abstract": "This paper explores the ways ESOL writing instructors implement and assess participatory writing practices in the classroom using digital technologies during the COVID-19 pandemic. Participatory writing practices are largely sociocultural in nature and thereby resist the notion of standardized and individualized practices to focus on co-creating a shared culture around writing (Jenkins et al., 2016). In other words, they require that students voluntarily enculturate themselves into broader, co-created discourse communities (Johns, 1997). Participatory writing practices and any subsequent assessment of them are complicated by inequitable access to and varying levels of comfort with educational and other digital technologies—a fact which is particularly salient considering that a substantial majority of ESOL courses in California shifted to remote instruction in early 2020. \nUsing several remotely taught post-secondary ESOL writing courses in California as critical entry points for this work, we examine our collective understanding of participation in light of the shift to remote teaching and learning while also pushing back against traditional western notions of participatory writing implementation and assessment to offer a more expansive and inclusive model in which remote students are encouraged to go beyond “pseudotransactional” forms of collaboration (Wardle &amp; Downs, 2020). With these remote ESOL writing courses as examples, we argue that there are innate challenges to supporting students in gaining a new language through participatory writing practices while simultaneously grappling with new technologies and remote learning, but we also suggest that it can be accomplished given appropriate training, tools, and attention to power dynamics.",
            "language": "eng",
            "license": null,
            "keywords": [
                {
                    "word": "participatory writing"
                },
                {
                    "word": "participatory culture"
                },
                {
                    "word": "Digital technologies"
                },
                {
                    "word": "remote teaching"
                },
                {
                    "word": "sociocultural learning theory"
                }
            ],
            "section": "Regular Article",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/8kf885dc",
            "frozenauthors": [
                {
                    "first_name": "Kelly",
                    "middle_name": "",
                    "last_name": "Metz-Matthews",
                    "name_suffix": "",
                    "institution": "San Diego College",
                    "department": "Continuing Education"
                },
                {
                    "first_name": "Michele",
                    "middle_name": "",
                    "last_name": "McConnell",
                    "name_suffix": "",
                    "institution": "California State University, Fresno",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/catesoljournal/article/24832/galley/14426/download/"
                }
            ]
        },
        {
            "pk": 21408,
            "title": "Participle-Prepended Nominals Have Lower Entropy Than Nominals Appended After the Participle",
            "subtitle": null,
            "abstract": "English allows for both compounds (e.g., London-made) and phrasal paraphrases (e.g., made in London). While these constructions have roughly the same truth-conditional meaning, we hypothesize that the compound allows less freedom to express the nature of the semantic relationship between the participle and the pre-participle nominal. We thus predict that the pre-participle slot is more constrained than the equivalent position in the phrasal construction. We test this prediction in a large corpus by measuring the entropy of corresponding nominal slots, conditional on the participle used. That is, we compare the entropy of α in compound construction slots like “α-[V]ed” to the entropy of α in phrasal constructions like “[V]ed by α” for a given verb V. As predicted, there is significantly lower entropy in the compound construction than in the phrasal construction. We consider how these predictions follow from more general grammatical properties and processing factors.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Linguistics; Morphology; Syntax; Corpus studies"
                }
            ],
            "section": "Papers with Oral Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/0260n6v3",
            "frozenauthors": [
                {
                    "first_name": "Kristie",
                    "middle_name": "",
                    "last_name": "Denlinger",
                    "name_suffix": "",
                    "institution": "The University of Texas at Austin",
                    "department": ""
                },
                {
                    "first_name": "Stephen",
                    "middle_name": "Mark",
                    "last_name": "Wechsler",
                    "name_suffix": "",
                    "institution": "The University of Texas at Austin",
                    "department": ""
                },
                {
                    "first_name": "Kyle",
                    "middle_name": "",
                    "last_name": "Mahowald",
                    "name_suffix": "",
                    "institution": "The University of Texas at Austin",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
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                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21408/galley/11007/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21408/galley/21853/download/"
                }
            ]
        },
        {
            "pk": 24345,
            "title": "Peer tutoring vs. solo activities: Effects on learning and emotion",
            "subtitle": null,
            "abstract": "Code tracing involves simulating at a high level the steps a computer takes when it executes a computer program. This is a fundamental skill needed for programming activities, but one that novices find challenging. Thus, work is needed on how to support novice programmers in this activity. We conducted an experimental study with university students (N = 56) learning to code trace in two conditions, namely peer tutoring and solo code tracing. Our primary outcome variable was learning. However, since how students feel is also an important factor in educational settings, we also measured student emotion. Contrary to prior work in other domains, there was no significant benefit of peer tutoring and self-reported levels of emotion were similar in the two conditions; Bayesian statistics provided evidence for the null model in the majority of cases.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Education; Emotion; Instruction and teaching; Learning; Tutoring"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/64w9f6nm",
            "frozenauthors": [
                {
                    "first_name": "Ronessa",
                    "middle_name": "",
                    "last_name": "Dass",
                    "name_suffix": "",
                    "institution": "Carleton University",
                    "department": ""
                },
                {
                    "first_name": "Kaleigh St.",
                    "middle_name": "",
                    "last_name": "Jacques",
                    "name_suffix": "",
                    "institution": "CArleton University",
                    "department": ""
                },
                {
                    "first_name": "Kasia",
                    "middle_name": "",
                    "last_name": "Muldner",
                    "name_suffix": "",
                    "institution": "Carleton University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
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                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24345/galley/13942/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24345/galley/21441/download/"
                }
            ]
        },
        {
            "pk": 21518,
            "title": "People balance joint reward, fairness and complexity to develop social norms in a two-player game",
            "subtitle": null,
            "abstract": "Social norms are a hallmark of human social intelligence, yet the reasoning processes involved in norm formation have been difficult to capture with traditional modeling frameworks. We developed a computational model of norm formation as joint planning via theory-of-mind. The model is designed to capture the distinctively human ability to flexibly develop more complex norms in more complex situations, via simulation of joint decision-making with other agents over an extended time horizon. We evaluated the predictions of the model against participant interactions in a 2-player iterated decision-making task. Across 3 conditions our model captured the way participants balanced joint reward, fairness, and complexity when forming norms.",
            "language": null,
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Group Behaviour; Reasoning; Social cognition; Theory of Mind; Computational Modeling"
                }
            ],
            "section": "Papers with Oral Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/12x6k20p",
            "frozenauthors": [
                {
                    "first_name": "Dhara",
                    "middle_name": "",
                    "last_name": "Yu",
                    "name_suffix": "",
                    "institution": "University of California, Berkeley",
                    "department": ""
                },
                {
                    "first_name": "Bill",
                    "middle_name": "",
                    "last_name": "Thompson",
                    "name_suffix": "",
                    "institution": "University of California, Berkeley",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
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                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21518/galley/11117/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21518/galley/14594/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21518/galley/21442/download/"
                }
            ]
        },
        {
            "pk": 24691,
            "title": "People Need About Five Seconds to be Random: Autocorrelated Sampling Algorithms Can Explain Why",
            "subtitle": null,
            "abstract": "Random generation studies have shown that people struggle to be unpredictable – they slowly and effortfully produce autocorrelated sequences instead. However, true random processes (such as radioactive decay) are also not instantaneous. In this project we explore how long it takes people in a random generation task to be random. We do so in two experiments asking people to draw samples from naturalistic domains (lifespans and heights), manipulating either the rate of generation or the requirement to be random (within participants). Irrespective of pace or instructions, we find that people can produce a random sample every four to five seconds. Additionally, the time a person needs to produce random samples is consistent across conditions, but varies widely between people. Following previous literature, we model random generation performance as an autocorrelated sampling algorithm, giving a process level account of how people do these tasks and why they need time to be random.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Behavioral Science; Representation; Bayesian modeling; Computational Modeling"
                }
            ],
            "section": "Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/7w66h6rt",
            "frozenauthors": [
                {
                    "first_name": "Lucas",
                    "middle_name": "",
                    "last_name": "Castillo",
                    "name_suffix": "",
                    "institution": "University of Warwick",
                    "department": ""
                },
                {
                    "first_name": "Pablo",
                    "middle_name": "",
                    "last_name": "Leon Villagra",
                    "name_suffix": "",
                    "institution": "Brown University",
                    "department": ""
                },
                {
                    "first_name": "Johanna",
                    "middle_name": "",
                    "last_name": "Falben",
                    "name_suffix": "",
                    "institution": "University of Amsterdam",
                    "department": ""
                },
                {
                    "first_name": "Nick",
                    "middle_name": "",
                    "last_name": "Chater",
                    "name_suffix": "",
                    "institution": "University of Warwick",
                    "department": ""
                },
                {
                    "first_name": "Adam",
                    "middle_name": "",
                    "last_name": "Sanborn",
                    "name_suffix": "",
                    "institution": "University of Warwick",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": {
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                "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24691/galley/21443/download/"
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                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24691/galley/14289/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24691/galley/18119/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24691/galley/21443/download/"
                }
            ]
        },
        {
            "pk": 21555,
            "title": "People use fast, goal-directed simulation to reason about novel games",
            "subtitle": null,
            "abstract": "We can evaluate features of problems and their potential solutions well before we can effectively solve them. When considering a game we have never played, for instance, we might infer whether it is likely to be challenging, fair, or fun simply from hearing the game rules, prior to deciding whether to invest time in learning the game or trying to play it well. Many studies of game play have focused on optimality and expertise, characterizing how people and computational models play based on moderate to extensive search and after playing a game dozens (if not thousands or millions) of times. Here, we study how people reason about a range of simple but novel connect-n style board games. We ask people to judge how fair and how fun the games are from very little experience: just thinking about the game for a minute or so, before they have ever actually played with anyone else, and we propose a resource-limited model that captures their judgments using only a small number of partial game simulations and almost no lookahead search. For more information about this project, see https://sites.google.com/view/intuitive-game-theory",
            "language": null,
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Decision making; Problem Solving; Reasoning; Bayesian modeling; Computational Modeling; Large Language Models"
                }
            ],
            "section": "Papers with Oral Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/56w1d5fk",
            "frozenauthors": [
                {
                    "first_name": "Cedegao",
                    "middle_name": "E",
                    "last_name": "Zhang",
                    "name_suffix": "",
                    "institution": "Massachusetts Institute of Technology",
                    "department": ""
                },
                {
                    "first_name": "Katherine",
                    "middle_name": "M",
                    "last_name": "Collins",
                    "name_suffix": "",
                    "institution": "University of Cambridge",
                    "department": ""
                },
                {
                    "first_name": "Lionel",
                    "middle_name": "",
                    "last_name": "Wong",
                    "name_suffix": "",
                    "institution": "Massachusetts Institute of Technology",
                    "department": ""
                },
                {
                    "first_name": "Adrian",
                    "middle_name": "",
                    "last_name": "Weller",
                    "name_suffix": "",
                    "institution": "University of Cambridge",
                    "department": ""
                },
                {
                    "first_name": "Josh",
                    "middle_name": "",
                    "last_name": "Tenenbaum",
                    "name_suffix": "",
                    "institution": "MIT",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21555/galley/11154/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21555/galley/14631/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21555/galley/21444/download/"
                }
            ]
        },
        {
            "pk": 24195,
            "title": "Perceived Vocal Congruence Varies Across Gender Identities",
            "subtitle": null,
            "abstract": "This study investigates vocal congruence across populations with different gender identities. Forty-four participants completed a self-voice perception task in three conditions (Silent Reading, Reading Aloud, and Listening to their recorded voice) after reading gender-stereotyped priming texts. Our findings show that transgender and gender non-conforming participants experience lower vocal congruence listening to their outer voice compared to cisgender participants, and they perceive their inner voice as more congruent to the self. Results confirm the role of interoceptive sensibility on general voice congruence perception, suggesting that it varies across gender identities. Further research is needed to deepen the relationship between inner experience and voice perception and to disentangle the reciprocal relationship between self-identity and self-voice perception.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Embodied Cognition; Perception; Survey"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/6pj0c4pf",
            "frozenauthors": [
                {
                    "first_name": "Chiara",
                    "middle_name": "",
                    "last_name": "De Livio",
                    "name_suffix": "",
                    "institution": "Sapienza Univerisity of Rome",
                    "department": ""
                },
                {
                    "first_name": "Claudia",
                    "middle_name": "",
                    "last_name": "Mazzuca",
                    "name_suffix": "",
                    "institution": "Sapienza University of Rome",
                    "department": ""
                },
                {
                    "first_name": "chiara",
                    "middle_name": "",
                    "last_name": "fini",
                    "name_suffix": "",
                    "institution": "Sapienza University of Rome",
                    "department": ""
                },
                {
                    "first_name": "Anna",
                    "middle_name": "",
                    "last_name": "Borghi",
                    "name_suffix": "",
                    "institution": "Sapienza University of Rome",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24195/galley/13791/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24195/galley/21445/download/"
                }
            ]
        },
        {
            "pk": 24483,
            "title": "Perceptions of Compromise: Comparing Consqequentialist and Conctractualist Accounts",
            "subtitle": null,
            "abstract": "We are constantly faced with the question of how to aggregate preferences, views, perspectives and values.  This is a problem for groups attempting to accommodate individuals with differing needs and interests, as will be our focus. The problem of ``value aggregation'' therefore crops up in myriads of places across the social sciences---in rational decision theory, social choice models, and proposals for systems of democratic voting, for instance. These sub-disciplines have formalized proposals for how to deal with value aggregation, though, remarkably, no research has yet directly compared people's intuitions of two of the most obvious candidates for aggregation--taking the sum of all the values (the classic ``Utilitarian'' approach) and the product (a less well-known ``contractualist'' approach).\nIn this paper, we systematically explore the proposals suggested by each algorithm, focusing on aggregating preferences across groups. We find that both humans and performant LLMs prefer a contractualist approach.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Artificial Intelligence; Decision making; Social cognition; Large Language Models; Survey"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/9qb7g0vk",
            "frozenauthors": [
                {
                    "first_name": "Jared",
                    "middle_name": "",
                    "last_name": "Moore",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                },
                {
                    "first_name": "Sydney",
                    "middle_name": "",
                    "last_name": "Levine",
                    "name_suffix": "",
                    "institution": "Allen Institute for Artificial Intelligence",
                    "department": ""
                },
                {
                    "first_name": "Yejin",
                    "middle_name": "",
                    "last_name": "Choi",
                    "name_suffix": "",
                    "institution": "Allen Institute for Artificial Intelligence",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": {
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                "type": "pdf",
                "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24483/galley/21446/download/"
            },
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24483/galley/14080/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24483/galley/21446/download/"
                }
            ]
        },
        {
            "pk": 24339,
            "title": "Perceptual Category Learning Results in Modality-Specific Representations",
            "subtitle": null,
            "abstract": "Categorization is a fundamental cognitive skill that spans the senses. Even so, most research has focused on categorization and category learning in the visual modality. As a result, it is not yet clear how modality influences the perceptual and cognitive processes supporting category learning. In two experiments, we tested whether category learning results in amodal or modality-specific representations.  We found strong evidence for modality-specific representations with independent learning across modalities. These results highlight the need to look beyond vision when constructing and testing models categorization and category learning. These findings also contribute to the longstanding debate on the amodal/modal nature of human knowledge, which is of broad interest to the cognitive science community.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Audition; Concepts and categories; Learning; Perception; Vision"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/236389bq",
            "frozenauthors": [
                {
                    "first_name": "Casey",
                    "middle_name": "L",
                    "last_name": "Roark",
                    "name_suffix": "",
                    "institution": "University of New Hampshire",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24339/galley/13936/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24339/galley/21447/download/"
                }
            ]
        },
        {
            "pk": 24154,
            "title": "Perceptual Similarity and the Relationship Between Folk and Scientific Bird Classification",
            "subtitle": null,
            "abstract": "People from every culture observe the natural world in detail and organise it into categories, and Western biology builds on this universal impulse towards classification. Here we provide a quantitative analysis of factors that shape folk and scientific classification of birds from areas associated with three indigenous languages (Anindilyakwa, Tlingit, and Zapotec). We find that traditional Linnaean taxonomies align better with folk categories than do modern phylogenetic classifications, which suggests that human perception is responsible in part for the correspondence between Linnaean and folk taxonomies. Perceptual similarity is difficult to measure at scale, but we use the recently released AVONET database to develop a proxy for the perceptual similarity between pairs of birds and find that traditional Linnaean taxonomies and perceptual similarity both independently predict folk categories. Our results therefore provide quantitative evidence for the view that perceptual similarity influences both scientific and folk classification.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Anthropology; Psychology; Perception; Computational Modeling; Cross-cultural analysis"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/7685p15b",
            "frozenauthors": [
                {
                    "first_name": "Zoë",
                    "middle_name": "Amanda",
                    "last_name": "Wilson",
                    "name_suffix": "",
                    "institution": "University of Melbourne",
                    "department": ""
                },
                {
                    "first_name": "Charles",
                    "middle_name": "",
                    "last_name": "Kemp",
                    "name_suffix": "",
                    "institution": "University of Melbourne",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
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                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24154/galley/13750/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24154/galley/21448/download/"
                }
            ]
        },
        {
            "pk": 24470,
            "title": "Performance on the Traveling Salesperson Problem: The role of perceptual cues and theories of intelligence",
            "subtitle": null,
            "abstract": "The Traveling Salesperson Problem (TSP) is a combinatorial optimization problem originally of interest to mathematicians, but more recently used also in the context of cognitive and comparative psychology. Humans perform extremely well on spatial versions of this task, despite its mathematical complexity, making it an appealing tool for the study of spatial and mathematical cognition. We presented participants with three versions of a TSP in navigational space; one that could be solved visually, one with visual distractors, and one that also required the use of memory. The task was preceded by instructions that promoted either a ‘growth mindset' or ‘fixed mindset' approach. Results indicated that performance on this navigational version of the TSP is generally good, though not quite as efficient as solutions reported in the traditional pencil-and-paper version of the task.  The effects of visual distractors and of memory requirements were greater in problems with a larger number of targets. Instructions had no significant effect on performance.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Decision making; Problem Solving; Spatial cognition"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/5v40s0f5",
            "frozenauthors": [
                {
                    "first_name": "Rachel",
                    "middle_name": "",
                    "last_name": "Blaser",
                    "name_suffix": "",
                    "institution": "University of San Diego",
                    "department": ""
                },
                {
                    "first_name": "Alexandra",
                    "middle_name": "",
                    "last_name": "Lockwood",
                    "name_suffix": "",
                    "institution": "University of San Diego",
                    "department": ""
                },
                {
                    "first_name": "Cosette",
                    "middle_name": "",
                    "last_name": "Fox",
                    "name_suffix": "",
                    "institution": "Holy Cross College",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24470/galley/14067/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24470/galley/21449/download/"
                }
            ]
        },
        {
            "pk": 24397,
            "title": "PersonalityScanner: Exploring the Validity of Personality Assessment Based on Multimodal Signals in Virtual Reality",
            "subtitle": null,
            "abstract": "Human cognition significantly influences expressed behavior and is intrinsically tied to authentic personality traits. Personality assessment plays a pivotal role in various fields, including psychology, education, social media, etc. However, traditional self-report questionnaires can only provide data based on what individuals are willing and able to disclose, thereby lacking objective. Moreover, automated measurements and peer assessments demand significant human effort and resources. In this paper, given the advantages of the Virtual Reality (VR) technique, we develop a VR simulator --- PersonalityScanner, to stimulate cognitive processes and simulate daily behaviors based on an immersive and interactive simulation environment, in which participants carry out a battery of engaging tasks that formulate a natural story of first-day at work. Through this simulator, we collect a synchronous multi-modal dataset with ten modalities, including first/third-person video, audio, text, eye tracking, facial microexpression, pose, depth data, log, and inertial measurement unit. By systematically examining the contributions of different modalities on revealing personality, we demonstrate the superior performance and effectiveness of PersonalityScanner.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Artificial Intelligence; Computer Science; Psychology; Behavioral Science; Human-computer interaction; Other; Computational Modeling"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/4p8191z5",
            "frozenauthors": [
                {
                    "first_name": "Xintong",
                    "middle_name": "",
                    "last_name": "Zhang",
                    "name_suffix": "",
                    "institution": "Beijing Key Lab of Traffic Data Analysis and Mining, Beijing Jiaotong University",
                    "department": ""
                },
                {
                    "first_name": "Di",
                    "middle_name": "",
                    "last_name": "Lu",
                    "name_suffix": "",
                    "institution": "Peking University",
                    "department": ""
                },
                {
                    "first_name": "Huiqi",
                    "middle_name": "",
                    "last_name": "Hu",
                    "name_suffix": "",
                    "institution": "Beijing Key Lab of Traffic Data Analysis and Mining, Beijing Jiaotong University",
                    "department": ""
                },
                {
                    "first_name": "Nan",
                    "middle_name": "",
                    "last_name": "Jiang",
                    "name_suffix": "",
                    "institution": "Peking University",
                    "department": ""
                },
                {
                    "first_name": "Xianhao",
                    "middle_name": "",
                    "last_name": "Yu",
                    "name_suffix": "",
                    "institution": "Beijing Key Lab of Traffic Data Analysis and Mining, Beijing Jiaotong University",
                    "department": ""
                },
                {
                    "first_name": "Jinan",
                    "middle_name": "",
                    "last_name": "Xu",
                    "name_suffix": "",
                    "institution": "Beijing Key Lab of Traffic Data Analysis and Mining, Beijing Jiaotong University",
                    "department": ""
                },
                {
                    "first_name": "Yujia",
                    "middle_name": "",
                    "last_name": "Peng",
                    "name_suffix": "",
                    "institution": "Peking University",
                    "department": ""
                },
                {
                    "first_name": "Qing",
                    "middle_name": "",
                    "last_name": "Li",
                    "name_suffix": "",
                    "institution": "National Key Laboratory of Beijing Institute for General Artificial Intelligence",
                    "department": ""
                },
                {
                    "first_name": "Wenjuan",
                    "middle_name": "",
                    "last_name": "Han",
                    "name_suffix": "",
                    "institution": "Beijing Key Lab of Traffic Data Analysis and Mining, Beijing Jiaotong University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24397/galley/13994/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24397/galley/21451/download/"
                }
            ]
        },
        {
            "pk": 24172,
            "title": "Personality Traits, Locus of Control, and Susceptibility to Social Influence in Agency Judgments",
            "subtitle": null,
            "abstract": "It has been suggested that sense of agency might be jointly affected by situational and inter-individual factors. In this study, we examine if personality traits and locus of control beliefs can explain inter-individual differences in both (1) sense of agency and (2) how susceptible people are to social influence in relation to their agency judgments.. To test this, we employ measures for the Big Five Personality Traits and Levenson's Locus of Control in combination with a task based on an interactive computer game. We manipulate sensorimotor agency cues related to action control as well as the social information communicated to participants. Our findings show that while locus of control beliefs are related to differences in sense of agency, neither big five personality traits nor locus of control beliefs can account for participants' interpersonal variance in susceptibility to social influence.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Philosophy; Psychology; Action; Social cognition; Computer-based experiment"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/1749v9wx",
            "frozenauthors": [
                {
                    "first_name": "Mark",
                    "middle_name": "Wulff",
                    "last_name": "Carstensen",
                    "name_suffix": "",
                    "institution": "Institut Jean-Nicod",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24172/galley/13768/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24172/galley/21450/download/"
                }
            ]
        },
        {
            "pk": 24157,
            "title": "Persuasiveness of arguments with AI-source labels",
            "subtitle": null,
            "abstract": "This paper sought to understand the impact of labelling an argument as AI-generated compared to human-authored, and how factors such as portrayals of expertise and the nature of arguments presented (narrative versus statistical) may affect the persuasiveness of the arguments. Three domains were explored: health, finance, and politics. We show that arguments with AI source labels, both non-expert and expert, were rated by participants as less persuasive than when they had their counterpart human-authored source labels attached. Moreover, although the statistical arguments were found to be more persuasive than the narrative arguments, this did not affect the impact of an AI source label, with a significant interaction effect only being seen for the domain of politics for the expert AI source. The study explored the role of attitude towards AI on the impact of source labels as an exploratory analysis and found no significant interaction effect across the three domains.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Artificial Intelligence; Psychology; Reasoning"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/6t82g70v",
            "frozenauthors": [
                {
                    "first_name": "Cassandra",
                    "middle_name": "",
                    "last_name": "Teigen",
                    "name_suffix": "",
                    "institution": "London School of Economics and Political Science",
                    "department": ""
                },
                {
                    "first_name": "Jens",
                    "middle_name": "Koed",
                    "last_name": "Madsen",
                    "name_suffix": "",
                    "institution": "London School of Economics",
                    "department": ""
                },
                {
                    "first_name": "Nicole",
                    "middle_name": "Lauren",
                    "last_name": "George",
                    "name_suffix": "",
                    "institution": "London Schools of Economics",
                    "department": ""
                },
                {
                    "first_name": "Sayeh",
                    "middle_name": "",
                    "last_name": "Yousefi",
                    "name_suffix": "",
                    "institution": "London School of Economics and Political Science",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24157/galley/13753/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24157/galley/21452/download/"
                }
            ]
        },
        {
            "pk": 21465,
            "title": "Pink noise in speakers' semantic synchrony dynamics as a metric of conversation quality",
            "subtitle": null,
            "abstract": "Dyadic social interaction is a complex coordination task involving a large number of interconnected variables. Previous research has shown that metastability -- persistence for an extended,  but impermanent, period of time in a non-stable state of a system -- can be a useful lens for understanding what makes an interaction successful. However, this framework has thus far only been applied to para-conversational signals like heart rate and prosody -- not to the semantic content of a conversation. Here, we present pink noise analysis of semantic trajectories as a metric for conversational success and apply this technique to a large open conversation dataset. Our results demonstrate that pink noise in a conversation predicts a host of variables representing participants' perception of  conversation quality. These results have implications for optimizing a whole host of difficult dyadic conversations -- like those between political partisans -- and human-computer interactions, with applications for improving large language models' adaptability.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Dynamical Systems; Interactive behavior; Natural Language Processing; Situated cognition; Social cognition"
                }
            ],
            "section": "Papers with Oral Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/3q474016",
            "frozenauthors": [
                {
                    "first_name": "Kathryn",
                    "middle_name": "",
                    "last_name": "O'Nell",
                    "name_suffix": "",
                    "institution": "Dartmouth College",
                    "department": ""
                },
                {
                    "first_name": "Emily",
                    "middle_name": "S.",
                    "last_name": "Finn",
                    "name_suffix": "",
                    "institution": "Dartmouth College",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21465/galley/11064/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21465/galley/21910/download/"
                }
            ]
        },
        {
            "pk": 24356,
            "title": "Pitch Expectancy Modulates Cross-Modal Correspondence Effect",
            "subtitle": null,
            "abstract": "A number of studies have investigated whether cross-modal correspondence effect occurs in purely automatic manner or whether top-down processes can be involved in the processing. The current study addresses the disparity in the research conducting two experiments, using a classical audiovisual cross-modal correspondence paradigm and testing possible involvement of the endogenous component in the effect. Experiment 1 replicated previous findings and showed presence of cross-modal correspondence between pitch and spatial position. However, the effect was significant only in upper spatial position. Experiment 2 showed that task-related pitch probability manipulation made the cross-modal correspondence effect to disappear, however revealing an asymmetrical pattern that was highly dependent on pitch probability and spatial position. Overall, the results suggested a non-automaticity of the cross-modal correspondence effect and a possible involvement of endogenous component in the effect.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Attention; Perception; Spatial cognition"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/9p90f4tz",
            "frozenauthors": [
                {
                    "first_name": "Lazarina",
                    "middle_name": "Ivanova",
                    "last_name": "Georgieva",
                    "name_suffix": "",
                    "institution": "New Bulgarian University",
                    "department": ""
                },
                {
                    "first_name": "Armina",
                    "middle_name": "",
                    "last_name": "Janyan",
                    "name_suffix": "",
                    "institution": "New Bulgarian University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": {
                "label": "PDF",
                "type": "pdf",
                "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24356/galley/21453/download/"
            },
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24356/galley/21453/download/"
                }
            ]
        },
        {
            "pk": 24792,
            "title": "Plasticity, gender, and the environment during numerical and spatial development",
            "subtitle": null,
            "abstract": "Cognitive scientists continue to debate gender/sex differences and similarities in basic problem-solving, including numerical and spatial cognition. While gender group differences may exist in these cognitive skills adulthood, it is unclear whether differences are fixed (early-developing, permanent) or plastic (late-developing, malleable). If fixed, they would relate more to gender categories; if plastic, they would relate more to gender socialization and spatial learning environment. To disentangle these hypotheses, we measured brain activity with fMRI in 51 children (4-8y; 20 boys / 31 girls) during numerical (vs. face) and geometric (vs. word) processing tasks. Activity occurred in bilateral superior and inferior parietal cortex during numerical and geometric processing, but activity within these regions was unrelated to gender category, gender socialization, or spatial learning environment. Bayesian analyses also revealed widespread gender similarities in numerical and geometric processing. These findings challenge the hypothesis of early, fixed gender differences in numerical and spatial development.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Cognitive Neuroscience; Cognitive development; Problem Solving; Spatial cognition; fMRI"
                }
            ],
            "section": "Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/6dk0j65f",
            "frozenauthors": [
                {
                    "first_name": "Marissa",
                    "middle_name": "",
                    "last_name": "Laws",
                    "name_suffix": "",
                    "institution": "Carnegie Mellon University",
                    "department": ""
                },
                {
                    "first_name": "Jessica",
                    "middle_name": "",
                    "last_name": "Cantlon",
                    "name_suffix": "",
                    "institution": "Carnegie Mellon",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": {
                "label": "PDF",
                "type": "pdf",
                "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24792/galley/21454/download/"
            },
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24792/galley/14390/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24792/galley/18247/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24792/galley/21454/download/"
                }
            ]
        },
        {
            "pk": 24350,
            "title": "Pluralism in Social Cognition and Predictive Processing",
            "subtitle": null,
            "abstract": "In this paper, I explore two issues with the pluralist approach to social cognition. First, the pluralist approach does not assume any particular cognitive framework that could accommodate the variety of strategies in social cognition. Second, the pluralist approach suggests that a variety of strategies are employed in social cognition but neglects to address how mediation takes place between strategies. I argue that both these issues can be addressed if the pluralist approach situates itself in the predictive processing framework. To elaborate on this, I propose that 1) the strategies for social cognition include obtaining and testing theories in generative models about the behavior and mental states of others, 2) interactional synchrony is a strategy employed in simple social situations and 3) affordances play an unprecedented role in mediating between strategies.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Philosophy; Cognitive architectures; Emotion Perception; Predictive Processing"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/5d3270n1",
            "frozenauthors": [
                {
                    "first_name": "Elmarie",
                    "middle_name": "",
                    "last_name": "Venter",
                    "name_suffix": "",
                    "institution": "Ruhr University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24350/galley/13947/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24350/galley/21455/download/"
                }
            ]
        },
        {
            "pk": 24159,
            "title": "Practice what you preach: Consistent messages about the value of effort foster children's persistence",
            "subtitle": null,
            "abstract": "Young children are frequently exposed to mixed messages about the value of their effort: Educators talk about the importance of effort, but give rewards (e.g., grades) based on children's achievement. How do these mixed messages about effort influence children's motivation? Here, we presented 4- to 5-year-old children (N = 80) with an initial verbal message preaching about the importance of effort and generated mixed messages by rewarding participants either by their effort or performance across a series of visual search tasks. We found that children persisted longer on the immediate task, as well as on a novel, transfer task, when they received consistent versus mixed messages about effort. These findings suggest that congruent verbal- and reward-based messages about the value of effort foster children's persistence.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Education; Psychology; Cognitive development; Learning; Social cognition"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/63x5x03f",
            "frozenauthors": [
                {
                    "first_name": "Elaine",
                    "middle_name": "",
                    "last_name": "Wang",
                    "name_suffix": "",
                    "institution": "Yale University",
                    "department": ""
                },
                {
                    "first_name": "Mia",
                    "middle_name": "",
                    "last_name": "Radovanovic",
                    "name_suffix": "",
                    "institution": "University of Toronto",
                    "department": ""
                },
                {
                    "first_name": "Jessica",
                    "middle_name": "",
                    "last_name": "Sommerville",
                    "name_suffix": "",
                    "institution": "University of Toronto",
                    "department": ""
                },
                {
                    "first_name": "Julia",
                    "middle_name": "Anne",
                    "last_name": "Leonard",
                    "name_suffix": "",
                    "institution": "Yale University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24159/galley/13755/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24159/galley/21456/download/"
                }
            ]
        },
        {
            "pk": 24701,
            "title": "Practicing deception does not make you better at handling it",
            "subtitle": null,
            "abstract": "In social contexts, learners need to infer the knowledge and intentions of the information provider and vice-versa. In this study, we tested how well participants could infer the intentions of different information providers in the rectangle game, where a fictional information provider revealed clues about the structure of a rectangle that the learner (a participant) needed to guess. Participants received clues from either a helpful information provider, a provider who was randomly sampling clues, or one of two kinds of unhelpful providers (who could mislead but could not lie). We found that people learned efficiently and in line with the predictions of a Bayesian pedagogical model when the provider was helpful. However, although participants could identify that unhelpful providers were not being helpful, they struggled to learn the strategy those providers were using, even when they had the opportunity to practise being a deceptive information provider.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Learning; Reasoning; Social cognition; Computational Modeling"
                }
            ],
            "section": "Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/6xk3d92w",
            "frozenauthors": [
                {
                    "first_name": "Manikya",
                    "middle_name": "",
                    "last_name": "Alister",
                    "name_suffix": "",
                    "institution": "The University of Melbourne",
                    "department": ""
                },
                {
                    "first_name": "Keith",
                    "middle_name": "James",
                    "last_name": "Ransom",
                    "name_suffix": "",
                    "institution": "University of Adelaide",
                    "department": ""
                },
                {
                    "first_name": "Andrew",
                    "middle_name": "",
                    "last_name": "Perfors",
                    "name_suffix": "",
                    "institution": "University of Melbourne",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": {
                "label": "PDF",
                "type": "pdf",
                "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24701/galley/21457/download/"
            },
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24701/galley/14299/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24701/galley/18136/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24701/galley/21457/download/"
                }
            ]
        },
        {
            "pk": 21524,
            "title": "Pragmatic intrusion in probability judgment: The case of conditionals",
            "subtitle": null,
            "abstract": "Recent research has provided experimental support for a new ``Inferentialist'' theory of conditionals, challenging the Equation P(If A, C) = P(C | A) and theories that support it. The key evidence comes from probability judgments involving conditionals whose antecedent and consequent are relevant vs. irrelevant to each other. Expanding on recent experimental work, we argue that Inferentialism has difficulty explaining the data. However, theories that support The Equation theory are well-placed to account for the results once we recognize an independent phenomenon of pragmatic intrusion on probability judgment - in this case, participants' tendency to assign lower probability to conditionals that are pragmatically incoherent.",
            "language": null,
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Linguistics; Psychology; Pragmatics; Reasoning; Semantics"
                }
            ],
            "section": "Papers with Oral Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/7jt40422",
            "frozenauthors": [
                {
                    "first_name": "Daniel",
                    "middle_name": "",
                    "last_name": "Lassiter",
                    "name_suffix": "",
                    "institution": "University of Edinburgh",
                    "department": ""
                },
                {
                    "first_name": "Chunan",
                    "middle_name": "",
                    "last_name": "Li",
                    "name_suffix": "",
                    "institution": "University of Edinburgh",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21524/galley/11123/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21524/galley/14600/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21524/galley/21458/download/"
                }
            ]
        },
        {
            "pk": 24140,
            "title": "Pragmatic Reasoning in GPT Models: Replication of a Subtle Negation Effect",
            "subtitle": null,
            "abstract": "This study explores whether Large Language Models (LLMs) can mimic human cognitive processes, particularly pragmatic reasoning in language processing. Focusing on how humans tend to offer semantically similar alternatives in response to negated statements, the research examines if LLMs, both base and fine-tuned, exhibit this behavior. The  experiment involves a cloze task, where the models provide completions to negative sentences. Findings reveal that chat models closely resemble human behavior, while completion models align worse with human responses. This indicates that mere linguistic input statistics might be inadequate for LLMs to develop behaviours consistent with pragmatic reasoning. Instead, conversational fine-tuning appears to enable these models to adopt behaviors akin to human pragmatic reasoning. This research not only sheds light on LLMs' capabilities but also prompts further inquiry into language acquisition, especially the role of conversational interactions in developing pragmatic reasoning.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Artificial Intelligence; Linguistics; Psychology; Language Production; Pragmatics"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/22q5920s",
            "frozenauthors": [
                {
                    "first_name": "Francesca",
                    "middle_name": "",
                    "last_name": "Capuano",
                    "name_suffix": "",
                    "institution": "University of Tübingen",
                    "department": ""
                },
                {
                    "first_name": "Barbara",
                    "middle_name": "",
                    "last_name": "Kaup",
                    "name_suffix": "",
                    "institution": "University of Tübingen",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24140/galley/13736/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24140/galley/21459/download/"
                }
            ]
        },
        {
            "pk": 21404,
            "title": "Predicting ages of acquisition for children's early vocabulary across 27 languages and dialects",
            "subtitle": null,
            "abstract": "What factors contribute to the growth of children's early vocabulary? One method for exploring this question is investigating predictors (e.g., frequency) that differentiate words learnt earlier from those learnt later. A more comprehensive account requires the examination of multiple language families and multiple levels of linguistic representation (e.g., phonological, morphosyntactic, semantic). Here, we studied 10 predictors of word ages of acquisition across 27 languages and dialects. We found that words that were more frequent, concrete, and associated with babies were learnt earlier, whereas words that had greater length in phonemes and mean length of utterance were learnt later. There was no reliable effect of other morphosyntactic predictors, or of phonological neighbourhood. We found evidence of a tradeoff between a language's morphological complexity and the effect of syntactic complexity for predicates, supporting the competition model. Predictor coefficients revealed broad consistency across all languages, along with variability that reflected language family classifications.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Development; Language development; Language learning; Bayesian modeling; Big data; Cross-linguistic analysis; Developmental analysis; Statistics"
                }
            ],
            "section": "Papers with Oral Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/3s69v6kt",
            "frozenauthors": [
                {
                    "first_name": "Alvin",
                    "middle_name": "Wei Ming",
                    "last_name": "Tan",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                },
                {
                    "first_name": "Georgia",
                    "middle_name": "",
                    "last_name": "Loukatou",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                },
                {
                    "first_name": "Mika",
                    "middle_name": "",
                    "last_name": "Braginsky",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                },
                {
                    "first_name": "Jess",
                    "middle_name": "",
                    "last_name": "Mankewitz",
                    "name_suffix": "",
                    "institution": "University of Wisconsin - Madison",
                    "department": ""
                },
                {
                    "first_name": "Michael",
                    "middle_name": "C.",
                    "last_name": "Frank",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21404/galley/11003/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21404/galley/21849/download/"
                }
            ]
        },
        {
            "pk": 21469,
            "title": "Predicting graded dishabituation in a rational learning model using perceptual stimulus embeddings",
            "subtitle": null,
            "abstract": "How do humans decide what to look at and when to stop looking? The Rational Action, Noisy Choice for Habituation (RANCH) model formulates looking behaviors as a rational information acquisition process. RANCH instantiates a hypothesis about the perceptual encoding process using a neural network-derived embedding space, which allows it to operate on raw images. In this paper, we show that the model not only captures key looking time patterns such as habituation and dishabituation, but also makes fine-grained, out-of-sample predictions about magnitudes of dishabituation to previously unseen stimuli. We validated those predictions experimentally with a self-paced looking time task in adults (N = 468). We also show that model fits are robust across parameters, but that assumptions about the perceptual encoding process, the learning process and the decision process are all critical for predicting human performance.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Artificial Intelligence; Computer Science; Psychology; Attention; Behavioral Science; Decision making; Learning; Representation; Bayesian modeling; Computer-based experiment"
                }
            ],
            "section": "Papers with Oral Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/96b1m7gh",
            "frozenauthors": [
                {
                    "first_name": "Anjie",
                    "middle_name": "",
                    "last_name": "Cao",
                    "name_suffix": "",
                    "institution": "Stanford",
                    "department": ""
                },
                {
                    "first_name": "Gal",
                    "middle_name": "",
                    "last_name": "Raz",
                    "name_suffix": "",
                    "institution": "MIT",
                    "department": ""
                },
                {
                    "first_name": "Rebecca",
                    "middle_name": "",
                    "last_name": "Saxe",
                    "name_suffix": "",
                    "institution": "MIT",
                    "department": ""
                },
                {
                    "first_name": "Michael",
                    "middle_name": "C.",
                    "last_name": "Frank",
                    "name_suffix": "",
                    "institution": "Stanford University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21469/galley/11068/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21469/galley/21914/download/"
                }
            ]
        },
        {
            "pk": 24371,
            "title": "Predicting Insight during Physical Reasoning",
            "subtitle": null,
            "abstract": "When people solve problems, they may try multiple invalid solutions before finally having an insight about the correct solution. Insight problem-solving is an example of the flexibility of the human mind which remains unmatched by machines. In this paper, we present a novel experimental paradigm for studying insight problem-solving behavior in a physical reasoning domain. Using this paradigm and several data-driven analyses, we seek to quantify what it means to have an insight during physical problem-solving and identify behavioral traces that predict subjective insight ratings collected from human participants. This project aims to provide the first steps towards a computationally informed theory of insight problems solving.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Psychology; Creativity; Problem Solving; Reasoning; Computer-based experiment; Qualitative Analysis; Statistics"
                }
            ],
            "section": "Papers with Poster Presentation",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/1rn5v7pj",
            "frozenauthors": [
                {
                    "first_name": "Solim",
                    "middle_name": "",
                    "last_name": "LeGris",
                    "name_suffix": "",
                    "institution": "NYU",
                    "department": ""
                },
                {
                    "first_name": "Brenden",
                    "middle_name": "",
                    "last_name": "Lake",
                    "name_suffix": "",
                    "institution": "NYU",
                    "department": ""
                },
                {
                    "first_name": "Todd",
                    "middle_name": "M",
                    "last_name": "Gureckis",
                    "name_suffix": "",
                    "institution": "New York University",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": null,
            "galleys": [
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24371/galley/13968/download/"
                },
                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24371/galley/21460/download/"
                }
            ]
        },
        {
            "pk": 24804,
            "title": "Predicting long context effects using surprisal",
            "subtitle": null,
            "abstract": "We know that context influences the facilitation of language comprehension. Previous research has shown that discourse coherence influences this contextual facilitation, with comprehenders making stronger predictions about upcoming words when reading highly coherent narratives. However, it is unclear whether the predictions made by Large Language Models (LLMs) exhibit similar discourse-level influences. As such, we investigate whether surprisal values from LLMs reflect longer context effects. We calculated word-level surprisal values (as a measure of prediction strength) for passages that vary in coherence. We used these to predict human reading times for the same passages collected from 289 participants. We found that surprisal only predicted reading times early in the target sentence, and that GPT-2's surprisal values were not influenced by discourse coherence, in contrast to human reading data. This has implications on the use of Transformer-based LLMs in modelling human cognition.",
            "language": "eng",
            "license": {
                "name": "",
                "short_name": "",
                "text": null,
                "url": ""
            },
            "keywords": [
                {
                    "word": "Artificial Intelligence; Psychology; Discourse; Natural Language Processing; Predictive Processing; Reading; Semantics; Computer-based experiment; Large Language Models"
                }
            ],
            "section": "Abstracts",
            "is_remote": true,
            "remote_url": "https://escholarship.org/uc/item/23w3z0dh",
            "frozenauthors": [
                {
                    "first_name": "Georgia-Ann",
                    "middle_name": "",
                    "last_name": "Carter",
                    "name_suffix": "",
                    "institution": "University of Edinburgh",
                    "department": ""
                },
                {
                    "first_name": "Frank",
                    "middle_name": "",
                    "last_name": "Keller",
                    "name_suffix": "",
                    "institution": "University of Edinburgh",
                    "department": ""
                },
                {
                    "first_name": "Paul",
                    "middle_name": "",
                    "last_name": "Hoffman",
                    "name_suffix": "",
                    "institution": "University of Edinburgh",
                    "department": ""
                }
            ],
            "date_submitted": null,
            "date_accepted": null,
            "date_published": "2024-01-01T12:00:00-06:00",
            "render_galley": {
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                "type": "pdf",
                "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24804/galley/21461/download/"
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            "galleys": [
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                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24804/galley/14402/download/"
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                {
                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24804/galley/18259/download/"
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                    "label": "PDF",
                    "type": "pdf",
                    "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24804/galley/21461/download/"
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    ]
}