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{ "count": 39507, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=6500", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=6300", "results": [ { "pk": 24319, "title": "Self-Hint Prompting Improves Zero-shot Reasoning in Large Language Models via Reflective Cycle", "subtitle": null, "abstract": "Chain-of-Thought (CoT) has brought a fresh perspective to improve the reasoning ability of large language models (LLMs). To relieve the burden of manual design in CoT, Zero-shot CoT has pioneered a direct interaction with LLMs. Based on it, researchers attempt to optimize reasoning paths through various prompting approaches like reflection, selection, and planning. However, few studies have focused on the possibility of combining all these strategies through a cognitive theory. Inspired by experiential learning, this paper proposes a new zero-shot prompting method based on Kolb's reflective cycle, named Self-Hint prompting. Specifically, Self-Hint prompting introduces an automated iterative interaction approach to simulate the conscious reflection process, which uses intermediate observations as hints to guide LLMs. We have conducted comprehensive experiments on various math reasoning benchmarks. The empirical results on GPT models demonstrate the effectiveness of our method. Proposed Self-Hint prompting consistently outperforms other zero-shot baselines.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Computer Science; Natural Language Processing; Reasoning; Large Language Models" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5ht3f0dt", "frozenauthors": [ { "first_name": "Jindou", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "Shanghai Jiao Tong University", "department": "" }, { "first_name": "Jidong", "middle_name": "", "last_name": "Tian", "name_suffix": "", "institution": "Shanghai Jiao Tong University", "department": "" }, { "first_name": "Yaohui", "middle_name": "", "last_name": "Jin", "name_suffix": "", "institution": "Artificial Intelligence Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24319/galley/13915/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24319/galley/21537/download/" } ] }, { "pk": 24763, "title": "Self induced framing as a cognitive strategy for decision-making", "subtitle": null, "abstract": "Decision frames influence how people act. These frames and the resulting decisions can be changed by manipulating how a problem is described. Here, we ask if people themselves can induce frame changes when thinking about a problem and how these frame changes affect decision-making and choice satisfaction. In our experiment, participants (N > 700) generated as many options as they would like for day to day scenarios as choosing a costume for a party or finding a gift for a friend. Then, participants selected one of the options they generated and reported their choice satisfaction. We found that choice satisfaction was higher when the option selected was more semantically dissimilar to the rest of the option set. We argue that this suggests that participants use a novel strategy to facilitate decision-making: Participants aimed to construct decision frames by generating options sets with a uniquely dissimilar option, which facilitated choice and increased satisfaction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Decision making; Problem Solving" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4md423z2", "frozenauthors": [ { "first_name": "Marc-Lluis", "middle_name": "", "last_name": "Vives", "name_suffix": "", "institution": "Leiden University", "department": "" }, { "first_name": "Pablo", "middle_name": "", "last_name": "Leon Villagra", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24763/galley/21536/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24763/galley/14361/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24763/galley/18218/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24763/galley/21536/download/" } ] }, { "pk": 24605, "title": "Self-other dynamics in spontaneous interpersonal synchronization.", "subtitle": null, "abstract": "Self-other integration plays a vital role in efficient synchronization with other humans. Previous research has shown that in simple rhythmic joint action tasks (e.g., tapping), self-other integration can be described using mathematical models of coupled oscillators, representing within- and between-person action-perception links. The present study focuses on investigating self-other behavioral and inter-brain dynamics (dual-EEG) when synchronization is either the goal of the task itself or rather an emergent phenomenon in complex continuous interactions. More specifically, participants produce improvised movements in a ‚Äòmirror-game' paradigm while being explicitly asked to synchronize with the partner (synchronized condition) or produce independent movements with visual feedback of each other (spontaneous condition). Mathematical models of coupled oscillators will be used to reveal emergent dynamics of self-other integration on behavioral and neural level. Moreover, we hypothesize that stronger interpersonal synchronization in the spontaneous condition will lead to stronger sensorimotor alpha and beta desynchronization and higher inter-brain synchronization.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Dynamical Systems; Interactive behavior; Dynamic Systems Modeling; Electroencephalography (EEG)" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2kj2v7bt", "frozenauthors": [ { "first_name": "Kyveli", "middle_name": "", "last_name": "Kompatsiari", "name_suffix": "", "institution": "Technical University of Denmark", "department": "" }, { "first_name": "Marius", "middle_name": "", "last_name": "Zimmermann", "name_suffix": "", "institution": "Institute of Psychology", "department": "" }, { "first_name": "Aliaksandr", "middle_name": "", "last_name": "Dabranau", "name_suffix": "", "institution": "Technical University of Denmark", "department": "" }, { "first_name": "Qianliang", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "Technical University of Denmark", "department": "" }, { "first_name": "Ivana", "middle_name": "", "last_name": "Konvalinka", "name_suffix": "", "institution": "Technical University of Denmark", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24605/galley/17955/download/" } ] }, { "pk": 24227, "title": "Self-Other Perspective Taking and the Development of Perspective Understanding", "subtitle": null, "abstract": "Historically the view has dominated that infants are initially egocentric and that the ability to take the perspectives of others is a cognitive achievement only reached later in development. Against this, Southgate (2020) has recently argued that even young infants are able to take the perspective of others and that this perspective is encoded more strongly than their own perspective. I focus on three elements of Southgate's proposal: a) children are initially altercentric, b) once they develop a self-awareness they become egocentric and c) early forms of perspective taking do not require perspective understanding. While I agree with c) and the criticism of the assumption that infants must start off being egocentric, I will argue that there is evidence that young children are not predominantly altercentric either. Instead, which perspective is activated is dependent on the situational context. I develop a proposal of this using the mental files framework.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Philosophy; Psychology; Cognitive development; Social cognition; Theory of Mind" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/76j9494m", "frozenauthors": [ { "first_name": "Julia", "middle_name": "", "last_name": "Wolf", "name_suffix": "", "institution": "Ruhr University Bochum", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24227/galley/13823/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24227/galley/21539/download/" } ] }, { "pk": 21377, "title": "Self-supervised learning of video representations from a child's perspective", "subtitle": null, "abstract": "Children learn powerful internal models of the world around them from a few years of egocentric visual experience. Can such internal models be learned from a child's visual experience with highly generic learning algorithms or do they require strong inductive biases? Recent advances in collecting large-scale, longitudinal, developmentally realistic video datasets and generic self-supervised learning (SSL) algorithms are allowing us to begin to tackle this nature vs. nurture question. However, existing work typically focuses on image-based SSL algorithms and visual capabilities that can be learned from static images (e.g. object recognition), thus ignoring temporal aspects of the world. To close this gap, here we train self-supervised video models on longitudinal, egocentric headcam recordings collected from a child over a two year period in their early development (6-31 months). The resulting models are highly effective at facilitating the learning of action concepts from a small number of labeled examples; they have favorable data size scaling properties; and they display emergent video interpolation capabilities. Video models also learn more robust object representations than image-based models trained with the exact same data. These results suggest that important temporal aspects of a child's internal model of the world may be learnable from their visual experience using highly generic learning algorithms and without strong inductive biases.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Computer Science; Psychology; Action; Machine learning; Perception; Big data; Computational Modeling; Neural Networks" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2bv9d05q", "frozenauthors": [ { "first_name": "Emin", "middle_name": "", "last_name": "Orhan", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Wentao", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Alex", "middle_name": "N", "last_name": "Wang", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Mengye", "middle_name": "", "last_name": "Ren", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Brenden", "middle_name": "", "last_name": "Lake", "name_suffix": "", "institution": "NYU", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21377/galley/10976/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21377/galley/21822/download/" } ] }, { "pk": 24467, "title": "Semantic and Visual Features Drive the Intrinsic Memorability of Co-Speech Gestures", "subtitle": null, "abstract": "Co-speech gestures that teachers spontaneously produce during explanations benefit students' learning by enhancing memory (Church et al., 2007). However, it remains unclear whether certain gestures are intrinsically more memorable, and if so, owing to what semantic and visual features. We created 360 10-second audiovisual stimuli by recording 20 actors producing natural, unscripted explanations of Piagetian conservation problems. For each audiovisual stimulus, two trained experimenters extracted high-level semantic and low-level visual/acoustic features in speech and gesture. We then tested online participants' memories using a between-subjects study-test paradigm in three different conditions: audiovisual (gesture+speech stimuli), visual-only (gesture-only version of the same stimuli), and audio-only (speech-only version of the same stimuli). We found that participants consistently remembered certain gesture, gesture+speech, and speech stimuli better than others. Focusing on the visual-only (gesture-only) condition, we discovered that both semantic (speech and gesture meaningfulness) and visual (number of hands used) features make co-speech gestures memorable.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Learning; Memory" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/74q274gk", "frozenauthors": [ { "first_name": "Xiaohan (Hannah)", "middle_name": "", "last_name": "Guo", "name_suffix": "", "institution": "The University of Chicago", "department": "" }, { "first_name": "Wilma", "middle_name": "", "last_name": "Bainbridge", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Goldin-Meadow", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24467/galley/14064/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24467/galley/21540/download/" } ] }, { "pk": 23989, "title": "Semantic distance organizes social knowledge: Insights from semantic dementia and cross-modal conceptual space", "subtitle": null, "abstract": "Our interaction with others largely hinges on how we semantically organize the social world. The organization of such conceptual information is not static‚Äîas we age, our experiences and ever-changing anatomy alter how we represent and arrange semantic information. How does semantic distance between concepts affect this organization, particularly for those with pathological deficits in semantic knowledge? Using triplet judgment responses collected from healthy participants, we compute an ordinal similarity embedding for a set of social words and images that vary in the dimensions of age and gender. We compare semantic distances between items in the space to patterns of error in a word-picture matching task performed by patients with semantic dementia (SD). Error patterns reveal that SD patients retain gender information more robustly than age information, and that age-related errors are a function of linear distance in age from a concept word. The distances between probed and exemplar items in the resulting conceptual map reflect error patterns in SD patient responses such that items semantically closer to a probed concept‚Äîin gender category or in linear age‚Äîare more likely to be erroneously chosen by patients in a word-picture matching task. To our knowledge, this is the first triplet embedding work to embed representations of words and images in a unified space, and to use this space to explain patterns of behavior in patients with impaired social semantic cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Representation; Semantics; Social cognition; Knowledge representation" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/57z7s0pb", "frozenauthors": [ { "first_name": "Y. Ivette", "middle_name": "", "last_name": "Colón", "name_suffix": "", "institution": "University of Wisconsin- Madison", "department": "" }, { "first_name": "Timothy", "middle_name": "T", "last_name": "Rogers", "name_suffix": "", "institution": "University of Wisconsin- Madison", "department": "" }, { "first_name": "Matthew", "middle_name": "", "last_name": "Lambon Ralph", "name_suffix": "", "institution": "University of Cambridge", "department": "" }, { "first_name": "Matthew", "middle_name": "", "last_name": "Rouse", "name_suffix": "", "institution": "University of Cambridge", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/23989/galley/13583/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/23989/galley/21541/download/" } ] }, { "pk": 23979, "title": "Semantic Leakage Enables Lie Detection, but First-Person Pronouns and Verbosity Can Get in the Way of Detection", "subtitle": null, "abstract": "We investigated the impact of linguistic cues and autistic traits on lie detection. Adult participants (N = 125) judged suspects' statements in a detective game. Untruthful statements were marked by semantic leakage. Literature indicates that liars use fewer first-person pronouns and mental-state terms than truth-tellers. We manipulated the untruthful statements for the presence/absence of these cues to test their effect on lie detection. The adults were 89% accurate in detecting lies. Mental-state terms did not affect accuracy, while presence of first-person pronouns hindered it. Having autistic traits did not influence lie detection. However, adults with higher autistic traits struggled to detect lies when these contained both a first-person pronoun and a mental-state term. Post-hoc analysis revealed lower lie detection accuracy for longer sentences. Our findings underscore the significance of semantic leakage in lie detection, with nuanced effects of linguistic cues on accuracy, particularly for adults with higher autistic traits.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Theory of Mind" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/83z6r9jk", "frozenauthors": [ { "first_name": "Ōzlem", "middle_name": "", "last_name": "Yeter", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Barteld", "middle_name": "P.", "last_name": "Kooi", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Harmen", "middle_name": "", "last_name": "de Weerd", "name_suffix": "", "institution": "Bernoulli Institute for Mathematics, Computer Science and Artificial Intelligence", "department": "" }, { "first_name": "Rineke", "middle_name": "", "last_name": "Verbrugge", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Petra", "middle_name": "", "last_name": "Hendriks", "name_suffix": "", "institution": "University of Groningen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/23979/galley/13573/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/23979/galley/21542/download/" } ] }, { "pk": 23981, "title": "Semantic Processing Modulates the Attentional Accessibility of Verbal and Nonverbal Search Targets", "subtitle": null, "abstract": "The seminal dual coding theory by Paivio (1971) posited that non- verbal and verbal stimuli differ in their representational format, whereby the former activates a dual code while the latter only one. These differences in code have implications for tasks such as visual search. The current eye-tracking visual search study aims to re- evaluate this theoretical framework while examining the role played by semantic processing that has never been looked at before. We followed the original design by Paivio and Begg (1974), with participants searching for a target, cued either by a word or a picture, in an array of either words or pictures. The target could be either semantically related or unrelated to the other distractors. Corroborating original results, response times for correct trials were\nfaster in pictorial arrays and substantially slower when a cued picture had to be found in a word array. Semantically unrelated targets were looked at faster for longer, leading to shorter search responses than semantically related targets. Critically, these effects driven by semantic relatedness were amplified when codes had to be converted (e.g., picture-to-word). Our findings refine our understanding of the role semantic processing plays in the\nrepresentational format of words and pictures and the implications it carries for visual search.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Linguistics; Neuroscience; Psychology; Attention; Concepts and categories; Perception; Semantics; Vision; Electroencephalography (EEG); Eye tracking" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/59p6h6kp", "frozenauthors": [ { "first_name": "Marika", "middle_name": "", "last_name": "Mauti", "name_suffix": "", "institution": "Sapienza University of Rome", "department": "" }, { "first_name": "Giorgia", "middle_name": "", "last_name": "D'Innocenzo", "name_suffix": "", "institution": "Universidade de Lisboa", "department": "" }, { "first_name": "Antimo", "middle_name": "", "last_name": "Buonocore", "name_suffix": "", "institution": "Suor Orsola Benincasa University", "department": "" }, { "first_name": "Moreno", "middle_name": "I.", "last_name": "Coco", "name_suffix": "", "institution": "Sapienza, University of Rome", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/23981/galley/13575/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/23981/galley/21543/download/" } ] }, { "pk": 23997, "title": "Sense of Agency: Towards Empirically Driven Measures and Understanding", "subtitle": null, "abstract": "Sense of Agency (SoA) is a core concept related to our experience as intentional agents in our environment. Explicit and implicit measures have been used to study SoA. Recent findings suggest that the most common implicit measure, namely Temporal Binding (TB), may reflect memory processes rather than SoA. Here, we implemented two TB measures and an explicit measure in a novel goal-directed extended action task to better understand SoA measures. Participants either watched or produced dot movements to a target of choice and then estimated the duration between two tones that played either upon movement completion (TB1, akin to traditional TB studies) or based on the start and end of movements (TB2). Participants reported stronger explicit SoA during active than passive movements. Results from neither TB version aligned with prediction based on TB-accounts as a reflection of SoA. We discuss memory-based and scaling accounts as alternative interpretations for our data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Philosophy; Psychology; Action; Memory; Perception" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0xq2x6fv", "frozenauthors": [ { "first_name": "Fatemeh", "middle_name": "", "last_name": "Mahdinia", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Amir", "middle_name": "", "last_name": "Lindor", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Pernille", "middle_name": "", "last_name": "Hemmer", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Robrecht", "middle_name": "", "last_name": "van der Wel", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/23997/galley/13591/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/23997/galley/21544/download/" } ] }, { "pk": 21709, "title": "Sense of Control in Dynamic Multitasking and its Impact on Voluntary Task-Switching Behavior", "subtitle": null, "abstract": "The sense of control (SoC) is the subjective feeling of being in control over an action, influenced by controllability, difficulty and feedback. However, it remains unclear how SoC is formed in multitasking scenarios. We conducted a study to analyze SoC and its impact on task-switching behavior in multitasking scenarios. Participants were required to perform two tasks in parallel while in control of one task at a time, requiring voluntary switching. We found that task-specific SoCs are influenced by the controllability and difficulty of each task. An overall SoC can be explained mainly by these task-specific SoCs. But, the overall SoC did not correlate with the frequency of task switches or the relative time spent on one task. Our analysis indicates that the SoC of a more control-demanding task has greater impact on the overall SoC and even affects the task-specific SoC of the other task, as well as task-switching behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Action; Embodied Cognition; Other; Situated cognition" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/43g8p1s3", "frozenauthors": [ { "first_name": "Annika", "middle_name": "", "last_name": "Ōsterdiekhoff", "name_suffix": "", "institution": "Bielefeld University", "department": "" }, { "first_name": "Nils", "middle_name": "Wendel", "last_name": "Heinrich", "name_suffix": "", "institution": "Universität zu Lübeck", "department": "" }, { "first_name": "Nele", "middle_name": "", "last_name": "Russwinkel", "name_suffix": "", "institution": "Universität zu Lübeck", "department": "" }, { "first_name": "Stefan", "middle_name": "", "last_name": "Kopp", "name_suffix": "", "institution": "Bielefeld University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21709/galley/11308/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21709/galley/22102/download/" } ] }, { "pk": 21388, "title": "Sensitivity to Online Consensus Effects Within Individuals and Claim Types", "subtitle": null, "abstract": "When reasoning about a claim, it makes sense to be more persuaded if lots of other people agree. But, there are many factors that make weighing the evidence behind a consensus complicated. For example, a consensus might be more or less informative depending on the type of claim, or whether each consensus member formed their opinions independently. These factors might also influence people differently depending on their own assumptions or preferences. In this study we used a mock social media paradigm to assess how persuaded people were by two factors: the presence of consensus (no consensus vs. consensus), and source independence (a consensus based on independent information sources vs. a consensus formed off shared, dependent sources). We varied these factors at both the group and individual level. At the group level, we assessed a third factor: whether people were influenced by the type of claim being reasoned about (we assessed 60 different claims divided into 4 categories). Almost everyone was more persuaded by consensus trials compared to no consensus trials. However, the strength of this effect was credibly stronger if the claim was likely to have a ground truth. We found that around one third of participants were sensitive to source independence. Of these, three quarters were more persuaded by a consensus based on independent sources, but the quarter who were more persuaded by dependent sources were persuaded just as strongly.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Decision making; Reasoning; Social cognition" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2rm2155p", "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": "Saoirse", "middle_name": "", "last_name": "Connor Desai", "name_suffix": "", "institution": "University of Sydney", "department": "" }, { "first_name": "Ee Von", "middle_name": "", "last_name": "Soh", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Brett", "middle_name": "", "last_name": "Hayes", "name_suffix": "", "institution": "University of New South Wales", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Perfors", "name_suffix": "", "institution": "University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21388/galley/10987/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21388/galley/21833/download/" } ] }, { "pk": 24693, "title": "Sequence patterns in the recall of friendship relations", "subtitle": null, "abstract": "In social network research, free recall name generators are central tools for measuring individuals' perceptions of their social relationships. This study addresses the patterns that individuals exhibit when recalling their social relationships. Specifically, it examines the influence of social contexts, groups, and demographic factors on the order and relative sequences in which individuals are named. By analyzing responses of a friendship name generator in a longitudinal dataset of over 1000 students from the Swiss StudentLife study, we aim to shed light on the cognitive patterns that govern the recall of social bonds. The results shed light on how cognitive mechanisms shape perceived social networks and highlighted the importance of strong relations, similarity in characteristics, and group structures for their recall. The results show that memory is strongly influenced not only by the relationship between the nominator and the nominated person but also by the relationship between the nominated persons.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Sociology; Memory; Social cognition" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/67t12118", "frozenauthors": [ { "first_name": "Zoran", "middle_name": "", "last_name": "Kovacevic", "name_suffix": "", "institution": "ETH Zürich", "department": "" }, { "first_name": "Christoph", "middle_name": "", "last_name": "Stadtfeld", "name_suffix": "", "institution": "ETH Zürich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24693/galley/21545/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24693/galley/14291/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24693/galley/21545/download/" } ] }, { "pk": 21675, "title": "Severe Storm Warnings for Four-Story Homeowners: Towards a Processing Model of Bracketing Paradoxes", "subtitle": null, "abstract": "Some German adjective-compound-noun constructions (‚Äòsevere storm.warning') exhibit a bracketing paradox where an adjective semantically modifies the first noun N1 instead of the grammatically required last noun N2 thus violating compositionality. We present two experiments that examined the interpretation of nominal compounds and bracketing paradoxes. Experiment 1 showed that the semantic match of N1 and the adjective has a significant impact on the acceptability of Adj-N1N2 constructions. Experiment 2 probed the participants' adjective attachment choices as well as the relationship between and attachment and acceptability: While N2 attachments were most common, many constructions received mixed and some consistently bracketing paradox interpretations. High ratings for Adj-N2 were predictive of N2 attachment, but high Adj-N1 ratings led to bracketing paradox interpretations. These results are partially against grammatical expectations and suggest competition between the nouns for modification, likely due to semantic and/or pragmatic factors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Concepts and categories; Language understanding; Pragmatics; Semantics; Survey" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/93z854zx", "frozenauthors": [ { "first_name": "Anna", "middle_name": "", "last_name": "Pryslopska", "name_suffix": "", "institution": "University of Stuttgart", "department": "" }, { "first_name": "Titus", "middle_name": "", "last_name": "von der Malsburg", "name_suffix": "", "institution": "University of Stuttgart", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21675/galley/11274/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21675/galley/22068/download/" } ] }, { "pk": 21508, "title": "Shades of Zero: Distinguishing impossibility from inconceivability", "subtitle": null, "abstract": "Eating onion ice cream is improbable, and levitating ice cream is impossible. But scooping ice cream using sadness is not just impossible: it is inconceivable. While prior work has examined the distinction between improbable and impossible events, there has been little empirical research on inconceivability. Here, we report a behavioral and computational study of inconceivability in three parts. First, we find that humans reliably categorize events as inconceivable, separate from probable, improbable, and impossible. Second, we find that we can decode the modal category of a sentence using language-model-derived estimates of subjective event probabilities. Third, we reproduce a recent finding that improbable events yield slowest response times in a possibility judgment task, and show that inconceivable events are faster to judge than impossible and improbable events. Overall, our results suggest that people distinguish the impossible from the inconceivable, and such distinctions may be based on graded rather than discrete judgments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Philosophy; Psychology; Concepts and categories; Computer-based experiment; Large Language Models" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5623p0kg", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "", "last_name": "Hu", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Felix", "middle_name": "Anthony", "last_name": "Sosa", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Tomer D.", "middle_name": "", "last_name": "Ullman", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21508/galley/11107/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21508/galley/21953/download/" } ] }, { "pk": 21492, "title": "Shared context and lexical alignment: an experimental investigation", "subtitle": null, "abstract": "What drives lexical alignment in the context of language emergence? We test the theory that limited context promotes alignment, because individuals cannot make use of iconic mappings between shared meanings and forms. Using a novel referential communication paradigm where participants use pre-recorded gesture videos to communicate, we test different context conditions. We find, unexpectedly, no alignment differences between dyads with shared context and dyads with limited context, even though the former have fewer communicative errors. Importantly, we do observe differences when it comes to the iconic strategies used: less shared context promotes the use of (shared) visual iconicity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Complex systems; Language learning; Language Production; Learning; Computer-based experiment; Gesture analysis" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3ct5t03n", "frozenauthors": [ { "first_name": "Katie", "middle_name": "", "last_name": "Mudd", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Marieke", "middle_name": "", "last_name": "Schouwstra", "name_suffix": "", "institution": "University of Amsterdam", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21492/galley/11091/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21492/galley/21937/download/" } ] }, { "pk": 24674, "title": "Shared perceptual decisions exhibit an animacy bias", "subtitle": null, "abstract": "This study investigates social context's effect on human perceptual decision-making in animacy recognition, a crucial skill for identifying potential social interaction partners. Visual cues, particularly goal-directed and synchronized motion, are essential in animacy inference. We hypothesize a bias (evidenced by response frequency, response time, and confidence levels) toward perceiving motion as animate when in the presence of others. Participants assess animations featuring two moving disks engaging in interactions characterized by varying degrees of synchronized and goal-directed motion. These assessments are conducted individually and alongside another participant performing the same task. During each animation, participants indicate via button press whether they perceive the disks as being alive. Subsequently, they rate their confidence in their response using a 1-5 Likert Scale. By employing Bayesian and Drift Diffusion Models, we aim to uncover how the presence of others impacts animacy perception, thereby shedding light on the role of social factors in perceptual decision-making.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; cognitive neuropsychology; Decision making; Social cognition; Computational Modeling" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/00f769db", "frozenauthors": [ { "first_name": "Rebecca", "middle_name": "", "last_name": "Geiselmann", "name_suffix": "", "institution": "LMU Munich", "department": "" }, { "first_name": "Ophelia", "middle_name": "", "last_name": "Deroy", "name_suffix": "", "institution": "LMU", "department": "" }, { "first_name": "Lasana", "middle_name": "", "last_name": "Harris", "name_suffix": "", "institution": "UCL", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24674/galley/21546/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24674/galley/14272/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24674/galley/18085/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24674/galley/21546/download/" } ] }, { "pk": 24546, "title": "Shared syntax in bilinguals: Does code-switching affect the strength of cross-language structural priming?", "subtitle": null, "abstract": "Results from both cross-language priming and code-switching studies suggest that syntax is shared between languages in a bilingual's language system. However, it is not clear how these bilingual language phenomena interact. We tested whether, under an implicit learning account, code-switching in the prime increases syntax sharing, leading to stronger cross-language priming. We conducted four simulated Spanish to English structural priming experiments using the Bilingual Dual-path model. The primes either had an English (code-switched) determiner and noun or noun only, at the beginning or end of the sentence, or were entirely in Spanish. Mixed effects analyses only revealed a significant positive interaction between code-switch condition and priming, indicating stronger priming, with a code-switched English noun phrase at the very beginning of the sentence, but non-significant interactions otherwise. These results provide further support for the idea that code-switching and cross-language structural priming can be interpreted as evidence for shared syntactic representations bilinguals.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Language Production; Multilingualism; Syntax; Computational Modeling" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3x69g1vf", "frozenauthors": [ { "first_name": "Yung Han", "middle_name": "", "last_name": "Khoe", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Gerrit Jan", "middle_name": "", "last_name": "Kootstra", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Edith", "middle_name": "", "last_name": "Kaan", "name_suffix": "", "institution": "University of Florida", "department": "" }, { "first_name": "Rob", "middle_name": "", "last_name": "Schoonen", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Stefan", "middle_name": "", "last_name": "Frank", "name_suffix": "", "institution": "Radboud University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24546/galley/21547/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24546/galley/14143/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24546/galley/21547/download/" } ] }, { "pk": 24081, "title": "Shifting your opinion makes you change your factual beliefs without evidence", "subtitle": null, "abstract": "In two experiments, we experimentally manipulated people's subjective opinions about new wellness trends using positive clips from publicly available YouTube videos. Participants spontaneously judged novel statements that were consistent with their new opinion to be factual, despite the fact that they had encountered no direct evidence for any of the statements. Belief change was stronger among participants whose opinions were more swayed by the manipulation. Positive opinions also biased participants' curiosity such that they were highly motivated to learn more about opinion-congruent statements. In Study 2, participants reported false memories for the opinion-congruent statements within the video. These results illustrate the primary role of subjective opinions in belief formation about objective truths, and suggest that the eradication of misinformation is an incomplete solution for societal disagreements.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Learning; Memory; Reasoning" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8w72r89d", "frozenauthors": [ { "first_name": "Evan", "middle_name": "", "last_name": "Orticio", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Celeste", "middle_name": "", "last_name": "Kidd", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24081/galley/13675/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24081/galley/21548/download/" } ] }, { "pk": 21624, "title": "Shock to Thrill: Linking Sensation and Information Seeking", "subtitle": null, "abstract": "Sensation-seeking (SS) is characterised by a proclivity for intense experiences and disregard for potential aversive consequences. While SS is implicated as a vulnerability factor in various mental disorders, the underlying mechanisms remain elusive. Recent approaches propose an alternative perspective, suggesting that SS may be linked to highly explorative, and therefore risky, behaviours driven by a preference for informative environments. To probe this hypothesis, we reanalysed a dataset where participants chose to self-administer or avoid mild electric stimulation (MES) in an economic decision-making task. Contrary to previous interpretations associating higher sensation-seeking with the positive economic value of experiencing MES, Bayesian models of learning reveal an alternative account: sensation-seekers are more attuned to information about stimuli-shock contingencies. Specifically, high sensation-seeking individuals are less avoidant of information about the possibility of a shock, supporting the idea that sensation-seeking is linked to a preference for informative environments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Decision making; Learning; Bayesian modeling; Computational Modeling; Mathematical modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9b84p39g", "frozenauthors": [ { "first_name": "Ern", "middle_name": "", "last_name": "Wong", "name_suffix": "", "institution": "IMT School for Advanced Studies Lucca", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Hauser", "name_suffix": "", "institution": "University of Tübingen", "department": "" }, { "first_name": "Pietro", "middle_name": "", "last_name": "Pietrini", "name_suffix": "", "institution": "IMT School for Advanced Studies Lucca", "department": "" }, { "first_name": "Charley", "middle_name": "M", "last_name": "Wu", "name_suffix": "", "institution": "University of Tubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21624/galley/11223/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21624/galley/14532/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21624/galley/22043/download/" } ] }, { "pk": 24078, "title": "Show me, don't teach me: Active exploration promotes children's relational reasoning", "subtitle": null, "abstract": "Young children often struggle with reasoning based on abstract relations, which is crucial for learning and thinking. Research has shown that children's relational reasoning abilities can be enhanced under certain circumstances. The underlying reasons and mechanisms behind such enhancement, however, remain unclear. This study examined the effectiveness of explanation, a recently discovered method, in enhancing children's relational reasoning abilities. Seventy-one 4- and 5-year-old children participated in a modified Relational Match to Sample (RMTS) task. Some children interacted with an experimenter who demonstrated relational matches and engaged in question-answer sessions, while others completed the task without such interactions. Results indicated that children who observed demonstrations and provided explanations or reports showed a higher proportion of relational matches compared to those who completed the task without such interactions. Furthermore, explanation was more effective than report in promoting children's relational reasoning. These findings suggest that interactive experiences that encourage exploration contribute to the development of children's relational reasoning abilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Cognitive development; Learning; Reasoning" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/35z8864g", "frozenauthors": [ { "first_name": "Jiyue", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "University of Macau", "department": "" }, { "first_name": "Yu", "middle_name": "", "last_name": "Han", "name_suffix": "", "institution": "University of Macau", "department": "" }, { "first_name": "Sophia", "middle_name": "W", "last_name": "Deng", "name_suffix": "", "institution": "Xi'an Jiaotong-Liverpool University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24078/galley/13672/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24078/galley/21549/download/" } ] }, { "pk": 21383, "title": "Show or Tell? Preschool-aged children adapt their communication to their partner's auditory access", "subtitle": null, "abstract": "Adults routinely tailor their communication to others' auditory access, such as substituting gestures for speech in noisy environments. Yet, assessing the effectiveness of different communicative acts given others' perceptual access‚Äîespecially when it differs from one's own‚Äîrequires mental-state reasoning, which undergoes significant developmental change. Can young children tailor their communication to others' auditory access? In Study 1, parental report (n=98) indicated that most children, by age 4, adjust their communicative behaviors in noisy settings. Study 2 elicited these behaviors experimentally with 4- to 5-year-olds (n=68). Children taught how a novel toy works to a learner who wore headphones playing either loud music or nothing. Children were more likely to use physical demonstrations, and less likely to use verbal explanations, when the learner's auditory access was obstructed. These findings illustrate how mental-state reasoning might support children's ability to communicate successfully across perceptually-compromised contexts and individuals.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Cognitive development; Social cognition; Theory of Mind" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3fm060h2", "frozenauthors": [ { "first_name": "Aaron", "middle_name": "", "last_name": "Chuey", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Catherine", "middle_name": "", "last_name": "Qing", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Rondeline", "middle_name": "M.", "last_name": "Williams", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Hyowon", "middle_name": "", "last_name": "Gweon", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21383/galley/10982/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21383/galley/21828/download/" } ] }, { "pk": 21430, "title": "Similarity in object properties supports cross-situational word learning: Predictions from a dynamic neural model confirmed", "subtitle": null, "abstract": "Learning names for novel objects has been shown to be impacted by the context in which they appear. Manipulations of context, therefore, provide a key pathway to explore these learning dynamics. Here we use a neural process model that instantiates the details of ‚Äòcontext' to generate novel, counterintuitive predictions about how similarity in object properties influence learning. Specifically, we use a dynamic field model, WOLVES, to simulate and predict learning in a cross-situational word learning task in two conditions: one where the two objects presented on each learning trial are metrically similar in a property (‚ÄòNEAR') and another condition where the two objects are always dissimilar (‚ÄòFAR'). WOLVES predicts‚Äîcounterintuitively‚Äîthat participants should learn better in the ‚ÄòNEAR' condition (where objects are potentially confusable) than in ‚ÄòFAR' condition (where objects are distinctive). We then tested this prediction empirically, finding support for the novel prediction. This study shows the utility of process models which instantiate the details of ‚Äòcontext' during learning and provides support for WOLVES. We know of no other theory of cross-situational word learning that captures these novel findings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Language learning; Learning; Statistical learning; Dynamic Systems Modeling" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/893685t3", "frozenauthors": [ { "first_name": "Ajaz", "middle_name": "Ahmad", "last_name": "Bhat", "name_suffix": "", "institution": "University Brunei Darussalam", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Spencer", "name_suffix": "", "institution": "University of East Anglia", "department": "" }, { "first_name": "Larissa", "middle_name": "K", "last_name": "Samuelson", "name_suffix": "", "institution": "University of East Anglia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21430/galley/11029/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21430/galley/21875/download/" } ] }, { "pk": 21437, "title": "Simple changes to content curation algorithms affect the beliefs people form in a collaborative filtering experiment", "subtitle": null, "abstract": "Content-curating algorithms provide a crucial service for social media users by surfacing relevant content, but they can also bring about harms when their objectives are misaligned with user values and welfare. Yet, potential behavioral consequences of this alignment problem remain understudied in controlled experiments. In a preregistered, two-wave, collaborative filtering experiment, we demonstrate that small changes to the metrics used for sampling and ranking posts affect the beliefs people form. Our results show observable differences in two types of outcomes within statisticized groups: belief accuracy and consensus. We find partial support for hypotheses that the recently proposed approaches of \"bridging-based ranking\" and \"intelligence-based ranking\" promote consensus and belief accuracy, respectively. We also find that while personalized, engagement-based ranking promotes posts that participants perceive favorably, it simultaneously leads those participants to form more polarized and less accurate beliefs than any of the other algorithms considered.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Behavioral Science; Human-computer interaction; Interactive behavior; Computer-based experiment" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5cj075dp", "frozenauthors": [ { "first_name": "Jason", "middle_name": "W.", "last_name": "Burton", "name_suffix": "", "institution": "Copenhagen Business School", "department": "" }, { "first_name": "Stefan", "middle_name": "M", "last_name": "Herzog", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Philipp", "middle_name": "", "last_name": "Lorenz-Spreen", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21437/galley/11036/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21437/galley/21882/download/" } ] }, { "pk": 24097, "title": "Simplicity Bias in Human-generated data", "subtitle": null, "abstract": "Texts available on the Web have been generated by human minds. We observe that simple patterns are over-represented: abcdef is more frequent than arfbxg and 1000 appears more often than 1282. We suggest that word frequency patterns can be predicted by cognitive models based on complexity minimization. Conversely, the observation of word frequencies offers an opportunity to infer particular cognitive mechanisms involved in their generation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Computer Science; Other; Complex systems; Language and thought; Other; Semantic memory; Corpus studies; Mathematical modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8244x8kj", "frozenauthors": [ { "first_name": "Jean-Louis", "middle_name": "", "last_name": "Dessalles", "name_suffix": "", "institution": "Institut Polytechnique de Paris", "department": "" }, { "first_name": "Giovanni", "middle_name": "", "last_name": "Sileno", "name_suffix": "", "institution": "University of Amsterdam", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24097/galley/13691/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24097/galley/21550/download/" } ] }, { "pk": 21614, "title": "Simplicity in Complexity: Explaining Visual Complexity using Deep Segmentation Models", "subtitle": null, "abstract": "The complexity of visual stimuli plays an important role in many cognitive phenomena, including attention, engagement, memorability, time perception and aesthetic evaluation. Despite its importance, complexity is poorly understood and ironically, previous models of image complexity have been quite \\textit{complex}. There have been many attempts to find handcrafted features that explain complexity, but these features are usually dataset specific, and hence fail to generalise. On the other hand, more recent work has employed deep neural networks to predict complexity, but these models remain difficult to interpret, and do not guide a theoretical understanding of the problem. Here we propose to model complexity using segment-based representations of images. We use state-of-the-art segmentation models, SAM and FC-CLIP, to quantify the number of segments at multiple granularities, and the number of classes in an image respectively. We find that complexity is well-explained by a simple linear model with these two features across six diverse image-sets of naturalistic scene and art images. This suggests that the complexity of images can be surprisingly simple.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Cognitive Neuroscience; Psychology; Complex systems; Neural Networks" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6c29t1gn", "frozenauthors": [ { "first_name": "Tingke", "middle_name": "", "last_name": "Shen", "name_suffix": "", "institution": "Max Planck Institute for Biological Cybernetics", "department": "" }, { "first_name": "Surabhi", "middle_name": "S", "last_name": "Nath", "name_suffix": "", "institution": "Max Planck Institute for Biological Cybernetics", "department": "" }, { "first_name": "Aenne", "middle_name": "", "last_name": "Brielmann", "name_suffix": "", "institution": "University of Tubingen", "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": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21614/galley/11213/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21614/galley/14522/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21614/galley/22044/download/" } ] }, { "pk": 21509, "title": "Simplifications made early in learning can reshape language complexity: an experimental test of the Linguistic Niche Hypothesis", "subtitle": null, "abstract": "Languages spoken in larger populations seem to be relatively simple. One possible explanation is that this is a consequence of the simplifying influence of non-native speakers: adult learners tend to reduce complexity during learning, and large languages tend to have a higher proportion of non-native speakers. This Linguistic Niche Hypothesis, that languages adapt to their social niche, receives some statistical support from typological studies which show negative correlations between population size or number of non-native speakers and morphological complexity. Here I report an experimental test of this hypothesis, using two artificial language learning experiments to explore the impact of simplifications made by non-native-like early learners on morphological complexity. These experiments show that the presence of non-native-like early learners in a population can lead to the simplification of that language's morphology as a result of inter-generational language transmission, providing experimental support for the Linguistic Niche Hypothesis.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Language learning; Morphology" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/79862380", "frozenauthors": [ { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21509/galley/11108/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21509/galley/21954/download/" } ] }, { "pk": 24499, "title": "Simulating Infants' Attachment: Behavioral Patterns of Caregiver Proximity Seeking and Environment Exploration Using Reinforcement Learning Models.", "subtitle": null, "abstract": "Attachment is crucial for infants' cognitive development and social relationships. Traditional attachment research has been qualitative, lacking a model to explain how infants' attachment styles develop from experience and how these are influenced by personal traits and environmental factors. We propose such a model, predicting how infants balance interaction with caregivers against exploring their surroundings. Our study is based in a grid-world environment containing an infant and caregiver agent. We vary the infant's temperamental factors (e.g., ability to regulate emotions and preferences for social vs. environmental reward), and caregiver behavior (whether positive or negative interactions are more likely). We find that different equilibria result that qualitatively correspond to different attachment styles. Our findings suggest that the characteristic exploratory behavior of each attachment style in real infants may arise from interactions of infant temperament and caregiver behaviors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Cognitive development; Decision making; Learning; Agent-based Modeling" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0pn0s3gs", "frozenauthors": [ { "first_name": "Xi Jia", "middle_name": "", "last_name": "Zhou", "name_suffix": "", "institution": "Stanford Graduate School of Education", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Doyle", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Nick", "middle_name": "", "last_name": "Haber", "name_suffix": "", "institution": "Stanford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24499/galley/21551/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24499/galley/14096/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24499/galley/21551/download/" } ] }, { "pk": 24660, "title": "Simulating Opinion Dynamics with Networks of LLM-based Agents", "subtitle": null, "abstract": "Accurately simulating human opinion dynamics is crucial for understanding a variety of societal phenomena, including polarization and the spread of misinformation. However, the agent-based models (ABMs) commonly used for such simulations often over-simplify human behavior. We propose a new approach to simulating opinion dynamics based on populations of Large Language Models (LLMs). Our findings reveal a strong inherent bias in LLM agents towards producing accurate information, leading simulated agents to consensus in line with scientific reality. This bias limits their utility for understanding resistance to consensus views on issues like climate change. After inducing confirmation bias through prompt engineering, however, we observed opinion fragmentation in line with existing agent-based modeling and opinion dynamics research. These insights highlight the promise and limitations of LLM agents in this domain and suggest a path forward: refining LLMs with real-world discourse to better simulate the evolution of human beliefs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Computer Science; Psychology; Natural Language Processing; Agent-based Modeling; Large Language Models" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0f09b8v7", "frozenauthors": [ { "first_name": "Yun-Shiuan", "middle_name": "", "last_name": "Chuang", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Agam", "middle_name": "", "last_name": "Goyal", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Nikunj", "middle_name": "", "last_name": "Harlalka", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Siddharth", "middle_name": "", "last_name": "Suresh", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Hawkins", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Sijia", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Dhavan", "middle_name": "", "last_name": "Shah", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Junjie", "middle_name": "", "last_name": "Hu", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Timothy", "middle_name": "T", "last_name": "Rogers", "name_suffix": "", "institution": "University of Wisconsin- Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24660/galley/21552/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24660/galley/14258/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24660/galley/18057/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24660/galley/21552/download/" } ] }, { "pk": 24212, "title": "Simulation as a tool for formalising null hypotheses in cognitive science research", "subtitle": null, "abstract": "The default null hypothesis in typical statistical modelling software is that a parameter's value is equal to zero. However, this may not always correspond to the actual conditions that would hold if the effect of interest did not exist. In two case studies based on recent research in cognitive science and linguistics, we illustrate how data simulation can shed light on unspoken, sometimes even incorrect, assumptions about what the null hypothesis is. In particular, we consider information-theoretic measures of how learners regularise linguistic variability, where the null condition is not always equal to zero change, and an investigation of a cognitive bias for skewed distributions based on the assumption that, without such a bias, distributions would always remain uniform. All in all, simulating null conditions not only improves each researcher's understanding of their own analysis and results, but also contributes to the practice of \"open theory\". Formalising one's assumptions is, in itself, an important contribution to the scientific community.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Evolution; Case studies; Computational Modeling; Statistics" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/38412199", "frozenauthors": [ { "first_name": "Aislinn", "middle_name": "", "last_name": "Keogh", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Pankratz", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24212/galley/13808/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24212/galley/21553/download/" } ] }, { "pk": 24641, "title": "Size and community structure affect abstract graph learning", "subtitle": null, "abstract": "Cognitive graphs represent relationships of learned associations between items or concepts, such as social relationships within a friend group or a network of streets. It is unknown what properties of graphs affect the ability of individuals to mentally represent and navigate these structures. Primary candidates are 1. the number of states (nodes) within a graph, 2. the number of connections among states (edges), and 3. community structure. We independently manipulate these factors to examine how they affect both the ability to identify paths between nodes and the efficiency of paths chosen in abstract graphs (associative networks) of object pictures with no overt spatial properties. Consistent with our hypotheses that changes in graph size, edge number, and community structure impact learning, we observed that these factors affected accuracy and efficiency in reaching targets. The findings demonstrate the influence of graph structure on learning, with implications for both spatial and non-spatial graphs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Learning; Memory" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5gs376bq", "frozenauthors": [ { "first_name": "Theodoros", "middle_name": "", "last_name": "Kapogianis", "name_suffix": "", "institution": "UCI", "department": "" }, { "first_name": "Aaron", "middle_name": "", "last_name": "Bornstein", "name_suffix": "", "institution": "University of California, Irvine", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Chrastil", "name_suffix": "", "institution": "UC Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24641/galley/21554/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24641/galley/14238/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24641/galley/18023/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24641/galley/21554/download/" } ] }, { "pk": 24464, "title": "SketchMapia: A comprehensive way to analyse sketch maps", "subtitle": null, "abstract": "Sketch mapping is a method used to investigate an individual's cognitive map of the surrounding environment. Sketch maps provide qualitative insights into individuals' mental representations of space. Thus, sketch mapping is a powerful approach to study how people perceive and organize spatial information in their minds, Although the method of sketch mapping is used in numerous experiments to investigate people's spatial knowledge, there is no comprehensive method to analyze sketch maps. Most methods are quantitative and limited to counting features or determining the (metric) spatial distortion in sketch maps. \nHuman spatial knowledge is incomplete, generalized and schematic. So are sketch maps. Our sketch map analysis method SketchMapia evaluates the completeness, level of generalization, and qualitative spatial accuracy of a sketch map. Our approach can assist researchers in psychology, cognitive science, geography, and education in systematically evaluating people's spatial knowledge via sketch maps, independent of specific research questions and experimental scenarios.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Computer Science; Psychology; Sketch understanding; Spatial cognition" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/79w190mb", "frozenauthors": [ { "first_name": "Angela", "middle_name": "", "last_name": "Schwering", "name_suffix": "", "institution": "University of Muenster", "department": "" }, { "first_name": "Jakub", "middle_name": "", "last_name": "Krukar", "name_suffix": "", "institution": "University of Muenster", "department": "" }, { "first_name": "Charu", "middle_name": "", "last_name": "Manivannan", "name_suffix": "", "institution": "Institute for geoinformatics, University of Muenster", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24464/galley/14061/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24464/galley/21555/download/" } ] }, { "pk": 24102, "title": "Slow mapping words as incremental meaning refinement", "subtitle": null, "abstract": "Research in lexical acquisition has frequently focused on children's ability to make rapid, context-informed guesses about the meaning of newly encountered words, known as ‚Äòfast mapping'. However, there is a gap in research examining how children and adults revise and adjust these guesses about word meanings as they encounter words repeatedly applied to different referents. We propose, on computational grounds, that learners adjust word meanings incrementally to accommodate new evidence. To begin to test this proposal, we lay out a new research program probing how word meanings evolve. In a pilot experiment, adults learn the meaning of novel kinship terms and we probe their beliefs by repeatedly eliciting generalizations. We manipulate the order in which participants observe the same word used to refer to different members of a family tree. We find a mixed pattern of order effects but our inspection of individual trajectories suggestive of a syntax-level relationship between the current and previous hypothesis. This relationship was supported by a computational model based analysis of lexical meaning generation via a probabilistic language of thought.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Language and thought; Language development; Language learning; Bayesian modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3833v9fz", "frozenauthors": [ { "first_name": "Ella", "middle_name": "", "last_name": "Markham", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Hugh", "middle_name": "", "last_name": "Rabagliati", "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": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24102/galley/13696/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24102/galley/21556/download/" } ] }, { "pk": 24532, "title": "Social learning functions as an exploration tool in correlated environments", "subtitle": null, "abstract": "Humans can learn from observing diverse others, even when they know little about their exact preferences, skills, or goals. Yet, while our remarkable social learning abilities have been a popular research topic, prior work has generally been limited to tasks in which observer and demonstrator share the same value function.\nTo address this discrepancy, we use the socially correlated bandit task, where participants explore positively correlated, rather than identical, environments in groups. We extend existing work using this paradigm by comparing behaviour across individual and social rounds within participants.\nWe replicate findings that humans are able to use correlated social information effectively, with behaviour being best described by a model noisily integrates social information. In comparing individual and social search behaviour, we find that social learning partially replaces directed exploration. In conclusion, we find that humans use social information flexibly, employing it as an exploration tool, despite our differences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Decision making; Social cognition; Computational Modeling" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/92c5h9tb", "frozenauthors": [ { "first_name": "Alexandra", "middle_name": "", "last_name": "Witt", "name_suffix": "", "institution": "University of Tübingen", "department": "" }, { "first_name": "Wataru", "middle_name": "", "last_name": "Toyokawa", "name_suffix": "", "institution": "RIKEN Center for Brain Science", "department": "" }, { "first_name": "Kevin", "middle_name": "N", "last_name": "Lala", "name_suffix": "", "institution": "University of St Andrews", "department": "" }, { "first_name": "Wolfgang", "middle_name": "", "last_name": "Gaissmaier", "name_suffix": "", "institution": "University of Konstanz", "department": "" }, { "first_name": "Charley", "middle_name": "M", "last_name": "Wu", "name_suffix": "", "institution": "University of Tübingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24532/galley/21557/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24532/galley/14129/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24532/galley/21557/download/" } ] }, { "pk": 21695, "title": "Social Learning via Bayesian Inverse Reinforcement Learning: Learning from and about a Learner", "subtitle": null, "abstract": "What does a social learner learn? Research has explored imitation-based social learning strategies as well as inverse reinforcement algorithms that estimate others' true reward function. In the current study, we propose that social learning may be more elaborate and develop a model of social learning using Bayesian inference that seeks to understand both the task an observed demonstrator is performing and the demonstrator itself. Using simulations, we show that the model is able to learn about the demonstrator when provided with full and partial information. We strengthen this point by asking the model to make inferences about missing choice and reward information. Last, we show that the model is able to represent one set of beliefs about the environment while attributing a distinct set of beliefs to the demonstrator. Thus, we move away from simple models of social learning, investigating inference-making as a core mechanism of social learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Decision making; Learning; Reasoning; Bayesian modeling; Computational Modeling; Mathematical modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3d1910s2", "frozenauthors": [ { "first_name": "Alexandra", "middle_name": "", "last_name": "Ortmann", "name_suffix": "", "institution": "Stony Brook University", "department": "" }, { "first_name": "Anurag", "middle_name": "", "last_name": "Dutt", "name_suffix": "", "institution": "Stony Brook University", "department": "" }, { "first_name": "Christian", "middle_name": "", "last_name": "Luhmann", "name_suffix": "", "institution": "Stony Brook University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21695/galley/11294/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21695/galley/22088/download/" } ] }, { "pk": 21602, "title": "Social norms as an interactive process: An agent-based cognitive modelling study", "subtitle": null, "abstract": "Social norms are often characterized as a system of rules that guide behavior. However, social norms also allow for flexibility; not entirely restricting individuals to one possible behavior. Here, we put forward an agent-based cognitive model that captures social norms as processes that are socially constructed through interactions between individuals. In this modelling work, we focus on the role of norm acquisition and conformity bias in both action production and inference-making. This computational cognitive model allows us to think about social norms along three dimensions: individual vs. collective, behavior vs. belief, and subjective vs. objective. Our simulation results show that increased conformity bias can induce misjudgments about the true desires of others and misalignment between different agents' perceptions of the social norm. However, if agents do not assume that others also conform in their behavior, this increased conformity bias does not necessarily lead to excessive misperceptions of the social norm.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Culture; Interactive behavior; Theory of Mind; Agent-based Modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2nf786n9", "frozenauthors": [ { "first_name": "Yue", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Tibor", "middle_name": "", "last_name": "Bosse", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Marieke", "middle_name": "", "last_name": "Woensdregt", "name_suffix": "", "institution": "Radboud University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21602/galley/11201/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21602/galley/21995/download/" } ] }, { "pk": 24033, "title": "Social Sampling in Decision Making for Online and Offline Activities", "subtitle": null, "abstract": "When making decisions, humans often rely on information from their social networks through a process termed social sampling. Prior work suggests that when drawing social samples, people search through their contacts in a sequential manner based on structured social categories. We examined whether the problem domain impacts how one categorizes their social contacts and which social categories they sample from. In our study, participants answered questions about the relative popularity of national parks or social media platforms, respectively associated with offline activities and online activities. Participants then provided frequency information about the number of their contacts who have engaged in these activities. Adopting a hierarchical Bayesian modeling approach, we compared two social sampling models: one defining social groups based on closeness of social relations, and one defining social groups based on contact mode. Our findings suggest that people sample from different members of their social network depending on the type of decision they are making.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Decision making; Social cognition; Bayesian modeling; Computational Modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/55f545h6", "frozenauthors": [ { "first_name": "Bryce", "middle_name": "", "last_name": "Linford", "name_suffix": "", "institution": "UCLA", "department": "" }, { "first_name": "Hunter", "middle_name": "", "last_name": "Priniski", "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": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24033/galley/13627/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24033/galley/21558/download/" } ] }, { "pk": 24098, "title": "Some and Done? Temporally extended decisions with very few rollouts", "subtitle": null, "abstract": "It has been suggested that humans mentally simulate the outcomes of their actions when making decisions. However, this process can be challenging in real-world decision-making, which typically involves temporally extended decision trees with numerous potential outcomes. Here, we demonstrate with a computational model that temporally extended decisions can be achieved with just a few forward simulations, formalized as rollouts. We also show that, under resource constraints, performing many partial (shallow) rollouts can yield more favorable outcomes than performing fewer full (deep) rollouts. Additionally, our model captures behaviors traditionally attributed to pruning or satisficing strategies without the need for explicit heuristics, providing an alternative explanation for these phenomena. Finally, we show that the dynamics of value estimation over successive rollouts closely resemble evidence accumulation models. Our framework offers a plausible mechanism for temporally extended decision-making and provides insights into the neural underpinnings underlying this process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Decision making; Computational Modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9gz1c7sg", "frozenauthors": [ { "first_name": "Sixing", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Kristopher", "middle_name": "T.", "last_name": "Jensen", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Marcelo", "middle_name": "G", "last_name": "Mattar", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24098/galley/13692/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24098/galley/21559/download/" } ] }, { "pk": 24137, "title": "Some but not all speakers sometimes but not always derive scalar implicatures", "subtitle": null, "abstract": "Experimental studies show that the tendency to derive Scalar Implicatures (SIs) varies considerably between individuals: some individuals accept sentences that are literally true but carry a false SI, while others systematically reject them. The question of what factors drive these differences is crucial to understanding the mechanisms involved in SIs and currently at the center of numerous discussions. To date, there is no agreement on how to quantify individual differences in SI rates. \nIn this article, we show how a hierarchical Bayesian modelling approach can be used to quantify subjects' preferences observed in the results of a truth value judgement task that investigated intra-individual and inter-individual variability in the rates of upper-bounding and lower-bounding SIs associated with the -scale. The results provide further evidence that the robustness of an SI is modulated within individuals by certain linguistic features, such as the presence of negation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Pragmatics; Semantics; Bayesian modeling; Computational Modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1p41114b", "frozenauthors": [ { "first_name": "Sonia", "middle_name": "", "last_name": "Ramotowska", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Marty", "name_suffix": "", "institution": "University of Malta", "department": "" }, { "first_name": "Leendert", "middle_name": "", "last_name": "van Maanen", "name_suffix": "", "institution": "Utrecht University", "department": "" }, { "first_name": "Yasutada", "middle_name": "", "last_name": "Sudo", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24137/galley/13733/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24137/galley/21560/download/" } ] }, { "pk": 24101, "title": "Some Questions and Answers about Polish Questions", "subtitle": null, "abstract": "Languages differ in how they form questions that are equivalent to English questions such as who does John think Maria loves? in that the correct answer is who John thinks Maria loves, and not who Maria actually loves. Linguists disagree about how Polish makes such inquiries, and to date, no research has investigated how native Polish-speaking adults judge, process or produce these inquiries. In this paper, we investigated the nature of Polish questions via a corpus study, a grammaticality judgment study, and a spoken production study. Taken together, the results of these studies suggest that Polish has several syntactically distinct options for making these sorts of inquiries. Although, at first blush, this seems inconsistent with linguistic theories that argue against syntactic optionality, closer examination reveals that discourse context strongly affects which option is preferred. These findings highlight the importance of considering context, and the pitfall of studying sentences presented in isolation when evaluating linguistic or psycholinguistic claims.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Discourse; Language Production; Language understanding; Semantics; Syntax" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3nk992gr", "frozenauthors": [ { "first_name": "Jakub", "middle_name": "", "last_name": "Suchojad", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "C. Jane", "middle_name": "", "last_name": "Lutken", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Karin", "middle_name": "", "last_name": "Stromswold", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24101/galley/13695/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24101/galley/21561/download/" } ] }, { "pk": 24134, "title": "Sorry! You lost me at restudy: The power of engagement during successive study", "subtitle": null, "abstract": "The benefit of retrieval practice over restudy has been demonstrated across a variety of materials and settings. However, past research regarding the efficacy of repeated retrieval practice over repeated restudy has failed to consider participant engagement during passive restudy. Over four rounds, participants studied a list of 76 word-pairs using passive or engaged restudy (answering a semantic yes/no question about each pair). Participants who restudied with semantic engagement performed markedly better on a final cued-recall test than those who used passive restudy. Our findings suggest that the benefit of testing in the current literature may be due in large part to widespread use of an inefficient form of restudy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Instruction and teaching; Memory; Computer-based experiment" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5ck6b3vj", "frozenauthors": [ { "first_name": "Alejandro", "middle_name": "", "last_name": "Carranza", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Emma", "middle_name": "H", "last_name": "Geller", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Tim", "middle_name": "C", "last_name": "Rickard", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24134/galley/13730/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24134/galley/21562/download/" } ] }, { "pk": 21669, "title": "Sound Symbolism Across Diverse Writing Systems", "subtitle": null, "abstract": "It is now well-established that the visual features of objects influence the sounds we make to refer to them. This is called sound symbolism. We present the results of a two-part study that explores the extent to which the visual features of writing systems correspond to the smallest spoken units of language. In Study 1, participants (n = 322) classified the shape of a set of glyphs, representative of the world's script families. The purpose was to create an open-source database of normed glyphs for future research in cognitive linguistics. In Study 2, participants (n = 73) were prompted to select either a round or angular glyph after hearing one of two kinds of phonemes (vowel or consonant) from the International Phonetic Alphabet. Results from a logistic regression suggest that the type of sound had a significant effect on the choice of glyph, and that vowel sounds increased the likelihood of choosing round glyphs by 30%. The significant correlation between what subjects heard and their choice of glyph suggests that the effect may extend to such sound symbolic relations in real-world writing systems. Our ongoing research seeks to substantiate these findings with increased glyph contrast and more diverse populations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Language and thought; Language understanding" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3xc6659p", "frozenauthors": [ { "first_name": "Alexander", "middle_name": "", "last_name": "Porto", "name_suffix": "", "institution": "Duquesne University", "department": "" }, { "first_name": "Alexander", "middle_name": "", "last_name": "Basalyga", "name_suffix": "", "institution": "Independent Researcher", "department": "" }, { "first_name": "Mr. Nikolai", "middle_name": "", "last_name": "Huckle", "name_suffix": "", "institution": "SCHUFA Holding AG", "department": "" }, { "first_name": "Julio", "middle_name": "", "last_name": "Santiago", "name_suffix": "", "institution": "University of Granada", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Fein", "name_suffix": "", "institution": "Duquesne University", "department": "" }, { "first_name": "Alexander", "middle_name": "", "last_name": "Kranjec", "name_suffix": "", "institution": "Duquesne University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21669/galley/11268/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21669/galley/14577/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21669/galley/22045/download/" } ] }, { "pk": 24643, "title": "Spatial category learning: the influence of noise and familiarity on individuals", "subtitle": null, "abstract": "Second language learners must often learn categories which may not map well with those of their first language. Prepositions often differ between languages, for example, German uses different words for vertically ‚Äúon‚Äù and horizontally ‚Äúon‚Äù which would be novel to an English-speaker. Additionally, learners must contend with varying degrees of noise in the learning environment. A spatial continuum of images was created depicting prepositions such as ‚Äúabove‚Äù and ‚Äúbelow‚Äù (familiar) or horizontal ‚Äúon‚Äù and vertical ‚Äúon‚Äù (novel). We used an artificial preposition learning task in adult English-speakers to explore both the influence of familiarity (familiar or novel) and the degree of statistical regularity in the learning material (noisy or consistent labeling of continuum steps) on learning outcomes. Our results suggest that learners are sensitive to statistics and familiarity and revealed individual differences in the sensitivity to these statistics, suggesting differences in efficiency of learning novel prepositions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Language learning; Semantics; Statistical learning" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9nt9k0rr", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Heath", "name_suffix": "", "institution": "University of Memphis", "department": "" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Huette", "name_suffix": "", "institution": "University of Memphis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24643/galley/21563/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24643/galley/14240/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24643/galley/18026/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24643/galley/21563/download/" } ] }, { "pk": 24122, "title": "Spatial Construals of Time... Travel", "subtitle": null, "abstract": "From H.G. Wells' The Time Machine to the recent Hollywood blockbuster Arrival, the notion of time-travel is a firmly established narrative trope. Yet tales of travel back and forth through time are essentially absent before the mid-1800s. This invites the question: How do people make sense of time-travel, and how does it build on the more basic building-blocks of our conception of time itself? Here, we investigate lay conceptions of time-travel using a gesture elicitation paradigm. Participants watched brief videos of time-travel stories and then recounted the plots. Combining qualitative analysis and machine learning extraction of co-speech gesture trajectories, we describe how participants' construals of time-travel cobble together more basic spatial construals time (e.g., length-duration; past-left vs. future-right), combined to create layered, ad-hoc, flexible representations of time. We discuss implications for how spatial metaphor can offer a foundation for more complex, elaborated forms of reasoning and understanding.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Cognition of Time; Embodied Cognition; Discourse Analysis; Gesture analysis" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0zv9w0jx", "frozenauthors": [ { "first_name": "Shervin", "middle_name": "", "last_name": "Nosrati", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Leo", "middle_name": "", "last_name": "Niehorster-Cook", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Tyler", "middle_name": "", "last_name": "Marghetis", "name_suffix": "", "institution": "University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24122/galley/13716/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24122/galley/21564/download/" } ] }, { "pk": 24668, "title": "Spatial Demonstratives and Perspective Taking in Japanese and English", "subtitle": null, "abstract": "Spatial demonstratives exist in all languages, but currently there is much debate regarding the parameters that affect their use both between and within languages. In this work, we explore ‚Äòperspective taking' as a means of accounting for variation in demonstrative use both between and within languages. Analysing primary and secondary data, we test the effects of egocentric distance and addressee position on demonstrative production in speakers of two languages with two purportedly different demonstrative systems: English and Japanese. Based on individual differences between speakers, we propose a framework unifying different theoretical accounts of demonstrative systems in which demonstratives require a spatial reference frame to be chosen prior to the application of a range of routines to select the appropriate term in a given context.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Language and thought; Spatial cognition; Cross-linguistic analysis" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6xn9k2sk", "frozenauthors": [ { "first_name": "Harmen", "middle_name": "", "last_name": "Gudde", "name_suffix": "", "institution": "Utrecht University", "department": "" }, { "first_name": "Kenny", "middle_name": "R", "last_name": "Coventry", "name_suffix": "", "institution": "University of East Anglia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24668/galley/21565/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24668/galley/14266/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24668/galley/18072/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24668/galley/21565/download/" } ] }, { "pk": 21380, "title": "Spatial demonstratives and physical control", "subtitle": null, "abstract": "Spatial demonstratives are deictic expressions used to point to a referent with language. In the standard view, they encode a spatial proximal\\distal contrast between ‚Äúnear‚Äù (this) and ‚Äúfar‚Äù (that) from the speaker. Several studies have shown that such contrast maps on a perceptual contrast between peripersonal and extrapersonal space. Still, other factors beyond spatial distance influence demonstrative choice. Here we investigate whether the proximal/distal contrast maps also onto a more general contrast between being in physical control/not in control of a target referent. Participants were presented with two circles (red and blue) on a screen. They had to move them with the mouse to find the target circle (the one with two gaps). One circle followed the mouse trajectory (controllable), while the other moved randomly in the center of the screen (not controllable). Unknown to the participants, the gaps only appeared if the stimuli crossed a distance threshold. Importantly, participants had to use stimulus controllability to solve the task. They were instructed to answer by indicating the target to the experimenter using this/that and red/blue (in Italian questo/quello and rosso/blu). Results show that participants used the proximal demonstrative more frequently to refer to the target stimulus when in control. These findings suggest that, similarly to spatial distance, physical control influences demonstrative choice.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Action; Language Production; Motor control; Perception" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/09x2c0cv", "frozenauthors": [ { "first_name": "Angelo Mattia", "middle_name": "", "last_name": "Gervasi", "name_suffix": "", "institution": "Sapienza University of Rome", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Borghi", "name_suffix": "", "institution": "Sapienza University of Rome", "department": "" }, { "first_name": "Francesco", "middle_name": "", "last_name": "Mannella", "name_suffix": "", "institution": "National Research Council", "department": "" }, { "first_name": "Luca", "middle_name": "", "last_name": "Tummolini", "name_suffix": "", "institution": "National Research Council of Italy", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21380/galley/10979/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21380/galley/21825/download/" } ] }, { "pk": 24198, "title": "Spatial Term Variety Reflected in Eye Movements on Visual Scenes", "subtitle": null, "abstract": "Verbal descriptions of spatial configurations open a window to a specific aspect of visual cognition relevant to the interpretation of topological relations in the visual world. The present study reports an experimental investigation of the production of spatial prepositions by human participants while they verbally described visual stimuli within a stimuli battery commonly utilized in relevant research. The analysis of participants' eye movements revealed a relationship between the variety of spatial terms in the given language and native speakers' fixation patterns on the stimuli. A broader spectrum of spatial expressions, describing the same visual scene, is related to longer and more frequent fixations on the stimuli. The findings reflect cognitive processes, as indicated by oculomotor control variables, related to the verbal expression of spatial relationships.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Language Production; Representation; Semantics; Situated cognition; Spatial cognition; Vision; Eye tracking" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/71v0m351", "frozenauthors": [ { "first_name": "Cengiz", "middle_name": "", "last_name": "Acarturk", "name_suffix": "", "institution": "Jagiellonian University", "department": "" }, { "first_name": "Seyma Nur", "middle_name": "", "last_name": "Ertekin", "name_suffix": "", "institution": "University of Amsterdam", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24198/galley/13794/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24198/galley/21566/download/" } ] }, { "pk": 21668, "title": "Speakers align both their gestures and words not only to establish but also to maintain reference to create shared labels for novel objects in interaction", "subtitle": null, "abstract": "When we communicate with others, we often repeat aspects of each other's communicative behavior such as sentence structures and words. Such behavioral alignment has been mostly studied for speech or text. Yet, language use is mostly multimodal, flexibly using speech and gestures to convey messages. Here, we explore the use of alignment in speech (words) and co-speech gestures (iconic gestures) in a referential communication task aimed at finding labels for novel objects in interaction. In particular, we investigate how people flexibly use lexical and gestural alignment to create shared labels for novel objects and whether alignment in speech and gesture are related over time. The present study shows that interlocutors establish shared labels multimodally, and alignment in words and iconic gestures are used throughout the interaction. We also show that the amount of lexical alignment positively associates with the amount of gestural alignment over time, suggesting a close relationship between alignment in the vocal and manual modalities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Discourse; Interactive behavior; Language Production; Gesture analysis" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/66x7x5hz", "frozenauthors": [ { "first_name": "Sho", "middle_name": "", "last_name": "Akamine", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Esam", "middle_name": "", "last_name": "Ghaleb", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Marlou", "middle_name": "", "last_name": "Rasenberg", "name_suffix": "", "institution": "Meertens Institute", "department": "" }, { "first_name": "Raquel", "middle_name": "", "last_name": "Fernandez", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Antje", "middle_name": "", "last_name": "Meyer", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Asli", "middle_name": "", "last_name": "Ōzyürek", "name_suffix": "", "institution": "Max Planck Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21668/galley/11267/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21668/galley/14576/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21668/galley/22046/download/" } ] }, { "pk": 24741, "title": "Spontaneous Algorithms of Hierarchical Behavior Across Age and Species", "subtitle": null, "abstract": "Dendrophilia ‚Äî a widespread proclivity toward hierarchical behavior ‚Äî has long been argued to be central to human cognitive uniqueness. Alternative views emphasize the developmental and evolutionary continuity of complex hierarchical psychological processes with simpler sequencing mechanisms. We investigated the predispositions of human adults and 3-to-6-year-old children to spontaneously generate hierarchical patterns in an open-ended sequence generation task. We also compared the human ability to learn hierarchical patterns with that of rhesus macaques and carrion crows. Our Bayesian mixture model quantified the extent to which distinct mechanisms ‚Äî associative chaining, linear iteration, queues, and stacks ‚Äî were implicated in hierarchical behavior. Our results suggest that hierarchical behavior is possible across species. It emerges early in cognitive development and may be scaffolded by simpler cognitive processes that eventually increase in representational and computational complexity. Thus, our findings contradict the dendrophilia hypothesis and point to shared psychological processes underpinning hierarchical behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Animal cognition; Development; Language and thought; Bayesian modeling" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/16h4c9w5", "frozenauthors": [ { "first_name": "Abhishek", "middle_name": "", "last_name": "Dedhe", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Karishma", "middle_name": "Nicole", "last_name": "Kulshrestha", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Piantadosi", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Cantlon", "name_suffix": "", "institution": "Carnegie Mellon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24741/galley/21567/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24741/galley/14339/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24741/galley/18197/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24741/galley/21567/download/" } ] }, { "pk": 24192, "title": "Spontaneous use of external resources in verbal problem solving is rare but beneficial", "subtitle": null, "abstract": "There are two foundational assumptions that underlie research in interactivity. First, that resources external to the human agent should support problem-solving and other cognitive activities and second, that human agents naturally engage in this form of offloading when they are allowed to. We aimed to test whether participants would naturally engage with external resources, without prompting, in four types of simple verbal problems and whether the level of engagement was affected by expertise or the experience of impasse. We found that very few people naturally engaged external resources apart from with mathematical problems where it had a benefit. There was no difference in expertise in problem-solving between those who did and those who did not use external props and nor was there a significant difference in the proportion of people using external resources as a function of experiencing impasse. These results suggest that researchers in interactivity need to focus on how and when interactivity is both engaged and provides a benefit.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Distributed cognition; Externally-supported cognition; Problem Solving" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0hs5h014", "frozenauthors": [ { "first_name": "Wendy", "middle_name": "", "last_name": "Ross", "name_suffix": "", "institution": "London Metropolitan", "department": "" }, { "first_name": "Selene", "middle_name": "", "last_name": "Arfini", "name_suffix": "", "institution": "University of Pavia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24192/galley/13788/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24192/galley/21568/download/" } ] }, { "pk": 24109, "title": "Spot the Spy: Exploring Natural Question-Asking in Gaming Environments", "subtitle": null, "abstract": "Question-asking is a crucial aspect of human interaction. Questions fuel engagement, stimulate thought processes, foster learning, and facilitate information seeking behavior. Yet, scarce empirical research on question-asking, or its relation to related cognitive capacities such as creativity and intelligence, exists. We empirically investigate how people ask questions and the connections between question-asking and creativity through the domain of interactive gaming. To do so, we developed an online game‚ÄîSpot the Spy‚Äîwhere players are required to find a hidden spy amidst a crowded room, by asking questions that guide them in their investigation. Thus, we dive into the very essence of how creative and strategic thinking collaborate to shape the queries we formulate. We find that players' gameplay correlates with their cognitive abilities, especially with intelligence measures. As such, our game captures insights into the profound ways creative cognition shapes the questions we articulate and navigate within dynamic gaming environments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Behavioral Science; Creativity; Problem Solving; Reasoning" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7qz7r4wt", "frozenauthors": [ { "first_name": "Gal", "middle_name": "", "last_name": "Sasson", "name_suffix": "", "institution": "Technion - Israel Institute of Technology", "department": "" }, { "first_name": "Benjamin", "middle_name": "T", "last_name": "Cook", "name_suffix": "", "institution": "Shenkar College", "department": "" }, { "first_name": "Vered", "middle_name": "", "last_name": "Pnueli", "name_suffix": "", "institution": "Shenkar", "department": "" }, { "first_name": "Yoed", "middle_name": "", "last_name": "Kenett", "name_suffix": "", "institution": "Technion - Israel Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24109/galley/13703/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24109/galley/21569/download/" } ] }, { "pk": 24761, "title": "Starting Small, After All? Curriculum Learning with Child-Directed Speech", "subtitle": null, "abstract": "The idea of curriculum learning, whereby a model is first exposed to simpler examples before an increase in complexity, has long fascinated the AI community. Unfortunately, the experimental successes of curriculum learning have been mixed, particularly applied to natural language, where a vast body of literature appears to evidence its failures. However, recent work has shown that language models trained on transcribed-child-directed-speech (CDS) learn more grammar compared to those trained on Wikipedia. To a lesser extent, the same trend has been observed through training on transcribed speech and simple text data. Motivated by these findings, we revisit the idea of curriculum learning starting from CDS, before moving to simple data, and finally finishing with complex long form text. Unfortunately, through experimentation with an array of models and training step sizes, only in the smallest models trained for the least steps does curriculum learning show any advantage over random sampling.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Computer Science; Linguistics; Psychology; Learning; Natural Language Processing; Big data; Computational Modeling; Corpus studies; Large Language Models" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3gm6r9fh", "frozenauthors": [ { "first_name": "Mattia", "middle_name": "", "last_name": "Opper", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Sydelle", "middle_name": "", "last_name": "de Souza", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24761/galley/21570/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24761/galley/14359/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24761/galley/18216/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24761/galley/21570/download/" } ] }, { "pk": 21634, "title": "State-Independent and State-Dependent Learning in a Motivational Go/NoGo task", "subtitle": null, "abstract": "Recent research has identified substantial individual differences in how people solve value-based tasks. Here, we examine such differences in the motivational Go/NoGo task, which orthogonalizes action and valence, using open-source data from 817 participants. Using computational modeling and behavioral analysis, we identified four distinct clusters of people. Three clusters corresponded to previous models of the task, including people with different learning rates for cues that signal rewarding and punishing states and with different sensitives for rewards and punishments. The fourth cluster of people acted like na√Øve reinforcement learners, with their responses shaped by outcomes in a manner that was independent of the state information provided by the cues. In addition to providing evidence that state-independent learning is a common disposition, we show that not considering such learning can dramatically affect the results of computational modeling. We discuss the implications for the modeling of data from heterogeneous populations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Action; Behavioral Science; Decision making; Group Behaviour; Learning; Computational Modeling; Computational neuroscience; Mathematical modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4kr8b516", "frozenauthors": [ { "first_name": "Azadeh", "middle_name": "", "last_name": "Nazemorroaya", "name_suffix": "", "institution": "Computational Neuroscience, Max Planck Institute for Biological Cybernetics", "department": "" }, { "first_name": "Dan", "middle_name": "", "last_name": "Bang", "name_suffix": "", "institution": "Aarhus University", "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": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21634/galley/11233/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21634/galley/14542/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21634/galley/22047/download/" } ] }, { "pk": 24758, "title": "States overlap: Evidence from complement and relative clause comprehension", "subtitle": null, "abstract": "Just as we intuitively know that \"chair\" and \"boy\" denote referents in different categories, we know that \"standing\" falls into a different category from \"walking\": One of the events is static, the other dynamic. In three self-paced reading experiments, we show that such differences in event dynamicity leads to expectations about the temporal structure of complex events. We replicate and extend Gennari (2004): Participants read complement (Exp.1) and relative clause constructions (Exp.2,3) in which the event type in the subordinate clause (i.e., event/state) and temporal proximity between main and subordinate clause situations (i.e., close/overlap vs. distant/non-overlap) were manipulated. Consistent with Gennari (2004), we find evidence that people expect states to overlap (Exp.1,2), but only when in line with their expectation that states should happen first in time (Exp.3). Our results support a multifactorial model of language comprehension in which event structure is central to the formation of temporal expectations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Cognition of Time; Event cognition; Language understanding; Semantics; Syntax; Computer-based experiment" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8f6525qj", "frozenauthors": [ { "first_name": "Elena", "middle_name": "", "last_name": "Marx", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Eva", "middle_name": "", "last_name": "Wittenberg", "name_suffix": "", "institution": "Central European University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24758/galley/21571/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24758/galley/14356/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24758/galley/18213/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24758/galley/21571/download/" } ] }, { "pk": 21421, "title": "Stepping back to see the connection: Movement during problem solving facilitates creative insight", "subtitle": null, "abstract": "People thinking creatively will shift their bodies, wander around, move. Why? Here we investigate one explanation: Movement is a canny strategy for changing the information that is available visually, in ways that facilitate insight. We first analyzed video footage of mathematicians engrossed in creative thought. We found that sudden \"aha\" insights were reliably preceded by movements away far from the blackboard, as if mathematicians were stepping back to \"see the big picture.\" To confirm the causal impact of changing proximity on creativity, we conducted an experiment that manipulated proximity to a whiteboard while participants worked on insight puzzles represented by diagrams. Participants had greater creative success when they could survey the entire whiteboard from a distance. Whether in real-world expert reasoning or a controlled experiment, movements away and toward visual representations facilitated insight. Wandering is sometimes a kind of epistemic action, facilitating the discovery of novel connections.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Creativity; Distributed cognition; Embodied Cognition; Situated cognition" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/59b796zr", "frozenauthors": [ { "first_name": "Shadab", "middle_name": "", "last_name": "Tabatabaeian", "name_suffix": "", "institution": "University of California Merced", "department": "" }, { "first_name": "Alyssa", "middle_name": "Viviana", "last_name": "Ortega", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Artemisia", "middle_name": "", "last_name": "O'bi", "name_suffix": "", "institution": "-", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Landy", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Tyler", "middle_name": "", "last_name": "Marghetis", "name_suffix": "", "institution": "University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21421/galley/11020/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21421/galley/21866/download/" } ] }, { "pk": 21587, "title": "Stick to your Role! Stability of Personal Values Expressed in Large Language Models", "subtitle": null, "abstract": "Standard Large Language Models (LLMs) evaluation contains many different queries from similar minimal contexts (e.g. multiple choice questions). Conclusions from such evaluations are little informative about models' behavior in different new contexts (e.g. in deployment). We argue that context-dependence should be studied as a property of LLMs. We study the stability of value expression over different contexts (conversation topics): Rank-order stability on the population (interpersonal) level, and Ipsative stability on the individual (intrapersonal). We observe consistent trends - Mixtral, Mistral, Qwen, and GPT-3.5 model families being more stable than LLaMa-2 and Phi - over those two types of stability, two different simulated populations, and even on a downstream behavioral task. Overall, LLMs exhibit low Rank-Order stability, highlighting the need for future research on role-playing LLMs, as well as on context-dependence in general. This paper provides a foundational step in that direction, and is the first study of value stability in LLMs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Psychology; Culture; Machine learning; Large Language Models" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7w4823c6", "frozenauthors": [ { "first_name": "Grgur", "middle_name": "", "last_name": "Kovaƒç", "name_suffix": "", "institution": "INRIA", "department": "" }, { "first_name": "Rémy", "middle_name": "", "last_name": "Portelas", "name_suffix": "", "institution": "Ubisoft", "department": "" }, { "first_name": "Masataka", "middle_name": "", "last_name": "Sawayama", "name_suffix": "", "institution": "The University of Tokyo", "department": "" }, { "first_name": "Peter Ford", "middle_name": "", "last_name": "Dominey", "name_suffix": "", "institution": "Universite Bourgogne", "department": "" }, { "first_name": "Pierre-Yves", "middle_name": "", "last_name": "Oudeyer", "name_suffix": "", "institution": "INRIA", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21587/galley/11186/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21587/galley/21980/download/" } ] }, { "pk": 24367, "title": "Strong but wrong: Adult's intuitions of functional and mechanistic knowledge", "subtitle": null, "abstract": "Function ‚Äì what a thing is for ‚Äì and mechanism ‚Äì how a thing's parts interact to make it work ‚Äì are considered by cognitive psychologists and philosophers of science to be integrally related despite people's acute sensitivity to their differences. Here, we set out to better characterize lay adults' intuitions about functional and mechanistic knowledge (Study 1). Then, we use learning studies to investigate to what degree these intuitions accurately capture functional and mechanistic cognition (Studies 2, 3). While some intuitions (e.g., that mechanism is more difficult to learn than function) are supported by these learning studies, others (e.g., that function should precede mechanism in explanations) are not. Possible reasons for matches and mismatches are explored.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Education; Causal reasoning; Cognitive architectures; Instruction and teaching; Learning" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/98x2q741", "frozenauthors": [ { "first_name": "Amanda", "middle_name": "", "last_name": "McCarthy", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Emma", "middle_name": "", "last_name": "Courtney", "name_suffix": "", "institution": "Cold Spring Harbor Laboratory", "department": "" }, { "first_name": "Frank", "middle_name": "", "last_name": "Keil", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24367/galley/13964/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24367/galley/21572/download/" } ] }, { "pk": 21443, "title": "Structural Generalization of Modification in Adult Learners of an Artificial Language", "subtitle": null, "abstract": "Compositional generalization that requires production and comprehension of novel _structures_ through observed constituent parts has been shown to be challenging for even very powerful neural network models of language. However, one of the test cases that poses the greatest difficulty---generalization of modifiers to unobserved syntactic positions---has not been empirically attested in human learners under the same exposure conditions assumed by these tests. In this work, we test adult human learners on whether they generalize or withhold the production of modification in novel syntactic positions using artificial language learning. We find that adult native speakers of English are biased towards producing modifiers in unobserved positions (therefore producing novel structures), even when they only observe modification in a single syntactic position, and even when the knowledge of their native language actively biases them against the plausibility of the target structures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Language learning; Language understanding; Natural Language Processing" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5k6861dr", "frozenauthors": [ { "first_name": "Najoung", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Smolensky", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21443/galley/11042/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21443/galley/21888/download/" } ] }, { "pk": 24224, "title": "Structure and process-level lexical interactions in memory search: A case study of individuals with cochlear implants and normal hearing", "subtitle": null, "abstract": "Searching through memory is mediated by complex interactions between the underlying mental lexicon and the processes that operate on this lexicon. However, these interactions are difficult to study due to the effortless manner in which neurotypical individuals perform cognitive tasks. In this work, we examine these interactions within a sample of prelingually deaf individuals with cochlear implants and normal hearing individuals who were administered the verbal fluency task for the \"animals\" category. Specifically, we tested how different candidates for underlying mental lexicons and processes account for search behavior within the verbal fluency task across the two groups. The models learned semantic representations from different combinations of textual (word2vec) and speech-based (speech2vec) information. The representations were then combined with process models of memory search based on optimal foraging theory that incorporate different lexical sources for transitions within and between clusters of items produced in the fluency task. Our findings show that semantic, word frequency, and phonological information jointly influence search behavior and highlight the delicate balance of different lexical sources that produces successful search outcomes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Complex systems; Concepts and categories; Memory; Representation; Semantic memory; Statistical learning; Computational Modeling; Mathematical modeling; Neural Networks" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7vn9q9hh", "frozenauthors": [ { "first_name": "Abhilasha", "middle_name": "", "last_name": "Kumar", "name_suffix": "", "institution": "Bowdoin College", "department": "" }, { "first_name": "Mingi", "middle_name": "", "last_name": "Kang", "name_suffix": "", "institution": "Bowdoin College", "department": "" }, { "first_name": "William G.", "middle_name": "", "last_name": "Kronenberger", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Michael N.", "middle_name": "", "last_name": "Jones", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Pisoni", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24224/galley/13820/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24224/galley/21573/download/" } ] }, { "pk": 24130, "title": "Students Can Learn More Efficiently When Lectures Are Replaced with Practice Opportunities and Feedback", "subtitle": null, "abstract": "Many college students drop out of STEM majors after struggling in gateway courses, in part because these courses have large time demands. The risk of attrition is higher for those from financially disadvantaged backgrounds who often work to pay for college, making such time commitments unfeasible. In two laboratory experiments with different topics (central tendency and linear regression), we identified a promising approach to increase the efficiency of STEM instruction. When we removed instructional videos and taught participants exclusively with practice and feedback, they learned 2-3 times faster. However, our research also showed that this instructional strategy has the potential to undermine interest in course content for less-confident students, who may be discouraged when challenged to solve problems without upfront instruction and learn from their mistakes. If researchers and educators can develop engaging and efficacy-building activities that replace lectures, STEM courses could become better, more equitable learning environments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Instruction and teaching; Learning; Computer-based experiment" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7p16r9xk", "frozenauthors": [ { "first_name": "Michael", "middle_name": "W", "last_name": "Asher", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Faria", "middle_name": "", "last_name": "Sana", "name_suffix": "", "institution": "Athabasca University", "department": "" }, { "first_name": "Kenneth", "middle_name": "R", "last_name": "Koedinger", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Paulo", "middle_name": "", "last_name": "Carvalho", "name_suffix": "", "institution": "Human Computer Interaction Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24130/galley/13724/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24130/galley/21574/download/" } ] }, { "pk": 21656, "title": "Studying the Effect of Globalization on Color Perception using Multilingual Online Recruitment and Large Language Models", "subtitle": null, "abstract": "How does globalization impact the interaction between perception and language? Building on Berlin and Kay's foundational study of color naming, we recruited 2,280 online participants speaking 22 different languages. We show that color naming maps differ structurally across languages, even among internet users living in (mostly) industrial societies. We use Large Language Models (LLMs) to simulate the limits of globalization by reproducing the naming task with a highly multilingual artificial agent with access to global digital information. We show that while the LLM has access to all languages, it has language-specific color representations and the number of color terms is correlated across humans and LLMs. However, LLMs use more color terms than humans, indicating differences in the representation. These results suggest that globalization has not removed cultural distinctions in color concepts, as language continues to be a key factor in the diversity of perception and meaning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Culture; Language and thought; Cross-linguistic analysis" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4hs755zz", "frozenauthors": [ { "first_name": "Jakob", "middle_name": "Pete", "last_name": "Niedermann", "name_suffix": "", "institution": "Max Planck Institute for Empirical Aesthetics", "department": "" }, { "first_name": "Ilia", "middle_name": "", "last_name": "Sucholutsky", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Raja", "middle_name": "", "last_name": "Marjieh", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Elif", "middle_name": "", "last_name": "Çelen", "name_suffix": "", "institution": "Max Planck Institute for Empirical Aesthetics", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Nori", "middle_name": "", "last_name": "Jacoby", "name_suffix": "", "institution": "Max Planck Institute for Empirical Aesthetics", "department": "" }, { "first_name": "Pol", "middle_name": "", "last_name": "van Rijn", "name_suffix": "", "institution": "Max Planck Institute for Empirical Aesthetics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21656/galley/11255/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21656/galley/14564/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21656/galley/22048/download/" } ] }, { "pk": 24673, "title": "Studying with optimized multiple-choice distractors equates recall-based studying", "subtitle": null, "abstract": "While students typically prefer multiple-choice learning, open-answer questions have frequently been found to be more effective, attributed to their role in promoting recall as opposed to recognition. Here, we examine increasing the effectiveness of multiple-choice testing as a learning tool, by using foils (incorrect answer options) that are similar in meaning and word form to the correct answer. Participants studied French-Dutch vocabulary in three learning conditions: one with unrelated foils, another with open questions, and a third using multiple choice questions with related foils. The related foils were either semantically or orthographically similar to the correct answer. The results showed no significant difference between the open questions and the related foils condition, indicating comparable effectiveness. Replicating earlier studies, the unrelated foils condition yielded significantly poorer learning outcomes. Overall, these results suggest that multiple-choice testing can be a viable alternative to open answer testing when utilizing related foils.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; cognitive neuropsychology; Learning; Memory; Comparative Studies" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3j67575c", "frozenauthors": [ { "first_name": "Myrthe", "middle_name": "", "last_name": "Braam", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Thomas", "middle_name": "Jan", "last_name": "Wilschut", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Maarten", "middle_name": "", "last_name": "van der Velde", "name_suffix": "", "institution": "MemoryLab", "department": "" }, { "first_name": "Hedderik", "middle_name": "", "last_name": "van Rijn", "name_suffix": "", "institution": "University of Groningen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24673/galley/21577/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24673/galley/14271/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24673/galley/18083/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24673/galley/21577/download/" } ] }, { "pk": 24533, "title": "Study of compositionality and syntactic movement in the human brain using 7T fMRI", "subtitle": null, "abstract": "Linguists propose the existence of linguistic trees and define the merge operation to construct complex sentences from simpler elements. Previous neuroimaging studies, primarily utilizing 3T scanners, have identified an extensive fronto-temporal network involved in forming linguistic structures and executing merge operations. Intracranial recordings in these areas reveal a more distributed picture, with adjacent regions undertaking diverse linguistic tasks.\nWe designed a 7T fMRI visual task to investigate the neural coding of syntactic operations. In healthy French-speaking participants, we initially identified the language network using a localizer. Subsequently, we employed short 3-word stimuli, presented briefly (200ms), to explore the response profiles within the language network. These stimuli included control conditions, affirmative statements, and interrogative sentences, all matched for letter and character count.\nPreliminary results indicate that 200ms is sufficient to differentiate between sentences and non-sentences, and suggest a finely-tuned specialization for syntactic operations within language network subregions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Linguistics; Neuroscience; Language and thought; Language understanding; Semantics; Syntax; fMRI; Psychophysics" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9m23x6hk", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "", "last_name": "Dighiero--Brecht", "name_suffix": "", "institution": "NeuroSpin center, Bât 145, CEA/SAC/DRF/Joliot", "department": "" }, { "first_name": "Christophe", "middle_name": "", "last_name": "Pallier", "name_suffix": "", "institution": "INSERM-CEA Cognitive Neuroimaging Unit, NeuroSpin center, B√¢t 145, CEA/SAC/DRF/Joliot", "department": "" }, { "first_name": "Naama", "middle_name": "", "last_name": "Friedmann", "name_suffix": "", "institution": "Tel Aviv University", "department": "" }, { "first_name": "Luigi", "middle_name": "", "last_name": "Rizzi", "name_suffix": "", "institution": "University of Siena", "department": "" }, { "first_name": "Stanislas", "middle_name": "", "last_name": "Dehaene", "name_suffix": "", "institution": "INSERM-CEA Cognitive Neuroimaging Unit, NeuroSpin center, B√¢t 145, CEA/SAC/DRF/Joliot", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24533/galley/21575/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24533/galley/14130/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24533/galley/21575/download/" } ] }, { "pk": 24118, "title": "Study on Preferred Duration and Reimbursement in Web-Based Experiments", "subtitle": null, "abstract": "In Experiment 1, we conducted a survey in which we asked a sample of N = 762 participants explicitly about their preferences regarding reimbursement and experimental duration of web-based experiments. Participants significantly prefer donations and raffles over other forms of reimbursement in 5-minute experiments. When experiments take 30 minutes or longer, participants significantly prefer direct payment. This finding applies to 15-minute experiments, too, if only data of PayPal account holders is analyzed (75.23% of our sample). In Experiment 2, we implicitly measured the preferences of N = 189 participants by letting them choose between experiments with different durations and forms of reimbursements. As in Experiment 1, direct payment was the preferred reimbursement in longer studies. \nThe most popular choice of duration and reimbursement was to receive direct payment for an experiment of 60 minutes, which was selected by 57% of all participants.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Other; Psychology; Behavioral Science; Survey" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6c0158tz", "frozenauthors": [ { "first_name": "Alina", "middle_name": "", "last_name": "Palmetshofer", "name_suffix": "", "institution": "University of Tübingen", "department": "" }, { "first_name": "Alice", "middle_name": "", "last_name": "Winter", "name_suffix": "", "institution": "University of Tübingen", "department": "" }, { "first_name": "Carolin", "middle_name": "", "last_name": "Dudschig", "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": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24118/galley/13712/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24118/galley/21576/download/" } ] }, { "pk": 21674, "title": "Subitizing, Visual Indexes, and Attention", "subtitle": null, "abstract": "Among the many fascinating findings to come out of the numerical cognition literature, subitizing ‚Äì the ability to quickly, effortlessly, and accurately identify the number of items in small collections ‚Äì holds a special place. Despite hundreds of studies probing this ability, the identity of the cognitive systems that explain its unique features remains unknown. One prominent account is that of Trick and Pylyshyn (1994), which is based on pre-attentive parallel individuation of visual indexes. Despite this account's promise, a few researchers have questioned its validity, due to experiments showing that attentional load influences enumeration performance, which they interpret as invalidating a pre-attentional model of subitizing. The present discussion paper offers a novel re-interpretation of some studies on the nature of the relation between subitizing and attention to help clear up in which sense subitizing depends on attentive vs. pre-attentive processes, thereby providing a novel defense of Trick and Pylyshyn's influential model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Philosophy; Psychology; Attention; Memory; Perception" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0bk6868c", "frozenauthors": [ { "first_name": "Jean-Charles", "middle_name": "", "last_name": "Pelland", "name_suffix": "", "institution": "University of Bergen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21674/galley/11273/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21674/galley/22067/download/" } ] }, { "pk": 24730, "title": "Subjective Frequency Ratings for 277 LSU Signs", "subtitle": null, "abstract": "Several studies show that lexical frequency influences linguistic processing and, when uncontrolled, can confound the results of psycholinguistic experiments. Given the scarcity of solid frequency data for sign languages, this study aims to know the subjective frequency of 277 signs of the Uruguayan Sign Language (LSU). The study is available online (its source code is publicly available) and allows the collection of frequency estimates. This tool was validated by running the experiment with Rioplatense Spanish words and comparing the estimates with measures of objective frequency based on corpora and reaction times observed in lexical decision tasks. The results will allow us to know the variation of frequency according to typical variables in psycholinguistic studies, such as region, age, and ethnicity, and according to variables more typical of sign language studies, such as the age of language acquisition, use of the language at home, and the educational background of the participants.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Language understanding; Semantic memory; Corpus studies" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3zg1m917", "frozenauthors": [ { "first_name": "Martín", "middle_name": "", "last_name": "Dutra", "name_suffix": "", "institution": "University of the Republic", "department": "" }, { "first_name": "Roberto", "middle_name": "", "last_name": "Aguirre", "name_suffix": "", "institution": "Universidad de la República", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24730/galley/21578/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24730/galley/14328/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24730/galley/18186/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24730/galley/21578/download/" } ] }, { "pk": 24703, "title": "Superior Psychological Skills of Advanced Players in Esports: An Examination of Physiological Synchrony", "subtitle": null, "abstract": "Video game competition, called esports, is an intriguing subject for the investigation of psychological skill differences between players; such skills are more weighted toward achieving optimal performance than physical skills are. We looked for differences in psychological skills between advanced and intermediate players and the kind of psychological skill that is critical for defining a player's skill level. We measured the physiological states of players in esports matches and found that the temporal heart rate pattern during competitive matches was highly correlated among advanced players, rather than among intermediate players or players of different levels. Additionally, physiological synchrony among advanced players decreased under sparring situations in which no winner or loser was determined. These results suggest that the unique superior psychological skills of advanced players are motivation control, which is characterized by the ability to maintain and demonstrate a high motivation to win.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Neuroscience; Psychology; Emotion; Psychophysics" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/32h0696w", "frozenauthors": [ { "first_name": "Ken", "middle_name": "", "last_name": "Watanabe", "name_suffix": "", "institution": "NTT Communication Science Laboratories", "department": "" }, { "first_name": "Naoki", "middle_name": "", "last_name": "Saijo", "name_suffix": "", "institution": "NTT Communication Science Laboratories", "department": "" }, { "first_name": "Sorato", "middle_name": "", "last_name": "Minami", "name_suffix": "", "institution": "Kashino Diverse Brain Research Laboratory", "department": "" }, { "first_name": "Makio", "middle_name": "", "last_name": "Kashino", "name_suffix": "", "institution": "NTT Communication Science Laboratories", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24703/galley/21579/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24703/galley/14301/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24703/galley/18141/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24703/galley/21579/download/" } ] }, { "pk": 21398, "title": "Superordinate referring expressions in abstraction: Introducing the concept-level reference game", "subtitle": null, "abstract": "We study referential communication about concepts at different levels of abstraction in an interactive concept-level reference game. To better understand processes of abstraction, we investigate superordinate referring expressions (animal). Previous work identified two main factors that influence speakers' choice of referring expressions for concepts: the immediate context and the basic-level effect, i.e. a preference for basic-level terms such as dog. Here we introduce a new concept-level reference game that allows us to study differences in the basic-level effect between comprehension and production and to elicit superordinate referring expressions experimentally. We find that superordinate referring expressions become relevant for groups of objects. Further, we reproduce the basic-level effect in production but not in comprehension. In conclusion, even though basic-level terms are most readily accessible, speakers tailor their expressions to the context, allowing the listener to identify the target concept.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Concepts and categories; Interactive behavior; Language Production; Language understanding; Pragmatics" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/31n5d3p6", "frozenauthors": [ { "first_name": "Kristina", "middle_name": "", "last_name": "Kobrock", "name_suffix": "", "institution": "University of Osnabrück", "department": "" }, { "first_name": "Charlotte", "middle_name": "", "last_name": "Uhlemann", "name_suffix": "", "institution": "University of Osnabrück", "department": "" }, { "first_name": "Nicole", "middle_name": "", "last_name": "Gotzner", "name_suffix": "", "institution": "University of Osnabrück", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21398/galley/10997/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21398/galley/21843/download/" } ] }, { "pk": 24740, "title": "Supporting student self-regulation in virtual tutoring through emotionally intelligent cognitive architecture", "subtitle": null, "abstract": "Modern intelligent tutoring systems, exploiting technological advances in augmented and virtual reality and large language models, offer fluent natural language interaction between a virtual character and a student complemented with a multimodal interface, including recognition and synthesis of affects and intentions expressed in speech tonality, facial expression, gaze, and body language. Being concerned with consumer satisfaction, developers of such systems often miss the educational needs. Here we present a Virtual Tutor that, using the above technologies, helps students to self-regulate during learning. This is made possible based on the self-regulated learning theory integrated into an emotional cognitive architecture. Virtual Tutor uses its emotional intelligence to model, guide, and motivate students to engage in self-regulation. It does it in parallel with performing the basic tutoring functions. Results of our preliminary study provide some evidence of support for Virtual Tutor. This work was supported by the Russian Science Foundation Grant #22-11-00213, https://rscf.ru/en/project/22-11-00213/.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Education; Cognitive architectures; Emotion; Tutoring; Computer-based experiment" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3027d8p4", "frozenauthors": [ { "first_name": "Alexei", "middle_name": "V", "last_name": "Samsonovich", "name_suffix": "", "institution": "National Research Nuclear University \"MEPhI\"", "department": "" }, { "first_name": "Anastasia", "middle_name": "", "last_name": "Kitsantas", "name_suffix": "", "institution": "George Mason University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24740/galley/21580/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24740/galley/14338/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24740/galley/18196/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24740/galley/21580/download/" } ] }, { "pk": 23991, "title": "Surpassing Immediate Spatio-temporal Metaphors: The Enduring Impact of Language and Visuospatial Experience on Temporal Cognition in Native and Near-Native Mandarin Speakers", "subtitle": null, "abstract": "The dominant mental timelines of native Chinese speakers (Exp1) and Mandarin learners of near-native proficiency (Exp2) was examined with the spontaneous gesture task. The results demonstrated that (1) both groups produced horizontal, vertical, sagittal, fused horizontal and vertical, and fused horizontal and sagittal gestures for all kinds of Chinese temporal words, indicating a strong preference for horizontal over vertical gestures. (2) Negligible correlations between immediate spatio-temporal metaphors and the mental timelines were observed, with an almost non-existent difference in gesture distribution across metaphorical types between the two groups. The findings indicate that (1) the horizontal mental timeline is the dominant timeline for two groups; (2) visuospatial experience exerts a greater influence on temporal cognition; (3) mental timelines formed by the long-term effects of language may operate beyond the immediate metaphors, similar to the horizontal gestures. A unified model proposing embodied experience as the mechanism for activating mental timelines is presented.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Behavioral Science; Language development; Representation; Cross-cultural analysis" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8vm533jm", "frozenauthors": [ { "first_name": "Chunying", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "Peking University", "department": "" }, { "first_name": "Lingyue", "middle_name": "", "last_name": "Kong", "name_suffix": "", "institution": "Peking university", "department": "" }, { "first_name": "Xiao", "middle_name": "", "last_name": "Ke", "name_suffix": "", "institution": "Lancaster University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/23991/galley/13585/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/23991/galley/21581/download/" } ] }, { "pk": 23985, "title": "Symbolic Variables in Distributed Networks that Count", "subtitle": null, "abstract": "The discrete entities and explicit relations of symbolic systems make them transparent and easy to communicate. This contrasts with distributed systems, which tend to be opaque. This can lead us to pursue symbolic characterizations of human cognition. Symbolic interpretations can, however, oversimplify distributed systems. This is demonstrated in the developmental number cognition literature, where recent findings suggest a gradience of counting ability in children's learning. We take inspiration from these findings to explore the meaning of symbols in Recurrent Neural Networks (RNNs). We align recurrent neural representations with number symbols by causally intervening on the neural representations. We find that symbol-like representations of numbers do emerge in RNNs. We use this to inform the discussion on how neural systems represent quantity. We also show that the symbol-like representations evolve with learning, and continue to vary after the RNNs solve the task, demonstrating the graded nature of symbols in distributed systems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Concepts and categories; Reasoning; Computational Modeling; Knowledge representation; Neural Networks" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7gm9d3hp", "frozenauthors": [ { "first_name": "Satchel", "middle_name": "", "last_name": "Grant", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Zhengxuan", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Jay", "middle_name": "", "last_name": "McClelland", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Noah", "middle_name": "", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/23985/galley/13579/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/23985/galley/21582/download/" } ] }, { "pk": 21445, "title": "Symmetric Bias in Reasoning: Error Analysis of Indeterminate Term Series Problems", "subtitle": null, "abstract": "In term series problems where multiple mental models can be constructed, partial-order models can be created as mental representations, which make it easier to perceive the symmetry of the terms. To test these hypotheses, we categorized multi-model (indeterminate) term series problems according to the patterns of partial-order models that could be constructed, and analyzed the reasoning performance for each pattern. These results suggest that reasoners tend to use the symmetry of terms to reduce the cognitive load of reasoning. Analysis of the patterns of incorrect answers also suggests that attempts to exploit the symmetry of the term may be biased, leading to errors in reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Problem Solving; Reasoning; Representation; Computational Modeling" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4fw488gb", "frozenauthors": [ { "first_name": "Takafumi", "middle_name": "", "last_name": "Aoi", "name_suffix": "", "institution": "Japan Advanced Institute of Science and Technology", "department": "" }, { "first_name": "Shohei", "middle_name": "", "last_name": "Hidaka", "name_suffix": "", "institution": "Japan Advanced Institute of Science and Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21445/galley/11044/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21445/galley/21890/download/" } ] }, { "pk": 24667, "title": "Systemic structure of kinship is shaped by evolutionary processes", "subtitle": null, "abstract": "Kinship terminology varies cross-linguistically, but there are constraints on which kin may be categorised together. One proposed constraint on kinship diversity is internal co-selection: an evolutionary process where terminological changes in one generation of the kinship paradigm co-occur with parallel changes in other generations, increasing system-wide predictive structure. We compared kinship systems from 544 natural languages to simulated baselines and found higher-than-chance mutual information (MI) between generations of kin, suggesting a selective pressure for internal co-selection. We then tested experimentally whether this systematicity increases learnability. Participants were taught artificial kinship systems with either maximum or minimum MI between generations. We predicted the high-MI system would be easier to learn, but participants showed little evidence of learning in either condition. A follow-up experiment tested whether predictive structure facilitates generalisation rather than learning. Although other strategies are common, we found that participants often maximise predictive structure when generalising terms to new kin.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Evolution; Language learning; Computer-based experiment; Cross-linguistic analysis" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3v73k7wt", "frozenauthors": [ { "first_name": "Maisy", "middle_name": "", "last_name": "Hallam", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Fiona", "middle_name": "", "last_name": "Jordan", "name_suffix": "", "institution": "University of Bristol", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Kirby", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24667/galley/21583/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24667/galley/14265/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24667/galley/18070/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24667/galley/21583/download/" } ] }, { "pk": 21458, "title": "Target vs. Distractor: Does the Role of a Category In Comparisons Influence Learning? Evidence from Skin Cancer Classification", "subtitle": null, "abstract": "Recent research indicates that paired comparisons can accelerate perceptual learning of challenging dermatological lesion categories. Here we investigated whether the role of object categories as targets or distractors differentially influences learning outcomes. The frequency with which a given category occupied the target position was manipulated across three learning conditions: Always-Never, where half of 10 categories were always shown as target and the other half never shown as target; Often-Rarely, where half of categories appeared 75% as targets and 25% as distractors, with reversed presentation frequency for the other half; and Equal Split learning, in which all categories appeared as targets or distractors equally often. After learning, transfer results indicated that all conditions yielded equivalent overall learning, but categories prioritized more often as targets exhibited greater learning gains. These findings implicate differential processing of images in comparisons, even when no information regarding target vs. distractor was given prior to feedback.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Concepts and categories; Learning; Pattern recognition; Perception" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3xx8h2gr", "frozenauthors": [ { "first_name": "Victoria", "middle_name": "L", "last_name": "Jacoby", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Christine", "middle_name": "M.", "last_name": "Massey", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Philip J", "middle_name": "", "last_name": "Kellman", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21458/galley/11057/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21458/galley/21903/download/" } ] }, { "pk": 24639, "title": "Task Diversity and Human Decision-Making: A Taxonomic View", "subtitle": null, "abstract": "Problem-solving and sequential decision-making research have a long-standing tradition of utilizing various tasks in experiments to gain insights into different aspects of human behavior. Choosing the right task for investigating these aspects is crucial since human solution approaches depend on features and dynamics of tasks. For a complete theory of sequential decision-making, we must consider this relationship between behavior and task features. We developed a taxonomy and identified nine structural task features that allow us to describe the relationship between tasks and the behavior in the tasks. We categorize sequential decision-making tasks and show how their features link to the demands on solution approaches that leverage their structure. We argue that this taxonomic view on tasks can guide research processes as it can help select the right task for a research question at hand and can be used to relate the results of behavioral studies to each other.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Decision making; Problem Solving; Qualitative Analysis" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2b3990kf", "frozenauthors": [ { "first_name": "Inga", "middle_name": "", "last_name": "Ibs", "name_suffix": "", "institution": "Technical University Darmstadt, Germany", "department": "" }, { "first_name": "Claire", "middle_name": "", "last_name": "Ott", "name_suffix": "", "institution": "TU Darmstadt", "department": "" }, { "first_name": "Constantin", "middle_name": "", "last_name": "Rothkopf", "name_suffix": "", "institution": "Technical University of Darmstadt", "department": "" }, { "first_name": "Frank", "middle_name": "", "last_name": "Jäkel", "name_suffix": "", "institution": "TU Darmstadt", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24639/galley/21584/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24639/galley/14236/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24639/galley/18019/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24639/galley/21584/download/" } ] }, { "pk": 24268, "title": "Task-sensitive retrieval from semantic memory", "subtitle": null, "abstract": "This study investigates the interaction between semantic relatedness and goals or task on memory retrieval. We used varied tasks and concepts to explore how task influences how different kinds of semantic relatedness influences semantic processing. Our findings reveal a task-dependent interaction with semantic relatedness. Specifically, in similarity judgement tasks (experiments 1a and 1b), participants' ratings closely aligned with taxonomic relatedness, influenced by abstract visual and linguistic similarity dimensions. In discrimination tasks (experiments 2a and 2b), where participants distinguished a target from a semantically related distractor, visual characteristics explained a greater amount of variance. These results suggest semantic memory representations are dynamic and task-dependent, supporting theories of a distributed semantic memory system.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Semantic memory; Computational Modeling; Eye tracking; Neural Networks" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6r13c4tx", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "Z.", "last_name": "Flores", "name_suffix": "", "institution": "University of Illinois Urbana-Champaign", "department": "" }, { "first_name": "Jon", "middle_name": "", "last_name": "Willits", "name_suffix": "", "institution": "University of Illinois at Urbana-Champaign", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24268/galley/13864/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24268/galley/21585/download/" } ] }, { "pk": 24300, "title": "Tautological formal explanations are satisfactory regardless of prior knowledge", "subtitle": null, "abstract": "Formal explanations are not tautological per se and do have explanatory power, although circular explanations can mimic them by emulating their form. (e.g., \"This atom possesses an electric charge because it is an ion.\"). We explored the possibility of enhancing the capacity to detect circular formal explanations by pre-activating participants' prior knowledge of definitions for relevant terms. In Experiment 1, we posed questions about definitions (e.g., What is the best definition for \"ion?\") immediately before asking participants to evaluate the satisfactoriness of the explanation. In Experiments 2, we directly provided definitions of the terms. Across both experiments, participants consistently rating such explanations as more satisfactory compared to explicitly circular explanations (e.g., \"This atom possesses an electric charge because it is an electrically charged atom\"). Furthermore, Experiment 1 demonstrated that the effect is not dependent on individuals' ability to select the correct definition of a term.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Education; Philosophy; Psychology; Concepts and categories; Reasoning" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4zf5822t", "frozenauthors": [ { "first_name": "Ivan", "middle_name": "", "last_name": "Aslanov", "name_suffix": "", "institution": "Universidad de Chile", "department": "" }, { "first_name": "Ernesto", "middle_name": "", "last_name": "Guerra", "name_suffix": "", "institution": "Universidad de Chile", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24300/galley/13896/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24300/galley/21586/download/" } ] }, { "pk": 24675, "title": "Teaching Functions with Gaussian Process Regression", "subtitle": null, "abstract": "Humans are remarkably adaptive instructors who can adjust advice on complex tasks based on a learner's current knowledge and goals. However, paradigms in cognitive psychology generally examine pedagogy in constrained and discrete tasks, like categorization or feature learning. We examine teaching in continuous domains, where there are theoretically infinite hypotheses, and model how teachers can formulate a computationally tractable Bayesian inference using Gaussian process regression. Taking inspiration from function learning tasks, we investigated how one teaches visual underlying functions by giving pedagogically-informed point examples. Preliminary evidence suggests teachers are sensitive to learners' priors about continuous functions. For instance, when learners expect a diverse range of function types (linear, quadratic, periodic, etc.) then teachers tend to select examples that help distinguish between those types. Conversely, teachers relaxed this constraint if learners had not seen multiple function types. Our results provide insight into mechanisms of pedagogical guidance in complex, continuous task domains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Decision making; Instruction and teaching; Reasoning; Bayesian modeling" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5kw98128", "frozenauthors": [ { "first_name": "Maya", "middle_name": "", "last_name": "Malaviya", "name_suffix": "", "institution": "Stevens Institute of Technology", "department": "" }, { "first_name": "Mark", "middle_name": "K", "last_name": "Ho", "name_suffix": "", "institution": "Stevens Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24675/galley/21587/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24675/galley/14273/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24675/galley/18087/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24675/galley/21587/download/" } ] }, { "pk": 24496, "title": "Temporal Dynamics of Semantic and Form preactivation in Lexical Selection: An EEG Study", "subtitle": null, "abstract": "The theory of language prediction posits a competitive preactivation of semantic (meaning) and form (sound/grapheme) information, aiding in the selection of the most likely lexical candidate. Hypothetically, multiple semantic and form cohorts are preactivated before the actual lexical candidate is activated. This study explores this by examining young adults reading constrained sentences (discretely), with simultaneous electroencephalographic recording. Representational similarity analysis was conducted to assess word-specific, semantic-related, and form-related pair of sentences (focusing on the word preceding the expected word). To examine the temporality, cluster permutation and divergence point analyses were performed. The results indicated a semantic coactivation effect occurring before the phonological one and the recovery of the specific words. However, despite the phonological information being recovered before the word specific information, there were no significant differences in temporality. These findings indicate a semantic coactivation process for meaning selection during prediction, with form coactivation dependent on the expected word's selection.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Linguistics; Psychology; Language understanding; Phonology; Representation; Semantic memory; Semantics; Electroencephalography (EEG)" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/31p6x802", "frozenauthors": [ { "first_name": "Armando Quetzalcóatl", "middle_name": "", "last_name": "Angulo Chavira", "name_suffix": "", "institution": "UNAM", "department": "" }, { "first_name": "Alejandra Mitzi", "middle_name": "", "last_name": "Castellón-Flores", "name_suffix": "", "institution": "Universidad Nacional Autónoma de México", "department": "" }, { "first_name": "Elia Haydee", "middle_name": "", "last_name": "Carrasco-Ortíz", "name_suffix": "", "institution": "Universidad Autónoma de Queretaro", "department": "" }, { "first_name": "Natalia", "middle_name": "", "last_name": "Arias-Trejo", "name_suffix": "", "institution": "Universidad Nacional Autónoma de Mexico, UNAM", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24496/galley/14093/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24496/galley/21588/download/" } ] }, { "pk": 24034, "title": "Temporally extended decision-making through episodic sampling", "subtitle": null, "abstract": "A major goal of cognitive science is to characterize how an individual's past experiences guide their present decisions in a sequential task. Various empirical evidence support a process of incremental learning, well-characterized by the framework of reinforcement learning, whereby repeated exposures to similar situations shape decisions. However, in a complex world with sparse data a more sample-efficient process is needed. Prior work has suggested that episodic memory supports decision-making in such settings. Here, we provide novel behavioral evidence that episodic memory supports decision-making in temporally extended settings. We propose that value-based decision-making and episodic memory share common mechanisms to encode and retrieve past events, which in turn shape option evaluation and ultimately choice. In two experiments, we empirically test hypotheses that relate classic dynamics of sequential episodic memory retrieval to response patterns in novel evaluation and decision tasks. We find subjects' reported value estimates are subject to biases analogous to classic episodic memory biases (Experiment 1), and their choices are best captured by an episodic recall-based model (Experiment 2). These results suggest a novel link between value-based decision-making and episodic memory, which could reflect a psychologically plausible mechanism for computing decision variables by Monte Carlo sampling.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Decision making; Memory; Computer-based experiment; Statistics" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3gg6w5bb", "frozenauthors": [ { "first_name": "Corey", "middle_name": "Yishan", "last_name": "Zhou", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Deborah", "middle_name": "", "last_name": "Talmi", "name_suffix": "", "institution": "University of Cambridge", "department": "" }, { "first_name": "Nathaniel", "middle_name": "", "last_name": "Daw", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Marcelo", "middle_name": "G", "last_name": "Mattar", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24034/galley/13628/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24034/galley/21590/download/" } ] }, { "pk": 21375, "title": "Temporal Persistence Explains Mice Exploration in a Labyrinth", "subtitle": null, "abstract": "Exploration in sequential decision problems is a computationally challenging problem. Yet, animals exhibit effective exploration strategies, discovering shortcuts and efficient routes toward rewarding sites. Characterizing this efficiency in animal exploration is an important goal in many areas of research, from ecology to psychology and neuroscience to machine learning. In this study, we aim to understand the exploration behavior of animals freely navigating a complex maze with many decision points. We propose an algorithm based on a few simple principles of animal movement from foraging studies in ecology and formalized using reinforcement learning. Our approach not only captures the search efficiency and turning biases of real animals but also uncovers longer spatial and temporal dependencies in the decisions of animals during their exploration of the maze. Through this work, we aspire to unveil a novel approach in cognitive science of drawing interdisciplinary inspiration to advancing the field's understanding of complex decision-making.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Animal cognition; Decision making; Spatial cognition; Agent-based Modeling" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0s4241rf", "frozenauthors": [ { "first_name": "Umesh", "middle_name": "K", "last_name": "Singla", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Marcelo", "middle_name": "G", "last_name": "Mattar", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21375/galley/10974/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21375/galley/21820/download/" } ] }, { "pk": 24187, "title": "Temporal Shaping and the Event/Process Distinction", "subtitle": null, "abstract": "Studies of visual event individuation often consider people's representations of activities involving agents performing complex tasks. Concomitantly, theories of event individuation emphasize predictions about agents' intentions. Studies that have examined simple, non-agential occurrences leave open the possiblity that principles of visual object individuation play a role in visual event individuation. Unearthing principles that may be sufficient for event individuation which are distinct both from predictions about agents' intentions and from visual object individuation, we draw on and extend studies that reveal object and event representation to be deeply analogous in our cognitive economy. We provide evidence that ‚Äòtemporal shaping' is a sufficient low-level perceptual criterion for the visual individuation of events. In our study, temporal shaping is effected by the introduction of pauses into an otherwise continuous process. Future studies should address other visual mechanisms for introducing temporal shaping (e.g., color changes).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Event cognition; Semantics" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4gf6z35x", "frozenauthors": [ { "first_name": "Douglas", "middle_name": "", "last_name": "Wadle", "name_suffix": "", "institution": "University of Kansas", "department": "" }, { "first_name": "Devansh", "middle_name": "", "last_name": "Bansal", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Alexis", "middle_name": "C", "last_name": "Wellwood", "name_suffix": "", "institution": "University of Southern California", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24187/galley/13783/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24187/galley/21589/download/" } ] }, { "pk": 24952, "title": "Testing a Distributional Semantics Account of Grammatical Gender Effects on Semantic Gender Perception", "subtitle": null, "abstract": "One well-known prediction of linguistic relativity theories is the effect of a noun's grammatical gender on its semantics; for instance, ‚Äùkey‚Äù is feminine in Spanish but masculine in German and thus might be associated with feminine traits for Spanish speakers but with masculine traits for German speakers. Experimental and corpus evidence for these effects has been mixed. In this work, we considered a distributional semantics account of putative grammatical gender effects on semantics and tested its predictions in Spanish, German, and English (control). In Part 1, we hypothesized that grammatical gender of concrete nouns affects the similarity of noun embeddings to embeddings of adjectives semantically associated with men or with women. We found support for this hypothesis in fastText embeddings, showing that nouns with the same meaning but with opposite genders in Spanish and German show opposite attraction effects both for words ‚Äúman‚Äù and ‚Äúwoman‚Äù and for adjectives associated with men and women, although the effect size was weaker for German than for Spanish. BERT embeddings also showed consistent effects for Spanish but mixed results for German, suggesting possible variation across languages. In Part 2, we asked whether people systematically choose adjectives associated with women/men for grammatically feminine/masculine nouns, respectively. In a noun-adjective matching experiment (432 participants total), we found predicted grammatical gender effects for Spanish but not for German. Cosine similarity between the noun and the adjectives in fastText embeddings significantly predicted trial-level responses in all 3 languages; however, Spanish showed an additional effect of grammatical gender, indicating that participant noun-adjective associations are not fully explained by distributional semantics.", "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/44j035tc", "frozenauthors": [ { "first_name": "George", "middle_name": "Rocco", "last_name": "Flint", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Ivanova", "name_suffix": "", "institution": "Georgia Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24952/galley/14521/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24952/galley/21591/download/" } ] }, { "pk": 24729, "title": "Testing a dynamic field model of infant visual attention", "subtitle": null, "abstract": "Many infant experiences are both visual and auditory in nature, but what is the role of auditory cues in visual attention? Using a Dynamic Field model of infant visual attention, we generated simulations of infant looking behaviour in both a tone and no tone version of the Infant Orienting With Attention (IOWA) task. The DF model predicted a significant difference in reaction times and accuracy between the tone and no tone groups with the tone group faster and less accurate. To test this, we ran the IOWA task with 70 infants between 4 and 10 months of age randomly assigned to either a tone or no tone condition. There were no significant between-group differences. We explore these empirical findings using the dynamic field model, extending the model in two directions. First, we utilise Tensorflow tools to optimise the model parameters, and second, we fit the model parameters to individuals.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Psychology; Attention; Vision; Neural Networks" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5vn6j4vg", "frozenauthors": [ { "first_name": "John", "middle_name": "", "last_name": "Spencer", "name_suffix": "", "institution": "University of East Anglia", "department": "" }, { "first_name": "Stacey", "middle_name": "", "last_name": "Stuart", "name_suffix": "", "institution": "University of East Anglia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24729/galley/21592/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24729/galley/14327/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24729/galley/18185/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24729/galley/21592/download/" } ] }, { "pk": 24432, "title": "Testing Causal Models of Word Meaning in LLMs", "subtitle": null, "abstract": "Large Language Models (LLMs) have driven extraordinary improvements in NLP. However, it is unclear how such models represent lexical concepts-i.e., the meanings of the words they use. We evaluate the lexical representations of GPT-4, GPT-3, and Falcon-40B through the lens of HIPE theory, a concept representation theory focused on words describing artifacts (such as ‚Äúmop‚Äù, ‚Äúpencil‚Äù, and ‚Äúwhistle‚Äù). The theory posits a causal graph relating the meanings of such words to the form, use, and history of the referred objects. We test LLMs with the stimuli used by Chaigneau et al. (2004) on human subjects, and consider a variety of prompt designs. Our experiments concern judgements about causal outcomes, object function, and object naming. We do not find clear evidence that GPT-3 or Falcon-40B encode HIPE's causal structure, but find evidence that GPT-4 does. The results contribute to a growing body of research characterizing the representational capacity of LLMs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Linguistics; Causal reasoning; Semantics; Large Language Models" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0wc4315w", "frozenauthors": [ { "first_name": "Sam", "middle_name": "", "last_name": "Musker", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Ellie", "middle_name": "", "last_name": "Pavlick", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24432/galley/14029/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24432/galley/21593/download/" } ] }, { "pk": 24536, "title": "Testing the effects of distinct code-switching types on cognitive control", "subtitle": null, "abstract": "Code-switching, that is, the alternation between different languages in a single utterance, provides a unique window into language control mechanisms. Prior studies suggest that bilinguals upregulate their cognitive control when reading sentences that start in one language and end in another (e.g., Adler et al. 2020; Bosma & Pablos, 2020). The current project investigates whether more common types of code-switches and different modalities engage cognitive control differently. We had early Spanish-English bilinguals listen to (Experiments 1, 2, 4), or read (Experiment 3) sentences that were in Spanish only, or included dense or insertional switches to English. After each sentence participants responded to a Flanker trial. In contrast to prior findings, we either found no effect (Exp. 1), or a larger Flanker conflict effect after a switch vs. a unilingual sentence (Exp. 2 - 4). We therefore have no evidence that processing common types of code-switches upregulates cognitive control.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Cognitive architectures; Language understanding; Multilingualism" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2bc235fp", "frozenauthors": [ { "first_name": "Edith", "middle_name": "", "last_name": "Kaan", "name_suffix": "", "institution": "University of Florida", "department": "" }, { "first_name": "Rodrigo Mello", "middle_name": "", "last_name": "Medina", "name_suffix": "", "institution": "University of Florida", "department": "" }, { "first_name": "Guadalupe", "middle_name": "Maria", "last_name": "Diaz", "name_suffix": "", "institution": "University of Florida", "department": "" }, { "first_name": "Kirthana", "middle_name": "", "last_name": "Sane", "name_suffix": "", "institution": "University of Florida", "department": "" }, { "first_name": "Savannah", "middle_name": "", "last_name": "Chandler", "name_suffix": "", "institution": "University of Florida", "department": "" }, { "first_name": "Matt", "middle_name": "", "last_name": "Neitz", "name_suffix": "", "institution": "University of Florida", "department": "" }, { "first_name": "Claire", "middle_name": "", "last_name": "Kuntz", "name_suffix": "", "institution": "University of Florida", "department": "" }, { "first_name": "Jorge", "middle_name": "", "last_name": "Valdés Kroff", "name_suffix": "", "institution": "University of Florida", "department": "" }, { "first_name": "Souad", "middle_name": "", "last_name": "Kheder", "name_suffix": "", "institution": "University of Florida", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24536/galley/21594/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24536/galley/14133/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24536/galley/21594/download/" } ] }, { "pk": 24243, "title": "Testing the Effects of the Implicative Structure and Noun Class Size on the Learnability of Inflectional Paradigms in Adults and Artificial Neural Networks", "subtitle": null, "abstract": "Variation in inflectional morphology across languages raises questions about the factors affecting their learnability. This study explores the effects of two suggested factors: the implicative structure of the paradigm and the distribution of forms within it, and how they interact to affect the learnability of the system. Our results from a human behavioral study and artificial neural network simulations suggest that these factors influence learning, though type frequency may only serve as a proxy for the effects of token frequency.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Language learning; Morphology; Computational Modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1hj6k6r5", "frozenauthors": [ { "first_name": "Tamar", "middle_name": "", "last_name": "Johnson", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Micha", "middle_name": "", "last_name": "Elsner", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24243/galley/13839/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24243/galley/21595/download/" } ] }, { "pk": 24347, "title": "Testing the Maximum Entropy Approach to Awareness Growth in Bayesian Epistemology and Decision Theory", "subtitle": null, "abstract": "In this paper, we explore the objective-Bayesian principle of minimum information and Maximum Entropy as a solution to the problem of awareness growth: how should rational agents adjust their beliefs upon becoming aware of new possibilities? We introduce the Maximum Entropy principle as a theoretical solution to the problem of awareness growth and present the results of two experiments conducted to compare human reasoners' responses with the theoretical prescriptions of the Maximum Entropy approach. We discover that, although the MaxEnt method may appear computationally demanding, participants' responses are largely consistent with the theoretical prescription.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Philosophy; Psychology; Cognitive Humanities; Decision making; Bayesian modeling; Mathematical modeling; Survey" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9m83z9rq", "frozenauthors": [ { "first_name": "Rafael", "middle_name": "", "last_name": "Fuchs", "name_suffix": "", "institution": "Munich Center for Mathematical Philosophy, LMU Munich", "department": "" }, { "first_name": "Marko", "middle_name": "", "last_name": "Tesic", "name_suffix": "", "institution": "Leverhulme Centre for the Future of Intelligence, University of Cambridge", "department": "" }, { "first_name": "Ulrike", "middle_name": "", "last_name": "Hahn", "name_suffix": "", "institution": "Birkbeck, University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24347/galley/13944/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24347/galley/21596/download/" } ] }, { "pk": 24726, "title": "Testing the persuasiveness of meme based arguments by analogy", "subtitle": null, "abstract": "Psychologists have noted that analogical reasoning is pervasive in argumentation (Kuhn, 1992; Holyoak, 1997), but the forms these arguments can take varies substantially. Memes are one common format or argument-by-analogy. Memes are widely recognized images or templates that compares two situations to each other for the purpose of making some (often questionable) point. Even though memes-as-arguments are readily visible on social media, the persuasiveness of this category of argument-by-analogy---and specifically the features that predict their persuasiveness---have not been established. This study investigates whether and in what ways arguments by analogy, delivered in the form of a meme, are persuasive. We develop a large set of memes representing common meme structures, political leaning, and familiarity and examined how these factors predict a meme's perceived clarity, persuasiveness, and memorability, along with these memes effects on beliefs about issues such as climate change, immigration, and racism.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "psychology" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5862p4h4", "frozenauthors": [ { "first_name": "Zachary", "middle_name": "", "last_name": "Horne", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Leonidas A. A.", "middle_name": "", "last_name": "Doumas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Katherine", "middle_name": "", "last_name": "Hallin", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24726/galley/21597/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24726/galley/14324/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24726/galley/18182/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24726/galley/21597/download/" } ] }, { "pk": 24132, "title": "The alignment problem in curriculum learning", "subtitle": null, "abstract": "In curriculum learning, teaching involves cooperative selection of sequences of data via plans to facilitate efficient and effective learning.\nOne-off cooperative selection of data has been mathematically formalized as entropy-regularized optimal transport and the limiting behavior of myopic sequential interactions has been analyzed, both yielding theoretical and practical guarantees.\nWe recast sequential cooperation with curriculum planning in a reinforcement learning framework and analyze performance mathematically and by simulation.\nWe prove that infinite length plans are equivalent to not planning under certain assumptions on the method of planning, and isolate instances where monotonicity and hence convergence in the limit hold, as well as cases where it does not. We also demonstrate through simulations that argmax data selection is the same across planning horizons and demonstrate problem-dependent sensitivity of learning to the teacher's planning horizon. Thus, we find that planning ahead yields efficiency at the cost of effectiveness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Artificial Intelligence; Computer Science; Psychology; Mathematical modeling" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/45s9p2z5", "frozenauthors": [ { "first_name": "Patrick", "middle_name": "", "last_name": "Shafto", "name_suffix": "", "institution": "Rutgers University - Newark", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Sheller", "name_suffix": "", "institution": "Rutgers University - Newark", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24132/galley/13726/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24132/galley/21598/download/" } ] }, { "pk": 24074, "title": "The attentional system is tuned to initially orient to happy faces when competing with angry faces: An eye-tracker investigation", "subtitle": null, "abstract": "We investigated the emotion-based modulation in the attentional mechanism by presenting angry and happy faces simultaneously in the extrafoveal vision. In a letter discrimination task at the fixation, pairs of task-irrelevant happy and angry faces were displayed peripherally (‚â•5¬∞ away from the fixation) to study the valence-facilitated attentional capture under mutual competition for processing resources. Selective orienting was assessed using eye movement measures such as the probability of first fixation on these emotional face images. Results revealed a higher probability of first fixation for happy faces than angry ones. Processing of affective stimuli in the extrafoveal indicates early occurring covert orienting of attention followed by overt attention in the foveal vision. The attentional capture advantage by happy faces occurred in the absence of differences in arousal levels. We propose that happy faces have a unique capacity to capture attention when competing with angry faces.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Attention; Emotion; Eye tracking" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/17r6s5k1", "frozenauthors": [ { "first_name": "Lijiya", "middle_name": "", "last_name": "Chacko", "name_suffix": "", "institution": "IIT Bombay", "department": "" }, { "first_name": "Rashmi", "middle_name": "", "last_name": "Gupta", "name_suffix": "", "institution": "IIT Bpmbay", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24074/galley/13668/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24074/galley/21599/download/" } ] }, { "pk": 24162, "title": "The Attraction of Anticipation: How Causal Interactions Draw People's Attention in Visual Tasks", "subtitle": null, "abstract": "We observe causal relationships naturally and quickly in events that we experience in our life. The current research investigates if causal events like collisions attract our attention to other changes in objects involved in the causal event. Participants reported colour changes in two objects, one involved in a causal event (collision) and the other independent. Aligning with our expectation, we observed that participants are more likely to report the colour change involved in the causal event when it happened at the same time as the collision. Against our prediction however, we observed a similar effect when colour changes happened before the collision, while the difference was less strong when the colour changes happened after the collision. One possible explanation is that the effect stems from participants anticipating causal events, leading them to pay extra attention to objects potentially involved in collisions. This focused attention makes participants more likely to notice colour changes during the anticipation period, which means people are actively devoting more cognitive resources anticipating and confirming causal interactions. This finding suggests that people prioritise causal observations in visual search tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Causal reasoning; Event cognition; Perception; Computer-based experiment" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6nj0961k", "frozenauthors": [ { "first_name": "Tianshu", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Christos", "middle_name": "", "last_name": "Bechlivanidis", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Henrik", "middle_name": "", "last_name": "Singmann", "name_suffix": "", "institution": "UCL", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Lagnado", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24162/galley/13758/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24162/galley/21600/download/" } ] }, { "pk": 24753, "title": "The Benefits and Role of Bilingualism in Indian Schoolchildren with Low Vision Impairment.", "subtitle": null, "abstract": "This study looks at the benefits and functions of bilingualism in Indian schoolchildren with low vision impairment. Bilingualism, particularly in a multilingual country like India, can have considerable cognitive, social, and educational benefits. The study focuses on a sample group of N=60 (monolingual and bilingual) school-aged children with varying degrees of low vision impairment and analyses how bilingual (L1-Telugu and L2-English and L1-Hindi and L2-English) education effects their learning and social integration. Using the Language Experience and Proficiency Questionnaire (LEAP-Q), the study employs both qualitative and quantitative methods to assess cognitive development, language competency, and social interaction abilities in a bilingual situation. The findings indicate that bilingualism improves not only verbal abilities, but also cognitive flexibility, problem-solving ability, and social empathy in early children. This study suggests that bilingual education should be an integral part of the curriculum for visually impaired pupils in India, encouraging their overall development and integration into society. The findings have significant implications for educational policies and practices affecting special-needs children in diverse environments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Psychology; Behavioral Science; Development; Language learning; Reading; Vision; Classroom studies; Comparative Analysis; Developmental analysis; Psychophysics" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6fs864jj", "frozenauthors": [ { "first_name": "Male", "middle_name": "", "last_name": "Shiva Ram", "name_suffix": "", "institution": "University of Hyderabad", "department": "" }, { "first_name": "PHANI", "middle_name": "", "last_name": "KRISHNA", "name_suffix": "", "institution": "University of Delhi", "department": "" }, { "first_name": "Baskar", "middle_name": "", "last_name": "Theagarayan", "name_suffix": "", "institution": "University of Huddersfield", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24753/galley/21601/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24753/galley/14351/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24753/galley/18208/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24753/galley/21601/download/" } ] }, { "pk": 24480, "title": "The benefits of live in person feedback on children's mathematics performance", "subtitle": null, "abstract": "Feedback is a necessary component of learning. Yet, variable effects of feedback remain unclear. We tested two features of feedback that may alter a learner's attention to the self and performance: (1) the modality of feedback‚Äîwhether feedback is provided by a computer alone, in a hybrid fashion (computer with virtual person), or by a live person, and (2) the personalization of feedback‚Äîwhether feedback contains the self-cue ‚Äúyou‚Äù or not. 6- to 8-year-old children (N = 150) completed a math task online via Zoom or in-person in lab. During the activity, children were assigned to different feedback conditions which varied both feedback modality and feedback personalization. Feedback modality was the only feature found to affect performance. In terms of children's accuracy, there was an advantage to having feedback from a live person. However, live in person feedback also reduced strategy variability, suggesting that it decreased children's exploratory problem-solving behaviors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Education; Psychology; Development; Learning; Problem Solving; Computer-based experiment; Developmental analysis" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/91s7c76s", "frozenauthors": [ { "first_name": "Megan", "middle_name": "V", "last_name": "Merrick", "name_suffix": "", "institution": "Indiana University - Bloomington", "department": "" }, { "first_name": "Emily", "middle_name": "R.", "last_name": "Fyfe", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24480/galley/21602/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24480/galley/14077/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24480/galley/21602/download/" } ] }, { "pk": 24718, "title": "The Cognitive Components of Complex Planning", "subtitle": null, "abstract": "Planning in complex environments is crucial in everyday life, yet the underlying cognitive abilities remain unclear. We investigated this through an online experiment (n=476) where participants completed nine cognitive tasks: Raven's Matrices, Mental Rotation, Corsi Block Task, Change-Detection Task, Pattern Recognition Task, Wisconsin Card Sorting Task, a complex two-player game called Four-in-a-Row, and two simpler planning tasks. We found moderate correlations across most metrics, aligning with existing literature on cognitive interconnectivity. Notably, performance in the Four-in-a-Row game significantly correlated with all other tasks, implying a shared cognitive basis for planning, regardless of task complexity. Additionally, latent variable analysis revealed distinct factors underlying planning in different state spaces, with working memory capacity playing a crucial role in navigating larger spaces. These findings shed light on the cognitive architecture of complex planning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Psychology; Behavioral Science; Problem Solving" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2hc744vp", "frozenauthors": [ { "first_name": "Xinlei (Daisy)", "middle_name": "", "last_name": "Lin", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "Wei Ji", "middle_name": "", "last_name": "Ma", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24718/galley/21603/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24718/galley/14316/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24718/galley/18169/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24718/galley/21603/download/" } ] }, { "pk": 21347, "title": "The Cognitive Dynamics of Advertising", "subtitle": null, "abstract": "Cognitive processes underlie economic relations. In this paper, we develop a conceptual, mathematical, and computational framework for modeling market exchange as a series of dynamically interacting cognitive processes. Specifically, we show how advertisers can build trust and gain confidence in their pricing power to the point that they erode trust and undermine the efficacy of their advertising. Customers conversely orient towards advertisers seeking information or turn away from them as unreliable communicators. These behaviors and the patterns they generate occur inside a state space of unallocated perceived value. They constitute a small subset of the full range of possible strategic and adaptive responses that define cognitive microeconomics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Other; Dynamical Systems; Computational Modeling; Dynamic Systems Modeling; Mathematical modeling" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7813v5n5", "frozenauthors": [ { "first_name": "Jad", "middle_name": "", "last_name": "Soucar", "name_suffix": "", "institution": "University of California, Los Angeles (UCLA)", "department": "" }, { "first_name": "Francis", "middle_name": "", "last_name": "Steen", "name_suffix": "", "institution": "University of California", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21347/galley/10946/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21347/galley/21792/download/" } ] }, { "pk": 24129, "title": "The Cognitive Precursors of Early Developing Essentialist Beliefs", "subtitle": null, "abstract": "Essentialist beliefs about categories (e.g., intuitions that categories like ‚Äúgirl‚Äù or ‚Äútiger‚Äù reflect real natural structure in the world) emerge early in development across diverse cultural contexts, but the processes by which they develop have rarely been examined. We tested if the basic conceptual and explanatory biases that children rely on to build intuitive theories of the world contribute to the emergence of essentialism across early childhood. Consistent with this possibility, children who deferred to experts regarding category labels, endorsed single and intrinsic causes for object functions, and generated over-hypotheses about structure based on limited evidence developed more essentialist beliefs across childhood (with some variation across domains of thought). Together, these data reveal that the development of essentialist beliefs is shaped by basic conceptual biases that underlie how children construct intuitive theories about the world.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Cognitive development; Concepts and categories; Development; Learning" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6pt9s590", "frozenauthors": [ { "first_name": "Michelle", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Yian", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "Kennesaw State University", "department": "" }, { "first_name": "Kelsey", "middle_name": "", "last_name": "Moty", "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": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24129/galley/13723/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24129/galley/21604/download/" } ] }, { "pk": 24554, "title": "The contribution of low-level action detection and high-order action recognition on the sensorimotor beta rhythm suppression", "subtitle": null, "abstract": "A suppression of the cortical beta rhythm is a ubiquitous neural correlate of action observation. However, it remains unclear to which extent low-level action detection and higher-order recognition of actions' kinematics and goals contribute to beta suppression. Here, 24 participants, equipped with EEG, watched videos of kinematically natural goal-intact (Normal), kinematically unnatural goal-intact (How), and kinematically natural goal-violating (What) actions. We investigated the beta suppression at the time of action onset and at the time of action recognition. Across conditions, the beta rhythm was suppressed at action onset above both hemispheres, and no further change in the already suppressed beta rhythm was observed at the time of action recognition. Furthermore, beta suppression did not differ between Normal, How, and What videos. In conclusion, beta suppression is an ubiquitous characteristic of action observation but does not seem to be sensitive to the higher-order characteristics of observed action.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Neuroscience; Action; Perception; Electroencephalography (EEG)" } ], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8mx6c1q5", "frozenauthors": [ { "first_name": "Christian", "middle_name": "Marianov", "last_name": "Georgiev", "name_suffix": "", "institution": "Université Libre de Bruxelles", "department": "" }, { "first_name": "Scott", "middle_name": "", "last_name": "Mongold", "name_suffix": "", "institution": "Université libre de Bruxelles", "department": "" }, { "first_name": "Mathieu", "middle_name": "", "last_name": "Bourguignon", "name_suffix": "", "institution": "Université Libre de Bruxelles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24554/galley/21605/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24554/galley/14151/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/24554/galley/21605/download/" } ] }, { "pk": 21369, "title": "The Delusional Hedge Algorithm as a Model of Human Learning from Diverse Opinions", "subtitle": null, "abstract": "Whereas cognitive models of learning often assume direct experience with both the features of an event and with a true label or outcome, much of everyday learning arises from hearing the opinions of others, without direct access to either the experience or the ground truth outcome. We consider how people can learn which opinions to trust in such scenarios by extending the hedge algorithm: a classic solution for learning from diverse information sources. We first introduce a semi-supervised variant we call the delusional hedge capable of learning from both supervised and unsupervised experiences. In two experiments, we examine the alignment between human judgments and predictions from the standard hedge, the delusional hedge, and a heuristic baseline model. Results indicate that humans effectively incorporate both labeled and unlabeled information in a manner consistent with the delusional hedge algorithm---suggesting that human learners not only gauge the accuracy of information sources but also their consistency with other reliable sources. The findings advance our understanding of human learning from diverse opinions, with implications for the development of algorithms that better capture how people learn to weigh conflicting information sources.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Decision making; Learning; Machine learning; Computational Modeling" } ], "section": "Papers with Oral Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7qj5g4n7", "frozenauthors": [ { "first_name": "Yun-Shiuan", "middle_name": "", "last_name": "Chuang", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Jerry", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Rogers", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21369/galley/10968/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21369/galley/21814/download/" } ] }, { "pk": 21582, "title": "The Development of Conceptual Compositionality in Children", "subtitle": null, "abstract": "One of the core properties of human language is compositionality: the meaning of a sentence can be understood by the meaning of individual words and the rules for combining them (Szabó, 2020). We investigate the development of conceptual compositionality (the combination of concepts). In our study, 6- to 9-year-old children (N = 40) were shown a card with two objects (e.g., a car and a star). Participants were introduced to two characters (a robot and a wizard) that used their powers to change the objects in different ways (e.g., turning one object pink). In the test trials, participants were asked to predict what a card would look like after both characters used their powers on the same card. All participants successfully learned the characters' powers, but only participants 7.5 years and older succeeded in the compositionality test trials. Our findings suggest that by age 7.5 children can successfully compose functions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology; Cognitive development; Concepts and categories; Language and thought; Reasoning; Representation" } ], "section": "Papers with Poster Presentation", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0xd2p3z2", "frozenauthors": [ { "first_name": "Stephanie", "middle_name": "", "last_name": "Alderete", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Wenqing", "middle_name": "", "last_name": "Cao", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Piantadosi", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Fei", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "UC Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2024-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21582/galley/11181/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/21582/galley/21975/download/" } ] } ] }